aid to skills development - case study on japan’s foreign...

2012/ED/EFA/MRT/PI/35

Background paper prepared for the Education for All Global Monitoring Report 2012

Youth and skills: Putting education to work

Aid to Skills Development - Case Study on Japan’s Foreign Aid Program

Kazuhiro Yoshida & Shoko Yamada

2012

This paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2012 report. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the EFA Global Monitoring Report 2012, Youth and skills: Putting education to work” For further information, please contact [email protected]

mailto:[email protected]

Aid to Skills Development--Case Study on Japan’s Foreign Aid Program

1

Aid to Skills Development--Case Study on Japan’s Foreign Aid Program1

Final Draft (revised on July 29, 2011)

Kazuhiro Yoshida2 and Shoko Yamada3 Abstract

Japan’s aid emphasizes the importance of human resources development and self-help efforts based on its own experience. This fundamental belief is reflected into dual objectives of skills development to contribute to both promotion of growth and improving the living conditions of the disadvantaged.

Two cases of skills development projects are presented, one in post-conflict Southern Sudan, another to develop a regional hub of training center in Senegal, each representing the different objective. They provide ideas on how Japanese assistance in this area can respond to challenging needs by study-based designing and building a partnership among key stakeholders, and how it helps build institutional capacity through a long-term assistance.

1 Authors are grateful for information and comments provided by the JICA staff at the headquarters and country offices, coordinated in particular by Ms. Miyako Kobayashi and Ms. Chiharu Morita of Human Development Department, and the staff of Ministry of Foreign Affairs and Ministry of Education, Culture, Sports, Science and Technology. Significant contributions were made by JICA in the case studies section, especially by Ms. Taeko Okitsu of Human Development Department. However, views and analyses were those of the authors, not representing any of these organizations. 2 Professor, Center for the Study of International Cooperation in Education, Hiroshima University 3 Associate Professor, Graduate School for International Development, Nagoya University


2

Acronym BTI Technician’s Diploma (Brevet technique de l’ industrie) BTS Higher Technician’s Diploma (Brevet de technicien supérieur) CFPT Vocational and Technical Training Centre of Senegal/Japan (Centre de

Formation Professionelle et Technique Sénégal/Japon) CY Calendar Year DDR Disarmament, Demobilization and Reintegration FY Fiscal Year (of Japan: April-March) IDP Internally Displaced Person ILO International Labour Organization JICA Japan International Cooperation Agency MEXT Ministry of Education, Culture, Sports, Science and Technology MHLW Ministry of Health, Labor and Welfare MOFA Ministry of Foreign Affairs MTC Multi-Service Training Centre NGO Non-governmental Organization ODA Official Development Assistance OVTA Overseas Vocational Training Association SAVOT Project on Improvement of Basic Skills and Vocational training TCP Technical Cooperation Project TVET Technical and Vocational Education and Training VTCs Vocational Training Centers


1

Introduction The present note is prepared as a background paper for the EFA Global Monitoring Report 2012 that features skills development for the marginalized young people, corresponding to the Goal 3 of Dakar Framework for Action that emphasizes equitable access to appropriate learning and life-skills programs. Japan has long emphasized the vital importance of human resources development for the successful self-reliant efforts for nation-building, based on its own experiences at home. The paper takes stock of Japan’s aid to skills development by reviewing its policy objectives, implementation, and best practices and offers thought on possible pathways for countries that are trying to overcome challenges. It underscores that projects with strong commitment and participation of partners involved with relevant training contents can help contribute to peace-building, poverty reduction and economic growth. 1. Review of Japan’s approach to aid for skills development

Human resources development has always been at the very core of nation-building efforts in Japan. This is based on its own experience of development and shared belief that cultivation of people is the basis of advancement of the society. The point is articulated clearly both in the Official Development Assistance (ODA) Charter (1992, revised in 2003) and the Mid-Term Policy for ODA (2005), together constituting the basic policy documents for Japan’s ODA. The ODA Charter was first issued in 1992, after 3 years since Japan became the top bilateral ODA provider. In the section titled Philosophy, the document states “Taking advantage of Japan’s experience as the first nation in Asia to become a developed country, Japan has utilized its ODA to actively support economic and social infrastructure development, human resource development, and institution building (italics added by author; p. 1).” Human resource development is a pillar of ODA provided by Japan, which envisaged itself as an Asian former developing country joining the group of aid providers. This pillar is also in line with Japan’s principle of “the assistance for self-help efforts” by developing countries. Japan, having gone through a history as a developing country itself, has taken an attitude to stand by the side of assisted countries while they are making efforts for their own advancement. Human resource development has been seen as an important factor to boost this process of self-supported development (Sawamura 2002).

Given its emphasis on the self-help effort for economic advancement, human resource development in Japan’s ODA programs has long been geared toward formation of middle and high-level skilled workforce in industries, with less emphasis on skills for poverty reduction. Since the current president of Japan International Cooperation Agency (JICA), Sadako Ogata, took her office in 2003, however, a new guiding principle was introduced to Japanese ODA, which made it pay closer attention to the vulnerable and disadvantaged population. This principle is called Human Security. It means protecting people from threats to their survival, dignity, and livelihood. In JICA’s operations, this philosophy was often realized in the form of social service projects and programs for the disadvantaged. Human


2

security requires a holistic approach in achieving development objectives. Therefore, Japan’s assistance for skills development considers people’s skills in wider social context instead of defining it narrowly in economic terms. Accordingly, the assistance for skills development is not restricted to school-based education, but also includes non-formal and informal settings. In addition, in Japanese ODA discourse, human resource development has often been justified as a means for national sovereignty and dignity, which makes Japan’s argument for ownership and capacity development a little different in its tone from those found in European donor community.

In sum, Japan’s assistance for skills development serves dual objectives: industrial human resources development for economic growth for one, and increasing opportunities for improving living conditions, especially of the poor and the disadvantaged, for another. To achieve these objectives, Japan provides assistance for institutional and organizational capacity building, strengthening linkages with industrial partners, improving the quality of technical and vocational education, providing knowledge and skills for youth and adults, and consolidating the management system. Thus, actual operations encompass policies, systems, institutions, individual programs and covers both formal and informal provision of services. In the section 3, the authors will introduce two technical cooperation projects by JICA which will highlight the characteristics of Japan’s cooperation in this field. 2. Size, Share and Scope of Japan’s Skills Development Assistance 2.1 ODA by Type of Assistance

The total budget of Japan’s ODA for the fiscal year (FY)4 2011 is 22.2 billion US dollar5 which is divided into bilateral aid ($17.8 billion) and multilateral aid ($4.4 billion). The bilateral ODA uses three instruments, namely, grant aid, technical cooperation, and loan aid, each has an allocated budget of $1.9 billion, $4.0 billion, and $11.9 billion respectively for FY20116. This is channeled through 12 ministries and agencies, and above all, JICA implements over three-quarters of the total budget.

Actual flows of ODA are reported by both gross and net terms where the latter extracts loan repayment. The size of gross annual disbursement ranges between $10-16 billion over recent years (Figure 1), in which loan aid has constantly taken a leading share with 42-59% (Table 1). Meantime, the net flow has been approximately between $6 to 10 billion (Table 2). The loan operations by themselves have seen a negative flow in some years.

4 April - March. 5 A tentative exchange rate of 80.5 Japanese Yen per US dollar is used. For other years the rate is shown in Annex Table 1. 6 The remaining $19.9 million is for trade reinsurance.


3

Table 1. Share of Japan's Bilateral ODA Disbursement by Type, 2002-2009

Grant Aid Tech Coop Loan Disb. Total

2001 19% 28% 54% 100% 2002 18% 27% 55% 100% 2003 16% 26% 57% 100% 2004 33% 21% 46% 100% 2005 41% 17% 42% 100% 2006 38% 20% 42% 100% 2007 29% 22% 49% 100% 2008 33% 20% 47% 100% 2009 17% 24% 59% 100%

Source: MOFA, various years.

2.2 Financing ODA Japan finances its ODA by four sources of funds: general account budget, special account budget, government bond, and fiscal loan & investment etc. The corresponding figures for

2001 2002 2003 2004 2005 2006 2007 2008 2009Loan Disb. 5536 5,316 5,982 6,040 6,705 5,540 5,683 6,933 7,657Tech Coop 2,837 2,657 2,747 2,807 2,671 2,603 2,569 2,987 3,118Grant aid 1,904 1,716 1,696 4,324 6,524 5,047 3,414 4,777 2,209

02,0004,0006,0008,000

10,00012,00014,00016,00018,000

Figure 1. Japan's Bilateral ODA Disbursement CY2003-2009 (Gross, US$ million)

Source: MOFA various years. Note: Figures for 2001 and 2002 include aid for Eastern Europe and graduated countries.

Table 2. Japan's Bilateral ODA Disbursement, Gross and Net 2003-2009 (US$ million) 2003 2004 2005 2006 2007 2008 2009

Gross Disb. 10,425 13,171 15,900 13,190 11,665 14,697 12,985

Net Disb. 6,335 5,917 10,407 7,262 5,778 6,823 6,001

Source: MOFA, various years.


4

the fiscal year 2011 budget (US$22.2 billion) are: $7.11 billion, $0.34 billion, $3.12 billion, and $11.61 billion for each source. In its efforts for improving the primary balance, the government has steadily curtailed the ODA allocation from the general account. The reduction in this main source has been compensated for by the fiscal loan and investment which uses public funds such as postal savings and pension funds, making it possible to offset the declining trend of the general account allocation by maintain the overall scale of Japan’s ODA, or even increasing it in dollar terms (Figure 2).

