(i) The Project has developed competency 17 competency based standards 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). The Project has conducted various dissemination workshops to explain the objectives, strategy and approach and application of the competency based training to key management and technical staff of the Project schools. As a result, a core group of CBT methodologists have established and conduct workshop at school level to share the concept with their colleagues.
(ii) Social marketing campaign and Career guidance and counseling: the Project has prepared, together with a consulting firm, survey questionnaire to obtain more information about the perception and image of TVET among secondary students, parents, and employers. In parallel, the Project is on process to prepare radio and TV spots to promote TVET. Posters and pamphlets are being developed based on findings from the survey. 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 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.
(iii) More than 490 teaching staff in seven public and two private TVET institutes attended training on competency standards and Competency Based Training (CBT). A wide-ranging National Competency Standards for Trainer Qualification covering 4 levels of trainer qualification has been developed and submitted to PMU for endorsement. Based on these qualification levels, teacher and trainer's training needs for both technical and pedagogical skills were identified through various consultations and gap analysis workshops.
(i) Total number of SY 2013/2014: The total number of student enrolled in the four trades increased to 2,992 in school year 2013/14, of which 1,686 are voucher students (31% females).
(ii) TVET student intakes in public schools is 23,182, of which 8,594 (37%) are women. 45% of the student intakes enroll in services; 43 % in industry and 14% in agriculture.
(iii) Total student intakes in private TVET schools is 41, 342, of which 20, 471 (49%) are women. 95% enroll in services and 5% in industry. The total voucher scholar in the three none-traditional trades is 1,349, of which 164 or 6% are women.
(iv) 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.
(v) Establishment of EMIS is in process. Data will be updated once the EMIS is fully operational.
(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 gain real work experience through specialist skills contracting program. As of 30 August 2015, 311 teachers and final students in 4 trades attended the specialist Skills Contracting Program, 20 (6.5%) are women.
(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) the "New TVET Law", which suggests that a systemic outcome-based TVET training approach has been approved and enacted. 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) Installation of LMIS equipment is completed. However, the establishment of LMIS has been delayed. The project has recruited a consultant from Thailand to complete the system and training for the MLSW to carry out the tasks.
(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.