Myanmar : Equipping Youth for Employment Project
Building on ongoing Asian Development Bank (ADB) technical assistance (TA) support, the proposed Equipping Youth for Employment Project (EYE) -- formerly titled Preparing Youth for the Workplace Sector Development Program -- will provide cohesive support to secondary education subsector (SES) and technical and vocational education and training (TVET) reforms, to ensure these subsectors are mutually aligned and collectively serve Myanmar s evolving labor market and socioeconomic context. [[FOOTNOTE: In partnership with Australia via 2 cofinanced TAs, ADB is the only development partner organization (DPO) currently supporting SES, and is one of a small number of DPOs supporting TVET, with ADB providing support via these TAs as well as a TVET-focused TA financed by the Japan Fund for Poverty Reduction.
Mangahas, Joel V.
Southeast Asia Department
Request for information
|Project Name||Equipping Youth for Employment Project|
|Country / Economy||Myanmar
|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
|Sector / Subsector||
Education / Education sector development - Secondary - Secondary - social protection initiatives - Technical and vocational education and training
|Gender||Gender equity theme|
|Description||Building on ongoing Asian Development Bank (ADB) technical assistance (TA) support, the proposed Equipping Youth for Employment Project (EYE) -- formerly titled Preparing Youth for the Workplace Sector Development Program -- will provide cohesive support to secondary education subsector (SES) and technical and vocational education and training (TVET) reforms, to ensure these subsectors are mutually aligned and collectively serve Myanmar s evolving labor market and socioeconomic context. [[FOOTNOTE: In partnership with Australia via 2 cofinanced TAs, ADB is the only development partner organization (DPO) currently supporting SES, and is one of a small number of DPOs supporting TVET, with ADB providing support via these TAs as well as a TVET-focused TA financed by the Japan Fund for Poverty Reduction. ]] The Project will combine policy-level and investment-level support for rationalization of SES and TVET and address key interlinked challenges in subsector management, access, and quality and relevance via 3 outputs: (i) policy frameworks and capacities for cohesive, workforce-responsive SES and TVET enhanced; (ii) new SES curriculum delivered and access expanded; and (iii) new TVET programs introduced and access expanded. The Program will provide programmatic support to nationwide reforms, as the main support to SES within the forthcoming National Education Strategic Plan (NESP) for 2016-2021 and closely coordinated with other development partner organization (DPO) support for TVET. The EYE is included in ADB's Myanmar country program for 2016.|
|Project Rationale and Linkage to Country/Regional Strategy||
SES (which produces most workforce entrants) and TVET (which suffers from very low access) are largely supply-driven and not responsive to Myanmar s evolving labor force needs. SES and TVET are also not mutually aligned or strategically linked. Such gaps in subsector management are interlinked with gaps in access and quality. Analysis of data from the 2014 Census indicate that just above 80% of youth complete primary education, but less than half (roughly 44%) complete lower secondary education (LSE). Of the roughly 1.1 million new primary school entrants each year, only 10% complete upper secondary education (USE) 11 years later. [[FOOTNOTE: Figures herein draw on ADB-supported analysis household survey and other data as part of Myanmar s Comprehensive Education Sector Review. See http://www.adb.org/projects/47177-001/documents ]] Given that most forms of TVET (like higher education) require USE completion, this leaves a missing million youth without access to many forms of employment, skill training, or higher education. Prospects are particularly bleak for the more than half of all youth (and large majority of those in poor households) unable to complete even LSE. [[FOOTNOTE: Forthcoming reforms will extend the current 11-year system to a KG-12 system, adding kindergarten and USE grade 12.]] Partly as a result of this, TVET access has been very low, with only 1 in 60 youth aged 16-19 enrolled in any form of training (versus 1 in 9 enrolled in higher education), and training virtually nonexistent in rural areas or in construction, mechanical, or industrial skills. Finally, low quality directly undermines access. In SES, outdated, weakly relevant curriculum and rote-based pedagogy (i) undercut learning outcomes, evidenced in the two-thirds failure rate on the matriculation exam at the end of USE; (ii) drive up costs of LSE and particularly USE; [[FOOTNOTE: ADB-supported analysis suggests that USE (not university) poses the highest per-student expenditure burden on households, and private tutoring (driven by rote-based assessment) is the largest component of education costs.]] and (iii) contribute to lack of interest as the lead reason cited for SES dropout. Similarly, perceived low quality and relevance undermine both demand for TVET and trainee employability. Collectively, such challenges leave the majority of workforce entrants poorly educated and un- or poorly skilled, undercut national poverty reduction and inclusive growth objectives, and threaten to trap the economy in a natural resource extraction-based, low value-added model. [[FOOTNOTE: See (i) http://www.dica.gov.mm/sites/dica.gov.mm/files/document-files/psd framework final 01 apr englidh.pdf ; and (ii) ADB. 2014. Myanmar: Unlocking the Potential. Country Diagnostic Study. Manila. Respondents to the Myanmar Business Survey 2014 cited human resources (e.g., weak mastery of foundational knowledge and hard and soft skills like critical thinking, numerical skills, and problem-solving) as the second most serious barrier to business.]]
