BEAR II Project Better Education for Africa’s Rise II 2017–2021

Progress report

June 2018

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Comments and visa by the Director of the Division or the Head/Director of the Field Office or Category

1 Institute:

Project Title: Better Education for Africa’s Rise II (BEAR II)

Target Country or Region: Eastern Africa (Ethiopia, Kenya, Madagascar, Uganda & U.R. Tanzania)

UNESCO Budget code and donor Reference if appropriate: 526raf1003

Funding source: Korea Funds-in-trust

Total Budget approved: USD 10 million

Reporting Period: November 2017- May 2018

Executing Agency: UNESCO

Project starting date: January 2017

Project completion date: December 2021

Responsible Sector: Education Sector

Name of Person completing Report: Whan Sik KIM, Hamidou BOUKARY, Anahat KAUR

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Table of Contents Background and Summary ..................................................................................................... 4

1. Main activities executed (December 2017-May 2018) ..................................................... 6

1.1. Official Launching Ceremony ................................................................................................... 6

1.2. Inception workshops ................................................................................................................ 7

2. Work plan for the next 6 months .................................................................................. 11

2.1. BEAR II Project ........................................................................................................................ 11

2.2. BEAR I Project ......................................................................................................................... 11

3. Visibility of the BEAR II project ...................................................................................... 13

3.1. BEAR II Webpage and other communication material ......................................................... 13

3.2. Visibility for the donor country .............................................................................................. 13

4. Sustainability ................................................................................................................ 15

Annexes .............................................................................................................................. 16

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Background and Summary

The Better Education for Africa’s Rise II (BEAR II) project is a joint initiative of UNESCO and the Republic of Korea (RoK), to be implemented over five years from 2017 to 2021. The project aims to support five Eastern African countries: Ethiopia, Kenya, Madagascar, Uganda and the United Republic of Tanzania, in improving the relevance, quality and perception of their TVET systems, with the global objective of giving young people a better chance of accessing decent employment or of generating self-employment. BEAR II draws on the knowledge and experience from the first BEAR project which was conducted in 2011 - 2016 and supported TVET systems in five countries of the Southern African Development Community (SADC), namely: Botswana, DR Congo, Malawi, Namibia and Zambia. The BEAR project contributes to global efforts to implement the Education 2030 Agenda for sustainable development, in particular the sustainable development goal 4 (SDG 4) of Ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all, declared in Incheon, the Republic of Korea, in 2016. The project does so by aligning itself to the UNESCO Strategy for TVET (2016 – 2021).1 In addition, the BEAR II project falls under the purview of the Continental Education Strategy for Africa (CESA) (2016-2025), the framework adopted by the African Union in 2015 for transforming the education and training systems in Africa. In this context, the project takes into consideration the recommendations of the Mahe Process, adopted during the TVET Sub-Regional Forum for Eastern Africa in 2016, on the theme “Skills for Youth Employment and Entrepreneurship”. The BEAR II intervention in the Eastern African context is planned in four phases: the formulation phase, the inception phase, the implementation phase and the closure and scale-up phase. The below figure presents the proposed timeframe of the project over 2017-2021.

Figure 1. Proposed timeframe for the project

Phases 2017 2018 2019 2020 2021

Formulation phase

Inception phase (Establishing governance and management structures and define operational work plans)

Implementation phase

Closure and scale-up phase

1 http://unesdoc.unesco.org/images/0024/002452/245239e.pdf

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The formulation phase was successfully completed in the year 2017, during which the project formulation report was drafted based on a feasibility study conducted across the beneficiary countries. Country level proposals narrowed down the project intervention to focus on a key sector in each beneficiary country, selected based on the national priorities (see annex). The consolidated project formulation report presents an overall work plan of the project to be executed over the five years. Following the formulation phase, the BEAR II project was launched during an official ceremony held in Seoul, Republic of Korea, on 11-13 December 2017 with the cooperation of the Korean Ministry of Education. The launch event helped deepen the understanding of the project among national actors and strengthened their commitment towards its implementation. The project is currently in its inception phase whose objective is to initiate implementation of the project by ensuring the setting up of necessary monitoring mechanisms and governance structures at the national level. The expected results of the inception phase, in each of the beneficiary countries, are: elaboration of global operational work plan, elaboration of annual operational work plan for year 2018, setting up of project steering committee and the project technical committee to ensure monitoring and implementation and appointment of the national project officer. Furthermore, preliminary activities to start implementation are also currently underway. This progress report aims to provide an update on the main activities conducted in the period from November 2017 to May 2018 under the BEAR II project, as well as the plan of activities to be conducted in the following six months.