2.3 Aid to Education Sector In calendar year (CY) 2009, Japan committed 843.8 million US dollars to education sector7. The largest portion of this amount was provided through technical cooperation ($584.8 million), followed by grant aid ($198.4 million) and loan aid ($60.6 million). The size of technical cooperation has been stable over the period observed (calendar year 2001-2009), while that of loan aid whose average size is much bigger fluctuates much. Grant aid increases when, for instance, emergency assistance is required. Overall, after reaching the peak in 2004 ($1369 million), the volume of aid to education sector has stayed at around $800 million in recent years, or about 5 to 7 % of the total bilateral aid (Figure 3). 7 This amount and Figure 3 include aid for Eastern Europe and countries that have graduated as aid recipients. Figure 4 excludes them according to DAC criteria.

15.0 13.2 13.5

13.7 13.3

14.0 12.0

14.6 18.3

19.9 22.2

0.00 5.00 10.00 15.00 20.00 25.00

20012002200320042005200620072008200920102011

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011General AC 8.36 7.27 7.40 7.56 7.14 6.53 6.19 6.77 7.20 6.98 7.11Special AC 0.12 0.11 0.10 0.02 0.02 0.02 0.01 0.12 0.19 0.21 0.34Govt Bond 1.27 1.27 1.19 1.28 1.37 2.13 0.51 1.41 2.96 3.31 3.12Fisc. Ln &Inv. etc. 5.23 4.59 4.77 4.87 4.78 5.28 5.30 6.30 7.91 9.44 11.61

Figure 2. Financial Resources of Japan's ODA Project Budget FY2001-2011 (current US$ billion)

Source: MOFA various years. Note: Exchange rate specified by DAC (see Annex table 2 for details)


5

While all three types of aid are used to support skills development, technical cooperation through JICA has been the largest and more systematic data is available which will be discussed in the next section. Loan aid has been most actively used for supporting higher education, but some projects have assisted skills development, including expansion and strengthening senior secondary agricultural schools in Uzbekistan (US$51.9 million 8 , approved in 2001), vocational and technical training project for Jordan ($58.7 million, approved in 1997) and several other projects include major TVET components such as social sector infrastructure project for Sri Lanka (2004), Balochistan Middle Level Education Improvement Project for Pakistan (1997), among others.

Grant aid is also used to promote skills development and currently a number of projects are running, including renovation of Viana vocational training center in Angola, the rice research and training center construction project in Uganda, subsistence fisheries development in Gabon, vocational training capacity development project in Senegal, agricultural mechanization training center project in Madagascar, vocational training center expansion project in Sudan, among others9.

The bilateral aid to education used to be implemented largely by four entities. Grant aid was implemented by MOFA, technical cooperation by MEXT10 (mostly a scholarship for higher 8 Converted by the exchange rate for the year of commitment/approval. DAC exchange rate is used throughout the paper where available as per Annex Table 1. For other years as specified. 9 http://www.jica.go.jp/activities/schemes/grant_aid/progress/index.html accessed June 12, 2011. 10 Ministry of Education, Culture, Sports, Science and Technology.

2001 2002 2003 2004 2005 2006 2007 2008 2009Loan Aid 115.4 245.4 241.5 318.4 165.4 235.9 90.9 141.5 60.6Tech Coop 624.7 605.3 693.5 822.5 596.8 602.5 550.6 560.3 584.8Grant Aid 134.4 159.7 133.8 228.1 141.9 119.1 129.5 144.7 198.4Ed/Total Bi

(right scale) 7.3% 10.6% 7.0% 10.4% 5.1% 7.0% 5.9% 4.6% 5.7%

874.4

1010.4 1068.8

1369.0

904.1 957.5

771.1 846.5 843.8

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

0.0

200.0

400.0

600.0

800.0

1000.0

1200.0

1400.0

Figure 3. Japan's Bilateral Education Aid by Type CY2001-2009 (Commitment, Calendar Year, Current US$ million)

Source: MOFA various years. Note: Figures include aid for Eastern Europe and graduated countries.

http://www.jica.go.jp/activities/schemes/grant_aid/progress/index.html


6

education students who study in Japan) and JICA, and loan aid by Japan Bank for International Cooperation (JBIC) (Figure 4). In October 2008, ODA loan operations of JBIC merged with JICA and at the same time the majority of grant aid operations was transferred from MOFA to JICA. Since then, JICA has been the largest implementing entity for the education sector.

2.4 Aid to Skills Development

JICA’s Aid to Skills Development11 Throughout the 1980s and 90s, JICA’s cooperation in the field of skills development (referred to as TVET, technical and vocational education and training) has been constantly high in terms of number and size of projects among technical cooperation in the education sector. In the FY2001, TVET12 spent US$91.5 million, over one-third of total education technical cooperation. Since then, however, JICA has made a shift to emphasize basic education which replaced TVET as the leading subsector in 2002 (Yamada and Matsuda 2007, p. 10). Both the amount and the share of TVET steadily declined thereafter, and in 2009 the subsector accounted for 15% of education with US$36.4 million (Figure 5).

11 JICA prepares data on the aid flow to be submitted through MOFA to DAC annually according to the calendar year. But the absence of consistent monitoring system across ministries and agencies that are involved with ODA, does not permit accurate assessment. Analyses in this section use data submitted by JICA for this study which is based on the fiscal year. 12 TVET, according to the classification by JICA, corresponds to the secondary education level by the DAC criteria. Support for a more advanced level of skills development, such as at technical college, is classified as higher education.

2005 2006 2007 2008 2009Others 168.5 248.4 105.4 158.4 13.7JICA 174.5 163.7 161.4 148.2 219.8MEXT 314.6 336.9 300.9 321.8 330.6MOFA 161.7 140.3 152.1 159.4 214.6

0.0

200.0

400.0

600.0

800.0

1000.0

Figure 4. Japan's Bilateral Education Aid by Budget Holding Entity CY2005-2009

(Commitment, Calendar Year, Current US$ million)

Source: MOFA Note: Figures exclude aid for Eastern Europe and graduated countries.


7

JICA has many means of assistance called “schemes.” A variety of schemes have been used for skills development assistance. In FY2006, for which detail data is available, 1156 trainees

2001 2002 2003 2004 2005 2006 2007 2008 2009Others 33.9 36.6 44.9 44.2 23.8 17.7 9.3 13.5 7.5TVET 91.5 73.0 75.0 67.2 56.0 39.7 36.5 42.5 36.4Higher Ed 50.2 43.5 41.6 45.8 43.4 23.7 32.3 44.4 68.5Basic&Sec Ed 80.5 92.2 97.0 99.2 112.1 84.4 82.3 135.3 131.7

0.0

50.0

100.0

150.0

200.0

250.0

300.0

Figure 5 Aid to Education Sector by JICA by Sub-Sector FY2001-2009 (US$ million)

Source: JICA 2011a Note: exchange rates as specified by DAC

2001 2002 2003 2004 2005 2006 2007 2008 2009Others 10.4 5.4 8.0 4.4 3.8 3.1 2.5 7.5 2.0JOCV 22.8 14.6 20.0 21.9 25.1 13.6 10.4 10.2 8.9Training 8.3 11.9 8.0 5.6 6.2 5.1 3.9 2.2 2.2Tech Coop Proj 57.0 44.6 43.2 38.9 20.8 17.9 19.9 23.3 23.7

0.0

20.0

40.0

60.0

80.0

100.0

Figure 6. Aid to Skills Development by JICA by Scheme FY 2001-2009 (US$ million)

Source: JICA 2011 Note: exchange rates as specified by DAC


8

were trained in Japan, 56 experts were dispatched, 40 technical cooperation projects13 were implemented, and 732 volunteers were sent to countries only among operations classified as TVET. Figure 6 exhibits the trend. Annex Table 2 provides the full detail of JICA’s assistance for skills development in FY2006. Annex Table 3 lists some cases of assistance that focuses on the socially vulnerable, conflict-affected and peace-building, some of which being classified outside TVET in the education sector.

In addition, JICA support skills development outside the education sector. Many technical cooperation projects (TCPs) 14 by JICA have had components for human resource development, even if they may not be the main concern. A study report by JICA (2005) categorized its TCPs in three types: technical/technological development; research and development; and human resource development. Out of the total 961 TCPs implemented from the 1960s to 2003, 278 were classified into the “human resource development” type which constitute 28.9% of all TCPs across sectors (pp. 14-17). They included, for example, a large number of TCPs which are categorized in other fields than education, such as public works, health and medical services, agriculture and fishery.

Furthermore, apart from JICA and MOFA in the education sector, other ministries hold budget for skills development ODA. Ministry of Economy, Trade, and Industry through Association for Overseas Technical Scholarship (AOTS) and Japan Overseas Development Cooperation (JODC) provides training to trainees in Japan for industrial skills development and dispatches Japanese experts to private firms in developing countries. Overseas Vocational Training Association (OVTA) under Ministry of Health, Labor and Welfare (MHLW) provides information, technical support, and teaching & learning materials for Japanese firm-based technical trainers who train workers overseas15. Key players in skills development ODA and their indicative size of operations are exhibited in Annex Figure 1.

3. Case Studies of Skills Development Aid by Japan’s ODA

3.1 Case study 1: Developing skills and employability of ex-combatants and other marginalized youth in post conflict Sudan

The Project for the Improvement of Basic Skills and Vocational Training in Southern Sudan

13 A technical cooperation project combines sending experts, training, and provision of equipment. 14 This is different from the technical cooperation, the latter being one of the three types of Japan’s ODA discussed in Chapter 2. Technical cooperation project is one of JICA’s schemes. In the following discussions, the abbreviation of TCP is used to avoid confusion. 15 For FY2009, US$54.8 million was allocated for technical cooperation by METI to receive 3300 trainees in Japan and to dispatch 217 Japanese experts. US$18.7 million was allocated for technical cooperation by MHLW for: (1) human resource development in health, medical and social welfare in developing countries; (2) an appropriate and smooth promotion of training programs; (3) instructional aid to companies and organizations that accept foreign trainees; (4) acceptance of foreign government-sponsored students into polytechnic and aid to create an appropriate skill evaluation system in developing countries; (5) aid to Regional Skills and Employability Program (SKILLS-AP); among other activities (MOFA 2010, p.121).


