(i) The Project developed competency standards for 17 jobs for qualification level III (Certificate III) in four occupation areas. Four additional standards have been developed for qualification level IV (Diploma level). All standards were developed through public private partnership in form of establishing trade working groups under the National Training Center Permanent Office (NTC-PO). Modular training are developed based on the standards and are being piloted in all project schools.
(ii) Teacher qualification standards of four levels and basic teacher performance assessment guidelines were developed and are being piloted.
The Project has conducted various dissemination workshops to explain the objectives, strategy of compentency approach and its application to key management and technical staff of all Project schools. As a result, a core group of CBT methodologists have established to share the concept and its application to their colleagues.
(iii) Social marketing campaign and Career guidance and counseling: the Project engages an advertising firm to assist the MOES prepare the social marketing strategy and campaigns. Survey questionnaire is being conducted to obtain more information about the perception and image of TVET among secondary students, parents, and employers. Radio and TV spots, posters and pamphlets will be produced based on the survey findings. Career guidance and counseling unit is established in the project schools to provide guidance to final students regarding to employment. The project schools and DTVE conducts career guidance at secondary school once a year to promote TVET system reform which includes courses, voucher scheme, and facilities so that the students better understand the TVET system, requirement for enrolment, and employment.
(i) as of 30 March 2015, the total voucher scholars is 4,154 (87%) of the project target of 4,800, of which 1,394 (35%) are women. This shows that the enrollment in construction and automotive and machinery maintenance has significantly increased, while enrollment in furniture making has gradually decreased. The total voucher scholar in the three none-traditional trades is 1349, of which 164 or 6% are women.
(ii) Expanded access to TVET education. The project provides 11 students' dormitories to accommodate 2,200 students, particularly girls from rural areas. 6 of 11 dormitories are allocated for female students.
(i) The Project has strengthened the capacity of the National Training Council-Permanent Officer (NTC-PO) through various channels, including engage a consultant to review the existing roles, responsibilities, and structure of NTC-PO. Three documents including analysis of the existing role, proposed reform structure, and proposed action plan to strengthen the NTC-PO are being reviewed by MoES.
(ii) Specialist Skills Contracting Program: The Project established an on the job training scheme at company, production sites to fain real work experience through specialist skills contracting program. As of 30 March 2015, 249 (120 teachers and 149 students) attended on the job training scheme.
(iii) Partnership Program: the Project has initiated a partnership program with TVET training providers in Singapore and Thailand in the form of waiving training fees, while the project shoulder other costs including accommodation, travel, insurance, and per diem. TEMASEK provides training on teaching pedagogy, leadership, and electronic skills while TVET Thailand supports training related competency based training. So far, 131 school management and technical staff received the captioned training, of which only 28 (23%) are women.
(i) MOES has commissioned the revision and updating of the "New TVET Law", which suggests that a systemic outcome-based TVET training approach will form the backbone of the new TVET law. The new TVET law was endorsed by National Assembly on 23 December 2013, and the law is effective on 28 January 2014. DVET will organize workshop to disseminate the law which will be financed by the Project.
(ii) The PIU, ESQAC and relevant departments and schools will review and update the existing TVET Quality Assurance (QA) manual and other QA working paper to ensure that TVET quality assurance meets the regional standards. At the same time, MOES develop a TVET QA capacity development plan including a self- assessment and implementation of framework guide to support the TVET QA framework. The project has built knowledge of staff by conducting TVET QA workshops to manage and monitor the TVET quality assurance.
(iii) Strengthen education management information system (EMIS): The Project assisted the TVED to establish the EMIS for TVET connecting with the seven public TVET institutions. Installation of equipment was completed and the system is in place. EMIS framework and format were designed and it is applied at all public TVET schools. Database is being finalized and it consists of education management, student management, human resource management, financial management, asset management, and documentation. Manual and procedures were developed and distributed to provincial education and private and public TVET institutions. 165 TVET teachers, provincial staff were trained how to collect and input data into the system, the data is analyzed at DTVET.
(iv) Establish a labor market information system (LMIS): Installation of the LMIS equipment has been completed and the software is under progress of installation and trails.
(v) The Projects supports many interventions to strengthen the capacity of TVET institutions and staff. About 1,449 (326 female or 22%) management and technical staff received training on leadership, management, CBT and CBA career guidance and counseling, preventing and responding to sexual harassment, EMIS, LMIS, social marketing campaigns, of which 326 participants were women.
The PIU was established and integrated within DVET structure. Equipment and furniture are provided to facilitate the project implementation. The Project engages several local staff, accountant, M&E, procurement, driver to support the PIU team. The Project sets up M&E mechanism to monitor all the project activities against the project targets. Feedback from school visits found that the Project activities at school have not regularly monitored and supervised by the PIU.