The proposed project will assist the Government of Timor-Leste in introducing and implementing mid-level skills training in construction and automotive trades by strengthening selected public and private training providers. The project will build on existing training programs and facilities which have a proven record of delivering quality skills training at basic levels. By filling skills gaps in the current system of technical and vocational education and training (TVET), the project will help the government develop a skilled workforce and improve employment opportunities for men and women in Timor-Leste.
|Project Name||Mid-Level Skills Training Project|
|Project Type / Modality of Assistance||Grant
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Governance and capacity development
|Sector / Subsector||
Education - Technical and vocational education and training
|Gender Equity and Mainstreaming||Effective gender mainstreaming|
|Description||The proposed project will assist the Government of Timor-Leste in introducing and implementing mid-level skills training in construction and automotive trades by strengthening selected public and private training providers. The project will build on existing training programs and facilities which have a proven record of delivering quality skills training at basic levels. By filling skills gaps in the current system of technical and vocational education and training (TVET), the project will help the government develop a skilled workforce and improve employment opportunities for men and women in Timor-Leste.|
|Project Rationale and Linkage to Country/Regional Strategy||
The project aims to help fill the gap in mid-level skills training (levels 2_4) in construction and automotive trades by targeting and upgrading the strongest training providers to deliver training at higher than basic levels. Given past and ongoing assistance to basic education and basic skills training by other development partners, the project will focus its support on specific mid-level vocational skills training through SEFOPE. To implement mid-level skills training, the project will support the development of competency-based training standards and improve the quality of teaching staff. It will also facilitate the role of the private sector and strengthen the labor market information system (LMIS) to build demand-driven skills training that is relevant and responsive to the needs of the expanding Timorese economy.
The project is aligned with Timor-Leste's SDP and its focus on accelerated infrastructure and capacity development. The project is the first major step in the engagement by the Asian Development Bank (ADB) in TVET in Timor-Leste, in accordance with the country partnership strategy (CPS) 2011_2015 and country operations business plan 2011_2013.9 As indicated in the CPS, ADB's extensive experience in TVET will assist the government in addressing skills shortages in infrastructure and other areas of the economy.
The project is also harmonized with assistance provided by other development partners. The Australian Agency for International Development and the International Labor Organization are major partners in the TVET subsector. Their support to the Youth Employment Promotion Program since 2008 led to the establishment of INDMO and the NQF. Other development partners in TVET include the European Commission, the Government of Brazil, and the Spanish International Cooperation. The project builds on previous and ongoing support in TVET and will be implemented in close cooperation with these development partners.
|Impact||Timor-Leste has a skilled workforce with improved quality and higher levels of vocational training|
|Description of Outcome||The TVET system is enhanced with mid-level skills training that is relevant and responsive to labor market needs|
|Progress Toward Outcome||
Training of 47 teachers from 5 construction training centers has been completed as of October 2015, which was conducted by the State Polytechnic of Malang, Indonesia for diploma 2 programs in mechanical, civil, and engineering. All training in module formats was carried out in Timor-Leste instead of sending teachers to overseas.
Construction of Tibar Dormitory is in progress, but experiencing delay due to lack of materials.
Additional training center/partner, Senia-Becora, has now been included for support based on a partnership agreement with SEPFOPE. The center provides good quality construction skills training to a large number of young Timorese.
As of March 2016, about 1,000 students completed competency-based training programs in construction and automotive trades (levels 1-3), and about 500 students are currently enrolled in ongoing programs.
For mid-level trainees, training is also provided through industry partnerships, where industries provide on-the-job practical skills and accredited training programs.
|Description of Project Outputs||
1. Mid-level skills training provision by selected public and private TVET providers
2. Improved technical capacity of teachers to deliver mid-level skills training
3. Enhanced labor market linkages of TVET programs
4. Strengthened SEFOPE financing and support for TVET
5. Efficient project implementation and management delivered by PMU
|Status of Implementation Progress (Outputs, Activities, and Issues)||
Initial upgrading works for 3 training centers are complete; additional upgrading works for 4 training centers are ongoing.
a total of 357 students enrolled in certificate 1-2 training in 4 training providers (88 females); 390 students are now enrolled for cert 1-3 in 2015 programs.
Female enrollment accounted for 21% in 2014 and 23% in 2015.
Teacher training ongoing for approximately 40 trainers in construction and autmotive trades.
No female trainer yet.
Not yet due. Employer contracting specialist is working on contract formats and requirements.
No female trainer yet.
One additional training provider signed up for partnership agreement; 150 Oecusse students are being trained in Dili; additional training facilities are supported for upgrading and expanded training.
Scholarships and stipends for female trainees are being implementd from 2014.
Outputs being delivered according to schedules, except for delayed contract award for Tibar dormitory.