Education and skills base for inclusive growth enhanced
|Description of Outcome||
Secondary education and TVET realigned to evolving labor force needs and equitably expanded
|Progress Toward Outcome||Outcome indicators are only due in 2022, but are expected to be achieved. The Midterm Review, scheduled for May 2020, will systematically assessment of progress at the interim stage.|
|Description of Project Outputs||
Policy frameworks and capacities for cohesive, workforce-responsive SES and TVET enhanced
New SES curriculum delivered and access expanded
New TVET programs introduced and access expanded
|Status of Implementation Progress (Outputs, Activities, and Issues)||
Progress toward DMF targets had been accelerating, though Covid-19 poses some challenges.
Ongoing: Initial framework for 'soft and 'hard skills targeted by secondary education and TVET curricula developed, and more specific mapping work ongoing;
Ongoing: Support on national qualifications framework and learning pathways still in early stages.
Ongoing: Under approved National Assessment Policy, secondary education student assessment guidelines in semi-final draft. New high school completion certificate to be introduced at end of SY2019/20. Other support on exams/assessment in early/mid-stages
Target already exceeded (with follow-up training rounds planned): 156,630 teachers and head teachers including 141,043 females (90%) trained in first annual round, already exceeding DMF targets for entire project duration
Ongoing: Civil works to upgrade incomplete schools delayed but expected to be contracted in February 2020 and completed before SY2021/22
Ongoing: Initial baseline analysis in 2017, with final pre-intervention baseline study for impact evaluation of school upgrading planned in 2020, and endline evaluation in 2022.
Ongoing: 37 officials covered to date. Additional cross-cutting capacity building program on reform delivery under preparation, while subsector-specific capacity development programs are ongoing under outputs 2 and 3
Completed: National Assessment Policy (approved and launched in September 2019) includes emphasis on equity across gender and other dimensions
Ongoing: Policy support still in early stages.
Ongoing: Policy document drafted, targeting finalization and approval in Q2 2020
Ongoing: Policy document drafted, targeting finalization and approval in Q3 2020
Ongoing: 4-year phased reforms commenced in SY2019/20 with successful introduction of new LSE grade 6 curriculum and provision of 11.6 million improved, more gender-sensitive textbooks and teacher guides
Ongoing: TVET Law and related legislation still in draft (delayed), targeted for 2020-21 approval.
Ongoing: TVET Council will be established after TVET Law approval. EYE support ongoing for framework on public-private partnerships in TVET and support to the Human Capital Working Committee under the Private Sector Development Committee
Ongoing: TVET quality assurance framework in early-stage development, building on an assessment completed in 2019.
Ongoing: Policy work on COEs for TVET curriculum development in early stages. While awaiting the policy, MOE recognized 1 COE in 2019.
Ongoing: Policy work on expanding access in early stages building on work that informed CBMSC stipend and dormitory programs.
Ongoing: CBMSC stipend program guidelines approved in March 2019, with program introduced in 3 TVET schools to date (for expansion to 11 schools in April 2020). An interim evaluation is planned by end 2020.
Ongoing: Skill standards and curricula for 22 new CBMSCs (in addition to ongoing 8 CBMSCs) at various stages of development, expected to be completed in 2020
TVET civil works completed (still in retention period) at all 15 schools.
