Within the framework of increasing access to quality and equitable health care and protection services for vulnerable Syrian refugees and host communities in Jordan, the UK’s Foreign, Commonwealth & Development Office (FCDO) funded a three-year project implemented by International Medical Corps (IMC) in partnership with Jordanian Hashemite Fund for Human Development (JOHUD). The multi-sectoral project ‘Specialized Protection Intervention for Vulnerable Refugees and Host Communities in Jordan’ was implemented between 2018 and2021 in six districts in Jordan: Mafraq, Irbid, Balqa, Ma’an, Jerash, and the Jordan Valley, in close collaboration with the Ministry of Health (MoH) and other governmental departments. The project aimed to improve access to quality services through the provision of mental health and psychosocial support (MHPSS), child protection (CP) and primary health care (PHC) with complementary services (nutrition and vaccination) for Syrian refugees and host communities.

This report presents the findings from an independent performance evaluation conducted between June and September 2021 by an external consultant. The evaluation aimed to analyse the final results of the project in the targeted areas, as well as to assess the efficiency, effectiveness, impact, and sustainability of the project after the implementation through the usage of quantitative and qualitative data.

The evaluation methodology included both primary and secondary data sources. The evaluation criteria used are based on the updated OECD-DAC standards, covering effectiveness, efficiency, impact, and sustainability^[1]. Additionally, specific humanitarian response standards, gender equality, and evaluation criteria which address coverage, coordination, quality and protection have also been used. The evaluation process included a desk review of project-related documents, a beneficiary-based survey, in-depth interviews and focus-group discussions with beneficiaries, and key informant interviews. Primary data collection was conducted in the six target locations where the project activities were implemented.

Quantitative data was captured during surveys with 1,026 beneficiaries of the project, while qualitative data was captured through individual interviews with 12 Key Informant Interviews (KIIs) and 8 focus group discussions (FGDs). Key informants (KIs) consisted of IMC project staff, JOHUD’s management team, and officials from the Mo H. The sample included 327 MHPSS beneficiaries, 424 CP beneficiaries, and 275 PHC – (JOHUD beneficiaries).

A desk review of project related reports revealed that project targets were significantly exceeded for the health, MHPSS and protection components, showing an increase in the beneficiaries' knowledge and skills related to protection and health concerns and issues, as well as an increase in the knowledge and skills of IMC staff and its partner and stakeholders, such as JOHUD and MoH. The project target indicators were assessed through the review of the project management tools (PMTs) and Log frame; the assessment showed that all the targets were achieved. Specifically, the project exceeded all targets for results in improved wellbeing, reduced protection needs, and strengthened the resilience of the most vulnerable refugees and host communities residing in Mafraq, Irbid, Balqa, Ma’an Jerash, Jordan Valley through child protection, health, and MHPSS interventions.

The key findings of the evaluation can be summarized as follows:

• The FCDO project met and exceeded the targets initially set in the logical framework.
• IMC Jordan’s holistic model of project design, management, and implementation created a strong network of specialized staff to work within the project. This contributed to the overall efficiency. There is evidence of quality activities being delivered on time, with efficient resource (information, human resources, financial, time) management that enabled achievement of planned outcomes.
• IMC, jointly with JOHUD, efficiently covered the hard-to-reach areas and delivered MHPSS, CP and PHC interventions and filled the most pronounced services accessibility gap for target population living in those areas.
• The project played a key role in linking the policy with the population needs and addressed the capacity gaps at the national level by training key health workforce cadre at MoH. IMC also successfully improved the capacities of the project staff as well as enhanced the program delivery and management capacities of its local partner JOHUD.
• These capacity building component of the project proved to be significantly contributing towards sustainable impact of the project but at the same time evaluation finds the continuous efforts are required to both reflect GoJ’s health policy as well as capacity to ensure integration of mental health at the PHC centres.
• Despite significant progress in increasing the capacity of local stakeholders, knowledge and funding gaps persist that might undermine the progress made in improving health, MHPSS and protection services for vulnerable communities. For example, the cessation of Mobile Medical Units (MMUs) in hard-to-reach areas targeted under this project will result in coverage gaps if no other partner or the MoH is able to sustain operations due to operational and budgetary constraints.
• IMC developed and implemented a capacity building plan for JOHUD as a local partner to ensure they are well trained on mental health (MH) and CP case management systems, minimum standards and protocols. IMC has also supported JOHUD in developing policies, Human Resources (HR), Best Interest Assessment (BIA), and built the capacity of the technical staff in CP, MHPSS and Health topics.