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1. Main activities executed (December 2017-May 2018)

The BEAR II project kick started with the formulation phase in 2017, during which a feasibility study was conducted entailing desk research accompanied by a series of scoping missions in each country. The scoping missions consisted of a series of meetings and consultations with the governments and key stakeholders in beneficiary countries, which helped identify key issues being faced by the TVET sector in each national context. The feasibility study contributed to the development of country specific project proposals, which were approved at the national level through validation workshops. The country level proposals narrowed down the project intervention to focus on a key sector, selected based on the national priorities. The below table presents the selected sectors of intervention in the BEAR II countries. Table 1. Target Sectors in BEAR II beneficiary countries

Country

Target sectors

Ethiopia Agro-processing

Kenya Environmental technology

Madagascar Textile, Clothing and Accessories

Uganda Agriculture (Agro-processing and post-harvest management)

Tanzania Agri-business and creative industry (Handicrafts)

The main outcome of the formulation phase was the elaboration of a consolidated project formulation report that presents the overall work plan of the project to be executed over the five years in each of the beneficiary countries. Since the last report period in November 2017, following are main activities executed under the BEAR II project:

1.1. Official Launching Ceremony

Following the national validation of country specific project proposals, the BEAR II project was launched during an official ceremony held in Seoul, Republic of Korea, on 11-13 December 2017. The launch ceremony was organized in cooperation with the Korean Ministry of Education at the Agro-Fisheries & Food Trade (aT) Center. More than 30 participants from 10 African countries (BEAR II and BEAR I beneficiary countries) joined the three-day project launching workshop. The participants consisted of representatives from UNESCO, high officials from Ministries in charge of TVET and representatives of other stakeholders including the private sector from the five Eastern African beneficiary countries. National representatives and representatives of key beneficiary stakeholders of BEAR I beneficiary countries also participated in the BEAR II launch workshop. The launch event was organized to provide a platform to hold discussions among the Ministry of Education of the Republic of Korea, UNESCO and the representatives of beneficiary countries of the BEAR II project,

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around the objectives, implementation and expected outcomes of the project. Representatives of the BEAR I countries enriched the discussion by sharing their experiences in relation to the main outcomes of the project. Furthermore, the participants of the launch workshop also participated in study visits to TVET institutions, small and medium enterprises, and business incubators in the Republic of Korea. On the final day of workshop, a debriefing meeting was held wherein outcomes of the workshop were discussed. In addition, the high-level meeting provided an opportunity to explore cross-country collaboration among the BEAR beneficiary countries as well as areas of cooperation with the actors of the Korean TVET sector. The BEAR II formulation report was finalised in February 2018 based on the discussions that took place during this workshop.

1.2. Inception workshops

The BEAR II project is currently in its inception phase, whose objective is to initiate implementation of the project by ensuring the setting up of necessary monitoring mechanisms and governance structures at the national level. This is being done though the following steps:

1. Elaborating concrete operational work plans for project implementation i.e. a global operational plan (GOP) for the following four years of the project (2018-2021) and a detailed annual operational plan (AOP) for Year 1 of implementation (2018) for each beneficiary country;

2. Ensuring the setting up of a project steering committee to govern the project implementation and the project technical committee to lead implementation of project activities. The technical committees have an important role in developing work plans, which are approved by the steering committee.

3. Ensuring the placement of National Project Officers (NPO) in each beneficiary country to conduct day-to-day administration of the project.

Between January and June 2018, four official launches and inception workshops were organised in Madagascar, Ethiopia, Uganda and Kenya, wherein global operational plans and detailed annual operational workplans for year 2018 were elaborated in consultation with the key institutions and stakeholders in the TVET sector as well as the target sector. The official launch and inception workshop in Tanzania will take place on 2-3 July 2018. In Tanzania, the launch workshop could not take place earlier as the government decided not to engage in any donor related activities until July 2018. This is a rule adopted by the Tanzanian government to ensure that administrative and government-led operations such as budgeting and adoption of regulations are implemented as a priority.