Ongoing: To date, 34 female and 33 male teachers have been trained
Ongoing but significantly delayed: To date, 724 male and 65 females have benefited from training. Progress will accelerate with expansion from 5 to 15 schools in May 2020 and launch of new CBMSCs in Q3-Q4 2020;
Ongoing but significantly delayed: Stipend program currently limited to 3 schools (expanding to 11 in April 2020), with stipends provided to 47 trainees including 8 females (only 17%). Stepped-up efforts to recruit more females and ethnic group youth underway
|Geographical Location||Nation-wide, Ayeyawady Region, Bago Region, Kayin State, Magway Region, Mandalay Region, Mon State, Nay Pyi Taw, Sagaing Region, Shan State, Yangon Region|
|Summary of Environmental and Social Aspects|
|Environmental Aspects||As confirmed by PPTA analysis, the Project is category "B" for environment in view of minor potential impacts, principally in terms of potential safety and health risks associated with the construction phase of provision of additional classroom blocks at existing school sites as part of secondary education schools under output 2. This civil works has not yet commenced: tendering is underway, and contracts (targeted for award in November 2019) will incorporate/annex the environmental management plan.|
|Involuntary Resettlement||As confirmed by PPTA analysis, the Project is category "C" for involuntary resettlement (no involuntary resettlement).|
|Indigenous Peoples||As confirmed by PPTA analysis, the Project is category "B" for indigenous peoples (typically termed 'ethnic groups in Myanmar), as the Project is expected to generate substantial positive benefits for all ethnic groups and to promote enhanced equity.|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design||Project conceptualization and design have drawn on substantial analysis and dialogue with the Ministry of Education (MOE), Ministries of Industry and Labor, Immigration, and Population, other government agencies, development partner organizations (DPOs), and other stakeholders (including the private sector) under the umbrella of Myanmar's Comprehensive Education Sector Review (CESR), as well as 3 ongoing ADB technical assistance projects. Detailed design work also drew dialogue and consultations with other non-government stakeholders (e.g., CSOs), as well as a series of focus group discussions with students and out-of-school youth, parents, teachers, and other community members in selected townships throughout Myanmar.|
|During Project Implementation||The Program is directly supporting the implementation of the government's National Education Sector Plan (NESP) for FY2016/17-FY2020/21. It is also expected to develop the capacity of MOE and MOI counterparts (as well as other agencies including MOLIP) at different levels, ranging central to local levels in areas including stakeholder and community engagement, including suporting MOE and MOI in conducting systematic consultation and participation to support awareness of and participation in national reforms, including ensuring inclusion of poor and vulnerable groups. CSOs have sent trainees to participate in TVET training and collaboration with CSOs in communication and recruitment is being scaled up. Other examples of expected stakeholder engagement will range from SES curriculum reform processes (e.g., engaging CSOs in the curriculum development process, to ensure that new curriculum and materials are sensitive to gender, ethnic group, and disability issues), engaging employers in identifying priority skill needs and ensuring employability of graduates, to community engagement in school-based management and school improvement planning.|
|Consulting Services||All consultants will be recruited according to ADB's Guidelines on the Use of Consultants (2013, as amended from time to time).|
|Procurement||All procurement will be in accordance with ADB Procurement Guidelines (2015, as amended from time to time).|
|Responsible ADB Officer||Mangahas, Joel V.|
|Responsible ADB Department||Southeast Asia Department|
|Responsible ADB Division||Myanmar Resident Mission (MYRM)|
Ministry of Education
|Concept Clearance||19 Jun 2015|
|Fact Finding||11 May 2016 to 26 May 2016|
|MRM||22 Sep 2016|
|Approval||28 Nov 2016|
|Last Review Mission||-|
|Last PDS Update||31 Mar 2020|
|Approval||Signing Date||Effectivity Date||Closing|
|28 Nov 2016||22 Mar 2017||19 Jun 2017||30 Jun 2023||-||-|
|Financing Plan||Loan Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||105.00||Cumulative Contract Awards|
|ADB||98.49||26 Jul 2023||42.29||0.00||43%|
|Cofinancing||0.00||26 Jul 2023||35.27||0.00||36%|
|Status of Covenants|
|Rating||Partly satisfactory||Partly satisfactory||Partly satisfactory||Unsatisfactory||Satisfactory||Satisfactory|
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 Access to Information Policy (AIP) 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.