9

(SAVOT) was one of the first comprehensive projects supported by JICA in line with the second objective of the Japan’s assistance to skills development, that is, to contribute to the improved living conditions of the poor and the disadvantaged (see chapter 1). The project facilitated the (re)integration of trainees into post-conflict economic, social, and civic life, and improved human security by providing them with alternative livelihoods and protection against the danger of falling into a vicious cycle of vulnerability and instability.

3.1.1 Background and Objectives of the Project When the Comprehensive Peace Agreement was signed in 2005 after 20 years of a civil war, estimated four million Sudanese were turned into internally displaced persons (IDP) in Southern Sudan itself (JICA 2006). To consolidate peace and stability, it became vital to secure sustainable livelihoods for these internal refugees as well as the unemployed youth.

SAVOT was a TCP initiated in Juba in 2006. It was implemented for 41 months in cooperation with the Juba-based Multi-service Training Centre (MTC), one of the formal vocational training centers (VTCs), and 8 non-formal training providers. SAVOT aimed to strengthen the skills and employability of unemployed youth, IDPs and ex-combatants, including women, by building the capacity of both formal and non-formal training providers to offer high quality training in the fields that had the greatest potential for employment and entrepreneurial opportunities identified by the labor market survey conducted in 2006.

3.1.2 Project Description The project had three components: (1) enhancement of the technical, managerial and physical capacity of the MTC; (2) Capacity building in training delivery for non-formal providers; and (3) Capacity building of both formal and non-formal training providers in employment support services.

JICA’s Inputs A total of approximately US$5.2 million16 was provided under this TCP (TCP-1). Technical assistance was provided to both MTC and 8 non-formal training providers for improving curricula to bridge the gap between the skills demanded by employers and the contents of training courses. Support was also provided for training instructors and building the managerial capacity of the MTC and the training providers. The Japanese experts were sent to be mainly responsible for planning of the training and supervising the overall management of training. For the trainers’ training, the project employed experienced trainers of the Nakawa Vocational Training Institute in Uganda that JICA had assisted.

To complement the TCP-1 for SAVOT, JICA provided Peace Building Grant Aid equivalent to US$12.1 million in 2009 to renovate the facilities and procure equipment. Currently, TCP-2 is under implementation to consolidate the gains of TCP-1, including dispatching experts, supplying equipment and training core staff in the order of US$7.7 million.

16 Japanese Yen 604 million converted by DAC exchange rate for CY 2006.


10

The MTC also received approximately US$0.65 from the Multi-Donor Trust Funds17 in 2008 for the expansion of training workshops and the renovation of student accommodation as well as the procurement of equipment (JICA 2011). The instructors’ salaries were basically financed by the Ministry of Labour and Public Service. World Food Program supported the partner training providers by supplying food to trainees to offset their opportunity costs and to prevent dropout of the trainees from the poor households (JICA 2010a).

Component 1: This component helped build the technical, managerial and physical capacity of the MTC in offering the medium to long-term training18 for young people who wished to become middle-level technicians19. The unemployed youth who were primary school graduates or secondary school dropouts were targeted. Fifty courses were offered in fields judged to meet current and future market and industrial demands; namely, automotive mechanics, welding, metal production, building, carpentry, plumbing, electrical installation, refrigeration, air-conditioning, and secretarial work. In total 874 young people were trained during the period April 2007 - December 2009.

Component 2: Eight non-formal training providers contracted with JICA offered 16 short courses20 to address the immediate needs of unemployed youth and IDPs in terms of income and livelihood. The courses included basic training in ICT, tailoring, carpentry, metal production, building, plumbing, electrical installation, catering, borehole maintenance, cleaning, bread baking and agriculture. These fields did not require heavy investment keeping training costs low, and thus maximizing the number of beneficiaries. The program adopted a holistic approach to skills training which combined vocational training with literacy and numeracy programs, gender awareness, and HIV/AIDS sensitization for participants to fully exploit their potential for self-reliance and improved livelihood upon graduation.

Efforts were made to make the courses more accessible to the poor and vulnerable, women in particular, who would not have had access to a formal VTC. For example, the fee levels were set low and eligibility requirement was eased. Courses were limited to a few hours a day, considering the household commitments of women, and were held in beneficiaries’ community with crèche facilities, and Juba Arabic was made the language of instruction rather than English. As a result, female, and former IDPs and refugees as proportions of the 17 The Sudan MDTFs are funded by various donor countries to coordinate the reconstruction and the development work of both Northern and Southern Sudan. 18 The length of the training offered by the MTC ranges mostly from 3 months to 1 year (JICA 2010a). 19 When JICA launched the project in 2006, German Technical Cooperation in partnership with United Nations High Commissioner for Refugees provided financial and technical support to the MTC, which ended in 2008. Among the other three formal VTCs in Southern Sudan, Malakal and Wau Training Centres received assistance from United Nations Industrial Development Organization provided. 20 The lengths of the courses provided by the JICA assisted non-formal providers ranged from a few weeks to 6 months except for a few courses such as building which lasted for 1 year (JICA 2010a).


11

total number of trainees (1,893 people) reached 35 % and 32 % respectively.

Component 3: The project strengthened the capacity of both formal VTCs and non-formal training providers to provide post-training follow-up services, including career planning assistance; job search guidance; and industrial attachments (internships). During the project period, 284 interns were accepted by 75 private enterprises, which borne the costs of their on-the-job training (JICA 2010a). There are services to strengthen links between training, employment and entrepreneurship. For example, graduates were provided with startup kits such as cooking utensils, pedal sewing machines, and access to microcredit schemes for starting small businesses.

Disarmament, Demobilization and Reintegration (DDR): Courses offered by the project also targeted ex-combatants as an integral component of the DDR program to accelerate the economic and social reintegration of former militants, in cooperation with the United Nations Development Program and Southern Sudan Disarmament, Demobilization and Reintegration Committee. Approximately 100 demobilized soldiers were trained in project-supported public and non-formal providers, receiving not only vocational instruction but also psychological support and other life skills training; since they often suffer from post-traumatic stress disorder and social stigmatization, which can be obstacles to performance in the workplace, as noted by UNEVOC (2007).

3.1.3 Major Achievements and Challenges of the SAVOT Project Achievements An evaluation of the project conducted in 2010 (JICA 2010a) acknowledges the following major achievements:

Over 70 % of all graduates found employment21 or established their own businesses within six months of course completion, which contributed to improving the livelihoods of disadvantaged and displaced youth, including women.

90 % of graduates of hotel services, tailoring and cooking programs found employment within six months; although only 60 % of graduates of industrial sector-orientated subjects – which were mainly offered at the MTC – found employment within the same time frame (see Figure 7).

57 % of graduates reported that their financial capacity improved after the training, increasing the average monthly income from 144 Sudanese Pound (SDG) (US$ 57) to SDG 344 (US$ 137).

98 % of employers were satisfied with the standard of work of employees who had been trained through the SAVOT project.

Ex-combatants who had taken courses were successfully reintegrated into society. 21 Approximately 30 % of all graduates became self-employed; but less than 10 % found regular employment, since the formal sector job market is still limited in Southern Sudan (JICA 2010a).


12

8 % of project graduates felt that they had benefited from the peace dividend through the skills training opportunities offered to them.

Graduates –female participants in particular – reported increased senses of purpose, hope, dignity and self-reliance. Figure 7. Employment Rate of the Graduates of SAVOT by Courses

(Source) SAVOT tracer study in 2008 and the project completion report of Juba Catering Service in 2009.

Challenges The evaluation also identified challenges including the following: There is no comprehensive government policy framework on TVET that clearly defines

the roles of the various providers, or states common skills standards; this resulted in limited complementarities between different types of provider (JICA 2010b).

To respond to the urgent needs of civilians in Southern Sudan immediately, SAVOT training providers started training without standardized curriculum. Curriculum development both for MTC and other training providers is urgently needed.

Many MTC trainers do not have enough capacity. They cannot operate some machines properly or cannot teach some practical skills well. In terms of pedagogical skills, some instructors do not prepare lesson plans, work sheets and assignment sheets. Operational, personnel, and financial management are also still weak.

Some sections such as auto motive, electrical installation and secretarial are popular, while other sections such as carpentry and joinery cannot attract enough number of trainees. MTC should conduct training needs survey and revise the course accordingly.

Both formal VTCs and non-formal providers suffer from technical, managerial and financial sustainability problems. Meeting the costs of inputs and instructors’ salaries at formal VTCs was dependent on limited funding from the government, and that of

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Hotel Services

Tailoring

Cooking andSanitation

Refrigeration andair-conditioning,

Electricalinstallation

Building

Metal productionand welding

plumbing

Carpentry

Automotivemechanics


13

non-formal providers depended on grants from international agencies. The extent to which formal VTCs are able to provide services to the poor and women of

limited educational backgrounds is questionable. Subsidies for female and other vulnerable applicants should be considered.

While SAVOT training is to maximize employment opportunities, more efforts have been made on providing the training rather than ensuring employment opportunities for graduates, which require further attention in the future.

No mechanism exists to monitor and evaluate vocational training providers. Currently, their quality and contents of education and training are not monitored properly.

