India: Supporting Human Capital Development in Meghalaya

Education / Secondary - Technical and vocational education and training

A predominantly tribal state, Meghalaya has rich mineral reserves (e.g. coal, limestone, and uranium), forest cover of more than 70%, and enjoys abundant rainfall. It has so far been unable to tap its rich resource base effectively owing to its hilly terrain, poor connectivity, and weak infrastructure. 70% of the labor force remains employed in low-skilled agricultural jobs. The industrial base is narrow with only limited processing and value addition taking place within the state. A recent skills-gap analysis prepared by the National Skill Development Corporation (NSDC) shows that there is scope for absorbing skilled workers of different levels in sectors such as handloom, handicraft, horticulture, fruit processing, hospitality, construction, healthcare, mining, and IT and IT-enabled services within Meghalaya. Given their fluency in English, the workers of Meghalaya can potentially look for jobs in hospitality, retail services, healthcare, IT and IT-enabled services, and as airport / airline staff outside the state as well.

Unfortunately, the youth, who constitute 35% of the population, are unable to compete for these jobs because of the poor state of Meghalaya's secondary education and skills development programs. It is estimated that 60% of the secondary schools do not have science laboratories, 72% do not have separate toilets for girls, while 27% do not have access to reliable drinking water. Only 36% of Meghalaya's teachers at the secondary level are trained as against the national average of 90%. The drop-out rate at the secondary level is high because of the poor learning environment in schools, and the overall disconnect with the state's skill development and vocational training programs. While 90% of the employment opportunities require vocational skills, Meghalaya's education system continues to focus on rote learning. As most skill development programs are funded by central ministries, GoM has limited flexibility in tailoring them to meet the state's emerging priorities. These programs have become out-of-date since they are not linked with the private sector, i.e. the demand side. Their placement record is poor which adds to the general stigma associated with vocational and technical training.

Meghalaya's State Development Report 2008-09 emphasizes the need to strengthen physical infrastructure to widen the economic base, and for increased investment in 'human capital development for improving the coverage and quality of education and health care, and promoting skills development and vocational training, especially for women, so that the economy can shift from being predominantly agrarian to higher value-added activities.' The state Government launched the Meghalaya Basin Development and Livelihood Promotion Program in 2012 to develop its human resources by enhancing their employability and income-earning potential. As part of this Program, the Meghalaya Employment Promotion Council (EPC) has been constituted with the mandate to support placement-linked skill development within and outside the state, by involving the private sector. Nine missions have been launched to develop the aquaculture, horticulture, livestock, sericulture, tourism, forestry and plantation crops, apiculture, energy, and water sectors. Each mission has identified the need for major upgrading of skills. The Meghalaya Trade Promotion Organization has been set up to provide supporting market infrastructure and facilitate enterprise development.

Given GoM's long-term vision and commitment, ADB will support its efforts towards human capital development.

1. Improved teaching and learning in government-aided SHS schools

2. Increased capacity and responsiveness of technical and vocational education and training

3. Increased awareness and participation

4. Improved project management and monitoring and evaluation

Output 1:

1. The following teacher's trainings have been carried out and completed

1. Phase 1: Classroom Training

a. Head Teachers 552

b. SHS Teacher 2,871

2. Phase 2: On job Training (OJT): Completed

3. Phase 3: After 2 - Class room Training

a. Master Trainer 80

b. Head Teachers 465

c. SHS Teacher 2,797

4. Subject Expert training

a. Science Teachers 201

b. Math's Teachers 166

2. Installation and commissioning of ICT equipment completed for 85 schools and the balance 32 schools will be completed shortly.

3. The Supply and fitting of Furniture completed in all 117 schools.

4. The procurement of Science Equipment and Library Books is complete. Installation and commissioning of Science equipment completed for 70 schools and anticipated that balance 47 schools will be fully completed shortly. Installation and commission of digital library application and content completed for 45 schools and anticipated that balance 72 schools will be fully completed shortly.

Output 2:

1. The progress of construction work in 8 ITI are at advance stages. Anticipated that all construction work with respect to ITI will be completed shortly.

