Prevention of Teenage Pregnancy and Child Marriage

                          YOUTH DREAM FOR CONSTRUCTIVE ACHIEVEMENT (YDCA LIBERIA)

           BENJAMIN LAMBSON SCHOLARSHIP PROGRAM

 

         Student Needs Assessment and Selection Report

 

 

Reporting Period:                                September 17, 2026
Program:                                             Benjamin Lambson Scholarship Program
Number of Students Selected:            5
Selection Committee:                         YDCA Executive Director, Staff Members, and Volunteers
Organization:                                      Youth Dream for Constructive Achievement (YDCA Liberia)

 

1. Introduction

Youth Dream for Constructive Achievement (YDCA Liberia) established the Benjamin Lambson Scholarship Program to help children who are committed to their education but face financial and family-related challenges that may affect their ability to access basic educational necessities and remain consistently engaged in school.

The program is designed as a long-term educational support initiative. While the long-term vision is to provide broader scholarship support as resources become available, the first phase of the program focuses on addressing immediate educational needs, particularly essential school materials.

 

For the 2026/2027 academic year, YDCA conducted a needs-based assessment of applicants to determine which students would receive support during the initial phase of the program.

 

Following the assessment and review process, five students were selected to become the first beneficiaries of the Benjamin Lambson Scholarship Program.

 

2. Purpose of the Assessment

The purpose of the assessment was to identify students who have genuine educational and financial needs and determine their eligibility for support through the Benjamin Lambson Scholarship Program. The assessment sought to understand each applicant’s age, grade level, household financial circumstances, family responsibilities, access to basic school materials, school attendance, commitment to education, and any financial or family-related challenges that could affect their ability to remain in school. It also provided YDCA with a fair and consistent basis for selecting beneficiaries and ensuring that the limited resources available were directed toward students with significant educational needs and those who could continue to grow alongside the organization as the program develops.

 

3. Assessment and Application Process

Parents and guardians submitted applications on behalf of students who were being considered for the program.

 

The information collected covered the student's educational circumstances, household situation, financial challenges, access to school materials, family responsibilities, school attendance, and other factors that could affect the student's ability to continue their education.

 

YDCA used a structured needs-assessment process to review the applications. Information was collected and organized to allow the selection team to consider applicants consistently rather than relying on personal relationships, individual requests, or academic performance alone.

 

The assessment considered both the student's circumstances and the household's capacity to meet educational costs.

 

4. Eligibility Considerations

An applicant was considered for the Benjamin Lambson Scholarship Program based on a combination of eligibility and demonstrated need.

 

4.1 Age

The applicant's age was reviewed to determine whether the student fell within the intended age range of the program and whether the student was at an appropriate educational stage for the program's objectives.

 

Age was considered together with grade level and educational circumstances rather than being used as the only selection factor.

 

4.2 Grade and Educational Level

The committee reviewed the student's current grade/class and educational level.

 

Consideration was given to:

Whether the student was currently enrolled or preparing to continue school.

• The student's current educational stage.
• The immediate educational needs associated with their grade.
• Whether support could contribute to continued participation in school.

 

4.3 Financial Need

Financial circumstances were one of the central considerations in the selection process.

The assessment examined the family's ability to provide basic educational necessities and whether financial limitations were creating challenges for the student's education.

 

The committee considered information such as:

• Household financial circumstances.
• Sources of household income or support.
• The family's ability to purchase school materials.
• Other significant household financial responsibilities.
• Whether the cost of education was placing pressure on the family.
• Whether the student was at risk of missing school or experiencing educational interruption because of financial difficulties.

 

4.4 Number of Children and Dependents

The number of children and dependents supported by the household was considered.

 

A household supporting several children or dependents may have limited resources available for each child's educational needs. This factor therefore helped the committee understand the broader financial circumstances of the family.

 

4.5 Access to Basic School Materials

The committee assessed whether the student had access to essential items needed to participate effectively in school.