(Photos by JICA)

3.2 Case Study 2: Developing a JICA-supported vocational training institution in Senegal into a model institution of South-South cooperation

The Vocational and Technical Training Centre of Senegal/Japan (Centre de Formation Professionelle et Technique Sénégal/Japon: CFPT22) Project is one of long-term support by JICA spanning for nearly three decades, using multiple types of inputs23. The assistance has comprised various inputs which all fit in with the first objective of the Japan’s assistance to skills development, that is, to promote human resources development for economic growth (see chapter 1). The CFPT was to become one of the first institutions in Senegal to train middle-level technicians, and now it trains high-level technicians responding to the changing demands of Senegalese industry and the labor market. The CFPT project is examined by dividing the series of inputs in two phases for the sake of convenience in this paper.

3.2.1 Background and Objectives of the First Phase

22 CFPT today falls under the auspices of the Ministry of Technical Information and Professional Training (Ministére de l’Enseignement Technique et de la Formation Professionnelle), which was split from the Ministry of Education in 2002. 23 The other cases of long-term technical assistance in the area of skills development include support for King Mongkut’s Institute of Technology Ladkrabang, Thailand (1978-2003), Electronics Engineering Polytechnic Institute of Surabaya, Indonesia (1986-2006), Jomo Kenyatta University of Agriculture and Technology, Kenya (1978-2003). All use a mixed type of inputs over the eventual phases (JICA 2009).


14

During the 1980s and the first half of 1990s, Senegal suffered from economic stagnation and was transforming its economy based on groundnuts export by developing light industry. However, a large number of young people who finished basic education but did not make it to higher level of education were unable to find much needed skills training opportunities. It was largely because vocational training institutions were underinvested, poorly managed, with irrelevant curricula, a shortage of skilled and motivated instructors, and weak links to job and entrepreneurship opportunities.

The first phase (1982-1997) was intended to raise the employability and income level of young people, while enhancing industrial human resources in key areas with mid to long-term market demand in the fields of electrical engineering, electromechanics, and automobile mechanics – crucial areas in which skills shortages were identified. Lower secondary school leavers were targeted to be trained as intermediate level technicians.

3.2.2 Inputs for the First Phase Support A mix of support from Japan was provided, using the grant aid and TCP24.

First in 1982, Japan provided the grant aid of approximately US$4.30 million25 for the construction of training facilities and the procurement of basic equipment. This was followed by a wide range of technical support to CFPT worth US$6.14 million26 under its first TCP (1984–1994). This TCP posted 13 short and 18 long term Japanese experts who facilitated the training of instructors, the development of practical curricula in cooperation with the industrial sector, and the design of training modules and textbooks. In addition, 30 Senegalese trainers were accepted in Japan and learnt Japanese and technical skills and knowledge in respective fields. At CFPT, trainees were enrolled on a three-year training course with a one-month internship at a company. At the end of the course, they received a nationally accredited Technician’s Diploma (Brevet technique de l’ industrie : BTI).

3.2.3 Background and Objectives of the Second Phase In the latter part of the 1990s, the Senegalese economy made a healthy growth of nearly 5 % per annum and demand was raised for the post-secondary level of training courses to train high level technicians. In response, Japan provided the second TCP (1999–2004) which aimed to enhance the capacity of CFPT to train high level technicians in the fields of data processing and networks, electroautomation, and mechanical automation technology, leading to an Higher Technician’s Diploma (Brevet de Technicien Supérieur: BTS).

High school graduates (baccalaureate holders) were targeted and were enrolled in a two-year daytime course. CFPT also began a three-year evening course targeting experienced workers in employment who sought to upgrade their skills. 24 See Annex Table 4 for details of JICA assistance. The Senegalese government also provided equipment and facilities but their amount is not available at this time. 25 JY1.07 billion converted by the DAC exchange rate for 1982: JY249.10/$. 26 JY1.46 billion converted by the DAC exchange rate for 1984: JY237.60/$.


15

3.2.4 Inputs for the Second Phase Support Under the Second TCP, 9 long term and 18 short term Japanese experts were dispatched who trained trainers in the newly opened fields and assisted the trainers to develop practical textbooks. Fourteen Senegalese trainers were trained in Japan to upgrade their skills. The total assistance provided by the Second TCP amounted to US$7.32 million27, which was matched by $0.64 million for utilities and maintenance of equipment borne by the government of Senegal on top of costs of acquiring land, equipment, facilities and staff wages (JICA 2007).

In addition, Japan provided grant aid of $6.55 million in 2003 for the construction of new training and multipurpose facilities, and the procured new equipment enabling CFPT to offer BTS courses and various seminars for trainers from neighboring countries.

As of December 2010, 1,370 and 252 young people have been trained at the BTI and BTS courses respectively (JICA 2010c).

Furthermore, in 2011, the third grant aid of $13.34 million was agreed to open two new BTS courses on maintenance of construction facilities and on maintenance of heavy machinery.

3.2.5 Achievements and Challenges of CFPT Main Achievements An evaluation of CFPT conducted in 2005 shows that 73 % and 91 % of its graduates obtained the nationally accredited qualifications of BT and BTS respectively; higher than rates of other training institutions. Furthermore, holders of BTI and BTS diplomas awarded by CFPT are now qualified for entry into Spanish and French educational institutions, opening up channels for Senegalese people to study and work internationally.

Another evaluation conducted in 2007 reveals that over the period 2002 to 2006, on average, over 90 % of the Centre’s BTS graduates were in employment. For examples, micro-enterprises were started by graduates – women in particular – in such areas as garage and taxi services. CFPT graduates gained excellent reputation among employers not only for their technical competence but also their problem-solving skills and broader applied knowledge.

Strengthening the link between training and industry Throughout Japan’s 30-year involvement with CFPT, efforts have been made to strengthen partnerships between the training institution and the business sector, and this has made courses more demand driven, and resulted in a steadily evolving and sustainable partnership between the two.

A curriculum committee was formed that comprised representatives from the business sector, academics and trainers. They developed and regularly reviewed curricula, helping to adapt

27 JY 834 million converted by DAC exchange rate for CY1999: JY113.90/$.


16

training contents to the demands of industry and exposing trainees to the equipment and materials that were actually used in the prospective workplace.

From 1989, training to upgrade skills of employees was offered in over 30 different fields, 292 short courses were provided benefiting 2,650 workers with major enterprises in Senegal such as SONATEL (the national telephone company) and NESTLE. In 2006, a small separate TCP provided financial and technical support to CFPT for entrepreneurial training pilot project, in which the course manual was developed in cooperation with the industrial sector and the ILO. Entrepreneurship training has since been institutionalized at BT/BTS courses.

Expansion of the range of BTS courses culminated in a contract between CFPT and the Industrial and Mining Association which accepted interns at its member companies. It helped young trainees develop practical skills and network with professionals in their respective fields, increasing the chance of placement with host enterprises after graduation.

Strengthening the Managerial Capacity of CFPT and Its Ownership To ensure the efficiency and sustainability of the CFPT operation, Japan has also helped strengthen the technical and administrative capacity of staff to design, promote, fund and monitor the training over time. At the end of the first TCP in 1990, weaknesses in budgeting, resource management, planning of training, and teacher management were identified which were addressed in the second TCP to improve the managerial capacity of CFPT.

Faced with an inadequate operational budget allocated by the government, the project helped CFPT to boost its income-generating capacity by opening evening classes and short-term courses for workers. Consequently, internally generated income accounted for nearly 80 % of total revenue in 2009. This enabled CFPT to achieve a healthy cash flow without demanding fees from Senegalese trainees for daytime courses (JICA 2008).

Facilitation of South–South Cooperation in Skills Development in West Africa The name of CFPT over the phases has gradually spread beyond Senegal and it now attracts students from countries such as Gabon, Lebanon and the Democratic Republic of Congo. Furthermore, with support from Japan, CFPT now seconds its trainers to these countries to offer short-term courses in the training of trainers.

The process it took for CFPT to evolve into the regional hub of skills development is worthy of attention. First, the grant aid assisted in the initial investment to build the basic structure and equip CFPT. This was followed by a TCP that sent Japanese experts to Senegal and trained managers and trainers both at home and in Japan while providing additional equipment. After the TCP ends, JICA sent an expert as an advisor who helped CFPT toward the self-sustainability. This is a typical cycle of assistance. By the time the second phase started, another scheme of assistance, third country training, was used to train trainers of neighboring Francophone African countries at CFPT.


17

A combination of the long-term engagement of Japanese experts with the institution and the short-term and long-term training of Senegalese counterparts in Japan together have allowed the latter to learn not only specialized technical skills but also soft skills of Japanese work attitudes, such as self-discipline, punctuality, quality assurance, and conscientiousness in the maintenance of equipment (JICA 2007; 2009). Annex Table 4 summarizes the chronology of Japan’s support to CFPT.

Challenges Concerning the sustainable operation and management of CFPT, some challenges were identified by an expert sent by JICA. Most decision-making authorities rested with the top management including budget and training facilities. Delegation of such authorities to deputies, middle level managers and trainers required painstaking efforts. The use of equipment and consumables even by the trainers lacked adequate care and cost-consciousness and changing their mindset was far from an easy task. The same expert cautions that roles of short-term Japanese experts were in some cases not specifically spelled out and their expertise was not fully utilized (OVTA 2005).

JICA meta evaluation points out that many who were involved with this project shared a view that institutional capacity building would not be achieved in a short term, but clear timeline or an exit plan was not drawn up, cost efficiency analysis was not conducted, and the long term support by itself would have served as disincentive to nurture the culture of self-sustainability (JICA 2008).

(Photo by JICA) 4. Conclusion Human resources development is a cornerstone of Japan’s economic growth and one of philosophical pillars of Japan’s ODA. Based on this principle, Japan has assisted skills development of its partner countries through various means going well beyond the scope of education sector. It encompasses vocational and technical training as well as managerial skills development. The latter is essential for the institutional capacity development which is one of crucial elements for the sustainability of the project benefits and nurturing the self-reliance.