Mental Health and Psychosocial Support (MHPSS)

• Project efficiently responded to the needs of MHPSS services across the locations. The MH consultations covered psychiatric consultations, case management sessions, psychotherapy and psychoeducation sessions and home visits. More than half (52.6%) of the beneficiaries interviewed received MH consultations; while more than a quarter (27.5%) reported having received both MH and PSS, 17.1% received PSS only, and 2.8% reported other services.
• The project was effective in ensuring that MHPSS services are equally available across the locations both for men and women. In this regard, around 57% of the beneficiaries were women. these services were received by people of all ages. Around one-third of project beneficiaries (34.4%) receiving MHPSS services were below the age of 18 years, more than a quarter (27.8%) were between the ages of 19-35 years, 21.4% were between the ages of 36-49 years, and 16.5% were above 50 years of age.
• The project was successful in addressing the stigma related to accessing the MHPSS services (as reported by FGDs participants) – partly working closely with the communities, ensuring a high level of privacy, and integrating MH services with PHC centres of MoH. Most of the MHPSS beneficiaries continued to receive services until their care plan was achieved.
• Within the satisfaction survey carried out under the evaluation, 75.1% (74.8% males and 75.5% females) of respondents reported receiving effective MHPSS services.
• Internal and external referrals were an integral part of IMC’s services provided under the FCDO project. The survey respondents rated the effectiveness of the internal referrals for psychoeducation, diagnosis/prescription of psychotropic medications by a psychiatrist, and psychotherapy by psychologist as 82.6%, 76.1%, and 71.3%, respectively. However, the effectiveness of the referrals made to other agencies was reported as less effective, where 60% of the survey respondents reported satisfaction. These responses show the level of satisfaction of services received by beneficiaries from other agencies. Participants in the FGDs also indicated that referral pathways established by IMC were highly effective in terms of their connectivity and responsiveness (both internal and external referrals).
• The project was very effective in adapting and addressing the cultural requirements of the beneficiaries (agreed by 91.7%), staff management and availability also contributed towards effectiveness (agreed by 87.4%), the impact of the case management services proved to be effective (agreed by 82.3%). On average, around 83% of beneficiaries agree that the MHPSS services and activities have been managed and implemented effectively.
• The project was found to be highly effective in addressing complex mental health needs or combination of mental health conditions including the cases who experienced sexual violence, anxiety, depression, and obsessive-compulsive disorder.
• The project helped MHPSS beneficiaries through resolving their mental health concern (52%), enabling them to understand their mental health conditions and psychological wellbeing, and 3% motivated to engage normally with family.
• The project has left a lasting impact by training MoH staff in terms of improving attitudes towards the importance of MHPSS and how to deal with the cases and concerns, raising awareness and identification MH signs/symptoms and now they could identify and refer people requiring MHPSS interventions.

Child Protection

• The majority of CP respondents (81.8%) were parents/caregivers who participated in the survey on behalf of the child; 12.5% were children aged 12 and above and 5.7% consisted of responses from both the parent and child. The majority, 86% of the CP beneficiaries reported CP CM as efficient enough to help them identify protection concerns and receive related services. Among all CP beneficiaries interviewed more than half (56%) of them reported services to be satisfactory – the results found desirability bias amongst CP beneficiaries who received cash assistance versus those who did not.
• More than half of CP beneficiaries (57.8%) reported that the case management care plan was efficient in ensuring the full participation of children in CP services, and in providing recommendations and communication with parents/caregivers.
• The cash assistance program was rated as the most efficient method in resolving child protection concerns, specifically for those engaged in child labour and exposed to multiple concerns, giving vulnerable families autonomy over how to meet their own needs.
• Parents and caregivers in the survey sample reported that children with challenges and specific concerns received effective referral services to child protection and more specialized services, when required.
• More than half (57%) of the beneficiaries reported the CP services as effective as they helped the children to improve their situation in terms of increased participation in community activities, as well as higher enrolment in school, which reduced child labour cases as well.
• CP services were found to be inclusive and accessible for children regardless of age, sex, and nationality.
• Participants reported considerable levels of positive effects because of the participatory processes and practices used by caseworkers who supported children’s participation in decisions concerning their protection concerns and personal
• The CP services provided the communities, parents/caregivers, and children, with more knowledge, awareness, and understanding of the psychological health of children.