1.2.1. Madagascar (Target Sector: Textile, clothing and accessories)

The BEAR II Project in Madagascar was officially launched on 28 February and 1 March 2018 in Antananarivo. The official launch ceremony took place on 28 February, the inception workshop and the first meeting of the Project Steering Committee (PSC) were held on 1 March. The TVET and Employment Minister of Madagascar (MEETFP) officially launched the Project in the presence of the Ambassador of the Republic of Korea to Madagascar and 60 participants, including 10

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representatives of the private sector. During its first meeting, the PSC validated the work plan for Year 1 developed during the inception workshop. For the three expected results of the project (relevance, quality and attractiveness), each line of action of the work plan was reviewed and validated by the participants, specifying the responsible entity and the stakeholders to be consulted and involved (See Annex). In addition to the work Plan, the PSC also validated the Draft ministerial decree that officially establishes it and defines its remit. The PSC in Madagascar comprises of 13 members divided as follows: seven (7) government/public sector representatives and six (6) coming from the private sector. There was also an agreement that that the PSC would be led by a rotating presidency between the public sector, including the MEETFP, and the private sector. The PSC also defined and agreed on the timeframe for the implementation of the project activities. The national focal point presented an information and communication platform designed to promote the project in Madagascar. The follow-up activities in Madagascar will consist of the finalization of the recruitment of the National Project Officer (NPO) in charge of the project coordination for BEAR II in the country. The person recruited is expected to take up functions in July 2018.

1.2.2. Ethiopia (Target Sector: Agro-processing)

The official launch, inception workshop and Project Steering Committee meeting of the BEAR II Project in Ethiopia took place back-to-back on 15 to 16 March 2018 in Addis Ababa, Ethiopia. Government representatives, including the State Minister for TVET and Head of the Federal TVET Agency, Mr. Tashume Lemma, key stakeholders in the TVET sector as well as in the target sector of intervention i.e. agro processing participated in the events. In total, 40 Ethiopian participants participated in the events. The acting director of the UNESCO Liaison Office in Addis Ababa, Dr. Yumiko Yokozeki, and the State Minister for TVET opened the workshop. The institutions that are involved in the project include the Federal TVET Agency, the Federal TVET Institute and two TVET colleges offering programs in agro-processing. There were also a few representatives from other organizations such as the Addis Ababa TVET Bureau and the Ministry of Agriculture. The focus of the BEAR II in Ethiopia is the development of the agro-processing sector. An operational work plan for Year 1 was developed during the inception workshop as well as a global operational plan to guide project implementation (See Annex). The main expected outcomes of the inception workshop were also achieved:

A Project Steering Committee (PSC) is now established and operational.

An approved operational work plan for Year 1 by the PSC during its first meeting is now available.

Key institutions to implement project activities have been identified and mobilized.

The project governance and management arrangements are now in place and the structures thus created have worked out their schedules and processes based on their respective terms of reference.

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The follow-up activities in Ethiopia consist of:

The second meeting of the PSC, expected to take place by mid to late June 2018, preceded by the meeting of the Technical Committee.

The finalization of the recruitment of the National Project Officer (NPO) in charge of the project coordination for BEAR II in Ethiopia. The person recruited will take up duty in June 2018.

1.2.3. Uganda (Target Sector: Post-harvest management and Agro-processing)

As part of the Inception phase, the Government of Uganda, in cooperation with UNESCO, organized a launch ceremony of the BEAR II project and an inception workshop from 15 to 18 May 2018 at the Imperial Palace Hotel, Kampala, Uganda. The event brought together government representatives and key stakeholders in the TVET sector as well as in the target sector of intervention i.e. agro processing. Present at the Launch event were officials from the Ministry of Education and Sports, and heads of TVET Institutions. The Representative of the Permanent Secretary Mr. Robert Odok Ocheng who is also the Director of HTVET, Ministry of Education and Sports attended the event. During the official launch, the Assistant Commissioner of the TIET and senior representatives of UNESCO presented the BEAR II project in terms of the objectives, processes and expectations assigned to the project. The representative of the Permanent Secretary launched the project in Uganda. After the presentation of the Draft Zero of the Country Work plan by the Technical Committee, a more detailed Annual Work Plan was established (See Annex). The outcomes of the inception workshop were:

Creation of awareness about the project expected outcomes and results;

Fostering of stakeholder participation and engagement in the project at its commencement;

Providing an opportunity for stakeholders to identify avenues for participating in the project;

Providing an opportunity for the first meeting of the Project Steering Committee The follow-up activities in Uganda consists of:

Completing the recruitment process of the National Project Officer (NPO) in Uganda and ensuring that the person will take up duty by mid-July 2018.