18

In JICA, the most significant implementing agency of Japan’s ODA, a project that has skills development as its main objective is classified as one of subsectors in the education sector. Along with basic and higher education, it has long been one of main windows of support for developing human resources, although its relative position has been declining in latest years. Assistance for skills development can be notionally classified by its primary objectives, one to promote human resources development for economic growth, and another to improve living conditions of the poor and the disadvantaged. Japan’s aid for skills development has largely been geared toward the first objective, but recently as the human security becomes a focus of ODA principle, projects that follow the second objective are emerging.

This paper presented two cases of skills development projects, each representing the different objective. The first project, SAVOT, targeted unemployed youth, IDPs, ex-combatants, and women in post-conflict Southern Sudan to help them strengthen the skills and employability for social and economic (re)integration, by building the capacity of both formal and non-formal training providers. Special measures were taken to make the training programs accessible for the disadvantaged and an integrated approach was taken to make the content of training relevant to the post-conflict economic situations.

The second project provided a lasting support to a vocational and technical center (CFPT) in Senegal. Over the decades, as the economic conditions of Senegal changed, roles of CFPT also changed from a producer of middle level technicians to that of high level technicians. At the same time, CFPT developed its capacity to be able to attract trainees from neighboring countries and to send trainers to those countries, thus making CFPT a center for the South-South cooperation. Both projects used a mix of assistance tools – supply of equipment, sending Japanese experts, providing training of key personnel by combining TCP and grant aid. Demand-driven skills development and institutional capacity development were pursued in both cases.

From both cases, one can observe that JICA does not necessarily work on the fixed project design. They often combine grant aid and technical cooperation project on top of contributions from the government. And they may continue to engage themselves for the subsequent phase(s) to make sure that institutional capacity is developed by the implementing agency for the sustainable operation, by even changing the project scope, if necessary, to remain responsive to changing needs.

A careful assessment of demand of labor market and industry and good understanding of needs of beneficiaries are essential, and close partnership with industry will be required to develop ability to respond to the changing demand. With continuous adjustments and innovations, building on strong ownership of the country, these are possible.


19

Bibliography JICA (2005). Chu-Shotoku-koku he no Sangyo Jinzai Ikusei Shien no Arikata [Assisting

Middle-Income Countries in Industrial Human Resource Development]. Tokyo: JICA.

-------- (2006).Nanbu Sudan Kisoteki Ginou・Shokugyo Kunren Kyoka Project Jizen Chosa

Houkokusho [The ex-ante evaluation report of the Project for Improvement of Basic Skills

and Vocational Training in Southern Sudan]. Tokyo: JICA.

-------- (2007). Ex-post Evaluation Report of the High Level Technician Training Project at the

Senegal-Japan Vocational Training Centre. Tokyo: JICA.

-------- (2008). Gurobaru Ishu & Mireniamu Kaihatsu-Mokuhyo (MDGs) [Global Issues and

Millennium Development Goals]. Tokyo: JICA.

-------- (2009). Hyouka Kekka no Sougou Bunseki Chokikan ni Wataru Gijutsu Kyouryoku –

Gijutsu Kyouiku Bunya [Meta-analysis of project evaluation of long-term technical

cooperation projects conducted by JICA – the cases of technical education and vocational

training projects]. Tokyo: JICA.

-------- (2010a). Final Report on Project for Improvement of Basic Skills and Vocational Training in

Southern Sudan – SAVOT, Tokyo: JICA.

-------- (2010b). Inception Report - The Project for Improvement of Basic Skills and Vocational

training in Sothern Sudan (Phase 2). Tokyo: JICA.

-------- (2010c). Senegal Koku Shokugyou Kunren Kinou Kyouka Keikaku Junbi Chosa (Sono 2)

Houkokusho [Preparatory Study of the Project for the Reinforcement of Vocational Training

(Phase 2)]. Tokyo: JICA.

-------- (2011a). JICA no Kyouiku-Kyouryoku no Hensen to Genjo – Deta kara miru JICA no

Kyouiku-Kyouryoku no Sugata [Trend and Status of Education Cooperation by JICA: Figures

of Education Cooperation by JICA Viewed from Data]. Tokyo: JICA.

-------- (2011b). Thematic Guidelines on Peacebuilding. Tokyo: JICA.

Ministry of Foreign Affairs, Japan (2005). Japan’s Medium-Term Policy on Official Development

Assistance. Tokyo: MOFA.

-------- (2003). Japan's Official Development Assistance Charter. Tokyo: MOFA.

-------- (2010 and various other years). White paper on Official Development Assistance: Japan’s

International Cooperation. Tokyo: MOFA.

Overseas Vocational Training Association (2005). Kokusai Kyouryoku Purojekuto Jireishuu [Case

Studies on International Cooperation Projects] Tokyo: OVTA.

Sawamura, Nobuhide (2002). Local Spirit, Global Knowledge: a Japanese approach to

knowledge development in international cooperation. Compare, Vol. 32, No. 3, 339-348.

UNESCO-UNEVOC (2007). Education for Livelihoods and Civic Participation in Post-Conflict

Countries. Bonn: UNESCO-UNEVOC International Centre.

Yamada, Shoko and Noriko Matsuda (2007). Vocational and Industrial Human Resource

Development through TVET in Africa: Changing Assistance Environments and Human

Resource Demands. Tokyo: JICA.


20

MHLW-TC

Other TC

MOFA-Grant

JICA-TC

METI-TC

JICA-Loan

JICA-Loan

JICA-TC

MOFA-Grant

METI-TC

MHLW-TC

Indicative Composition of Total Bilateral Aid

by Japan

Indicative Composition of Skills Development Aid

by Japan

MEXT-TC

US$12,985 million(Gross disbursed 2009)

US$58 million(annual average commitment,

2001-2009)

Annex Figure 1. Indicative Composition of Japan’s Bilateral and Skills Development Aid

US$40 million(estimate for 2009)


2001-2009)


2007-2009)

Source: By author based on MOFA various years.

Annex Table 1. DAC Exchange Rate for CRS (Japanese Yen per US Dollar)

1982 1984 1995 1997 1999 249.1 237.6 94.1 121.0 113.9

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 121.5 125.2 115.9 108.1 110.1 116.4 117.8 103.5 93.4 88.6 80.5

Source: MOFA various years. Note: For 2010, end June rate for 2010 and June 24 rate for 2011 is used obtained from IMF accessed from http://www.imf.org/external/np/fin/data/param_rms_mth.aspx on June 27.

http://www.imf.org/external/np/fin/data/param_rms_mth.aspx


21

Annex Table 2. Details of JICA Assistance for Skills Development by Type of Operation (FY2006)

Summary

Scheme

US$ (million) 1. Technical Cooperation Projects 40 projects 17.9 2. Training 1156 trainees 5.1 3. JOCV (including other volunteers) 732 volunteers 13.6 4. Dispatching experts 56 experts 1.4 5. Others

1.7

Total

39.7

1. Technical Cooperation Project

No. Country Project Name Costs (US$ 000)

1 Indonesia Small and Medium Enterprises Human Resources Development Project 574.5

2 Malaysia Personnel Training of the Small Business Training Corporation (Phase II) 505.4

3 Philippines IT Human Resources Development Project 1,375.2

4 Philippines Vocational Training and Development Center for Women Project 283.0

5 Thailand Institutional and Capacity Development in the Targeted Fields of Science and Technology (Establishment of Technology Licensing Office (TLO))

4.8

6 Thailand Institutional and Capacity Development in the Targeted Fields of Science and Technology (Solar Battery Human Resources Development and Standardization)

8.3

7 Thailand Supporting Industry Center in Thailand 0.7

8 Thailand Automotive Supporting Industry Human Resources Development Project 51.7

9 Cambodia The Project for the Improvement of the Training on Civil Matters at the Royal School for Judges and Prosecutors of the Royal Academy for Judicial Professions

247.6

10 Vietnam Human Resources Development of the Hanoi Traffic Safety Project 1,950.8

11 Vietnam Project on Instructor Training for the Electrical Power Sector 101.0

12 Vietnam The Project for Strengthening Training Capabilities for Road Construction Workers in Transport Technical and Professional School

36.0

13 Myammar Project on ICT Human Resource Development at ICT Training Institute 1,017.6

14 Pakistan Balancing and Modernization of Workshop Facilities at PITAC 497.5

15 Sri Lanka Project for e-Learning for IT Engineers 11.7


22

16 Sri Lanka Project for Establishment of Japan Sri Lanka College of Technology to Strengthen Technical Education and Training

1,603.7

17 Armenia Human Resource Development of SMEs in Armenia 221.5 18 Kyrgyzstan National IT Center 1,006.3

19 Georgia Project for Human Resource Development in Private Sector 36.2

20 Samoa Strengthening Technical and Vocational education development 386.5

21 Guatemala International Course for Improvement of Vocational Training- PROTS 12.9

22 Honduras Project de Empresas Autogestionarias Para Mujer en Zona Rural 544.5

23 Ecuador Project on Improvement of Vocational Training 757.4

24 Paraguay Expansion of Local Middle Level Engineers Training Project 298.9

25 Afghanistan Basic Vocational Training 903.0

26 Iran Project for Strengthening TVT(Technical & Vocational Training) Management Skills 54.8

27 Iran The Project on the Improvement of Audio-Visual Aids and Instruction methods in Vocational Training at the Instructor Training Center

33.8

28 Jordan Project for Strengthening the Capacity of Training management of Vocational Training Corporation 337.9

29 Saudi Arabia Development and Training Center Project 1,063.9 30 Saudi Arabia Saudi-Japanese Automobile High Institute Project 361.2 31 Saudi Arabia Saudi-Japanese Automobile High Institute Project II 416.0