Primary Healthcare (PHC) – Delivered by JOHUD

• The project intervention model was innovative and targeted the most vulnerable and excluded communities living in hard-to-reach areas – the project effectively identified and addressed vulnerabilities through the engagement of the local partner, JOHUD.
• Outreach with PHC services was confirmed by around two-thirds of the beneficiaries. Around two-thirds (61.5%) confirmed that JOHUD’s different services under PHC helped them in meeting their health needs.
• The quality of the services by JOHUD was reported by around 71% of beneficiaries as good or very good. Among those who accessed different services by JOHUD, 69% reported the services as efficient to address their health concerns.
• Around two-third, 64.7%, of the sample reported that the MMU was effective or very effective for the provision of complimentary primary health and allied services.
• As we see the coverage was around70% which appeared to be a challenge due to the roving nature of only one MMU that was covering a widespread population.
• PLWs and children were covered for nutritional screening as well as follow-ups for immunization that helped the GoJ to ensure children in hard-to-reach areas are effectively managed to receive essential immunization.
• The MMU modality proved to be highly effective in reaching out to populations living in remote and distant areas where small population groups were covered through roving dates.
• Around 74% of the PHC beneficiaries reported having received services that helped them to resolve their health concerns and the same percentage of beneficiaries reported that they are now more aware of health care issues related to mothers and children.
• JOHUD specifically highlighted that their collaboration with IMC helped them to develop capacities, as a local organization, to get prepared and respond to different vulnerable population needs.

Given the three components of the FCDO project (MHPSS, CP (including CA) and Health) as key interventions of IMC, the evaluation identified key lessons learned from findings. The following are the key lessons learned.

Mental Health and Psychosocial Support (MHPSS)

• The project was highly successful in extending and making available the MHPSS to a majority, (83.5%) of beneficiaries who have not faced any limitations or challenges in participating in MHPSS services and activities.
• The key lesson learned was related to the cost of transportation and the interruption of availability of medication, as highlighted by some beneficiaries.
• Mental health beneficiaries who reported to cover non-communicable diseases along with the MHPSS interventions to enable them to manage their mental conditions more effectively. Project many consider, as a lesson learned, to cover NCDs consultations for those MHPSS beneficiaries who are also suffering from NCDs.
• Due to project activities, MHPSS beneficiaries are reporting to overcome the social stigma associated with the receipt of specialist mental services, but at the same time, some beneficiaries are reporting social stigma while approaching the mental health clinics at PHC when other people from their communities are also visiting the PHCs. The project may consider it as a lesson learned to devise social advocacy component to work at the community level to change the attitudes and behaviour of community towards mental health and its access.

Child Protection

• CP beneficiaries recommend the increase in the number of child friendly spaces so they could be easily reachable to most people.
• Knowledge centres are needed to enable vulnerable children to access the internet and technology because online learning is important but their parents in many cases are unable to provide their children with access to the internet and iPads or smartphones. (Feedback from parents/caregivers of CP beneficiaries).
• A key informant from the project team indicated that domestic violence, weak economic situation and lack of recreation opportunities are the main challenges that expose children in target areas to risks.
• Cash assistance has achieved a short-term goal for most of the beneficiaries. However, there should be a system to monitor the long-term impact in terms of how cash assistance was used and whether it fulfilled the planned objectives of mitigating the risks that the child was exposed to While, usually other referrals are done along with the social protection package for the long term solutions as livelihood, longer term cash assistance, vocational training sessions etc.
• The vulnerability criteria and the procedures used for cash assistance were set up building upon the in-depth technical assessment which takes place for each individual after assessing the child elements and provide the necessary services, covering level of child protection risks, case complexity and severity as well as the longer and/or short-term impacts on the beneficiaries safety and well-being. In this process, the case managers refer the most vulnerable Syrian families to a committee who would determine the eligibility of the case and select those most vulnerable and are entitled for the cash assistance. It is recommended to organize, at the beginning of the project, a focus group discussion or community awareness session in each geographical area about the vulnerability assessment criteria and procedures. 

Primary Healthcare (PHC) – Delivered by JOHUD

• MMU was an innovative idea to reach vulnerable communities living in hard-to-reach areas, and it effectively provided access to primary health care and allied services but at the same time, evaluation learned that MMU, due to its being roving and only source, was having limitations to cover widespread population. The project may consider for future to increase the availability of MMU by increasing the frequency of visits and number of working MMUs in hard-to-reach areas.
• Evaluation learned that working with JOHUD contributed to the capacity building in terms of managing and operating MMU for hard to reach areas as JOUD specified that they plan to use the FCDO project design as a model in their future interventions.