Monitoring and supervision of the implementation of the BEAR II project by UNESCO

1.2.4. Kenya (Target Sector: Environment Technology) In Kenya, the launch and inception workshop for the BEAR II project was organised on the 19-20 June 2018 at the Kenya School of Monetary Studies in Nairobi, Kenya. The event was attended by government representatives and key stakeholders in the TVET sector as well as in the target sector of intervention i.e. Environment technology. Present at the Launch event were high officials from the Kenyan Ministry of Education as well as from other line ministries and heads of TVET Institutions.

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Furthermore, key TVET actors outside the government structures, i.e. the private sector and not-for profit actors involved in skills development were also present, ensuring that the vision, principles, values and key orientations that underpin the BEAR II Project are shared and adopted consensually. The project was launched by Dr. Kevit Desai, Permanent Secretary, State Department of TVET of the Ministry of Education, followed by the presentation of the BEAR II project in terms of the objectives, processes and expectations assigned to the project in the Kenyan context. During the technical workshop, an Annual Work Plan for the year 2018 was drafted, which will be submitted to the Project Steering Committee for approval during their first meeting. The launch and inception workshop for the BEAR II project in Kenya helped create awareness about the project’s expected outcomes and results and provided an opportunity for stakeholders to identify avenues for participating in the project. The Project Steering Committee held its first meeting the following day of the event. The follow-up activities in Kenya consist of:

Completing the recruitment process of the overall Project Coordinator in Kenya and ensuring that the person will take up duty by the end of July 2018.

Monitoring and supervision of the implementation of the BEAR II project by UNESCO

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2. Work plan for the next 6 months

2.1. BEAR II Project

The implementation is expected to start in full swing as soon as the inception workshop is conducted in Tanzania in July 2018, and the work plans for the first year of implementation are finalised. See draft work plans in Annex. In the meanwhile, preliminary activities to prepare for implementation are underway. The Terms of

Reference to launch tenders for contracting implementation partners are being drafted. Initial activities

pertaining to all three result-areas i.e. Labour Market Analysis and Curriculum Development, TVET

Teacher and Institution Managers Training and Skills Competition and Career Guidance and counselling

for all five countries, are planned to be launched in 2018.

2.2. BEAR I Project

During the second half of this year, work plans for the follow up activities to be conducted in the BEAR I

countries will be drawn by UNESCO in consultation with concerned country representatives. This process

will allow to check the progress of TVET-MIS and to identify the needs of the four beneficiary countries

where it was implemented under the BEAR I project: Botswana, DRC, Malawi and Zambia. The terms of

reference for procuring equipment and other measures will be prepared in the months to follow.

The status of follow-up actions concerning TVET-MIS in BEAR I countries for the period July-December

2018 are as follows:

Botswana: The Permanent Secretary of the Ministry of Tertiary Education, Research, Science and

Technology nominated three officers in charge of the follow-up on the improvement of the management

information system on TVET on 28 May 2018. They are now developing the terms of reference on the

technical follow-up. UNESCO will provide technical assistance once the TORs are available.

Malawi: In consultation with the Ministry of Labour, Youth, Sports and Manpower Development, the

specifications of the equipment necessary for the development of TVET management information system

was agreed. The equipment will be procured and installed in the Ministry in 2018, and UNESCO will

provide technical support to launch the new TVET-MIS using the customized software developed by BEAR

project for Malawi.

Zambia: UNESCO plans to discuss the terms of reference of follow-up actions, focusing on the use of the

customized software developed by BEAR project for Zambia, with TEVETA and the Ministry of Higher

Education in August 2018. Once the TORs are agreed, UNESCO will provide technical assistance to Zambia.