 

These included:

• Notebooks
• Pens and other writing materials
• School uniform
• School shoes
• School bag/backpack
• Other basic learning materials

 

Students who lacked essential school materials received particular consideration because the first phase of the program is intended to address immediate educational needs.

 

4.6 School Attendance and Continuity

The assessment considered whether financial or family circumstances had previously affected the student's ability to attend school consistently.

 

The committee considered:

• Previous attendance difficulties.
• Financial reasons for missed school.
• Difficulty obtaining required school materials.
• Circumstances that could affect continued attendance.
• The possibility of educational interruption if support was not available.

 

4.7 Student's Commitment to Education

The committee also considered the student's demonstrated commitment to education.

This was not intended to reward only students with the highest academic grades. Instead, the committee considered whether the student showed an interest in continuing their education and had the willingness to make use of the opportunity provided.

 

4.8 Family and Caregiver Circumstances

The living and caregiving situation of the student was reviewed where relevant.

 

The assessment considered:

• Who the student lives with.
• Who is primarily responsible for the student's care.
• The caregiver's ability to support education.
• Family responsibilities affecting the student's education.
• Other circumstances that may influence access to schooling.

 

4.9 Risk of Educational Interruption

The committee considered whether the student's education could be interrupted because of financial or family-related challenges.

 

This helped YDCA identify students for whom relatively modest educational support could make an immediate difference in their ability to remain engaged in school.

 

4.10 Overall Educational Need

The committee considered the applicant's circumstances as a whole.

 

No single factor automatically guaranteed selection. Instead, the committee considered the relationship between financial need, educational circumstances, family situation, access to school materials, and the student's commitment to continuing education.

 

5. Selection Principles

The selection committee followed several principles throughout the review process.

 

Fairness

Applications were reviewed using common criteria rather than selecting students solely on personal relationships or individual requests.

 

Need-Based Selection

Priority was given to demonstrated educational and financial need.

 

Educational Continuity

The committee considered whether assistance could help the student continue their education and avoid disruption caused by lack of basic educational resources.

 

Responsible Use of Limited Resources

YDCA currently has limited resources. Therefore, the organization could not support every applicant during the first phase.

 

The committee sought to direct the available resources toward a small number of students whose circumstances demonstrated a clear need for immediate educational assistance.

 

Long-Term Relationship

YDCA also considered whether selected students could grow alongside the organization as the scholarship program develops. The intention is to build a continuing relationship with beneficiaries, monitor their educational progress, and expand support when additional resources become available.

 

6. Selection Committee

The final selection was made by a committee established within YDCA Liberia.

 

The committee comprised:

• Executive Director
• YDCA Staff Members
• YDCA Volunteers
• Board member

 

The committee reviewed the applications and assessment information collectively and discussed the circumstances of applicants before making the final selection.

 

The involvement of multiple members of the organization was intended to provide a broader review of each application and reduce the possibility of decisions being based on one person's judgment alone.

 

7. Final Selection

Following the assessment and committee review, five children were selected as the first beneficiaries of the Benjamin Lambson Scholarship Program.

 

The five selected students met the program's eligibility requirements and demonstrated educational needs that aligned with the objectives of the first phase of the program.

 

The selection reflected a combination of:

• Age eligibility
• Grade/educational level
• Financial need
• Household circumstances
• Number of dependents
• Access to basic school materials
• School attendance and continuity
• Educational commitment
• Risk of educational interruption
• Overall educational need
• Potential for continued engagement with YDCA's educational support program

 

8. Nature of Support for the First Phase

The 2026 first phase of the Benjamin Lambson Scholarship Program focuses on essential school materials. The available funds will be used to provide selected beneficiaries with basic educational items, which may include:

 

• School notebooks
• Pens and writing materials
• School shoes
• School uniform
• School bag/backpack
• Other essential school supplies based on assessed need

 

The purpose of this initial support is to address immediate barriers that may prevent students from starting or continuing the school year with the materials they need.