Based on the evaluation findings and lessons learned, the evaluation team provided some recommendations for IMC summarized as follows:

1. Raise awareness about the community-based feedback and response mechanism for better sharing information with beneficiaries and to raise their awareness about it. Even though the project design included functional feedback and complaints system, the evaluation found few beneficiaries were aware of it.
2. Establish knowledge centres in the target locations to allow children access to learning services in addition to all available child protection activities, such as community centres.
3. Target a greater number of persons with disabilities in future interventions through the inclusion of children with disability to access and participate in the project activities, namely child protection activities, need to be deliberate.
4. Raise awareness about Vulnerability Assessment Criteria and procedures through organizing focus group discussions or community awareness sessions in each geographical area.
5. Encouraging MoH and local authorities to prioritize mental health  There should be a component of advocacy in similar future projects.
6. Maintaining the project’s services and activities is significant to sustain the benefits to the target populations. It is recommended to continue to provide the same services in terms of MHPSS, CP, and primary healthcare to the target population in order to fulfil the needs of the beneficiaries due to the lack of alternative similar services in these areas.
7. Restructuring and re-activation of the role of the advisory committees representing the community, including beneficiaries, civil society organizations, and governmental institutions to advise the project management regarding health and protection services, activities, and policies.

Below are some recommendations for donors summarized as follows:

1. Sustaining the efforts towards capacity building of MoH for self-reliance in provision and integration of MHPSS services at PHC level that is in line with the National Mental Health Policy and Action Plan, along with the Substance Use plan.
2. Building the capacities of the Community Based Organizations (CBOs) to provide awareness sessions, identify MH concerns, provide psychosocial support and safe
3. Integrating mental health and Non-Communicable Diseases (NCDs) in future interventions since the evaluation found that there is high demand for NCDs with some linkages between mental health and NCDs among Syrian refugee population, which poses a unique challenge to health system in Jordan for provision and continuity of care and access to services.
4. Giving more priority on funding the health care interventions that take into consideration the approaches aimed to helping the local authorities to develop capacities that enabling them to fulfil the health care needs of refugees and vulnerable communities in Jordan.
5. Ensuring easy access to services through mobile units or by covering the transportation costs. This feedback has been received from CP and MHPSS, and health beneficiaries who were living far from the service points.

[1] https://www.oecd.org/dac/evaluation/daccriteriaforevaluatingdevelopmentassistance.htm

 Training Program for Special Education Teachers

Participants: 18 Staff from Al-Hussain Foundation, Amman - Jordan 

This  training program has been specially designed to provide a thorough knowledge on the impact of Assistive Technology (AT) in persons with disabilities and it addresses its contribution to differently abled children and adults with Dyslexia, Autism, Down Syndrome, ADD or ADHD, with Intellectual Challenges, with Severe Learning Difficulties, with Motor Control Problems, children who are Slow Learners or are Communicatively impaired, persons who are hearing or visually impaired and generally persons who need a different approach and tools to support them.

The program provided many opportunities with lots of practical examples and case studies rather than been theoretical and covered a big series of issues and topics with emphasis on the implementation, the use and contribution of AT. The trainees realized that there is strong justification for the use of AT, learn of terms and definitions, work with special devices and special software (demonstration and hands-on experiences), acquire skills of basic assessment procedures and tools and will become able to integrate AT into the Individual Educational Plan (IEP) of the student/child.

Language of training: Arabic and/or English, based on participants preference.

Date: 23 – 27 May 2021

Venue: Corp Hotel, Amman – Jordan

Training Course 

Format: Available in both format: Online and On-Site (in Amman – Jordan)

Duration: This is a 6-day online; 4-day on-site training course.

Language: Available in both English and Arabic

The present training course has been specially designed to provide a thorough knowledge and skills on the impact of Assistive Technology (AT) on children with disabilities and it addresses its contribution to differently abled children and adults with Dyslexia, Autism, Down Syndrome, ADD or ADHD, Intellectual Challenges, Severe Learning Difficulties, Motor Control Problems, Slow Learners or are Communicatively impaired, children who are hearing or visually impaired and generally children who need a different approach and tools to support them.

Program Content

The program provides many opportunities with lots of practical examples and case studies rather than been theoretical and will cover a big series of issues and topics with emphasis on the implementation, the use and contribution of AT. The trainees will realize that there is strong justification for the use of AT, learn of terms and definitions, work with special devices and special software (demonstration and hands-on experiences), acquire skills of basic assessment procedures and tools and will become able to integrate AT into the Individual Educational Plan (IEP) of the student/child.

