Draft Design and Monitoring Framework. BAN: Skills Development Project. Project Number: February 2008

Transcription

1 Draft Design and Monitoring Framework Project Number: February 2008 BAN: Skills Development Project A design and monitoring framework is an active document, progressively updated and revised as necessary, particularly following any changes in project design and implementation. In accordance with ADB s public communications policy (2005), it is disclosed before appraisal of the project or program. This draft framework may change during processing of the project or program, and the revised version will be disclosed as an appendix to the report and recommendation of the President.

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3 DRAFT DESIGN AND MONITORING FRAMEWORK DESIGN SUMMARY Impact Increased engagement in wage- and selfemployment of skills training graduates Outcome Increased opportunities for more relevant good quality short-term skills training PERFORMANCE TARGETS/INDICATORS Employment rate of SSC(Voc) programs increased from 4% in 2006 to 8% in 2013 Employment rate of short-term skills training graduates from 2012 increases from 14% to 20% in 2013 Enrolment in short-term technical skills training in government training institutions increases to at least 6,000 per year by 2013 Females comprise at least 25% of skill training recipients under the Project Government agencies annually meet with industry representatives and NGO representatives to discuss skill training needs Government vocational and technical teachers training preservice and inservice training programs serving the whole TVET subsector REPORTING MECHANISMS Labor force surveys TMI data BANBEIS data Reports of the MOE, DTE, BTEB, BMET, TTTC and VTTI Project progress TMI data ASSUMPTIONS AND RISKS Local economy and overseas labor markets continue to grow and create more employment opportunities Reform of the TVET system towards becoming more flexible, demand-driven, and quality-assured continues Government commitment to make TVET marketresponsive and work with industries and NGOs is maintained Government support for increased TVET delivery continues 1. Enhanced Relevance and Access of TVET Programs 1.1 Industry-Led Framework of Partnership Established Overall partnership framework between Government and Industry/NGO Forum, BTEB, DTE developed and adopted Process of interaction between government and industry and nongovernment established 4 SWCs organized and functioning Coordination meetings held among Industry/NGO Forum, BTEB, and DTE Needed short courses in 3 industry sectors and the informal sector identified and developed 10 priority occupations for standards development will be identified by each SWC; total of 40 priority occupations No. of firms and NGOs involved in the SWCs Industry associations and NGOs continue to be committed to work with Government through the SWCs 1.2 Competency and About 100 competency and EC-ILO project is able Training Standards training standards developed and to make good progress Developed approved by national authority and EC-ILO in developing the recognized as national standard Format and standards qualifications documentation Bilateral negotiations for the framework acceptance of Bangladesh s Consultants/experts standards by other countries from different parties on undertaken with 3 countries a common standards format in a timely manner 1.3 CBT Curricula, 20 short CBT curricula developed BTEB continues to be

4 DESIGN SUMMARY Teacher Guides, and Assessment Tools Developed 1.4 Capacity for External Competency Assessment Developed PERFORMANCE TARGETS/INDICATORS by CDCs for Post-SSC (Voc) Skills Enhancement training (for the 20 most popular trades) 10 CBT curricula developed by CDCs as needed by industry, including diploma, certificate and trade courses 40 modular CBT curricula developed by CDCs based on competency standards of SWCs 20 existing short courses of NGOs and other providers reviewed and transformed to CBT format by CDCs and recognized by BTEB At least 100 competency assessors trained and certified At least 1,000 trainees are externally assessed and certified, where there are approved competency standards or standards from other countries accepted/endorsed by industry 2. Improved Capacity for Good Quality TVET Delivery 2.1 Inservice Training Provided to TVET Teachers 2.2 Teacher Training Facilities Upgraded Regional implementation structure fully staffed Detailed teacher training plan developed and implemented Monitoring and evaluation plan developed and implemented CBT inservice training and pedagogy delivered to about 4,000 TVET teachers Training on new curricula, standards, materials, etc. delivered to about 2,500 TVET teachers Training on technology to about 2,500 TVET teachers delivered About 1,000 teachers receive flexibly delivered certificate and diploma programs 5-year development plans of the VTTI and TTTC prepared and approved Civil works, repair and renovations are completed Equipment for new trades are procured, installed and utilized VTTI and TTTC staff receive local and foreign training VTTI and TTTC staffed, including by Master Trainers REPORTING MECHANISMS EC-ILO Student satisfaction surveys EC-ILO ASSUMPTIONS AND RISKS interested in developing and recognizing market-relevant shortterm training EC-ILO project will complete in a timely manner the system to recognize prior learning, including the assessment and certification System EC-ILO project will make good progress in the review of the TVET teachers preservice programs Teachers will be given the time to avail of training Government continues to be committed to serving the preservice and inservice TVET teacher training needs of all TVET providers, regardless of ownership and administration PIU capacity to manage and monitor development is maintained 2.3 Strengthened Training Delivery among Training Providers (Program Development PDF operations manual finalized PDF evaluation committee established Baseline study studies Private institutions have the capacity to develop and implement the program improvement