32 Egypt Job Opportunity Study and Development of Pilot Training Courses 41.0

33 Sudan Project for Improvement of Basic Skills and Vocational Training in Southern Sudan 957.6

34 Eritrea Project on Basic Training for Reintegration of Demobilized Soldiers 624.0

35 Ghana Technical and Vocational Education and Training Support Project 646.2

36 Uganda Vocational Training for Instructors 47.2

37 Uganda Vocational Training for Instructors 90.4

38 Mozambique Project on Implementation of Mid-Level ICT Diploma Course 188.8

39 Rwanda Skills Training for the Reintegration of Demobilised Soldiers with Disabilities 373.4

40 Bulgaria Project on Development of Business Management Skills Training Center for Small and Medium sized Enterprises Managers

217.0

Total 17,890.0


23

2. Training 2.1 Training in Japan

No． Country Title of Training No. of Trainees

1 Indonesia Mechatronics Technology Training 1 2 Indonesia International Training on Welding Technology 1

3 Malaysia Industrial Technology Training (Medical Electrical Equipment) 7

4 Malaysia Industrial Technology Training (Casting Mold) 8 5 Malaysia Industrial Human Resource Development Policy 6 6 Malaysia Human Resources Program Management 1

7 Philippine Transaction Information for Monitoring IT Courses 5

8 Philippine Core Manufacturing Skills 1

9 Philippine Remote Sensing Technology(Upper Elementary to Intermediate Level) 1

10 Philippine Leadership Training for Promotion of Information Technology 1

11 Thai International Training on Welding Technology 1

12 Thai Leadership Training for Promotion of Information Technology 1

13 Thai Human Resources Program Management 1 14 Cambodia Prosthetist Training 1

15 Laos Leadership Training for Promotion of Information Technology 1

16 Vietnam Core Manufacturing Skills 2

17 Vietnam Leadership Training for Promotion of Information Technology 1

18 Vietnam Timber Processing and Utilization Skills 1 19 Myanmar Core Manufacturing Skills 2 20 Myanmar Maintenance Skills 2 21 Myanmar Well Drilling Technology 2 22 China Internet Adaptation Technologies 1 23 China Industrial Technology Education II 1

24 China Vocational Training Instructors(Information Technology and Computer for Instructors and Engineers) 1

25 China Leadership Training for Promotion of Information Technology 1

26 Mongolia Vocational Trainer ( Information Technology) 1

27 Bhutan The International Welding Technology Training 1 28 Bhutan Seminar on Vocational Training Improvement II 1

29 Bhutan Seminar on Human Resources Development Administration 1

30 Maldives Leadership Training for Promotion of Information Technology 1

31 Maldives Vocational Trainer (Mechanical Technician) 1


24

32 Nepal Remote Sensing Technology(Upper Elementary to Intermediate Level) 1

33 Nepal Leadership Training for Promotion of Information Technology 1

34 Nepal Vocational Training Instructors (Mechanical Engineering for Instructors and Engineers) 1

35 Nepal Seminar on Human Resources Development Administration 1

36 Pakistan Industrial Technology Education II 1 37 Pakistan Vocational Training Management Seminar 1 38 Pakistan Seminar on Vocational Training Improvement II 1 39 Sri Lanka IT 1 40 Sri Lanka Mechatronics Technology Training 1

41 Sri Lanka Remote Sensing Technology(Upper Elementary to Intermediate Level) 1

42 Sri Lanka Metal Working 1 43 Sri Lanka Metal Working II 1 44 Sri Lanka International Training on Welding Technology 2

45 Sri Lanka Administration of Vocational Education and Training 2

46 Sri Lanka Vocational Training Management Seminar 1 47 Sri Lanka Seminar on Vocational Training Improvement II 1

48 Sri Lanka Vocational Training Instructors (Mechanical Engineering for Instructors and Engineers) 1

49 Sri Lanka Vocational Training Instructors(Information Technology and Computer for Instructors and Engineers)

1

50 Armenia Training for Trainers 6 51 Uzbekistan Industrial Technology Education II 1 52 Fiji Network Designer Training 1 53 Fiji International Training on Welding Technology 1

54 Fiji Leadership Training for Promotion of Information Technology 1

55 Fiji Seminar on Vocational Training Improvement II 1 56 Fiji Human Resources Management Program 1 57 Kiribati Network Designer Training 1

58 Kiribati Seminar on Human Resources Development Administration 1

59 Micronesia Network Designer Training 1 60 Solomon Vocational Training Management Seminar 1

61 Solomon Seminar on Human Resources Development Administration 1

62 Tonga Network Designer Training 1 63 Tuvalu Network Designer Training 1 64 Tuvalu International Training on Welding Technology 1


25

65 Vanuatu Network Designer Training 1

66 Vanuatu Vocational Training Management Seminar 1

67 Vanuatu Human Resources Management Program 1 68 Samoa Network Designer Training 1 69 Samoa International Training on Welding Technology 1 70 Samoa Vocational Training Mangement 3 71 Samoa Seminar on Vocational Training Improvement II 1

72 Samoa Vocational Training Instructors (Mechanical Engineering for Instructors and Engineers) 1

73 Niue Seminar on Human Resources Development Administration 1

74 Palau Network Designer Training 1

75 Dominican Republic

Human Resources Management Program 1

76 El Salvador Industrial Technology Education II 1 77 Honduras Mechatronics Technology Training 1 78 Honduras Seminar on Vocational Training Improvement II 1 79 Mexico Mechatronics Technology Training 1

80 Mexico Learning and Discovery Technology to Create Genetically Modified Plants (Individual Short-term Technical)

1

81 Mexico Japan-Mexico Exchange Program /Computer (Hokuriku) 11

82 Mexico Japan-Mexico Exchange Program /Industrial Engineering・Quality Control (Chubu) 12

83 Mexico Japan-Mexico Exchange Program/Automated Processing Technology (Tsukuba) 1

84 Mexico Japan-Mexico Exchange Program/Fisheries Quality Assurance and Food Safety (Tokyo) 1

85 Nicaragua Remote Sensing Technology(Upper Elementary to Intermediate Level) 1

86 Panama Human Resources Management Program 1

87 Argentina Japanese: Natural Sciences(Human Resource Development: Flower Design) 1

88 Argentina Japanese: Natural Sciences (Agriculture: Vegetable Breeding Technology) (Individual Long-term Technical) 1

89 Bolivia Internet Adaptation Technologies 1 90 Bolivia Computer Graphics (Individual Long-term Technical) 1

91 Bolivia Japanese: Natural Sciences(Human Resource Development: Beauty Store Business Technology)(Individual Long-term Technical)

1

92 Brazil IT Engineers Training「JAVA Language Programs)(Individual Long-term Technical) 1

93 Brazil Amazon Life Improvement Plan by Use of Natural Fibers and Skills Training 1

94 Brazil Computer Graphics (Individual Long-term Technical) 1


26

95 Brazil Leadership Training for Promotion of Information Technology 1

96 Brazil Vocational Training Management Seminar 1 97 Brazil Human Resources Management Program 1

98 Brazil Japanese: Natural Sciences(Human Resource Development: Peptide Hormones Useful in the Field of Medical Nutrition)(Individual Short-term Technical)

1

99 Brazil Japanese: Natural Sciences(Human Resource Development: Drug Development Technology Using Plants)(Individual Short-term Technical)

2

100 Brazil Japanese: Natural Sciences (Human Resource Development: Changes in Japanese Dietary Culture and Its Effect)

1

101 Brazil Japanese: Natural Sciences (Human Resource Development: Breast Cancer) 1

102 Brazil Japanese: Natural Sciences (Human Resource Development: Brain Tumor Gene Network) 1

103 Brazil Japanese: Natural Sciences （Economics: Researches for Planning Measures) 2

104 Brazil Japanese: Training for Agriculture Cooperative Managers. (group) 1

105 Colombia Remote Sensing Technology(Upper Elementary to Intermediate Level) 1

106 Ecuador Mechatro-sensor 1 107 Ecuador Metalworking and Sheet Metal 1 108 Ecuador Three Dimensions Measuring Instrument - Application 1 109 Ecuador Vocational Training Management Seminar 1

110 Ecuador Japanese: Natural Sciences (Human Resource Development: landscape gardening) 1

111 Paraguay Internet Applied Technology 1 112 Paraguay Application of Multimedia Technology for E-Education 1

113 Paraguay Vocational Training Instructors(Information Technology and Computer for Instructors and Engineers)

1

114 Paraguay Japanese: Natural Sciences (Human Resource Development: landscape gardening) 1

115 Paraguay Japanese: Training for Agriculture Cooperative Managers (group) 1

116 Paraguay Early Childhood Education 1 117 Peru Marine Products -Fish and Shellfish Nursing Skills 1 118 Peru Application of Multimedia Technology for E-Education 1 119 Peru Seminar on Enhancement of Vocational Training 1

120 Peru Vocational Training Instructors (Mechanical Engineering for Instructors and Engineers) 1

121 Peru Japanese: Natural Sciences（Agriculture: Orchid Cultivation in Japan） 1

122 Afghanistan Remote Sensing Technology(Upper Elementary to Intermediate Level) 1


27

123 Afghanistan Female Teacher Education（II） 10

124 Afghanistan Vocational Training Instructors (Mechanical Engineering for Instructors and Engineers) 1

125 Afghanistan Human Resource Development Administration 1 126 Bahrain Application of Multimedia Technology for E-Education 1

