Ex-post Evaluation

1. Background of the Project

The Government of the Philippines (GOP) requested for a project type technical cooperation (PTTC) from the Government of Japan (GOJ) in order to address the need for livelihood among women in the rural areas. In response to the GOP request, the GOJ through JICA dispatched a Preliminary Study Team in January 1995, a Long-term Study Team in August 1995 and an Implementation Study Team in April 1996. In the course of the discussions between the Study Team and the GOP representatives, the adoption of a holistic approach towards improvement of quality of life in the rural areas was agreed upon whereby beneficiaries are not only limited to women but also the men and youth in the rural areas. In April 1996, the GOP and GOJ signed the Records of Discussion for the implementation of the PTTC on the Training Services Enhancement Project for Rural Life Improvement (TSEP-RLI) from June 1996 to June 2001 with the Agricultural Training Institute of Department of Agriculture as the Implementing Organization.

2. Project Overview

The TSEP-RLI was aimed at institutionalizing the Training Program for Rural Life Improvement (RLI) at the Agricultural Training Institute. Through the Project, it is expected that farmers, fisherfolk, women, youth, and extension agents will be provided with efficient and effective training services from ATI leading to the improvement of quality of life in the rural areas.

(1) Overall Goal

Farmers, fisherfolk, women, youth and extension agents will be provided with efficient and effective training services from ATI which will lead to the improvement of quality of life in the rural areas through efforts of human resources development, with special reference to women’s participation.

(2) Project Purpose

The Training Program for RLI will be finalized and institutionalized in ATI

(3) Outputs

• Pilot RLI activities that reflect the local people’s needs will be implemented, considering the balance between on and off farm productive activities and home and community life activities, as well as gender aspects in the rural areas;
• The Training Program for RLI will be formulated at the Model Center based on the pilot RLI activities;
• ATI will be able to implement the Training Program for RLI at the initial Expansion Centers;
• The cooperative relationship will be enhanced between ATI and other institutions to ensure the effective implementation of the Program at the Model Center and Initial Expansion Centers.

(4) Inputs

Japanese side:

Philippine side:

3-1 Summary of Evaluation Results

(1) Impact

The institutionalization of the Training Program for RLI at ATI has enhanced the capacity of ATI staff to provide efficient and effective training services to farmers, fisherfolk, women, youth and extension agents. The survey among project counterparts revealed that through the project they have acquired relevant training and extension skills particularly on participatory methods of planning and development of training programs. ATI counterparts also noted that through their participation in the piloting of RLI activities, they were able to acquire a more holistic perspective about delivery of training and extension services in the rural areas encompassing livelihood, community environment and rural living condition. Based on the site survey, the pilot RLI activities implemented by the project at the model center (Bohol) and expansion centers (Agusan del Norte, Albay, Pangasinan and Nueva Vizcaya), on the other hand, generated positive effects on the beneficiaries such as acquisition of livelihood skills, increase in family income/savings, raising of environmental awareness, and strengthening of village organizations.

(2) Sustainability

The organizational sustainability of the project is secured by the issuance of Administrative Order No. 20 by the Secretary of the Department of Agriculture in August 2001 directing ATI to institutionalize TSEP-RLI in all of its 34 Training Centers. In line with this Order, ATI has formed a Project Management Staff to coordinate and monitor the institutionalization process. At the local level, the cooperating LGUs have assigned permanent personnel to monitor and supervise the pilot RLI activities.

The project’s technical sustainability is likewise secured as 15 out of 17 project counterparts who were trained in Japan remain with ATI. Although there were few training opportunities after 2001, ATI counterparts were able to enhance their skills through their active involvement in the TSEP-RLI institutionalization process. Most of the training equipment provided under the Project are properly maintained and frequently utilized. Due to the rapid change in technology, some of the computers and audio-visual equipment have become obsolete. At the local level, most of the project beneficiaries continue to apply the skills they have acquired through the project. The lack of follow-up trainings in pilot sites after 2001 is complemented by the continuous technical guidance by the ATI Centers and LGUs thereby ensuring the sustainability of the pilot RLI activities.

Funds for institutionalization of Training Program for RLI have been incorporated in ATI’s regular budget. ATI’s operating budget, however, is very limited. As such, the Training Program for RLI is being implemented at the Expansion Centers with financial and material contributions from cooperating LGUs.

3-2. Factors inhibiting sustainability and impact

(a) Factors concerning to Planning

No inhibiting factor concerning to planning was observed.

(b) Factors concerning to the Implementation Process

Due to budgetary limitations of ATI, expansion Centers are not able to fully address the priority needs of beneficiaries in all spheres of RLI. Also, the limited budget hinders the mobility of ATI staff such that monitoring visits by ATI personnel to project sites have become less frequent after the phase-out of JICA assistance in 2001.

3-3. Conclusions

The Project succeeded in developing and institutionalizing the Training Program for RLI in ATI. From 2001 to 2003, ATI was able to institutionalize the Training Program for RLI in nine (9) Additional Expansion Centers despite its budgetary limitations. The active support of LGUs and other cooperating agencies in the institutional process is a major contributing factor to project sustainability. Moreover, the integration of the participatory approaches promoted by TSEP-RLI in ATI’s regular training programs has enhanced the efficiency and effectiveness of ATI in providing training services to its clientele.

3-4. Recommendations

(a) For ATI

• Conduct of a seminar-workshop whereby best practices in training and extension including successful RLI experiences of expansion Centers can be presented, discussed, documented and shared among participants;
• More frequent monitoring of pilot RLI activities by model and expansion centers in order to promptly address problems and issues faced by project beneficiaries;
• Conduct of follow-up training for Center personnel especially on project documentation.

(b) For JICA

• Provision of follow-up assistance to ATI in upgrading obsolete training and documentation equipment and acquiring new training equipment for the expansion centers;
• Assistance to ATI in the conduct of seminar-workshop on best practices in training and extension.

3-5. Lessons Learned

(a) Support of local government units and other resource providers is crucial to the success of RLI activities in target communities particularly after the phase-out of the lead implementing organization;

(b) Adequate social preparation of beneficiaries is key to sustainability of projects aimed at improving the living conditions of rural communities;

(c) Participatory approaches of project planning and implementation promote a “sense of ownership” among project beneficiaries and other stakeholders thereby promoting continuity of project activities.