Bangladesh: Skills Development Project

Sovereign Project | 39408-013

Summary

The Project has four outputs: (i) enhanced relevance of and access to technical and vocational education and training (TVET) programs, (ii) improved capacity for good quality TVET delivery, (iii) delivery of relevant skills training, and (iv) project management.

To enhance the relevance of TVET, the Project will support the (i) establishment of partnerships with industry; (ii) development of competency and training standards; (iii) evelopment of curricula, teacher guides, learning materials and assessment tools; and (iv) capacity development in external competency assessment. With a view to improving the capacity to deliver good quality training programs, the Project will assist in (i) providing in-service training to government and nongovernment TVET teachers; (ii) revitalizing two public TVET teacher training institutions; (iii) strengthening the capacity for short training programs in selected public and private training institutions; and (iv) strengthening the

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Consulting Notices

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Procurement Notices

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Procurement Documents

Title Document Date
Skills Development Project Jun 2013

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Project Name Skills Development Project
Project Number 39408-013
Country Bangladesh
Project Status Approved
Project Type / Modality of Assistance Loan
Source of Funding / Amount
Grant 0140-BAN: Skills Development Project
Swiss Grant (Cofinancing) US$ 3.60 million
Loan 2425-BAN: Skills Development Project
Asian Development Fund US$ 50.00 million
Strategic Agendas Inclusive economic growth
Drivers of Change Governance and capacity development
Partnerships
Sector / Subsector Education - Technical and vocational education and training
Gender Equity and Mainstreaming Gender equity
Description

The Project has four outputs: (i) enhanced relevance of and access to technical and vocational education and training (TVET) programs, (ii) improved capacity for good quality TVET delivery, (iii) delivery of relevant skills training, and (iv) project management.

To enhance the relevance of TVET, the Project will support the (i) establishment of partnerships with industry; (ii) development of competency and training standards; (iii) evelopment of curricula, teacher guides, learning materials and assessment tools; and (iv) capacity development in external competency assessment. With a view to improving the capacity to deliver good quality training programs, the Project will assist in (i) providing in-service training to government and nongovernment TVET teachers; (ii) revitalizing two public TVET teacher training institutions; (iii) strengthening the capacity for short training programs in selected public and private training institutions; and (iv) strengthening the

capacity of the Directorate of Technical Education (DTE) for planning, research, and social marketing.

To increase the delivery of relevant skills training, the Project will support (i) the delivery of skills training (market-responsive skills training) needed in the labor market, and (ii) the delivery of skills training in poor communities.

Project Rationale and Linkage to Country/Regional Strategy

The TVET system has a large role to play in economic growth and social development as a provider of (i) trained human resources to the labor market and (ii) skills to those looking for employment. Bangladesh's national poverty reduction strategy (NPRS) recognizes the potential contribution of TVET to poverty reduction while supporting economic growth by providing employable skills, particularly to those who dropped out of school early and are already of employable age, and to the large pool of unemployed and underemployed adults.

The current formal TVET system lacks linkage with and, therefore, relevance to the labor market. The capacity of the system to meet the needs of the labor market is small. Employers are looking for more workers who can meet their semiskilled and skilled requirements. The outputs of the TVET system and the needs of the employment sectors are mismatched in at least three areas: (i) trades or occupations where programs are offered, (ii) competencies acquired do not meet industry or selfemployment requirements, and (iii) practical experience opportunities for students. The practical component of the curriculum is not effectively taught. The majority of TVET teachers lack pedagogical training and practical skills, and have no industrial experience. In addition, TVET institutions have poorly equipped workshops; and lack teaching and training materials, and adequate classrooms and workshops.

The formal TVET system provides limited opportunities to the primary target beneficiaries of the NPRS. Successful completion of class (or grade) 8 is required for entry into formal TVET programs in the secondary school certificate (vocational) and thus excludes the majority of the poor. Its main clientele are young adolescents who complete class 8, can afford to stay more years in school, and have strong white-collar job aspirations. The NPRS calls for a reform of the TVET system to make it more market-responsive; address training needs of the underprivileged who do not complete class 8; collaborate with the private sector and nongovernment organizations (NGOs); and make its training programs more flexible in terms of duration, curriculum and students' academic qualifications, among others.

Impact Increased wage and self-employment of skills training graduates
Project Outcome
Description of Outcome Strengthened TVET capacity to provide market-responsive, short-term relevant skills training
Progress Toward Outcome Project is extended until 30 June 2015. Succesful partnerships with industries are being implemented. Project is focusing in its final stages on identifying and sharing lessons learned and handing over results
Implementation Progress
Description of Project Outputs

1. Enhanced Relevance and Access of TVET Programs

1.1 Industry-led framework of partnership established

1.2 Competency and training standards developed

1.3 CBT curricula, teacher guides, learning materials and assessment tools developed

1.4 Capacity for external competency assessment developed

2. Improved Capacity for Good Quality TVET Delivery

2.1 In-service training provided to TVET teachers

2.2 Teacher training facilities upgraded

2.3 Training providers strengthened

2.4 DTE research, development, and social marketing capacity strengthened

3. Relevant Skills Training Delivered

3.1 Market-responsive skills training delivered

3.2 Skills training delivered in poor communities

4. Project Management

4.1 Project is well managed

Status of Implementation Progress (Outputs, Activities, and Issues)

Progress on outputs has been good after restructuring.

