Project Data Sheets (PDS) contain summary information on the project or program: Because the PDS is a work in progress, some information may not be included in its initial version but will be added as it becomes available. Information about proposed projects is tentative and indicative.
|PDS Creation Date||01 Mar 2006|
|PDS Updated as of||23 Jul 2014|
|Project Name||Vocational Education Strengthening Project|
|In preparing any country program or strategy, financing any project, or by making any designation of, or reference to, a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.|
|Sector and/or Subsector Classification||Education
/ Technical and vocational education and training
|Strategic Agendas||Inclusive economic growth (IEG)
|Drivers of Change||–|
|Gender Mainstreaming Categories||Effective gender mainstreaming|
|Type/Modality of Assistance||Approval Number||Source of Funding||Approved Amount (thousand)|
|Loan||2416||Asian Development Fund||80,000|
|Technical Assistance||7072||Technical Assistance Special Fund||500|
For more information about the safeguard categories, please see http://www.adb.org/site/safeguards/safeguard-categories
|During Project Design
Full involvement of government and beneficiaries is needed. Project preparation has taken into account positive lessons from ADB's past projects in technical and vocational education, senior secondary schools catering mainly for the poorer sections of the population and girls, the proper selection of the project sites and schools based on the industry's needs, careful targeting of beneficiaries and assessment of causes of and measures for removing constraints to poor children's enrolment in post universla nine-year education. Assessment of potential measures will cover advantages/disadvantages of different modality of program delivery (formal/non-formal), integrating assessment involving the beneficiary communities. Assessment of optimal link and matach with industry for the technical and vocational students will be made. Assessment of the roles of NGOs in the education program delivery will also be included.
|During Project Implementation
Participation of industry in vocational education planning and implementation is the key element. Employment and increased income levels central to success of vocational training. Engagement with local government agencies involved with planning local economic development, local employer networks, schools, district education offices essential to supporting schools to develop and implement training relevant to local employers and economic development plans.
|In partnership with the Government and other donors, the Project is expected to increase the number of Indonesian workers with internationally competitive and entrepreneurial skills over the long term. This is consistent with the Government's economic and industry policy agenda. The medium-term outcome of the Project is expected to be expanded enrolments, improved quality, relevance and efficiency, and strengthened partnerships with industry in the model VSSS. Key success indicators will include (i) a 20% increase in enrolments in model VSSS, (ii) teaching of academic subjects, especially mathematics, the sciences and English, upgraded to national standards through upgraded curricula with increased time allocations in model and alliance schools, (iii) agreements with local industry in at least 50% of model VSSS to implement student skills assessment using local industry personnel, (iv) entrepreneurship start-up programs offered in all model VSSS; (v) arrangements with international companies or agencies for mutual skills recognition trialled in at least 40 model VSSS.|
|Increased competitiveness and employment opportunities for vocational school graduates|
|Description of Outcome
Improved quality and relevance, expanded access, and greater efficiency in senior secondary vocational education.
|Progress Towards Outcome
Data from the Monitoring and Evaluation survey indicate an initial improvement of capacity and quality of teaching-learning facilities like classroom and laboratories, leading to an increase of enrollment in model schools by 5-10% during 2010-2011; and 10-15% in 2012; partnerships among SMKs and industries strengthened; and increased average of national exam scores of students for science subjects.
|Description of Project Outputs
Refocused vocational school management using a business approach Improved quality of teaching and learning in model and alliance schools Strengthened school-industry linkages in model vocational schools Enhanced entrepreneurship focus in model vocational schools
|Status of Implementation Progress (Outputs, Activities, and Issues)
Outout 1. Refocused vocational school management using a business approach - 90 model and 230 alliance schools have been implementing their approved school business plans; block grants for 2010, 2011, and 2012 have been disbursed. Overall progress are on track. EMIS development is behind schedule, but is now completed and installed in all Model School. Output 2. Improved quality of teaching and learning in model and alliance schools - Major investments in Model Schools have been completed, to include construction/ rennovation of classrooms, labs, and offices; purchase of new teaching-learning equipment; teacher and staff training; and procurement of resource/teaching- learning materials; - Curriculum update have been undertaken and implemented since 2011 - Linkages/synergy among model VSs and alliance VSs remain a challenge, some are successful, others are less successful, depending on the leadership of school principals. -Output 3. Strengthened school industry linkages in model VSs - schools have developed links with industry and employers. On job training, training in school production units are progressing. Many schools undertake production of spare-parts and assembling of products based on the industry orders. - Strategy to support students into self employment being considered; but there are variation in its implementation. - lack of M & E and data on what happens to students when they graduate in terms of employment or increased income levels. - Industry experts conducting assessments of student competence; - School and industries work together in recruitment of graduates through "job fair" Output 4. Enhanced entrepreneurship focus in model VSs - systems to support self employment not yet fully developed or implemented. - income streams at school in many schools developed; but in some places constrained by local government regulation which prohibit schools from receiving income from communities. -