DR Congo: UNESCO continues to discuss the terms of reference of follow-up actions, focusing on the use

of the customized software developed by BEAR project for DR Congo, with the Ministère de

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l’Enseignement Technique et Professionnel (METP) and the Institut National de Préparation

Professionnelle (INPP). Once the TORs are agreed, UNESCO will provide technical assistance to DR Congo.

In Namibia, technical assistance will be provided in relation to the National Skills Competition. Namibia

will open the next competition in September 2018. The results of the competition will be reported to

UNESCO, based on which further consultations will be held with country representatives to strengthen

national capacities on this front.

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3. Visibility of the BEAR II project

3.1. BEAR II Webpage and other communication material

The communication and visibility for the BEAR II project in the reporting period (November 2017-May

2018) is being ensured through the following tools:

Webpage for BEAR II: Launched in English, French, and Spanish. It will serve as a tool for visibility

and to disseminate information on the project. The website will be regularly updated with the

most recent news stories, overview of events, leaflets, videos, information documents relevant

to the project as well as with links to other relevant resources.

Leaflets for the project have been published online and printed for dissemination in beneficiary

countries. The leaflets are in English and French.

News items: A number of news stories have been published on the UNESCO Website. The news

items can be accessed through the following links:

BEAR II Official Launch event

BEAR II Project in Madagascar

BEAR II Inception workshop in Ethiopia

BEAR II Inception workshop in Uganda

BEAR II Inception Workshop in Kenya- Press release (UNESCO Nairobi website)

Social Media platforms: Information on the BEAR II project has also been disseminated through

social media platforms like UNESCO Regional Office for Eastern Africa’s Facebook handle.

National level visibility: The BEAR II project also gained from national level visibility through the

UN Newsletter (page 4) and a national news portal in Kenya.

3.2. Visibility for the donor country

The BEAR project is well known in the Korean government and related TVET institutions in the Republic

of Korea, and is recognized as a successful example of developmental cooperation. The official launching

event held in Seoul provided good visibility to the project in the RoK, among relevant government

organisations and TVET stakeholders.

A media release was prepared and disseminated by the Korean Ministry of Education and several domestic

newspapers reported the news. In addition, the Korean chamber of Commerce, representing the industry

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sector in Korea was sensitised about the BEAR project through this event, which opened up the possibility

of exploring future cooperation with countries.

UNESCO also published a news item on its website about the official launch event, which can be accessed

here.

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4. Sustainability

An important component of the BEAR II project is that of carrying out follow up activities in the beneficiary

countries of the BEAR I project, to ensure the sustainability of its results. The BEAR I project was

implemented in 2011-2016 in five countries of the SADC, namely Botswana, the Democratic Republic of

Congo, Malawi, Namibia and Zambia. The project aimed to increase the quality of TVET provision and its

relevance to the needs of industry, to improve access, especially for women and disadvantageous groups,

and to enhance the reputation and attractiveness of TVET for learners. The project focused on three core

activities– (i) labour market analysis and curriculum development, (ii) TVET teachers and managers

training and (iii) developing TVET-MIS (TVET Management Information System) in four of the five

countries. In place of TVET-MIS, a skills competition was organised in Namibia.

After the closing of the BEAR I project, the focus of the follow-up actions, as described in section 2.2, was

agreed upon between UNESCO and each of the beneficiary countries. For this, a total amount of US

$ 375,000 has been earmarked in the BEAR II budget to be spent in BEAR I countries over a period of two

years (2018-2019). The allocated amount will focus on the operationalisation and further scaling up of

TVET-MIS in Botswana, DRC, Malawi and Zambia. The scope of the TVET MIS will be enlarged by increasing

the number of TVET institutions covered as well as the number of indicators covered. The provision of

necessary equipment to support the MIS will also be provided. In Namibia, the focus will be on

strengthening capacities for the National Skills Competition.

