The Asian Development Bank is working with Mongolia to promote jobs through an overhaul of the country’s technical and vocational education and training system. The project focuses on three areas—agriculture, construction, and road and transportation. It supports partnerships with private companies to ensure that skills training leads to good jobs, and is upgrading equipment and facilities for at least 20 training centers.
|Project Name||Skills for Employment Project|
|Project Type / Modality of Assistance||Loan
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Gender Equity and Mainstreaming
Governance and capacity development
Private sector development
|Sector / Subsector||
Education / Secondary - Technical and vocational education and training
|Gender Equity and Mainstreaming||Gender equity|
|Description||The project will improve the employability of graduates from technical and vocational education and training (TVET) programs and courses in three priority sectors of the economy in Mongolia: agriculture, construction, and road and transportation. The project, which has several innovative features, will (i) develop an industry-driven TVET system; (ii) upgrade selected TVET providers to implement competency-based training and assessment; (iii) establish training systems for TVET teachers and managers; (iv) support secondary education career guidance and schools that specialize in technology; and (v) establish an effective project management system.|
|Project Rationale and Linkage to Country/Regional Strategy||
Mongolia''s economy has grown rapidly with a two-fold increase in gross domestic product (GDP) per capita from 2001 to 2012, due in large part to the booming mining sector, which boosted its share of GDP from 9.0% to 18.6%. The rapid growth of the economy has significantly changed the structure of employment and the demand for skills. In 2012, the agriculture sector share of GDP (14.8%) was second after the mining sector, while agriculture employed the largest proportion of the labor force (35.0%), but its share of GDP and employment decreased by more than 10 percentage points during 2001-2012. The share of employment in the construction and mining sectors, on the other hand, had almost doubled in the same period, accounting for 5.6% (construction) and 4.4% (mining) in 2012. The three priority sectors (agriculture, construction, and road and transportation) contributed 22.9% of GDP as a whole and employed 45.9% of the labor force; women accounted for a minority of employment (46.8% in agriculture, 21.1% in construction, and 19.8% in transportation and storage).
The supply of skills, however, has not responded flexibly to labor market demand. Despite a strong demand for skilled workers, only 55.6% of TVET graduates found employment in 2012; the labor force participation rate remained at 63.6%, lower than the world average; and the national unemployment rate was 8.2%, with higher rates in urban areas (9.7%), and among youths aged 20 24 (18.3% for women, 16.1% for men). This situation can be partly explained by the country's TVET system whose linkages with industries and employers were weakened considerably during the transition from central planning to a market-based economy, and have never been fully restored.
The shortage of skilled workers constrains growth in some key sectors of the Mongolian economy. First, although Mongolia has unique and abundant agricultural resources, these have remained largely underutilized because of poor product quality and productivity, despite recent favorable government policies to support the introduction of modern technology in the production and the processing of agricultural products. This underutilization can be explained in part by difficulties in finding skilled workers in the sector. Second, the recent growth of public and private investments in housing and public facility development has generated employment opportunities in the building construction sector, which recorded the largest number of job vacancies of all sectors in Mongolia in the first quarter of 2013. Third, Mongolia is large, sparsely populated and landlocked, and the government has invested in road and railway construction projects to improve connectivity, both internally and with neighboring countries. However, serious shortages of skilled workers have often forced contractors to hire foreign workers.
To improve the responsiveness of the TVET system to labor market demand, the government initiated reforms beginning in the 2000s that have involved employers, and industry and professional associations. The amendment to the TVET law in 2009 was a landmark in recent TVET system reforms, establishing a specialized TVET agency, and the National Council on Vocational Education and Training (NCVET) as an institution to actively engage employers, and industry and professional associations in TVET policy development. Four sector subcouncils have been established under NCVET, but NCVET and the sector subcouncils have yet to become functional. With the support of development partners, competency-based curricula (CBC) have been developed for certain occupations, using standards set in collaboration with some employers. However, no standards have been approved by NCVET or sector subcouncils and widely recognized by the relevant employers, and industry and professional associations. CBCs were introduced relatively recently, and remain in an early stage of implementation. Moreover, graduates from TVET programs and courses have not been independently assessed and certified, and competency varies across TVET providers, programs, and courses.