The project supported establishment of four Industry Skills Councils, who are now becoming entities be itself under the aegis of the National Skills Development Council

With support from the Councils, and its industry representatives and the Bangladesh Technical Education Board, standards and curricula were developed.

Over 3,700 teachers were sensitized in Competency Based Training.

Support to 64 Technical Schools and Colleges both in terms of materials, additional classrooms and workshops, and training of teachers is almost completed.

Regional offices, Headquarter and the Teacher Training institutions from the Directorate of Technical Education are strengthened.

Seven different market responsive training modalities have been implemented in close collaboration with industries. Over 7,000 trainees have completed the training.

over 900 poor girls, including several from small ethnic communities, have been trained in garments, and provided with jobs.

The lessons learned are currently being summarized and to be shared

Geographical Location Whole country
Safeguard Categories
Environment C
Involuntary Resettlement C
Indigenous Peoples B
Summary of Environmental and Social Aspects
Environmental Aspects Minimum or no impact on environment.
Involuntary Resettlement The Project will not require any land acquisition. All civil works will be on current premises. No involuntary resettlement is envisaged for the proposed construction of a new building, additional offices, classrooms, and toilets.
Indigenous Peoples

Potentially limited impact.

The Project is market-responsive in design. The training admission eligibility standards will be specified in coordination with industry associations according to the occupations' skill standards. Training programs will be open to everyone who would qualify and will be held in venues that do not restrict admission to any group, including by religion and by ethnicity. For members of poor/disadvantaged groups that meet the admission criteria and are accepted into the skills training programs, the Project will provide daily training allowances, as appropriate. The Project is not targeting any specific group by religion or ethnicity.

Stakeholder Communication, Participation, and Consultation
During Project Design Consultation with a variety of stakeholders was undertaken using focus group discussions, workshops, and interviews. Focus group discussions included TVET students, parents, TVET teachers and trainers, and employers in the six divisions of Bangladesh. Employers, industry associations, and development partners were also consulted.
During Project Implementation

Consultation and participation of representatives of industries and major NGOs is undertaken in the Project. Members of the Industry Skills Councils will mostly be from industries and employers to identify the needed skills training. TVET institutions that will receive funds for upgrading their program facilities will have advisers from the industries and employers. In working with poor communities, the Project will work with NGOs to identify their training

needs. Information dissemination activities, among others, will be undertaken and will include the use of popular media to reach out to youth and project a positive image of productive TVET. A social marketing plan was prepared and implemented.

Business Opportunities
Consulting Services 97 person-months of international consultants and 282 person-months of national consultants. Most of the services will be engaged through a firm to be selected using the quality- and cost-based selection method, and a full technical proposal will be used for the recruitment. To facilitate timely project implementation some of the international and local consultants will be hired on an individual basis.
Procurement Procurement of goods, works and services will be in accordance with ADB's Procurement Guidelines (2007, as amended from time to time).
Responsible ADB Officer Rudi Louis Hendrikus Van Dael
Responsible ADB Department South Asia Department
Responsible ADB Division Bangladesh Resident Mission
Executing Agencies
Ministry of EducationMd. Babar Alibpi_apacc@yahoo.comDirectorate of Technical Education, Shikkah Bhaban (Ground Floor), 16 Abdul Gani Road, Dhaka 1000
Timetable
Concept Clearance 16 Mar 2011
Fact Finding 29 Jul 2007 to 16 Mar 2011
MRM 16 Mar 2011
Approval 06 Jun 2008
Last Review Mission -
PDS Creation Date 02 Nov 2005
Last PDS Update 29 Mar 2015

Grant 0140-BAN

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
17 Dec 2008 18 Jan 2009 18 Jan 2009 30 Nov 2013 31 Dec 2014 -
Financing Plan Grant Utilization
Total (Amount in US$ million) Date ADB Others Net Percentage
Project Cost 3.60 Cumulative Contract Awards
ADB 0.00 17 Dec 2008 0.00 3.36 93%
Counterpart 0.00 Cumulative Disbursements
Cofinancing 3.60 17 Dec 2008 0.00 3.36 93%

Loan 2425-BAN

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
06 Jun 2008 18 Jun 2008 20 Nov 2008 30 Nov 2013 30 Jun 2015 -
Financing Plan Loan Utilization
Total (Amount in US$ million) Date ADB Others Net Percentage
Project Cost 60.70 Cumulative Contract Awards
ADB 50.00 06 Jun 2008 12.61 0.00 97%
Counterpart 10.70 Cumulative Disbursements
Cofinancing 0.00 06 Jun 2008 11.59 0.00 89%
Status of Covenants
Category Sector Safeguards Social Financial Economic Others
Rating Satisfactory - - - - Satisfactory
Title Document Type Document Date
Skills Development Project Procurement Plans Jun 2013
Skills Development Project Loan Change in Scope, Amount, and Implementation Arrangements Nov 2008
Skills Development Project Project/Program Administration Manual Jun 2008
Loan Agreement for Skills Development Project between People's Republic of Bangladesh and Asian Development Bank dated 18 June 2008 Loan Agreement (Special Operations) Jun 2008
Skills Development Project Reports and Recommendations of the President May 2008
Skills Development Project Design and Monitoring Frameworks Feb 2008

Safeguard Documents

See also: Safeguards
Title Document Type Document Date
Skills Development Project (Draft) Indigenous Peoples Planning Frameworks/Indigenous Peoples Development Frameworks Feb 2008

Evaluation Documents

See also: Independent Evaluation

No documents found.


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