5 3 DESIGN SUMMARY Fund [PDF]) PERFORMANCE TARGETS/INDICATORS 3-year program improvement plans (PIPs) developed Selected programs of about 60 public, 15 private and 10 NGO training institutions is upgraded About 6 partnerships forged between industry associations and public TVET institutions Short CBT courses delivered in upgraded institutions to about 20,000 trainees 3. Increased Delivery of Relevant Skill Training 3.1 Increased Delivery of Market-Responsive Skill Training (Market- Responsive Training Fund [MaRT]) 3.2 Skill Training Delivered in Poor Communities MaRT Operations Manual finalized MaRT Evaluation Committee established Training needs assessments undertaken Training programs are packaged Training programs are tendered Training delivered to about 20,000 trainees Baseline socioeconomic assessment of targeted areas implemented; training needs assessments in partnership with NGO 40 educational institutions each receive 1 multipurpose workshop, equipment, materials and supplies Short trade courses introduced in each of the 40 educational institutions Entrepreneurship training in partnership with NGO delivered Training delivered to over 6,000 REPORTING MECHANISMS Independent institutional assessment Baseline study studies Independent monitoring Baseline study studies Independent monitoring ASSUMPTIONS AND RISKS plan DTE and other government agencies remain committed to delivering markerrelevant short-term skills training MOE, DTE and relevant government agencies continue to support demand-oriented delivery of short-term skills training MOE, DTE and relevant government agencies continue to support demand-oriented delivery of short-term skills training in communities trainees BANBEIS = Bangladesh Bureau of Educational Information and Statistics, BTEB = Bangladesh Technical Education Board, CBT = Competency-Based Training, CDC = Curriculum Development Committees, DTE = Directorate of Technical Education, EC-ILO = European Commission and the International Labour Organization, MaRT = Market- Responsive Training Fund, MOE = Ministry of Education, NGO = nongovernment organization, PDF = Project Development Fund, PIP = Program Improvement Plan, PIU = Project Implementation Unit, SSC(Voc) = Secondary School Certificate (Vocational), SWC = Sectoral Working Committee, TMI = Training management information, TTTC = Technical Teachers Training College, TVET = technical and vocational education and training, VTTI = Vocational Teachers Training Institute

6 Activities with Milestones 1.1 SWC members identified within 1 month of Loan Effectiveness (LE) 1.2 Overall partnership framework approved by Industry/NGO Forum, BTEB and DTE within 2 months of LE 1.3 Memorandum of Understanding with 4 SWCs signed within 4 months of LE. 1.4 CDCs organized by BTEB corresponding to the no. of competency standards developed by SWCs from Month Standard format for competency and training standards agreed upon by experts of donor projects and approved by government within 2 months of LE 1.6 Training program for SWC members prepared within 1 month of LE (international consultant hired is expected to have a ready training program) 1.7 Officers of industry associations and NGO partners provided orientation seminar and all SWC members trained on the development of competency and training standards within 3 months of LE critical occupations identified (average 10 by each SWC) and approved by their respective associations within 3 months of LE 1.9 Competency and training standards development commence from Month At least 40 competency and training standards (10 per SWC) developed by Year National skills certifying body re-activated or new body organized by end of Year Training program for members of Curriculum Development Cells (CDCs) developed by 3rd quarter (Q3) of Year BTEB officials and staff provided orientation seminar on the Project and all CDC members trained from Q4, Year Collect sample CBT curricula by Month 1, Year Pilot-test and validate first set of new CBT curricula from Q3, Year DTE organize TTCs to train teachers on new CBT curricula by Q4, Year First set of new CBT curricula and teacher guides rolled out by Month 1, Year Commence development of assessment tools by Q3, Year Draft competency assessment handbook by Q1, Year Develop training program for competency assessors by Q2, Year Commence training of competency assessors by Q4, Year Draft guidelines and procedures for assessing CBT graduates by Q3, Year Conduct graduate competency assessments from Q2, Year Staff appointed to the regional implementation structure by Month In-service teacher training plan completed with assistance of international consultant Month Monitoring and evaluation plan completed by Month Individual teacher training needs assessments commenced from Month Development of training programs and materials on new curricula, standards, materials, etc. commenced from Month Delivery of inservice training commenced from Month Certificate and diploma programs modified by Month Outreach delivery plan is finalized by Month year Development Plan of VTTI and TTTC prepared and approved by Month Civil works plans approved by Month 8 and works commence from Month Equipment list is finalized by Month 9 and procurement commences by Month VTTI and TTTC staff receive local and foreign training from Month The PDF Operations Manual is completed by Month Workshop for preparing the 1 st batch of PDF proposals completed by Month Screening and appraisal of 1 st batch proposals from Month 7 to Month Procurement commences by Month nd batch proposals screened and appraised by Month rd batch proposals screened and appraised by Month MaRT Operations Manual finalized by Month Prequalification and proposal evaluation criteria approved by PSC by Month Establish MaRT Monitoring and Evaluation Plan and Structure by Month Identify training needs of the labor market from Month Publicize MaRT from Month Create MaRT Evaluation Committee of training programs to be financed by Month Tender training program packages from Month Commence training programs from Month Poor communities identified by Month Training needs assessments in poor communities initiated by Month 6 Inputs Civil Works 4.3 million Furniture, Equipment & Vehicles 6.7 million Instructional Materials 1.6 million Staff Development 14.6 million Consultant Services 2.8 million Research Studies 0.35 million Special Programs 23.1 million Administration Support, Operations & Maintenance 5.6 million PIU 1.2 million

7 5 Activities with Milestones Inputs 3.11 Educational institutions for the training workshops identified by Month Equipments needs of training workshops identified by Month Tendering for civil works by Month Tendering for equipment by Month Training program development by Month Identification of trainees by Month Training program delivery commences by Q1, Year 3 BTEB = Bangladesh Technical Education Board, CBT = Competency-Based Training, CDC = Curriculum Development Committees, MaRT =Market-Responsive Training Fund, DTE = Directorate of Technical Education, LE = Loan Effectiveness, NGO = nongovernment organization, PDF = Project Development Fund, PSC = Project Steering Committee, SWC = Sectoral Working Committee, TTC = Technical Training Centers, TTTC = Technical Teachers Training College, VTTI = Vocational Teachers Training Institute