127 Iran Program for Comprehensive Human Resources Development 1

128 Palestine Application of Multimedia Technology for E-Education 1 129 Palestine Industrial Technology Education II 2

130 Palestine Vocational Training Instructors (Mechanical Engineering for Instructors and Engineers) 1

131 Jordan Remote Sensing Technology(Upper Elementary to Intermediate Level) 1

132 Jordan Strengthening the Capacity of Training management of Vocational Training Corporation 7

133 Oman Mechatronic Systems Technology 1 134 Oman Seminar on Enhancement of Vocational Training II 1

135 Saudi Arabia Application of Multimedia Technology for E-Education 1

136 Saudi Arabia Application of Multimedia Technology for E-Education 1

137 Saudi Arabia

Industrial Technical Education and Vocational Training Management 2

138 Saudi Arabia

Vocational Training Instructors (Mechanical Engineering for Instructors and Engineers) 1

139 Saudi Arabia

Vocational Training Instructors(Information Technology and Computer for Instructors and Engineers) 1

140 Syria Industrial Technology Education 1 141 Turkey Industry High School Management Training 6 142 Yemen Seminar on Enhancement of Vocational Training 1

143 Yemen MANAGEMENT OF HUMAN CAPACITY DEVELOPMENT PROGRAMS 1

144 Egypt Internet Applied Technology 2 145 Egypt Mechatronic Systems Technology 1 146 Egypt Application of Multimedia Technology for E-Education 1 147 Egypt Training Courses for the International Welding Enginee 1 148 Egypt Industrial Technology Education II 1 149 Sudan Introductory Vocational Training System 3 150 Malaysian Application of Multimedia Technology for E-Education 1

151 Ethiopia Leadership Development for Information Systems Promotion 1

152 Eritrea Seminar on Training Management in Vocational Training Institutions 1

153 Ghana Technical Education Management 3 154 Ghana Seminar on Enhancement of Vocational Training II 1


28

155 Kenya Industrial Technology Education 1 156 Kenya Industrial Technology Education 1

157 Kenya Leadership Development for Information Systems Promotion 1

158 Kenya Seminar on Enhancement of Vocational Training II 1

159 Kenya Vocational Training Instructors(Information Technology and Computer for Instructors and Engineers) 1

160 Kenya Seminar on Human Resource Development Administration 1

161 Namibia Vocational Training Instructors(Information Technology and Computer for Instructors and Engineers) 1

162 Namibia Seminar on Enhancement of Vocational Training II 1

163 Seychelles Seminar on Human Resource Development Administration 1

164 Uganda Seminar on Training Management in Vocational Training Institutions 1

165 Uganda Vocational Training Instructors(Information Technology and Computer for Instructors and Engineers) 1

166 Tanzania Internet Applied Technology 2 167 Tanzania Training Courses for the International Welding Engineer 1

168 Tanzania Leadership Development for Information Systems Promotion 1

169 Tanzania Seminar on Human Resource Development Administration II 1

170 Zambia Remote Sensing Technology(Upper Elementary to Intermediate Level) 1

171 Zambia School Health 1

172 Zambia Seminar on Human Resource Development Administration II 1

173 Benin Seminar on Human Resource Development Administration II 1

174 Cote d'Ivoire Mechatronic Systems Technology 1

175 Cote d'Ivoire Seminar on Training Management in Vocational Training Institutions 1

176 Madagascar Internet Applied Technology 1

177 Madagascar MANAGEMENT OF HUMAN CAPACITY DEVELOPMENT PROGRAMS 1

178 Mozambican Seminar on Training Management in Vocational Training Institutions 1

179 Mozambican Seminar on Human Resource Development Administration 1

180 Rwanda Seminar on Training Management in Vocational Training Institutions 1

181 Senegal Mechatronic Systems Technology 1 182 Senegal Training Courses for the International Welding Engineer 1

183 Senegal Vocational Training Instructors (Mechanical Engineering for Instructors and Engineers) 1

184 Senegal Seminar on Human Resource Development Administration 1


29

185 Bulgaria Business Human Resources Development 10

186 Rumania Management of Human Resources Capacity Development 1

187 Macedonia Seminar on Human Resource Development Administration 1

Total 282 Note: unit cost for the training in Japan is US$16,323 per trainee. 2.2 Overseas Training (Local Training=L, Third Country Training=3)

No. Country Title of Training Course No. of Trainees L/3

1 Indonesia IT& Mechatronics Systems 2 3

2 Indonesia Training on Technology of Shoes/Footwear Manufacturing for SMEs in Industrial Sector 100 L

3 Indonesia Training on Technology of Shoes/Footwear Manufacturing for SMEs in Industrial Sector 100 L

4 Indonesia Training on Batik Making Process for SMI 100 L 5 Malaysian IT& Mechatronics Systems 2 3 6 Philippine Computer Networking 1 3 7 Cambodia Computer Networking 2 3 8 Cambodia Information Technology Education Methodology 1 3 9 Cambodia Training in GIS (2nd Phase) 18 L

10 Cambodia Digital Telecommunication Network Maintenance 5 3 11 Laos Computer Networking 3 3 12 Laos Information Technology Education Methodology 2 3 13 Laos Digital Telecommunication Network Maintenance 5 3 14 Timor Leste Information Technology Education Methodology 1 3 15 Timor Leste Vocational Training Methodology 1 3 16 Viet Nam Information Technology Education Methodology 1 3 17 Viet Nam IT& Mechatronics Systems 2 3 18 Viet Nam Teaching Skills Workshop 26 L 19 Viet Nam Digital Telecommunication Network Maintenance 5 3 20 Myanmar Computer Networking 1 3 21 Myanmar Information Technology Education Methodology 2 3 22 Myanmar IT& Mechatronics Systems 1 3 23 Myanmar Digital Telecommunication Network Maintenance 5 3 24 China Automatic Control Skills Training 30 L 25 China Machine Work （CN Machine Work Skills Training） 31 L 26 China Automotive Skills Training 31 L 27 China Electronic Computer （Electronics Application） 32 L 28 Mongolia Information Technology Education Methodology 1 3 29 Nepal Computer Networking 2 3 30 Nepal Information Technology Education Methodology 1 3 31 Sri-Lanka Computer Networking 1 3 32 Sri-Lanka IT& Mechatronics Systems 4 3 33 Uzbekistan Information Technology Education Methodology 2 3 34 Fiji Information Technology Skills for the Pacific 2 3 35 Fiji Information Technology Education Methodology 1 3


30

36 Fiji Vocational Training Methodology 2 3 37 Marshall Information Technology Skills for the Pacific 2 3 38 Micronesia Information Technology Skills for the Pacific 1 3

39 Papua New Guinea Information Technology Skills for the Pacific 3 3

40 Solomon Information Technology Skills for the Pacific 1 3 41 Tonga Information Technology Skills for the Pacific 2 3 42 Samoa Information Technology Skills for the Pacific 1 3 43 Palau Information Technology Skills for the Pacific 1 3 44 Costa Rica Applied Robotics 2 3 45 Costa Rica International Manufacturing Automation System 1 3

46 Costa Rica International Course for Improvement of Vocational Training- PROTS- 2 3

47 Dominican R.

International Course for Improvement of Vocational Training- PROTS- 2 3

48 El Salvador International Course for Improvement of Vocational Training- PROTS- 2 3

49 Guatemala Applied Robotics 3 3

50 Honduras International Course for Improvement of Vocational Training- PROTS- 2 3

51 Nicaragua International Course for Improvement of Vocational Training- PROTS- 2 3

52 Panama Applied Robotics 1 3 53 Panama International Manufacturing Automation System 1 3

54 Panama International Course for Improvement of Vocational Training- PROTS- 2 3

55 Argentina Applied Robotics 3 3 56 Bolivia Applied Robotics 1 3 57 Bolivia International Manufacturing Automation System 2 3 58 Cambodia Applied Robotics 1 3 59 Cambodia International Manufacturing Automation System 3 3 60 Ecuador Applied Robotics 1 3 61 Ecuador International Manufacturing Automation System 2 3 62 Paraguay Applied Robotics 1 3 63 Paraguay International Manufacturing Automation System 1 3 64 Peru Applied Robotics 2 3 65 Peru International Manufacturing Automation System 2 3 66 Venezuela Applied Robotics 2 3 67 Venezuela International Manufacturing Automation System 1 3 68 Afghanistan Non-Formal Education 3 3 69 Jordan IT& Mechatronics Systems Technology 2 3 70 Saudi Arabia Training on FMS in FESTO 4 3 71 Syria IT Division Manager 19 L 72 Turkey IT& Mechatronics Systems Technology 1 3 73 Sudan Welding Technology and Sheet Metal Fabrication 2 3 74 Ethiopia Info4mation Technology Education Methodology 1 3 75 Ethiopia Welding Technology and Sheet Metal Fabrication 2 3 76 Ghana Welding Technology and Sheet Metal Fabrication 4 3 77 Kenya Info4mation Technology Education Methodology 2 3


31

78 Namibia Welding Technology and Sheet Metal Fabrication 1 3 79 Seychelles Vocational Training Methodology 2 3 80 Uganda Information Technology Education Methodology 1 3 81 Uganda Vocational Training Methodology 2 3 82 Uganda Welding Technology and Sheet Metal Fabrication 3 3 83 Uganda Vocational and Technical Training Program 4 3 84 Tanzania Vocational Training Methodology 3 3 85 Tanzania Welding Technology and Sheet Metal Fabrication 1 3 86 Tanzania Grassroots Leadership Training Phase2 (MEO) 32 L 87 Tanzania Grassroots Leadership Training Phase3 (MEO) 148 L 88 Zambia Vocational Training Methodology 1 3 89 Zambia Welding Technology and Sheet Metal Fabrication 1 3 90 Zimbabwe Welding Technology and Sheet Metal Fabrication 1 3

