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||–|
|PDS Updated as of||17 Sep 2014|
|Project Name||Skills Development for Inclusive Growth|
|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.|
|Drivers of Change||–|
|Gender Equity and Mainstreaming Categories||–|
|Type/Modality of Assistance||Approval Number||Source of Funding||Approved Amount (thousand)|
|Technical Assistance||8634||Japan Fund for Poverty Reduction||2,000|
|During Project Design
As noted above, TA conceptualization emanated directly from the dialogue with MOST, MOI, the Ministry of Education (MOE) and other agencies and development partners under the CESR process. MOST and MOI have identified development and pilot testing of CBMSCs to be a high priority, and have in turn sought ADB support to develop CBMSCs, more broadly strengthen their capacities in areas like responsiveness to employer demands. TA reconnaissance and fact-finding discussions (during 1-3 July and 16-20 September 2013) reached agreement on the TA design, including the impact, outcome, outputs, implementation arrangements, cost estimates and financing arrangements, and consultant terms of reference. In addition to MOST, MOI, and MOE, TA conceptualization also benefited from dialogue with various agencies, development partners (including the Embassy of Japan and JICA), employer associations, and other organizations under the CESR process, including via a series of TVET roundtable meetings .
|During Project Implementation
To support implementation and replication, a TA advisory committee will be established, chaired by MOST and including representation from MOI, NSSA, other relevant agencies, and industry representatives. The TA design also foresees close dialogue with employers and communities in areas surrounding the 5 training centers, ranging from engagement of employers (including through technical sector committees) in identifying core skill needs to social mobilization to encourage young women and men (particularly from disadvantaged backgrounds) to enroll in fee-free CBMSCs. Close dialogue will also ensure complementarity with TVET-related support expected to be provided by other development partners.
|Myanmar s dramatic socioeconomic transformations present both opportunities and challenges. Recognizing that an educated population and skilled workforce will be a prerequisite for successful navigation of these transformations and for sustained economic growth and poverty reduction, Myanmar s government has recently stepped up efforts to bolster the education sector, including the TVET subsector. Myanmar s ongoing CESR is playing a critical role in pinpointing critical gaps and identifying quick wins that can be pilot tested for potential scale-up under the forthcoming Costed Education Sector Plan (CESP): to be developed in the final phase of the CESR in 2014, the CESP will provide a unified framework for evidence-based, prioritized, and sequenced sector investments by the government and DPOs. Among key gaps requiring urgent solutions, despite its large current and potential workforce of youth and young adults, Myanmar faces significant skill shortages and misalignment. In particular, ADB-supported analysis under the CESR s Rapid Assessment (Phase 1) demonstrates the existence of an inverted skill pyramid: amidst overall gaps in skilled labor, there is a particularly urgent need to generate young workers possessing basic skills to strengthen the foundations of the skill pyramid. For example, household survey data suggests that only roughly 1.7% of 16-19 year-olds are enrolled in various forms of skill training, with access to training concentrated in urban areas and fields like computers and languages: e.g., a total of only roughly 0.3% and 0.1% of rural males and females reported enrolment in any form of industrial, mechanical, or primary sector-related training, with an estimate of 0.0% among poor respondents. Women (especially in rural or peri-urban areas) are particularly underrepresented in the latter types of training. The absence of workers with foundational skills directly undermines the ability of more highly-skilled workers to efficiently function and obstructs balanced modernization in both the urban and rural sectors. CESR analysis also demonstrates that a key issue underlying this dearth in basic skills training has been the lack of capacities and systems for providing applied short-courses and other forms of training accessible to disadvantaged youth and workers. On one hand, public sector TVET provision in Myanmar in recent years has largely focused on advanced, multi-year degree or diploma programs