Summary of Environmental and Social Aspects
|Environmental Aspects||The project is categorized environment category B and an initial environmental examination was prepared in accordance with ADB's Safeguard Policy Statement (2009). The initial environmental examination found that environmental impacts are minor and can be mitigated. During construction of training and dormitory facilities, excavated materials and solid waste will be managed in a manner that does not create any permanent environmental impact. During operation, the automotive workshop will ensure proper disposal of hazardous waste such as engine oil.|
|Involuntary Resettlement||The project is classified category C for both involuntary resettlement and indigenous peoples according to ADB's Safeguard Policy Statement. All civil works on constructing or upgrading training and dormitory facilities will be undertaken on existing land owned by respective institutions within their current boundaries. The project is not expected to involve any issues of involuntary resettlement and indigenous peoples. If any unanticipated issues are identified during implementation, the government will inform ADB and address these issues according to ADB's Safeguard Policy Statement.|
|Indigenous Peoples||The project is classified category C for both involuntary resettlement and indigenous peoples according to ADB's Safeguard Policy Statement. All civil works on constructing or upgrading training and dormitory facilities will be undertaken on existing land owned by respective institutions within their current boundaries. The project is not expected to involve any issues of involuntary resettlement and indigenous peoples. If any unanticipated issues are identified during implementation, the government will inform ADB and address these issues according to ADB's Safeguard Policy Statement.|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design||Stakeholders include relevant government agencies including Ministry of Education, Secretariat of State for Vocational Training and Employment, Ministry of Economy and Development, and National Statistics Office; development partners engaged in the TVET sector and other employment generation programs; industry organizations such as the Chamber of Commerce and Industry; various training providers; and in-school students and out-of-school young people. Consultations with training providers, students, employers, and relevant government agencies will be undertaken during project preparation.|
|During Project Implementation||The executing agency for the project will be SEFOPE. A project steering committee will be established, consisting of the secretary of SEFOPE (chair), MOE, members of INDMO executive commission, and the Chamber of Commerce and Industry. Key development partners in the TVET subsector will participate as observers. The project steering committee will provide overall guidance to the project and ensure the integration of project activities into overall TVET development. SEFOPE will establish a PMU which will be responsible for day-to-day project implementation, capacity development, planning and budgeting, procurement, disbursement, monitoring, supervising implementation at training provider level, and reporting to the government and ADB. The PMU will be supported by consultants.|
All consultants will be recruited according to ADB's Guidelines on the Use of Consultants.14 An estimated 751 person-months (93 international and 658 national) are anticipated to (i) develop skills standards, curricula, and technical teachers capacity; (ii) strengthen TVET policy and institutional capacity of training providers; (iii) improve the capacity of TVET technical staff; (iv) undertake TVET promotion activities and career guidance services; (v) strengthen the LMIS; and (vi) support project management. The outline terms of reference for all consulting services are in section E.
The International Labor Organization (ILO) will be engaged to provide 118 person-months (46 international and 72 national) of technical services for output 1 and part of output 2 through single-source selection (SSS). The justification for SSS is ILO's experience in establishing the existing framework for vocational education and training, developing skills standards at qualification levels 1-2, and the need for consistency and continuity at this early stage in the development of the TVET subsector in Timor-Leste.
Individual consultant selection (ICS) will be used to engage four international consultants, total estimated at 39 person-months, for (i) TVET policy and institution strengthening, (ii) TVET teaching staff development, (iii) LMIS development, and (iv) finance and procurement, and two national consultants for PMU management_team leader and deputy/finance manager. ICS will follow government procedures acceptable to ADB. For the remaining consulting services, consulting firms will be engaged (i) for PMU support services using the quality-and cost-based selection (QCBS) method with a standard quality:cost ratio of 80:20 and (ii) for SEFOPE support services using consultants' qualifications selection (CQS). The finance and procurement specialist will support SEFOPE in the recruitment of key consultant positions, and train SEFOPE and PMU staff in managing recruitment process and contracts. An audit firm will be engaged by the least-cost selection (LCS) method to perform the annual audit of the project.
The project management unit (PMU) will be established by SEFOPE. Under the guidance of the project director, the PMU will be responsible for day-to-day project implementation; planning and budgeting; procurement; disbursement; monitoring; supervising and overseeing of implementation at the training provider level; and submitting the required reports to the government and the Asian Development Bank (ADB). The PMU will be supported by consultants.
The PMU will carry out the procurement of goods, works, and services under the project with the help of an international finance and procurement expert. The expert will assist in developing procurement capacity in the procurement department, which will be responsible for procurement processing on behalf of the executing agency.
|Responsible ADB Officer||Thonden, Chimi|
|Responsible ADB Department||Pacific Department|
|Responsible ADB Division||Urban, Social Development & Public Management Division, PARD|
Secretariat of State for Professional Training and Employment Policy
Ex-UN House, Caicoli, Dili, Timor-Leste
|Concept Clearance||11 Jul 2011|
|Fact Finding||13 Aug 2011 to 10 Sep 2011|
|MRM||27 Sep 2011|
|Approval||07 Dec 2011|
|Last Review Mission||-|
|Last PDS Update||29 Sep 2016|
|Approval||Signing Date||Effectivity Date||Closing|
|07 Dec 2011||27 Jan 2012||31 May 2012||30 Jun 2017||31 Dec 2017||-|
|Financing Plan||Grant Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||13.00||Cumulative Contract Awards|
|ADB||12.00||07 Dec 2011||11.91||0.00||99%|
|Cofinancing||0.00||07 Dec 2011||12.45||0.00||104%|
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|
|Mid-Level Skills Training Project||Procurement Plans||Apr 2013|
|Grant Agreement for Mid-Level Skills Training Project between Democratic Republic of Timor-Leste and Asian Development Bank dated 27 January 2012||Grant Agreement||Jan 2012|
|Mid-Level Skills Training Project||Project/Program Administration Manual||Nov 2011|
|Mid-Level Skills Training Project||Reports and Recommendations of the President||Nov 2011|
|Mid-Level Skills Training Project||Initial Poverty and Social Analysis||Jul 2011|
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|
|Mid-Level Skills Training Project: Environmental and Social Monitoring Report||Environmental and Social Monitoring Reports||Jan 2017|
|Mid-Level Skills Training Project: Environmental and Social Monitoring Report (February 2016)||Environmental and Social Monitoring Reports||Feb 2016|
Evaluation Documents See also: Independent Evaluation
None currently available.
None currently available.
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 Supports Teacher Training to Boost Skills Development for YouthA total of 47 teachers from 5 construction training centers graduated today from a Diploma II program in civil, electrical and mechanical engineering conducted by Indonesia’s State Polytechnic in Malang.
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