In SY2012/13, there were 75 formal TVET providers, 49 of which were public. The government is the largest financier in the TVET sector, enabling public providers to offer tuition-free TVET, with dormitories and teaching learning materials that are largely free. Private TVET providers are also subsidized by the government. Student enrollment was 45,225 in SY2012/13; 45.6% were female. In SY2011/12 program and course enrollment in the three priority sectors was 2,088 in agriculture (27.3% female), 14,528 in construction (5.1% female), and 4,227 in road and transportation (11.9% female). Although both the number of TVET providers and TVET enrollment have increased dramatically in less than a decade, most TVET programs and courses have been offered without adequate training equipment and facilities. With the exception of those that have been supplied training equipment under projects funded by development partners, many TVET providers, particularly in remote areas, have been operating with training equipment that is outdated or can no longer be used, and training facilities that require repairs. Licenses have been given to TVET providers that meet basic requirements, but these requirements are insufficient to ensure quality at program, course, and institution levels. Inadequate training equipment and facilities are major constraints on the development of a TVET system that is responsive to labor market demand.
The lack of both technical and vocational skills and experience among teachers is another constraint faced by the TVET system. In SY2012/13, there were 2,236 full-time teachers; 1,468 (65.7%) taught technical and vocational subjects, but about 92.5% of them had only 0 4 years of industry experience in the subjects they teach. Most TVET teachers have been trained as general secondary education teachers, because qualifications for teachers in the TVET system have not been clearly specified. Institutional mechanisms for in-service training for teachers in technical and vocational skills are almost non-existent. Additionally, most management staff of TVET providers lack the industry experience and skills needed to develop and manage TVET programs and courses in collaboration with employers, and industry and professional associations.
Because of its poor public image, TVET remains a secondary option to most students and parents. The growth of student TVET enrollment has resulted largely from the monthly stipends given to TVET students, rather than their informed choice. Career information and guidance have not been provided for junior secondary students, who must choose between senior secondary education and TVET after graduation. As a result, TVET has enrolled students who are generally academically less successful and come from poorer families. Notwithstanding academic success, existing senior secondary and tertiary education do a poor job of preparing students for work, as evidenced by the low labor force participation rates for youths aged 15 24, and high unemployment rates for graduates from tertiary education.
Strategic fit. The Government Platform 2012 2016 highlights employment as one of five goals in creating a sustainable and competitive economy. Many initiatives are underway to reform TVET and general education systems in order to better prepare the country's labor force. The project will support the government's reform initiatives in the TVET and secondary education sectors. The project is included in ADB's country operations business plan, 2014 2016 for Mongolia, and is aligned with ADB's interim country partnership strategy, 2014 2016 for Mongolia, which has a focus on achieving inclusive growth and social development through broad-based employment generation.
|Impact||Increased employment in the three priority sectors.|
|Description of Outcome||Enhanced responsiveness of the TVET system to labor market demand in the three priority sectors.|
|Progress Toward Outcome||Progress in achieving the outcome was reviewed during the mid-term review mission in December 2017. One of the three outcome targets (8th and 9th grade students in all schools have gender-sensitive career guidance) has already been achieved, while the rest are still being achieved.|
|Description of Project Outputs||
1. Industry-driven TVET system established in the three priority sectors.
2. Selected TVET providers upgraded to implement CBT&A in the three priority sectors
3. Training systems for TVET managers and teachers established in the three priority sectors.
4. Secondary education career guidance and schools that specialize in technology supported.
5. Effective project management system established.
|Status of Implementation Progress (Outputs, Activities, and Issues)||Standards and curriculum for 15 key occupations have been developed. The office of the Vocational Education and Training Assessment Center has been upgraded, while operational guidelines for national and regional assessment and certification centers are currently being finalized. The preparation for physical upgrading of 25 TVET providers, including environment reviews and assessments, is ongoing. Competency frameworks for TVET managers and teachers are under development, which will be used to prepare training programs for TVET managers and teachers. The concept paper on the establishment of TVET manager and teacher training systems is also being finalized. In 2016 and 2017, school management and 8th and 9th grade teachers were trained in gender-sensitive career guidance. Learning and career guidance handbooks for school management, teachers, and parents were also developed and distributed. Senior secondary advanced elective curricula for STEM (science, technology, engineering and math) subjects were developed and teachers were trained. Senior secondary learning and career guidance policy and materials are currently being developed. An effective project management system was established at the beginning of project implementation in October 2015.|
|Summary of Environmental and Social Aspects|
|Environmental Aspects||The project is classified category C for the environment. The project involves minor civil works, limited to the rehabilitation of existing buildings under outputs 1 and 2. A simplified environmental assessment and review framework was prepared, defining eligibility criteria for civil works, as well as environment management, supervision, and reporting responsibilities of selected TVET providers and contractors during minor civil works to avoid negative impacts on the environment, and health and safety.|
|Involuntary Resettlement||The project is classified as category C for involuntary resettlement. The project involves minor civil works that will be carried out on existing government land and no land acquisition and resettlement impacts are anticipated.|
|Indigenous Peoples||The project is classified as category C for indigenous peoples. The assessment determined that indigenous peoples will not be negatively impacted.|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design||
The PPTA clarified the stakeholders, including central government agencies, employers, and industry generally, teachers, students, prospective students and their families, and citizens wanting training opportunities.