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Annexes

1. Official Launch Event in Seoul, RoK: Agenda

2. Generic Agenda for Inception workshops

3. Work plans for Year 1 (2018) of implementation: Ethiopia, Madagascar, Uganda

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Annex 1: Official Launch Event in Seoul, RoK: Agenda

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Annex 2: Generic Agenda for Inception workshops

BEAR II Inception workshop

Provisional Program

Day 1: 14 March 2018

Meeting with lead ministry representatives (Permanent Secretary, Focal point)

Meeting with target sector ministry representatives

Meeting with key stakeholders of TVET (if required)

Day 2: 15 March 2018

08:00~08:30 Registration

08:30~09:00 Opening ceremony

- Opening Remarks by the Government

- Opening Remarks by National commission for UNESCO

- Opening Remarks/Orientation by UNESCO

09:00~09:40 Session 1: Overall presentation of the BEAR II project

- Logical framework

- Governance and Management

- Implementation process

- Discussion

09:40~10:15 Session 2: Technical and financial partners presenting any complementarity to the

project for potential synergies to be considered for implementation

10:15~10:45 Coffee break

10:45~12:45 Parallel sessions: Working groups to plan activities and actions relative to each result

area and fixing of responsibilities of key actors

Expected outcome of the session: An indicative operational work plan for project

implementation in YEAR 1, which fixes responsibilities of lead organisations that will

implement activities, allocates resources as per priorities.

- Group 1/Result 1: Planning of activities and actions relative to Labour Market Analysis and Curriculum

development, focusing on matching demand and supply of skills and empowerment of individuals in the

target sector

- Group 2/Result 2: Planning of activities and actions relative to Training of TVET trainers and managers

contributing to a sustainable teaching staff career management and training system and better managed

TVET institutions

- Group 3/Result 3: Planning of actions relative to the organization of a skills competition (not in the case

of Ethiopia), and setting up a career guidance tool and framework within the target sector

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12:45~14:15 Lunch

14:15~15:30 Session 3: Plenary session- Feedback from group work

15:30~16:00 Session 4: Governance and Ownership

16:00~16:30 Coffee break

16:30~17:00 Next steps and wrap up

Day 3: 16 March 2018

Project Steering Committee- First Meeting

The objectives of this meeting are as follows:

1. Organizing the modalities of the Steering committee (Nomination of the Chair/Secretary,

Frequency of meeting etc.);

2. Discussion and endorsement of the project; and

3. Approval of YEAR 1 operational work plan.

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Annex 3: Work plans for Year 1 (2018) of implementation

Annex 3.1: Annual operational work plan for Year 1 of Implementation (2018) in Ethiopia

Activity Action and sub tasks Expected Output

Responsible organisation

Partner organisations

Timeline 2018

Budget (2018)

Result 1 Increasing the relevance of TVET to labour market needs 7 8 9 10 11 12 USD

1.1 Improving the use of labour market intelligence for the training of the agro-processing sector

1.1.1 Map approaches and tools for skills needs assessment and anticipation. - Review existing relevant labour market intelligence (surveys, administrative data, etc.) - Conduct an analysis of skills supply and demand in the labour market pertaining to agro-processing and related sectors - Create or strengthen existing data bank(s) of labour market and job market intelligence. - Develop or improve existing tools for labour market analysis/survey to reflect sensitivity to information on agro-processing - Disseminate outcomes of the activities to relevant stakeholders

Mapping and review of existing tools and approaches

Federal TVET Agency

UNESCO Ministry of Labour Ministry of Agriculture Agriculture Transformation Agency

17,000

1.1.2 Design and implement capacity development activities for key relevant stakeholders on labour market intelligence in the agro-processing sector (this action is expected to carry on for the first quarter of 2019) - Identify stakeholders and trainers - Identify training requirements - Develop training materials - Conduct training - Conduct M & E - Establish mechanisms for use of LMI for TVET

Capacities built on the analysis of labour market intelligence

Federal TVET Agency

UNESCO Ministry of Labour Ministry of Agriculture Agriculture Transformation Agency

30,000

1.1.3 Plan and develop an appropriate output, eg publication on TVET provision and skills demand, with focus on the agro-processing sector.

Publication and/or policy briefs

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1.1.4 Design and conduct tracer studies in selected TVET colleges offering programmes in agro-processing.

Tracer studies

1.2 Improving governance of skills needs assessment and anticipation

1.2.1 Support the setting up or re-enforcement of sectoral coordination mechanisms envisaged by the government, eg sector skills councils.