Assistive Technology Tools covered in the Training:

1. Educational robots with two mats
2. Talking wall
3. Sequence bar
4. Talking album
5. Talking dice
6. Attention tracker
7. Educational robot and mats for the robot
8. Switches
9. Computer switch interfaces
10. Special keyboard, with large buttons
11. A keyguard
12. Big ball mouse
13. Special joystick
14. Big talking button
15. Talking buttons on one base
16. Talking pens
17. Briefcase communication device
18. Mounting arm with base and Velcro
19. Communication device with cells
20. Communication device with 44 buttons
21. Communication device with 30 buttons
22. Communication device with 10 buttons
23. Clever tiles
24. Video magnifier for the Low vision children
25. Memory cards set
26. Talking buttons
27. Keyboard labels
28. Attention tracker
29. Irlen transparencies
30. Adapted toys
31. Battery contacts
32. Eye tracking (low tech)
33. Switches
34. Interfaces
35. Talking bee

Note: Trainees will be given a free, fully functioning in Arabic, software called SALAM (Speech and Language Acquisition Method).

Language of training: Arabic and/or English, based on participants preference.

How to register:

Registration From

Fees

For Online course: USD 350, covers 6-day training course, inclusive of applications and certificate.

For On-Site course: USD 550, covers 5-day training course, inclusive of venue cost, coffee breaks, lunch, stationeries, applications, and certificate.

How to Apply

Registration Form

NB: When 10 participants or more registered we will contact you to agree on the date of the course.

Have questions or interested in connecting with a member of the SRD Centre team? Contact us at email: This email address is being protected from spambots. You need JavaScript enabled to view it.

For more information: SRD Center website

  Training Course

Format: Available in both format: Online and On-Site (in Amman – Jordan)

Duration: This is a 6-day online; 4-day on-site training course.

Language: Available in both English and Arabic

Complementary pathways are mostly designed as temporary solutions and thus they lack the main element of durable solutions. In this respect complementary pathways will require further consideration and adaptation to fully cater as new “durable solutions”.

Who is this course for?

This course is for humanitarian and development aid workers in management positions, technical staff or any project team working towards fostering refugees' ability to access comprehensive and solution-oriented information around complementary pathways of admission to third countries.

Training topics

the training course will include the following topics:

1. The objectives of complementary pathways for admission
2. Key Examples of complementary pathways for admission
3. Analyzing protection considerations and safeguards associated with the different sources of information refugees rely on in their pursuit for complementary pathways.
4. Possible ways to expand complementary pathways for admission
5. Effective ways to improve the level of awareness around complementary pathways among refugees, and addressing challenges and barriers faced by different refugee groups to accessing information around complementary pathways to third country admissions.
6. How to assess the support refugees are getting in the pursuit for complementary pathways’ opportunities.
7. How complementary pathways can allow for creating of a transparent system.
8. How complementary pathways be seen as complementary and not an alternative to resettlement.
9. Applying a transformative approach to fully cater complementary pathways as durable solutions

Training Foucs

 Complementary pathways are a promising way for expanding durable solutions for refugees. therefore, the training course will explore possible ways to move forward on complementary pathways, specifically:

1. Acknowledging the human capital of refugees

Acknowledging the human and social capital that refugees possess, complementary pathways could become a tool that offers refugees the possibility to seize opportunities based on their skills and networks, while promoting their safety and protection.

2. Networks in receiving countries

Many refugees have social, business, and professional networks, on which they are often too weak, or do not have the resources, to capitalise. Complementary pathways in this context have the potential to set up networking strategies to make refugees’ connections stronger. Networks in receiving countries may develop further around the community sponsorship schemes that are gaining increased momentum, as this approach encourages and allows for flexible refugee support networks. Similarly educational institutions through refugee-scholar focused programmes and employers, often through organisations such a Talent Beyond Boundaries, establish opportunities and connect refugees to them.

3. Flexibility regarding refugees’ entry conditions

Refugees whose human or social capital offer them the prospect of a livelihood in a third country, such as being received by a community or having reasonable prospects of employment, could also be met with more flexibility regarding their entry conditions. A sense of flexibility has the potential to waive conditions of entry to existing pathways that may be difficult for refugees to fulfil, e.g., due to a lack of required documentation, and thus constitute the main hindrance to a third country solution. Flexibility does not have to mean exceptional new conditions for entry, but rather adjustments to accommodate the reality of displacement.

4. Overcoming sectoral governance approaches

Current governance structures segregate the admission of refugees from that of other legal migrants. Complementary pathways for refugees can become orphans in this governance structure, as they organisationally fit neither under the former nor the latter. Progress on complementary pathways, therefore, requires actors to overcome sectoral governance approaches and seek synergies between these areas, recognizing that persons entering under immigration rules can also have protection needs.