with admission based on the same matriculation exam used for entrance into universities. Meanwhile, private training is expanding but remains limited and heavily targeted at more affluent urban niche markets (e.g., computer and language training). Looking beyond access alone, the TVET subsector also faces issues related to quality and management, which will need to be addressed to allow TVET to effectively support Myanmar s accelerating socioeconomic transformation. These include the need for the TVET subsector to shift from a largely supply-side and academic orientation towards more fully demand-driven and competency-based programs, while addressing gaps in (i) the quality and relevance of curricula and materials, methodology, and overall program design in the face of shifting demands; (ii) links to labor market needs, especially in expanding sectors and skill areas; (iii) instructional and managerial staff capacity and professional support systems, in addition to physical facilities; and (iv) related institutional capacities. At the same time, the TVET subsector has received very limited international support, as DPO support to the education sector remains concentrated in primary, preprimary, and nonformal education. To help address these challenges, CESR Phase 1 recommended (i) continued analysis and policy support under CESR Phase 2 (in-depth analysis) in areas such as development of an updated policy framework for TVET; and (ii) more focused by quick win interventions. The latter include formulation and pilot testing of competency-based modular short-courses (CBMSCs). The TA will directly assist the government in the latter. It is also consistent with ADB s Interim Country Partnership Strategy for Myanmar. The ICPS first pillar covers human resources and institutional capacities, and identifies the post-primary education subsectors (including TVET) as a core focus for ADB support.|
|Enhanced skills foundation for balanced and inclusive growth|
|Description of Outcome
Models for equipping disadvantaged young adults with job-ready, highly demanded skills demonstrated to be successful and adopted
|Progress Towards Outcome
|Description of Project Outputs
Institutional structures and capacities strengthened CBMSC program content developed and delivered Evidence disseminated and replication models prepared
|Status of Implementation Progress (Outputs, Activities, and Issues)
|Status of Development Objectives
|Date of First Listing||2013 Oct 28|
It is indicatively estimated that the TA will support 43 person-months of international consultants (4 positions) and 22 person-months of national consultants (1 position) with expertise in relevant types of TVET. International consultants will indicatively be comprised of: (i) Expert on Skills Development; (ii) Expert on Short-Course Training on Building and Construction; (iii) Expert on Short-Course Training on Welding; and (iv) Expert on Short-Course Training on Small Machinery Repair. A national consultant is expected to be recruited to serve as a Skills Development Specialist. ADB will engage the consultants as individuals in accordance with the Guidelines on the Use of Consultants (2013, as amended from time to time). The TA will also mobilize short-term resource persons to provide specific expertise, as needed for activities such as training-of-trainers and events.
Subject to more detailed planning during TA implementation, the TA is expected to procure a modest amount of equipment required for use in carrying out competency-based modular short-courses (CBMSCs). In all cases, ADB s Technical Assistance Disbursement Handbook (2010, as amended from time to time), Procurement Guidelines (2013, as amended from time to time), and other ADB guidelines will be applied.
|Procurement and Consulting Notices
|Concept Clearance||02 Sep 2013|
|Fact-finding||16 Sep 2013 to 27 Sep 2013|
|Management Review Meeting||–|
|Approval||02 Apr 2014|
|Last Review Mission||–|
|Technical Assistance 8634||02 Apr 2014||24 Apr 2014||24 Apr 2014||30 Apr 2016||–||–|
|Date||Approval Number||ADB (US$ thousand)||Others (US$ thousand)||Net Percentage|
|Cumulative Contract Awards|
|Approval Number||Approved Amount||Revised Amount||Total Commitment||Uncommitted Balance||Total Disbursement||Undisbursed Balance|
|Technical Assistance 8634||2,000||2,000||408||1,592||10||1,990|
|Responsible ADB Officer||Christopher A. Spohr (firstname.lastname@example.org)|
|Responsible ADB Department||Southeast Asia Department|
|Responsible ADB Divisions||Human and Social Development Division, SERD|
|List of Project Documents||http://www.adb.org/projects/47227-001/documents|