As additional funding becomes available, YDCA intends to explore broader scholarship support for selected students, including additional educational expenses.

 

9. Why Only Five Students Were Selected

YDCA received applications from a number of students with genuine educational needs.

The committee recognizes that there were many good applicants. However, the financial resources available for the first phase were limited.

 

Rather than spreading the available resources too thinly across a large number of beneficiaries, YDCA selected five students whose circumstances most closely aligned with the program's current eligibility and support criteria.

 

Available through the assessment process.

Not being selected does not mean that an applicant was unqualified, undeserving, or unimportant. It means that the student's circumstances could not be accommodated within the resources available for this initial phase.

 

YDCA intends to continue seeking funding so that the program can reach additional students in future phases.

 

10. Beneficiary Development Approach

The Benjamin Lambson Scholarship Program is intended to be more than a one-time distribution of school supplies.

YDCA's long-term approach is to establish a relationship with selected students and, where resources permit, continue supporting their educational development.

The organization intends to:

• Follow up on students' educational progress.
• Maintain communication with parents or caregivers.
• Monitor how provided school materials are being used.
• Identify continuing educational needs.
• Encourage students to remain committed to their education.
• Create opportunities for beneficiaries to engage with YDCA activities where appropriate.
• Explore additional educational support as funding becomes available.

 

The concept of students growing alongside YDCA is central to the program's long-term vision. YDCA hopes that beneficiaries will not only receive assistance but also become young people who can contribute positively to their families, communities, and future generations.

 

11. Monitoring and Follow-Up

Following distribution of the school materials, YDCA will maintain appropriate follow-up with the selected students and their parents/guardians.

 

Monitoring may include:

• Confirmation that school materials were received.
• Follow-up with parents or caregivers.
• General information on school attendance.
• Continued educational participation.
• Identification of emerging educational needs.
• Documentation of program activities and outcomes.

 

Where appropriate, YDCA may also collect stories, photographs, or other documentation of program impact. Such documentation will be handled with consideration for the privacy, dignity, and safeguarding of children.

 

12. Safeguarding and Confidentiality

Because the program supports children, YDCA recognizes the importance of protecting their privacy, dignity, and safety.

 

Information collected during the assessment process will be treated as confidential and used primarily for program assessment, selection, monitoring, reporting, and legitimate donor accountability purposes.

 

Sensitive personal information about children and families should not be publicly disclosed unless appropriate consent and safeguarding procedures are in place.

 

Any public communication about beneficiaries should focus on the educational impact of the program while protecting children's identities and personal circumstances where necessary.

 

13. Limitations of the Assessment

The selection process was conducted within the resources and information available to YDCA at the time of assessment.

 

The assessment should therefore be understood as a program-selection tool rather than a complete determination of every educational or household need faced by an applicant.

 

Financial circumstances and family situations can change. YDCA may therefore review beneficiary circumstances in future program cycles as new funding becomes available.

 

14. Conclusion

The 2026 assessment and selection process represents the first implementation phase of the John Scholarship Program.

 

Through a structured needs-based review, YDCA assessed applicants according to age, grade level, financial circumstances, household responsibilities, access to school materials, school attendance, educational commitment, risk of educational interruption, and overall educational need.

 

A selection committee comprising the YDCA Executive Director, staff, and volunteers reviewed the applications and selected five children to receive support during the first phase.

 

The selected students will receive essential school materials to help address immediate educational needs. YDCA's longer-term objective is to continue developing the program, secure additional resources, monitor the progress of beneficiaries, and create opportunities for more children to receive educational support.

 

YDCA is grateful to the families who participated in the assessment process and to the supporters whose contributions have made the first phase possible.

 

The organization remains committed to ensuring that available resources are used responsibly, transparently, and in a manner that supports children's ability to access and continue their education.