5. Connection of networks and facilitated admission opportunities for refugees

Desk research on the legal pathways that people from major refugee source countries take without entering the refugee regime may inform policies that can help strengthen refugee networks to leverage complementary pathways to protection. This research can also strengthen non-governmental actors both in destination countries and in first countries of asylum in their advocacy and practical work to promote novel means to access protection and solutions.

6. Enabling refugees to capitalize upon their resources, connections and skills to access third country solutions

This could, in turn, create more space for those refugees who are lacking social, human and financial capital and who need more support from the international community—ultimately enabling these pathways to become truly complementary instruments for refugees to access protection.

Training Techniques

Training will be delivered via Zoom Pro, Interactive Webinar Workshops which will be facilitated learning and enjoyable in style and nature with lots of examples, case histories, problem solving exercises and useful ‘tips & tools’ from experienced practitioners in this field.

The number of participants will be 15 to 20 who, as well as attending the Online Webinar Workshops, will also work together in small teams over the course of the programme to complete exercises which will: (i) enhance the learning and understanding of the subject matter and (ii) all Importantly, assist the conversion of theory into practical application and team & Individual continual professional development

While participants will be strongly encouraged and reminded to take part in the livestream Webinar Workshop, each Module will be recorded and available to members of the group should they miss a session or wish to revisit particular content.

All training materials used during the workshops and additional materials as may enhance the learning process for the participants will be send electronically to the participants through the SRD Training Manager.

Fees

For Online course: USD 400, covers 6-day training course, inclusive of applications and certificate.

For On-Site course: USD 600, covers 4-day training course, inclusive of venue cost, coffee breaks, lunch, stationeries, applications, and certificate.

How to Apply

Registration Form

NB: When 10 participants or more registered we will contact you to agree on the date of the course.

Have questions or interested in connecting with a member of the SRD Centre team? Contact us at email This email address is being protected from spambots. You need JavaScript enabled to view it.

For more information: SRD Center website

Course URL:

https://drive.google.com/file/d/1Z4i3jKilDnPMyKdrix2L6qgrMZnNbJn3/view?usp=sharing

Training Course

Duration: This is a 10-day training course.

Format: Available in both format: Online and On-Site (in Amman – Jordan)

Language: Available in both English and Arabic

Deadline for registration: 22 March 2022

This innovation and entrepreneurship training aims to support development effectiveness and to provide the participants with the competencies to increase the employability of youth (female and male) among refugee and host communities through the development of better partnership between entrepreneurial sectors and academic institutions together with a better understanding of the desired goals and the real situation of business and industry needs.

The training will consist of 10 days X 2.5-hour Online Modules, one each day on agreed dates over two months.

Who is this course for?

This course is for humanitarian and development aid workers in management positions, technical staff or any project team working towards improving the employability skills and opportunities for youth.

The training will include:

1) A theoretical part on innovation and entrepreneurship terminologies and concepts, and approaches; and

2) A practical part guided by the trainer, where participants will be organized in teams to develop innovation projects with the aim of solving real challenges that involve projects and small enterprises management, social entrepreneurship, and technology and gender sensitive approach.

SPECIFIC OUTCOMES

On completion of the programme, Participants will:

• Have refreshed their understanding of the challenges of Innovation and new thinking in the field of Entrepreneurs and MSME owner management
• Have learned techniques and tools that can be used to leverage the confidence and capabilities of youth (the university students) in developing innovative projects.
• Have learned to change their attitudes and behavior in how they approach new projects.
• Have a broad understanding of the Innovation Methodologies.
• Understand how agile methodology works, with special focus on SCRUM^[1] and Design Sprint^[2].
• Be able to solve problems and challenges creatively through the Design Thinking methodology.
• Have been encouraged to construct their own Innovation in this field
• Acquire knowledge on how to apply the Lean Startup method^[3].

TRAINING TECHNIQUES

Training will be delivered via Zoom Pro, Interactive Webinar Workshops which will be facilitated learning, business like and enjoyable in style and nature with lots of examples, case histories, problem solving exercises and useful ‘tips & tools’ from experienced practitioners in this field.

The number of participants will be 15 to 20 who, as well as attending the 10 Online Webinar Workshops, will also work together in small teams over the course of the programme to complete exercises which will: (i) enhance the learning and understanding of the subject matter and (ii) all Importantly, assist the conversion of theory into practical application and team & Individual continual professional development

While participants will be strongly encouraged and reminded to take part in the livestream Webinar Workshop, each Module will be recorded and available to members of the group should they miss a session or wish to revisit particular content.

