A project preparatory technical assistance (PPTA) is considered necessary in preparing the detailed design of Strengthening Private Sector Participation in TVET in Tajikistan (the project). The PPTA is financed by Japan Fund for Poverty Reduction (JFPR). The project scope and outputs cover a wide variety of tasks. To help design the project and conduct a TVET sector analysis, a consulting firm is proposed to be hired under the PPTA using quality-and cost-based selection. The firm and individual consultants' activities, outputs, and deliverables are given below. The detailed terms of reference are in Supplementary Appendix D.
Major Outputs and Activities
The TA consulting firm will prepare the following outputs: (i) an inception report outlining the overall implementation plan at the end of the first month of consultant mobilization, with a detailed proposed methodology to assist in preparing the design of the project, sector analysis, financial and economic analyses, a social and poverty survey and data collection requirements and schedule; (ii) a midterm report with a detailed assessment of the project design at the interim stage along with key policy reforms and specific project-related issues within the fourth month of consultant mobilization; the midterm report will include due diligence reports, draft gender action plan (GAP), draft social action plan, draft procurement plan and capacity assessment, and draft financial management assessment; (iii) a draft final report with a detailed assessment of the technical, financial, economic, environmental, social, and institutional aspects within the fifth month of consultant mobilization; and (iv) a final report within the sixth month of consultant mobilization. The reports will be provided in both English and Tajik/Russian. The TA consulting firm will hold extensive consultations to discuss the project design, performance, monitoring and evaluation system, ADB's safeguards policy, and disbursement and procurement policies and guidelines. The PPTA will also help showcase and utilize good practices from Japanese experience and expertise in TVET sector and consider these for adaptive replication in project design. The outputs of individual consultants will also be blended into the TA consulting firm's inception, midterm and final reports.
|Project Rationale and Linkage to Country/Regional Strategy
The PPTA helps design the project to empower the country's unemployed and underemployed youths and adults to take advantage of employment and income opportunities in the domestic and international labor markets through provision of quality training. A key feature of the project is the institutionalization of mechanisms for engaging the private sector in technical and vocational education and training (TVET) at the policy and operational levels.
Tajikistan's network of TVET providers comprises public institutions including: (i) 63 primary vocational education schools (now called lyceums) which are now managed by the Ministry of Labor, Migration and Employment (MOLME), (ii) 49 secondary vocational education schools (now called technical colleges) under the Ministry of Education (MOE); and (iii) 30 adult learning centers with 40 branches in the districts under the MOLME. The National Adult Training Center (NATC) in Dushanbe serves as the model and as a central resource center.
The lyceums offer 1-2 year courses with an enrollment of 23,857 in 2012. Technical colleges offer 2 to 4 year courses with 40,095 enrolled during the same school year. Both the lyceums and technical colleges also offer short courses (3, 6, 9, and 12 months) and trained 47,000 youths and adults in 2012. The adult learning centers offer only short courses and trained 53,000 in 2012. Women comprise about 30% of the total enrollment. About 30-40% of the students in long courses and majority of trainees in short courses pay for the cost of training which provides the TVET institutions a significant source of revenues to augment their limited budget and increases the sustainability of the system.
The TVET system however faces major constraints including outdated curriculum and learning materials, obsolete and inadequate equipment base, dilapidated school buildings and unmaintained and damaged dormitories, teachers and masters advanced in years with little staff development and succession planning, little or no linkage with industries, absence of modern approaches to school management, and continuing underinvestment in TVET in general. While a large number of graduates are produced each year, they lack modern skills and qualifications relevant to the labor market demands. In the Global Competitiveness Report (World Economic Forum, 2010-11), the 'poor work ethic in the national labor force' and the 'inadequately educated workforce' ranked 5th and 6th, respectively, among the most problematic factors in doing business in Tajikistan, reducing the country's competitiveness and acting as binding constraints to economic growth.
The Government of Tajikistan (the government) has taken certain initiatives to address the dire situation of the TVET sector. In 2012 the government approved the State Program to Reform the TVET System, 2013-2020 outlining the different strategies and programs that need to be undertaken in a coherent and coordinated manner to reform and modernize the TVET sector. Its implementation requires political will and continued support from development partners. The project aims to fully support of the government's TVET reform program. With its emphasis on private sector development and reducing the cost of doing business, it is also consistent with ADB Country Partnership Strategy, 2010- 2014. The project and the project preparatory technical assistance, aimed to help design the project, are both included in the Country Operation and Business Plan (COBP), 2013 2014 and the draft Country Operation and Business Plan, 2014 2016.