Extensive consultations were conducted to reflect the needs of all stakeholders in the final project design.
|During Project Implementation||Project-specific grievance redress mechanism was developed.|
|Consulting Services||All consultants will be recruited according to ADB''s Guidelines on the Use of Consultants. The information on the expected consulting service requirements as well as already awarded contracts is in the latest procurement plan: https://www.adb.org/projects/documents/mongolia-skills-employment-project-pp|
All procurement of goods and works will be undertaken in accordance with ADB's Procurement Guidelines. International competitive bidding (ICB) will be applied to goods contracts estimated to cost $500,000 and more, and works contracts estimated to cost $1 million and more. Goods contracts worth less than $500,000 and works contracts worth less than $1 million will follow national competitive bidding (NCB). Shopping will be used for contracts for works and goods valued less than $100,000. NCB procurement will be carried out in accordance with the Mongolia Procurement Law, subject to modifications agreed with ADB. Before the start of any procurement ADB and the Government will review the public procurement laws of the Government to ensure consistency with ADB''s Procurement Guidelines.
All procurement under the project will be carried out by the MLSP and the MECSS and coordinated by the PIU.
|Responsible ADB Officer||Maruyama, Asako|
|Responsible ADB Department||East Asia Department|
|Responsible ADB Division||Urban and Social Sectors Division, EARD|
Ministry of Labor
Government Building #9, Peace Avenue- 16,
Bayanzurkh District, Ulaanbaatar City
|Concept Clearance||19 Dec 2012|
|Fact Finding||14 Apr 2014 to 30 Apr 2014|
|MRM||20 Jun 2014|
|Approval||16 Dec 2014|
|Last Review Mission||-|
|Last PDS Update||16 Mar 2018|
|Approval||Signing Date||Effectivity Date||Closing|
|16 Dec 2014||08 Apr 2015||02 Oct 2015||30 Nov 2019||-||-|
|Financing Plan||Loan Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||28.59||Cumulative Contract Awards|
|ADB||25.00||16 Dec 2014||2.54||0.00||10%|
|Cofinancing||0.00||16 Dec 2014||2.73||0.00||11%|
|Status of Covenants|
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.
The Public Communications Policy (PCP) recognizes that transparency and accountability are essential to development effectiveness. It establishes the disclosure requirements for documents and information ADB produces or requires to be produced.
The Accountability Mechanism provides a forum where people adversely affected by ADB-assisted projects can voice and seek solutions to their problems and report alleged noncompliance of ADB's operational policies and procedures.
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.
|Title||Document Type||Document Date|
|Skills for Employment Project: Procurement Plan||Procurement Plans||Jan 2018|
|Skills for Employment Project: Audited Project Financial Statements (2 October 2015-31 December 2016)||Audited Project Financial Statements||Aug 2017|
|Loan Agreement (Special Operations) for Skills for Employment Project||Loan Agreement (Special Operations)||Apr 2015|
|Skills for Employment Project: Project Administration Manual||Project/Program Administration Manual||Nov 2014|
|Skills for Employment Project: Report and Recommendation of the President||Reports and Recommendations of the President||Nov 2014|
|Skills for Employment Project: Gender Action Plan||Gender Action Plans||Nov 2014|
|Reforms in Technical and Vocational Education and Training in Mongolia||Technical Assistance Reports||Dec 2012|
|Skills for Employment||Initial Poverty and Social Analysis||Dec 2012|
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.
None currently available.