|Status of Development Objectives
|Date of First Listing||2006 Mar 01|
All consultants to be financed from the loan proceeds will be selected in accordance with ADB's Guidelines on the Use of Consultants (2007, as amended from time to time). Individual national consultants will be engaged to guide the development of School Business Plans (SBPs) and to provide preparatory training to ensure a uniform approach. Institutions and firms will be engaged to help model vocational senior secondary school (VSs) prepare SBPs and the project management unit (PMU) with selecting qualified consultants. Consultants for (i) the review and refinement of SBPs and SBP implementation; (ii) management development; and (iii) monitoring, evaluation, and reporting will be engaged through firms on the basis of quality- and cost-based selection with 80:20 weighting. Ministry of National Education, through the PMU, will be responsible for selecting and hiring consultants. Individual consultants will be hired to assist the PMU. The Project provides for four contracts for consultancy services and two individual consultants for preparatory work. Under the main contract for School Business Plan preparation and implementation, there will be 21 national consultants for a total of 207 person-months. A. Framework for School Business Plans (SBP) 1. School Business Planning Specialists (2 individual consultants; 6 person months). B. SBP Preparation 2. Facilitators For SBP Preparation (10 institutions or firms; 6 month duration). C. SBP and Project Implementation (1 firm, 21 national consultants, 207 person months) 3. Education Specialist (6 person-months) 4. Education Technology/Instructional Materials Specialist (6 person-months) 5. Equipment Specialist (6 person-months) 6. Procurement Specialists (2 consultants; 12 person-months). 7. Civil Work Specialists (7 consultants; 12 person-months for SBP review and 90 person-months for SBP implementation) 8. Project Education Management Information System (EMIS) Specialist (6 person-months) 9. Financial Management Specialists (2 consultants; 24 person-months) 10. Quality Assurance Specialist (3 person-months) 11. School Industry Linkages Specialist (3 person-months) 12. Teacher Training Specialist (12 person-months) 13. Project Management Specialist (24 person-months) 14. Writer/Editor for "What Works" Publication (3 person-months) 16. Procurement Specialist (6 person-months). D. Management Development (1 firm, 4 years, intermittent) E. Monitoring and Evaluation (1 firm, 5 years intermittent)
Procurement of goods and services financed under the loan will be in accordance with ADB's Procurement Guidelines (2007, as amended from time to time). Contracts for the refurbishment of the PMU office including equipment and furniture will be awarded on the basis of shopping for contracts estimated to cost $100,000 or less, and by national competitive bidding for contracts estimated to cost the equivalent of more than $100,000 up to $500,000. Civil works, teaching materials, textbooks, furniture and instructional aids will be procured using national competitive bidding for contracts estimated to cost the equivalent of more than $100,000 up to $500,000, and shopping for contracts estimated to cost $100,000 or less. Contracts for works, goods and equipment estimated to cost more than $500,000 will be awarded on the basis of international competitive bidding.
|Procurement and Consulting Notices
|Concept Clearance||04 Oct 2006|
|Fact-finding||04 Jun 2007 to 22 Jun 2007|
|Management Review Meeting||22 Aug 2007|
|Approval||31 Mar 2008|
|Last Review Mission||–|
|Loan 2416||31 Mar 2008||26 May 2008||09 Jul 2008||30 Nov 2013||–||–|
|Date||Approval Number||ADB (US$ thousand)||Others (US$ thousand)||Net Percentage|
|Cumulative Contract Awards|
|28 Jul 2014||Loan 2416||75,232||0||97.00%|
|28 Jul 2014||Loan 2416||75,767||0||98.00%|
|Approval Number||Approved Amount||Revised Amount||Total Commitment||Uncommitted Balance||Total Disbursement||Undisbursed Balance|
Covenants are categorized under the following categories—audited accounts, safeguards, social, sector, financial, economic, and others. Covenant compliance is rated by category by applying the following criteria: (i) Satisfactory—all covenants in the category are being complied with, with a maximum of one exception allowed, (ii) Partly Satisfactory—a maximum of two covenants in the category are not being complied with, (iii) Unsatisfactory—three or more covenants in the category are not being complied with. As per the 2011 Public Communications Policy, covenant compliance ratings for Project Financial Statements apply only to projects whose invitation for negotiation falls after 2 April 2012.
|Sector||Social||Financial||Economic||Others||Safeguards||Project Financial Statements|
|Responsible ADB Officer||Wendy Duncan (email@example.com)|
|Responsible ADB Department||Southeast Asia Department|
|Responsible ADB Divisions||Indonesia Resident Mission|
Dir. Gen.for the Mgt. of Primary & Secondary Educ.
Professor B. Suyanto
|List of Project Documents||http://www.adb.org/projects/33409-013/documents|