All training materials used during the workshops and additional materials as may enhance the learning process for the participants will be send electronically to the participants through the SRD Training Manager.

OUTLINE OF TRAINING TOPICS

Each Training Module will be delivered by way of an Interactive, Participative, Livestream, Online Webinar Workshop and consist of two x 75-minute blocks with a 15-minute break in-between, (i.e., 165 minutes / 2.75 hours). Modules will be facilitated to focus on building Innovation Skills & Thinking into the Participants’ work with students and the next generation of Entrepreneurs and Business Owner managers. 

1. Innovation in Entrepreneurship: Definition, Types, Approaches and Examples
2. Business Idea Facilitation, Creation, Validation and Risk Assessment
3. Managing Self, Time, Priorities and Stress
4. Communication and Relationships / Managing and Developing People
5. Effective and Strategic Business Planning
6. Marketing, Sales, Customer Care & Retention
7. e-Marketing, e-Commerce, and the Digital World.
8. Essential Financial Skills and KPIs for MSMEs
9. Operations, Systems, Quality, Suppliers, Organizational Planning
10. Supports, Funding and Attracting Investors

Fees

For Online course: USD 400, covers 10-day training course, inclusive of applications and certificate.

For On-Site course: USD 600, covers 5-day training course, inclusive of venue cost, coffee breaks, lunch, stationeries, applications, and certificate.

How to Apply

Registration Form

NB: When 10 participants or more registered we will contact you to agree on the date of the course.

Have questions or interested in connecting with a member of the SRD Centre team? Contact us at email This email address is being protected from spambots. You need JavaScript enabled to view it.

For more information: SRD Center website

[1] SCRUM is a framework utilizing an agile mind-set for developing, delivering, and sustaining products in a complex environment, with an initial emphasis on software development, although it has been used in other fields including research, sales, marketing, and advanced technologies.

[2] Design Sprint is a time-constrained, five-phase process that uses design thinking with the aim of reducing the risk when bringing a new product, service, or a feature to the market.

[2] Lean Startup is a methodology for developing businesses and products that aims to shorten product development cycles and rapidly discover if a proposed business model is viable.

Training Course

Duration: This is a 4-day training course.

Course Hours: from 9:30 am to 3:30 pm (Amman Time)

Format: Available in both format: Online and On-Site (in Amman – Jordan)

Language: Available in both English and Arabic

Why this SPSS training course?

SPSS is a widely used program for statistical analysis in social science. SPSS is a powerful suite of data analytics, reporting and modeling software. It is the data analytics software package of choice for people who are working on livelihood and employment-oriented programme and projects, and they need to analyze quantitative data that they are collecting from the field within the framework of monitoring, evaluation, and reporting activities. This training course will enable a wide range of users who need to quickly and accurately carry out statistical analysis of data related to labor market.

SPSS functionality ranges from simple plots and charts; through to much more sophisticated statistical tests. Although very broadly applicable, SPSS is very well-suited to analyzing survey data. It has a very broad range of applications from the relatively simple like calculating frequencies and creating lists and charts through to the far more advanced like variance analysis, multivariate statistical analysis and cluster analysis, as well as data analysis functions for testing hypothesis, building predictive models, and enable data-driven decision making.

About the workshop

This SPSS[1] training workshop will teach the participants the fundamentals of using SPSS in labor market assessment. This SPSS workshop involves working on a number of practical, hands-on examples and exercises in a workshop environment that will leave participants with lots of practical SPSS experience as well as useful tips and tricks. The workshop will show the participant how to make the most of SPSS software package.

Who is this course for?

This course is for humanitarian and development aid workers in management positions and technical programme aspects, including project managers, officers, M&E staff /managers who want to understand theories, approaches and practices related to the use of SPSS in labour market analysis and evaluation and want to become familiar with key functions of SPSS for labour market assessment.

Workshop goal

The goal of the workshop is to increase knowledge and requisite skills of participants on the use of SPSS and to enable them to make the most of this powerful software package while allowing them to work independently with SPSS on their own data and provide a solid foundation for advanced data analysis work.

Objectives of the workshop

1. To introduce participants to the basic practice of statistics by using SPSS Statistics, a statistical software program used for data management and data analysis and learn how to perform basic statistical analyses.
2. To introduce participants to the use of advanced SPSS for analyzing labor market data for reporting purposes focusing on database management tasks, descriptive statistics and graphics, and basic inferential statistics for comparisons and correlations.

Workshop content

The workshop is organized in modules and each module covers a reasonable content to enable participants connect and progress successively in the next modules.