Evaluation Documents See also: Independent Evaluation
None currently available.
|Title||Document Type||Document Date|
|Strengthening the Labor Market in Mongolia: Skills for Employment Project||Papers and Briefs||May 2016|
The Public Communications Policy (PCP) 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.
ADB Loan to Help Mongolia Overhaul TVET to Develop Skilled WorkforceADB approved a loan of $25 million to help Mongolia promote jobs through an overhaul of its technical and vocational education and training system in 3 priority sectors—agriculture, construction, and road and transportation.
|Tender Title||Type||Status||Posting Date||Deadline|
|National Environmental Specialist||Individual - Consulting||Closed||28 Feb 2018||02 Mar 2018|
|Career Guidance School Based Reporting Specialist||Individual - Consulting||Closed||14 Feb 2018||20 Feb 2018|
|International Environmental Specialist||Individual - Consulting||Closed||09 Feb 2018||21 Feb 2018|
|National Agricultural Equipment Specialist||Individual - Consulting||Closed||09 Feb 2018||15 Feb 2018|
|Gender Specialist||Individual - Consulting||Closed||09 Feb 2018||15 Feb 2018|
|National Civil Engineer||Individual - Consulting||Closed||09 Feb 2018||15 Feb 2018|
|National Road Construction, Vehicle Repair Equipment Specialist||Individual - Consulting||Closed||09 Feb 2018||15 Feb 2018|
|National Construction Equipment Specialist||Individual - Consulting||Closed||09 Feb 2018||15 Feb 2018|
|International Agricultural Equipment specialist||Individual - Consulting||Closed||13 Jan 2018||17 Jan 2018|
|International Construction Equipment specialist||Individual - Consulting||Closed||13 Jan 2018||17 Jan 2018|
|International Road Construction and Vehicle Repair Equipment Specialist||Individual - Consulting||Closed||13 Jan 2018||17 Jan 2018|
|National Procurement Engineer/Assistant||Individual - Consulting||Closed||26 Dec 2017||08 Jan 2018|
|International Senior Secondary Career Guidance Specialist||Individual - Consulting||Closed||19 Oct 2017||27 Oct 2017|
|Senior Secondary Education Didactic Specialist||Individual - Consulting||Closed||10 Aug 2017||17 Aug 2017|
|International Career Guidance Specialist||Individual - Consulting||Closed||02 Aug 2017||17 Aug 2017|
|National Career Guidance Specialist||Individual - Consulting||Closed||02 Aug 2017||11 Aug 2017|
|SENIOR SECONDARY EDUCATION DESIGN & TECHNOLOGY CURRICULUM SPECIALIST||Individual - Consulting||Closed||20 Jul 2017||26 Jul 2017|
|Senior Secondary Education Physics Laboratory Equipment Specialist||Individual - Consulting||Closed||19 Jul 2017||26 Jul 2017|
|Senior Secondary Education Chemistry Laboratory Equipment Specialist||Individual - Consulting||Closed||19 Jul 2017||26 Jul 2017|
|MON: Skills for Employment Project||Advance Notice||Archived||30 Jan 2015|
|Contract Title||Approval Number||Contract Date||Contractor||Contractor Address||Executing Agency||Contract Description||Total Contract Amount (US$)||Contract Amount Financed by ADB (US$)|
|CONSULTING SERVICES FOR THE TVET MANAGEMENT AND TECHNICAL AND VOCATIONAL SKILL TRAINING (FIRM)||Loan 3243||23 Aug 2017||TRAINING AND TECHNOLOGY TRANSFER LTD.||EQUINOX HOUSE LEVEL 9/111 THE TERRACE, WELLINGTON, LAMBTON 6011, NEW ZEALAND NEW ZEALAND||Ministry of Labor||Consulting Services||379670||379670|
|Consulting Services for Competency-Based Training and Assessment||Loan 3243||19 May 2017||HRD Consulting Korea Inc.||F4, Woo-Nam Bldg, 6 Seungbang-Gil Gwanak-Gu, Seoul, Korea, Republic Of||Ministry of Labor||Consultancy||309664|
|Consulting Services for Competency-Based Training and Assessment||Loan 3385||19 May 2017||HRD Consulting Korea Inc.||F4, Woo-Nam Bldg, 6 Seungbang-Gil Gwanak-Gu, Seoul, Korea, Korea, Republic of||Ministry of Labor||Consulting Services||309664||309664|