91 Benin Network Database Management/Automation Engineering 2 3

92 Burkina-Faso Network Database Management/Automation Engineering 2 3

93 Cape Verde Vocational Training Institutions Management 25 L

94 South Africa Network Database Management/Automation Engineering 2 3

95 Cote d'Ivoire Network Database Management/Automation Engineering 2 3

96 Gabonese Network Database Management/Automation Engineering 2 3

97 Guinea Welding Technology and Sheet Metal Fabrication 3 3

98 Guinea Network Database Management/Automation Engineering 2 3

99 Maｌi Network Database Management/Automation Engineering 2 3

100 Mauritania Network Database Management/Automation Engineering 2 3

101 Niger Welding Technology and Sheet Metal Fabrication 2 3

102 Niger Network Database Management/Automation Engineering 2 3

103 Senegal Welding Technology and Sheet Metal Fabrication 2 3

104 Senegal Network Database Management/Automation Engineering 4 3

105 Togo Network Database Management/Automation Engineering 2 3

106 Bulgaria Education of highly qualified IT Specialists for Central and Eastern Europe in Accordance to demands of the job Market

3 3

107 Lithuania Education of highly qualified IT Specialists for Central and Eastern Europe in Accordance to demands of the job Market

2 3

108 Romania Education of highly qualified IT Specialists for Central and Eastern Europe in Accordance to demands of the job Market

3 3

109 Serbia Education of highly qualified IT Specialists for Central and Eastern Europe in Accordance to demands of the job Market

2 3


32

110 Macedonia Education of highly qualified IT Specialists for Central and Eastern Europe in Accordance to demands of the job Market

1 3

111 Moldova Education of highly qualified IT Specialists for Central and Eastern Europe in Accordance to demands of the job Market

1 3

112 Ukraine Education of highly qualified IT Specialists for Central and Eastern Europe in Accordance to demands of the job Market

8 3

Total Local Country 692 Total Third Country 203

Note: unit cost for the training in local country and third country is US$800 per trainee. The number of total trainees does not add up to 1156 in the summary table, due to possible inclusion of non-TVET training.

3 Sample Areas of Overseas Volunteers Architecture, Auto mechanics, Computer technology, Dyeing, Electric equipment, Electronics, Food processing, Hairdressing, Handicraft, Home economics, Japanese language, Nurse, Pottery, Pre-primary education, Textile, Science and Math Education, Tourism, Vegetable, Welding, Woodwork, etc. Total 732 volunteers in TVET (unit costs are varying by type and category)

4 Dispatching Experts 4.2 Dispatching Japanese Experts

No. Country Title of Training Course No. of Experts

Short or Long term

1 Indonesia Capital Market Development 2 Short

2 Malaysia Human Resource Policy & Labour Market Analysis 2 Short

3 Philippines Educational Support for the New CNS/ATM Systems Implementation 1 Short

4 Thailand Advisor for Technology Improvement 1 Long 5 Bhutan Expert in Vocational Training and Trade Skill 1 Short

6 Azerbaijan Small and Medium-Size Enterprise Management Training 1 Long

7 Jordan Rehabilitation for Refugee Women Training Centers Expert 1 Long

8 Oman Expert in Vocational Training and Trade Skill 1 Long 9 Syria Electro/Mechatronics Education Improvement 1 Long

10 South Africa The Project on Small, Medium and Micro Enterprises Development in KwaZulu-Natal Province, Republic of South Africa

1 Long

11 South Africa Advisor to the Ministry of Scientific Research 1 Long

12 Rwanda Advisor on Technical Education and Vocational Training 1 Long

13 Senegal Training Instruction and Course Development 1 Long


33

4.2 Dispatching Experts from Third Country 14 Laos Lecture in Computer Engineering 1 Short 15 Laos Lecture in Electronics Engineering 2 Short 16 PNG Rice Milling Machine 1 Short 17 Vanuatu Clam Cultivation Skills 1 Short 18 Bolivia Coffee Cultivation 3 Short 19 Ecuador Mold Design and Production 1 Short 20 Ecuador Improvement of Vocational Training 1 Short 21 Ecuador Improvement of Vocational Training 1 Short 22 Paraguay Pottery Industry 2 Short 23 Afghanistan Electrical Wiring 1 Short 24 Zambia Small-Scale Pig Farming 1 Short 25 Madagascar Agriculture Machinery 1 Short 26 Mali Auto Mechanics 1 Short 27 Mali Electro Engineering 1 Short

4.3 Dispatching Japanese Training Instructor 28 Malaysia Cutting Edge Mechatronics Technology 1 Short 29 Vietnam Internet Protocol Skills Training 2 Short 30 Sri Lanka E-Learning Technology 1 Short 31 Guatemala PROTS Instruction Techniques 1 Short 32 Mexico International Course on Applied Robotics 1 Short 33 Egypt Construction Machinery Training 1 Short

34 Egypt Training Management and Evaluation and Instruction 1 Short

35 Malaysia Pottery Training Program (Saga Prefecture) 3 Short 36 Thailand Asia Agriculture Education Instructor Support 8 Short 37 Vietnam special Education Training (Chiba Prefecture) 3 Short 38 Myanmar Technical Training School Management 1 Long

Total short-term 46

Total long-term 10

Note: Unit cost for a short-term expert is US$14,055 and for a long-term expert is $77,844. 5 Others (US$ million)

Scheme Cases Spending 1 Country/Sector Project Planning 15 $1.0 2 Evaluation 14 $0.5 3 Others 3 $0.1

Source: All the data used in Annex Table 2 are taken from JICA 2008, and re-compiled by

author..


34

Annex Table 3. JICA Operations for Skills Development with a Focus on the Socially Vulnerable, Conflict-Affected and Peace-Building (Examples)

Country Project Name Year Scheme

Afghanistan Support Program for Reintegration and Community Development in Kandahar 2004-2006 Technical Cooperation

Project

Afghanistan

Project on the Basic Vocational Training in Afghanistan (Formerly: Project on Basic Training for Reintegration of Ex-Combatants in Afghanistan)

2003-2005

2005-2007

Dispatch of expert (policy-making and planning, operational coordination, basic training plan, road administration, assistance coordination, sheet metal processing, machine work, training and coaching techniques, welding)

Bosnia and Herzegovina

The Project for Human Security on Sustainable Return, Reintegration of Returnees and Development

2006 Dispatch of expert

Bosnia and Herzegovina

The Project for Confidence-Building in Srebrenica on Agricultural and Rural Enterprise Development (SACRED)

2008-2011 Technical Cooperation Project

Cambodia Refugee Resettlement and Rural Village Development Project 1994-2004 Dispatch of expert and

JOCV

Colombia

Project for Strengthening Institutional Capacity of Local Governments to Support Displaced Persons in Colombia


Colombia

Project for the support of Entrepreneurship and Employment for the Household of Demobilized Ex-Combatants and Recipient Communities


Eritrea Basic Training for Reintegration of Demobilized Soldiers

2003-2005

2005-2007

Dispatch of expert (vocational training planning) Technical Cooperation Project

Malaysia The Project to Support Participation of Persons with Disabilities 2009-2011 Technical Cooperation

Project

Palestine Improvement in Local Governance System in Palestine 2005-2008

Equipment provision, Dispatch of short-term expert, Training in Japan

Philippines Local Governance and Rural Empowerment Project for Davao Region

2006 Technical Cooperation Project

Rwanda The Skills Training for the Reintegration of Demobilized Soldiers with Disabilities

2005

2005-2008

Dispatch of short-term expert (vocational rehabilitation plan for people with disabilities) Technical Cooperation Project

Rwanda

The Skills Training and Job Obtainment Support for Social Participation of Ex-Combatants and Other People with Disabilities



35

Source: JICA (2011b).

Sri Lanka

Technical cooperation project for Agriculture and Rural Development for Rehabilitation and Reconstruction through Community Approach in Trincomalee (TRINCAP)


Sudan

Additional training course for demobilized soldiers in the Project on Improvement of Basic Skills and Vocational Training in Southern Sudan


Sudan Livelihood Development in and around Juba for Sustainable Peace and Development



36

Annex Table 4. Chronology of Japan’s support to the CFPT since 1982

Year Project Title Scheme Amount in million yen

(US$ million) 1982 Vocational and Training Center

Construction Project Grant Aid 1,070

($4.30) 1984-1994 Implementation of a Vocational and

Training Centre (CFPT/Senegal Japan)

Technical Cooperation Project

1,460 ($6.14)

1995 The Senegal-Japan Vocational Training Center Follow-up Assistance Project

Technical Cooperation Project (After-care Cooperation)

293 ($3.11)

1999-2004 High Level Technician (BTS) Project at the Senegal-Japan Vocational Training Centre (CFPT)


834 ($7.32)

2003 The Vocational Training Center Expansion Project

Grant Aid 759 ($6.55)

2005-2007 Project for Training and Instruction Course Setup

Dispatch of Japanese Experts

43 ($0.39)

2006 Entrepreneurship and Management Project


5 ($0.04)

2007 Tungsten and Metal Inert Gas Welding Project

Dispatch of Japanese Experts

5 ($0.04)

1999-2008 Project for Vocational and Technical Training for African Countries ( Phases 1and 2)

Third Country Training Program

120 ($1.05)

2006-2008 Project for Training for Vocational and Training Instructors

Third Country Training Program

36 ($0.31)

2009-2010 Project for Vocational and Technical Training for African Countries (Phases 3)

Third Country Training

24 ($0.26)

2011 Vocational and Training Center Reinforcement Project

Grant Aid 1,074 ($13.34)

Total 5,723 ($42.86)

Note: Converted into US$ using the rates as per Annex Table 1.

aid to skills development - case study on japan’s foreign...

Documents