2. Procurement of lab/workshop equipment is complete, and installation is expected to be completed shortly.

Skill Training

1. Out of 16 packages, contracts for 14 Packages have been awarded (include package 1)

2. 2 packages are cancelled

2. Total No. of Trainee for the 14 awarded packages-22,083

a. Registered 20,303

b. Enrolled 15,688

c. Trained 11,750

d. Assessed 10,416

e. Certified 7,634

f. Ongoing Trainings 2,252

g. Placed 1,693 (41.69%)

h. Self-Employed 9,126 (77.85%)

anticipated by 31 March 2020.

Output 3:

1. 8,332 number of campaigns for SMC, women group, youth, parents, Govt. official etc. conducted so far.

2. 182,169 number of individuals have been met.

3. 42,696 youth registered and shown keenness to join skill development training programs.

Output 4:

1. Project closing date extended by 1 year up to 31 March 2020.

2. The loan amount has been reduced by $12million from $100million to $88million.

3. The baseline for Skill and ITI completed. The baseline on skills captured information on major clusters of agriculture, bamboo, crafts, and other clusters which has the potential for skills training in selected trades.

4. The baseline of school on secondary data for schools being analyzed. The baseline will capture information on students, teachers and infrastructure.

5. Third-party assessment by independent consultant hired by ADB has been completed, draft report submitted, and final report is under submission. Executive summary of the report has been submitted to DEA.

1. Country/Borrower: Government of India

2. Title of proposed project: Supporting Human Capital Development in Meghalaya

3. Name and address of the Executing Agency:

Department of Finance, Government of Meghalaya

(i) Ms. Rebecca Suchiang

Additional Project Director and Principal Secretary

Department of Finance

Government of Meghalaya

(ii) Mr. P. K. Agrahari, IFS

Secretary to the Government of Meghalaya,

Finance Department & Deputy Project Director,

Room No. 517, Main Secretariat Building

Shillong - 793001, Meghalaya, India

Phone:+91-0364-2227708

Fax: +91-0364-2227708

Email: [email protected] / [email protected]

4. Brief description of project: The Supporting Human Capital Development in Meghalaya Project will enhance the employability of Meghalaya's youth (aged 16 to 35 years) by improving the quality and delivery of its secondary (SS) and higher secondary (HS) education, and technical and vocational skill development programs. This will be done by supporting the following four outputs: (i) Improved teaching and learning in government-aided secondary and higher secondary (SS and HS) schools; (ii) Increased capacity and responsiveness of technical and vocational education and training; (iii) Increased Awareness and Participation; and (iv) Improved Project Management and Monitoring and Evaluation.

5. Brief description of goods and related services, works, or consulting services to be procured and related justification for advance action):

(i) civil construction of schools buildings and teacher training centers (4 packages) through national competitive bidding;

(ii) training equipment for skill development through international competitive bidding (ICB);

(iii) computers and tables through ICB;

(iv) design and supervision international/national consultants through quality-cost-based-selection (QCBS);

(v) project management international/national consultants through QCBS;

(vi) NGO (national) for undertaking awareness building and mobilization through QCBS;

(vii) institute for undertaking M&E and skill-gap analysis international/national consultants through QCBS;

(viii) four individual national consultants through Individual Consultant Selection;

(ix) skill training providers (10 packages) from international/national consultants through QCBS;

(x) teacher training providers (1 package) from international/national consultants through QCBS;

(xi) teacher training providers (2 packages) from national consultants through single source selection;

(xii) Technical Support for Restructuring and Upgradation of ITIs in Meghalaya;

(xiii) furniture through national competitive bidding (NCB);

(xiv) MIS systems and ICT equipment through NCB;

(xv) laboratory equipment and library books through NCB; and

(xvi) Vehicles through NCB.

6. All works, equipment, and goods to be financed from the ADB loan will be carried out in accordance with the latest version of ADB's Guidelines for Procurement and services in accordance with ADB's Guidelines on the Use of Consultants by Asian Development Bank and its Borrowers.

7. Date advance action approved: 15 January 2013.