1. Review of basic descriptive statistics (Measures of Central Tendency and Dispersion)
2. Introduction to the SPSS, SPSS interface and features, variables, codes, data types, measures, data management in SPSS
3. Creating, editing quantitative and categorical graphs/charts in SPSS
4. Advanced data tabulation
5. Statistical analysis methods and hypotheses testing
6. Output reports and inferential analysis
7. Practice - Analysis of Select Labour Market Cases

Workshop output

At the end of the workshop, participants should be able to:

1. To be able to perform a wide range of data management tasks in SPSS application in labor market assessment
2. Understand the basic workings of SPSS and perform basic statistical analyses.
3. To perform database management tasks, descriptive statistics and graphics, and basic inferential statistics for comparisons and correlations.
4. To perform data checking and create simple tables and charts.
5. To perform advanced analysis in SPSS

Fees

For Online course: USD 330, covers 4-day training course, 4 hours per day, inclusive of applications and certificate.

For On-Site course: USD 490, covers 4-day training course, 6 hours per day, inclusive of venue cost, coffee breaks, lunch, stationeries, applications, and certificate.

How to Apply

Registration Form

Have questions or interested in connecting with a member of the SRD Centre team? Contact us at email This email address is being protected from spambots. You need JavaScript enabled to view it.

For more information: SRD Center website

Course description: https://drive.google.com/file/d/14aMEPf-C3HRhKuWSAQG8gueZaJA5La_v/view?usp=sharing

[1] Statistical Package for the Social Sciences (SPSS) is a comprehensive and flexible statistical analysis and data management solution produced by IBM and makes statistical data analysis straightforward. SPSS can take data from almost any type of file and use them to generate tabulated reports, charts, and plots of distributions and trends, descriptive statistics, and conduct complex statistical analyses.

Four-Day Online Training. This training is empowered with SPSS and STATA

April 3 – 6, 2022 from 3:00pm to 6:30pm (Amman time)

As the development goes on, many ask on different aspects of impact of the development funds that are being used for poverty eradication, uplift thru entrepreneurship and employment, to improve access to water and sanitation (WASH), gender empowerment, and access to reproductive health services, for example. There is a set procedure to measure the impact and progress towards project outcomes at different stages of project implementation. Applied Research Methods have the tools and skills that are essential for professionals who are working on impact evaluations and on research concepts to generate empirical evidence. Below are given detailed contents of the ‘Applied Research Methods’. This training will empower participants with practical tools that are essentially used in Applied Research Methods across the world. It will also empower participants to use SPSS/STATA as a tool to analyze data collected under Applied Research.

Content Outline

Day I

Introduction to applied research

Different forms of applied research

Theory of change

Designing an applied research

How to make research representative?

o Sampling methods

o Methods to calculate sample

Day II

Designing principles for Impact Evaluations

How Impact Evaluations Differ from Other Research Design?

Introduction to Randomized Control Trials

Key concepts: Counterfactuals, Intention-to-treat (ITT) and Treatment-on-the-Treated (TOT), Spillover Effect, Random Assignments etc.

Case studies

Day III

Use of SPSS/STATA as a tool to analyze data

Hypothesis testing

Different forms of t test (used to show impact)

Chi-Square test

Correlation

ANOVA (One Way, Factorial ANOVA) etc.

Regression Analysis

optional (this is basic analysis)

SPSS/STATA Basics

Database development

Data entry and cleaning

Generating new variables and recoding

SPSS syntax (all manual commands will be done through syntax also)

Analysis of multiple response questions

Day IV

Day 4 is dedicated to SPSS/STATA and we assume that participants will have some sort of SPSS/STATA basic knowledge. In case you also require basic SPSS/STATA modules in the training, the fourth day will be reserved for all those wishing to learn SPSS/STATA from basics.

Important Dates

Four –Day Training

This training is empowered with SPSS and STATA

TOT on “Design and Analysis of Impact Evaluations” will be held on April 3 – 6, 2022 from 3:00pm to 6:30pm (Amman time)

The final agenda and venue details will be shared with all registered participants (who paid their fees).

Fee information

USD 380 covers 4-day training course, applications and certificate.

Registration Form

Deadline for registration: 20 March 2022

https://ee.humanitarianresponse.info/x/DZKZPTVH

Have questions or interested in connecting with a member of the SRD Centre team? Contact us via email This email address is being protected from spambots. You need JavaScript enabled to view it. and This email address is being protected from spambots. You need JavaScript enabled to view it.

For more information: SRD Center website

https://www.facebook.com/srdedujo.jordan