Bangladesh : Skills Development Project
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
Project Details
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Project Officer
Alam, Nazmul
South Asia Department
Request for information -
Country/Economy
Bangladesh -
Modality
-
Sector
- Education
Related Projects
Project Name | Skills Development Project | ||||||||
Project Number | 39408-013 | ||||||||
Country / Economy | Bangladesh |
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Project Status | Closed | ||||||||
Project Type / Modality of Assistance | Grant Loan |
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Source of Funding / Amount |
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Strategic Agendas | Inclusive economic growth |
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Drivers of Change | Gender Equity and Mainstreaming Governance and capacity development Partnerships |
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Sector / Subsector | Education / Technical and vocational education and training |
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Gender | Gender equity theme | ||||||||
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. |
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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. |
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Impact | Increased wage and self-employment of skills training graduates |
Project Outcome | |
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Description of Outcome | Strengthened TVET capacity to provide market-responsive, short-term relevant skills training |
Progress Toward Outcome | Project completed majority of its activities. Overall results after restructuring are satisfactory. |
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) | Done Done Done Achieved 40 identified 75 standards developed for 25 occupations. Out of which 40 standards have been approved by BTEB and being recognized as national standard. The remaining standards will be approved in due course. An international consultant was engaged and his report formed the basis for twinning arrangements between BTEB and international entities. Process has been set in motion through a visit of a GoB-ADB team to Malaysian Qualification Agency and Department of Skills Development. SEIP will carry the process forward. 49 Assessors in ICT certified, of the 170 that were trained 72 CBT curricula developed and 42 out of 72 approved by BTEB 12 trainings implemented local and international training conducted Cell established Floor constructed Plan completed Plans approved in 2012 5,382 teachers sensitized Out of 40 master trainers, 25 were given skill training of level 1, which is a pre-requisite of Certification by BTEB. Lack of assessors in related trade delayed the process of certification. BTEB said now they are in a position to certify some of the master trainers after assessment completed 9 modalities implemented All teachers' (1125) of 64 TSCs is given CBT Pedagogy training, Skills training & training of Digital Content Development, English teachers' were given training on English teaching technic in partnership with EiA Project of UK AID. TSCs workshops upgraded with technical teaching learning-material and small civil works. TSCs provided with generators to ensure continuity of education. SDP has been successful introducing NSC 2 and NSC 3 exams. BTEB has declared 64 TSCs, 37 TTCs & 40 TVI as centres for NSC 2 and NSC 3. Syllabus has been developed for the exams. BTEB will conduct the exams in July 2015 where both Public and private TVET institutes will be eligible to participate Completed One study completed Done 14,087 trained in different modalities 3,681 poor girls trained in garments |
Geographical Location | Nation-wide |
Safeguard Categories | |
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Environment | C |
Involuntary Resettlement | C |
Indigenous Peoples | B |
Summary of Environmental and Social Aspects | |
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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 | |
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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 | Alam, Nazmul |
Responsible ADB Department | South Asia Department |
Responsible ADB Division | Bangladesh Resident Mission (BRM) |
Executing Agencies |
Ministry of Education |
Timetable | |
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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 | 18 Mar 2018 |
Grant 0140-BAN
Milestones | |||||
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Approval | Signing Date | Effectivity Date | Closing | ||
Original | Revised | Actual | |||
17 Dec 2008 | 18 Jan 2009 | 18 Jan 2009 | 30 Nov 2013 | 31 Dec 2014 | 08 Sep 2017 |
Financing Plan | Grant Utilization | ||||
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Total (Amount in US$ million) | Date | ADB | Others | Net Percentage | |
Project Cost | 3.60 | Cumulative Contract Awards | |||
ADB | 0.00 | 17 Jun 2022 | 0.00 | 3.48 | 97% |
Counterpart | 0.00 | Cumulative Disbursements | |||
Cofinancing | 3.60 | 17 Jun 2022 | 0.00 | 3.48 | 97% |
Status of Covenants | ||||||
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Category | Sector | Safeguards | Social | Financial | Economic | Others |
Rating | Satisfactory | Satisfactory | Satisfactory | Satisfactory | - | Satisfactory |
Loan 2425-BAN
Milestones | |||||
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Approval | Signing Date | Effectivity Date | Closing | ||
Original | Revised | Actual | |||
06 Jun 2008 | 18 Jun 2008 | 20 Nov 2008 | 30 Nov 2013 | 30 Jun 2015 | 24 Jul 2017 |
Financing Plan | Loan Utilization | ||||
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Total (Amount in US$ million) | Date | ADB | Others | Net Percentage | |
Project Cost | 60.70 | Cumulative Contract Awards | |||
ADB | 50.00 | 17 Jun 2022 | 13.05 | 0.00 | 100% |
Counterpart | 10.70 | Cumulative Disbursements | |||
Cofinancing | 0.00 | 17 Jun 2022 | 13.05 | 0.00 | 100% |
Status of Covenants | ||||||
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Category | Sector | Safeguards | Social | Financial | Economic | Others |
Rating | Satisfactory | Satisfactory | Satisfactory | Satisfactory | - | Satisfactory |
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Title | Document Type | Document Date |
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Skills Development Project: Project Completion Report | Project/Program Completion Reports | Aug 2018 |
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
Safeguard documents provided at the time of project/facility approval may also be found in the list of linked documents provided with the Report and Recommendation of the President.
Title | Document Type | Document Date |
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Skills Development Project (Draft) | Indigenous Peoples Planning Frameworks/Indigenous Peoples Development Frameworks | Feb 2008 |
Evaluation Documents See also: Independent Evaluation
Title | Document Type | Document Date |
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Bangladesh: Skills Development Project | Validations of Project Completion Reports | Oct 2019 |
Related Publications
Title | Document Type | Document Date |
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Improving the Labor Market through Skills Development in Bangladesh | Papers and Briefs | Dec 2009 |
The Access to Information Policy (AIP) establishes the disclosure requirements for documents and information ADB produces or requires to be produced in its operations to facilitate stakeholder participation in ADB's decision-making. For more information, refer to the Safeguard Policy Statement, Operations Manual F1, and Operations Manual L3.
Requests for information may also be directed to the InfoUnit.
Bangladesh: A Witness to Development
Capturing the progress of the poor in Bangladesh through the images of documentary photographer Mohammad Rakibul Hasan.
Tenders
Contracts Awarded
Procurement Plan
Title | Document Type | Document Date |
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Skills Development Project | Procurement Plans | Jun 2013 |