ADB and the Government of Bhutan have undertaken joint policy work and dialogue through the capacity development technical assistance (CDTA) funded by the Japan Fund for Poverty Reduction which was implemented from September 2014 until August 2016. A key outcome of the CDTA was the development of a Technical and Vocational Education and Training (TVET) Blueprint , which was developed in collaboration between the Government of Bhutan and ADB TA project. The Government of Bhutan officially launched the TVET Blueprint 2016 -2026 in June 2016. While the TVET Blueprint outlines the broad strategic directions, there is need to prepare detailed operational plans with prioritization of activities, costing and implementation arrangements. The SSTA will address the preparation of such detailed activities, costing and design of a project to be supported by ADB.
|Project Name||Education and Skills Development Project|
|Project Type / Modality of Assistance||Technical Assistance
|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 / Technical and vocational education and training
|Gender Equity and Mainstreaming||Effective gender mainstreaming|
|Description||ADB and the Government of Bhutan have undertaken joint policy work and dialogue through the capacity development technical assistance (CDTA) funded by the Japan Fund for Poverty Reduction which was implemented from September 2014 until August 2016. A key outcome of the CDTA was the development of a Technical and Vocational Education and Training (TVET) Blueprint , which was developed in collaboration between the Government of Bhutan and ADB TA project. The Government of Bhutan officially launched the TVET Blueprint 2016 -2026 in June 2016. While the TVET Blueprint outlines the broad strategic directions, there is need to prepare detailed operational plans with prioritization of activities, costing and implementation arrangements. The SSTA will address the preparation of such detailed activities, costing and design of a project to be supported by ADB.|
|Project Rationale and Linkage to Country/Regional Strategy||Bhutan's economy is one of the smallest in the world. The country has made significant economic progress in recent years with a doubling of gross domestic product per capita during 2004 -2014. The proportion of people living below the national poverty line fell from 23.2% in 2007 to 12.0% in 2012. Growth in industry and services is expected to spur economic expansion in the country. Despite rapid socioeconomic growth and development, the country is facing a combination of challenges that include increased youth unemployment simultaneously with shortages in human resources in critical sectors. The country has made commendable progress in the provision of basic education, however, the general academic focus of secondary education is not adequately preparing youth for the workforce. The vast majority of students choose the academic track with very few enrolling in TVE) courses (only an estimated 9% of Grade 10 students). While overall unemployment rate is about 2.5%, youth unemployment is high and increasing (10.7% in 2015 compared to 7.3% in 2012). The TVET Blueprint identifies two significant challenges for the TVET system: (i) the need to meet the skilling needs of about 200,000 job seekers who are expected to enter the labor market in the next 20 years, and (ii) the need to improve workforce productivity and economic competitiveness through appropriate types and levels of skilling. The key issues identified in skill development include insufficient alignment between secondary education and TVET, inadequate investment in TVET in relation to the predicted growth in demand from students, poor quality of training, low market relevance of TVET courses and weak policy and institutional arrangements. The education and training system must respond to aspirations of the youth (the average age of the population is about 27) by providing gainful employment and at the same time contribute towards providing much needed skilled manpower and diversification in the country. Bhutan is witnessing a gradual decline in overall labor force participation rates (LFPR). It fell from 68.6% in 2010 to 62.6% in 2014. Female LFPRs fell faster than males. LFPRs of young people (between the ages of 15 2-4) decreased sharply from 40.4% in 2010 to 26.9% in 2014. The problem of youth unemployment is exacerbated by the poor perception of TVET and the preference for government jobs. The government, in full cognizance of these issues, has made considerable efforts to modernize the TVET system in recent years and has also reiterated its commitment to policy reforms and targeted efforts to promote youth employability through skills development. The TVET Blueprint recently launched by the government provides a comprehensive and coherent framework for responding to the major constraints in TVET. The Blueprint outlines four pillars of reform areas that respond to the key constraints prevailing in the TVET system. The four pillars focus on: (i) Expansion of TVET, (ii) Improvement of quality, (iii) Improvement of relevance, and (iv) Strengthening of management. Within each pillar there are 60 practical actions required for implementing each Pillar. Indicative time frames are also provided, ranging from short-term (2016 through 2018), medium-term (2019 through 2021), and long-term (2022 through 2026).|
|Impact||Design, quality and relevance of skills development in Bhutan improved|
|Description of Outcome||Investment project (or loan) design prepared|
|Progress Toward Outcome|
|Description of Project Outputs||
TVET Blueprint reforms and actions prioritized and sequenced with implementation plans and costing
Labor market reviews to assess future demand for skills development undertaken
Proposals with costing for institutionalizing e-learning initiatives such as MathCloud prepared
Stakeholder consultations for the implementation of the TVET Blueprint for the first 5 years undertaken
Due diligence assessments completed
|Status of Implementation Progress (Outputs, Activities, and Issues)|
|Summary of Environmental and Social Aspects|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design||
The main stakeholders who will participate in the design and implementation of the project include the Ministry of Labor and Human Resources and Ministry of Education and various entities of the government engaged in TVET and Education policy and strategy and implementation. The private sector - industry and employers - are crucial stakeholders who will contribute to making the TVET system more responsive and credible to the market.
Extensive consultation and stakeholder workshops have been held for the preparation of the TVET Blueprint. A consultative approach will be continued during project design and implementation. There are no negatively affected people expected under the project. The project will incorporate affirmative action for the benefit of girls, women and the disadvantaged. Consultations with CSOs and their partnership during implementation will be facilitated.
|During Project Implementation|
|Consulting Services||The Technical Assistance will mobilize a team of eight experts (three international and five national) for a total of 19 person-months.|
|Responsible ADB Officer||Jagannathan, Shanti|
|Responsible ADB Department||South Asia Department|
|Responsible ADB Division||Human and Social Development Division, SARD|
Ministry of Education
PO Box 112, Thimpu, Bhutan Ministry of Labour and Human Resources
Thongsel Lam, P.O. Box 835
|Concept Clearance||30 Mar 2017|
|Approval||15 Dec 2016|
|Last Review Mission||-|
|Last PDS Update||23 Mar 2018|
|Approval||Signing Date||Effectivity Date||Closing|
|15 Dec 2016||-||15 Dec 2016||31 Dec 2017||31 Dec 2018||-|
|Financing Plan/TA Utilization||Cumulative Disbursements|
|425,000.00||0.00||0.00||0.00||0.00||0.00||425,000.00||15 Dec 2016||175,106.30|
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.
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|Title||Document Type||Document Date|
|Education and Skills Development Project: Project Data Sheet (Dzongkha Translation)||Translated PDS||Jul 2016|
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.
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Evaluation Documents See also: Independent Evaluation
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