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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|
|Equipping Youth for Employment Project: Social Monitoring Report (July-September 2020)||Social Monitoring Reports||Sep 2020|
|Equipping Youth for Employment Project: Environmental Monitoring Report (Q3 2020)||Environmental Monitoring Reports||Sep 2020|
|Equipping Youth for Employment Project: Environmental Monitoring Report (Q2 2020)||Environmental Monitoring Reports||Jun 2020|
|Equipping Youth for Employment Project: Social Monitoring Report||Social Monitoring Reports||Jun 2020|
|Equipping Youth for Employment Project: Environmental Monitoring Report||Environmental Monitoring Reports||Jan 2020|
|Equipping Youth for Employment Project: Social Monitoring Report (July-September 2019)||Social Monitoring Reports||Oct 2019|
|Equipping Youth for Employment Project: Initial Environmental Examination||Initial Environmental Examination||Oct 2016|
Evaluation Documents See also: Independent Evaluation
None currently available.
None currently available.
The Access to Information Policy (AIP) 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.
|Contract Title||Approval Number||Contract Date||Contractor | Address||Executing Agency||Total Contract Amount (US$)||Contract Amount Financed by ADB (US$)|
|SPECIALIST ON PROCUREMENT AND PROJECT MANAGEMENT||Loan 3472||10 Jun 2020||MYO THEIN (MR) | NO.31, PAW TAW MU STREET WARD 2, MAYANGON T/S REP.UNION OF MYANMAR||Ministry of Education||187,500.00||187,500.00|
|EXPERT ON PROCUREMENT FOR SOCIAL SECTOR PROJECTS||Loan 3472||10 Jun 2020||DEBABRATA MAJUMDAR (MR) | 33 GOLDMIST, GULMOHAR JUHU SHEME, INDIA||Ministry of Education||284,600.00||284,600.00|
|ACTIVITY AREA 2A3: IN-SERVICE TEACHER TRAINING (IN SET)PAM PAGE 13 PARA 27||Loan 3472||06 May 2019||OTHERS | OTHERS REP.UNION OF MYANMAR||Ministry of Education||5,059,197.58||5,059,197.58|
|PROCUREMENT CORDINATOR ( NATIONAL)||Loan 3472||06 Sep 2018||MR. AUNG ZAY YA | WARD 15, YANKIN TOWNSHIP YANGON REP.UNION OF MYANMAR||Ministry of Education||115,660.00||115,660.00|
|ENVIRONMENTAL SPECIALIST||Loan 3472||28 Sep 2018||MS. KYU KYU KHIN | [email protected] REP.UNION OF MYANMAR||Ministry of Education||114,700.00||114,700.00|
|NATIONAL PROJECT ASSISTANT||Loan 3472||06 Sep 2018||MS. MAY PHYO HTUT | KYUN SHWE WAR STREET NORTH DAGON TOWNSHIP, YANGON REP.UNION OF MYANMAR||Ministry of Education||100,000.00||100,000.00|
|INTERNATIONAL FINANCIAL SPECIALIST||Loan 3472||06 Sep 2018||MR. FRANCIS SURENDRAN EMMANUEL | COBHAM SURREY, KT11 2DU UNITED KINGDOM||Ministry of Education||284,400.00||284,400.00|
|NATIONAL FINANCIAL MANAGEMENT SPECIALIST||Loan 3472||06 Sep 2018||MS. SANDA MOE | YANGON MYANMAR REP.UNION OF MYANMAR||Ministry of Education||211,700.00||211,700.00|
|FINANCE OFFICER 2||Loan 3472||05 Sep 2018||MS. MAY THIN KYU | NO.344,26TH STREET, 7 WARD, SOUTHPALAPA YANGON, MYANMAR REP.UNION OF MYANMAR||Ministry of Education||141,180.00||141,180.00|
|FINACE OFFICER||Loan 3472||05 Sep 2018||MS. THIN MAR | 690 AUNG SAN QUARTER, YE U TOWNSHIP SAGGAING, MYANMAR REP.UNION OF MYANMAR||Ministry of Education||141,180.00||141,180.00|
|CIVIL WORKS COORDINATOR (NATIONAL)||Loan 3472||06 Sep 2018||MR. NANDA AUNG KYAW | MALIKHA HOUSING YADANABON ROAD,YANGON REP.UNION OF MYANMAR||Ministry of Education||124,360.00||124,360.00|
|EYE/CS-PIC/01/2017||Loan 3472||02 Mar 2018||E-GEN CONSULTANTS LTD | 69/1 BIR UTTAM QUAZI NURUZAMAN ROAD DHAKA 1205 BANGLADESH||Ministry of Education||8,568,735.00||8,568,735.00|
|Title||Document Type||Document Date|
|Equipping Youth for Employment Project: Procurement Plan||Procurement Plans||Aug 2020|