SSC or similar mechanism operational

1.2.2 Support the capacities of stakeholders to use sector profiles to inform qualifications and curriculum development and training programmes, focusing on the agro-processing sector

Stakeholders’ capacities developed

1.3 Adapting qualifications and curricula to changing skills needs

1.3.1 Carry out an occupational mapping of the agro-processing sector, in partnership with relevant ministries, line ministries, MoLSA and research institutions - Identify and describe the main features and characteristics of the sector - Identify and describe the occupational profiles of the sector - Identify and analyse current and future skills requirements - Disseminate outcomes of the activities to relevant stakeholders

Occupational mapping of the agro-processing sector

Federal TVET Agency

UNESCO Ministry of Labour Ministry of Agriculture Agriculture Transformation Agency Ethiopian Development Research Institute

30,000

1.3.2 Develop new qualifications in the agro-processing sector based on outputs of Action 1.3.1

New qualifications

1.3.3 Develop new curricula and related learning materials and assessment tools in agro-processing

New curricula and learning materials

1.3.4 Plan the implementation of the curricula in selected institutions

Implementation plan

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Result 2 Enhancing the quality of TVET programmes and institutions 7 8 9 10 11 12

2.1 Improving the quality of TVET teachers

2.1.1 Review and revise TVET teacher training curricula in the agro-processing sector, and develop teaching and learning materials based on new curricula (this action is expected to carry on during the year 2019) - Identify and review existing curricula - Conduct a training needs analysis for TVET teachers with special focus on agro-processing - Develop new curricula - Develop teaching manuals and resource packages

New ToT curricula and learning materials

Federal TVET Institute

UNESCO Federal TVET Agency Ministry of Agriculture Universities Teacher/trainers associations TVET institutions

15,000

2.1.2 Train administrators and trainers on TVET programme delivery

Curricula/ documents referential

2.1.3 Plan, organise and deliver TVET teacher training to selected training institutions in the agro-processing sector

TVET teachers trained

2.2 Design and implement leadership training for heads of TVET institutions

2.2.1 Provide support in developing a model of functioning of TVET institutions oriented towards the labour market and needs of SMEs and local communities

Technical support provided

2.2.2 Develop curricula and implement leadership training programmes (this action is expected to carry on for 3 quarters of 2019) - Conduct a training needs assessment for institutional leaders and managers - Develop appropriate curricula and materials - Deliver training - Develop and implement a M&E model

Curricula and training developed and delivered

Federal TVET Institute

UNESCO UNESCO-UNEVOC Federal TVET Agency TVET institutions

25,000

2.2.3 Support selected TVET institutions in the agro-processing sector in implementing the new model of functioning of TVET institutions

Technical support provided

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Result 3 Improve the perception of TVET 7 8 9 10 11 12

3.1 Providing career guidance to help improve the perception of TVET

3.1.1 Develop a national career guidance policy framework (this action is expected to carry on for 3 quarters of 2019) - Review existing career guidance frameworks, guidelines or tools - Identify career guidance and counselling gaps - Develop new career guidance policy framework - Disseminate new framework to educational institutions and counselling teachers

Career guidance policy framework developed

Ministry of Education

UNESCO UNESCO-UNEVOC Federal TVET Agency TVET institutions

50,000

3.1.2 Develop an online platform for disseminating career and occupational information on the target sector

Platform developed

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Annex 3.2: Annual operational work plan for Year 1 of Implementation (2018) in Madagascar (in French)

Activité Action Produit Entité

responsable Parties prenantes

2018

Budget (2018)

Résultat 1 : La pertinence de l'EFTP par rapport aux besoins du marché du travail est accrue

7 8 9 10 11 12 USD

1.1 Renforcer les capacités d’identification des besoins actuels et futurs en compétences du marché du travail, en particulier du secteur THA

1.1.1: Faire l’état des lieux des méthodologies d’analyse des besoins en compétences et des données disponibles

Etat des lieux des outils et capacités d'analyse des besoins en compétences

ONEF DSI, CS2PC THA, GEFP, FIVMPAMA, SIM, AECAM, …

23,000

1.1.2: Elaborer les outils de collecte et d’analyse des données et assurer leur formalisation et institutionnalisation et appuyer l’opérationnalisation du Système d’Information sur le Marché du Travail et de la Formation Professionnelle (SIMTFP)

Outils de collecte et d'analyse de données élaborés, formalisés et institutionnalisés

ONEF DSI CS2PC THA, GEFP, FIVMPAMA, SIM, AECAM, …

1.1.3: Former l’unité en charge au MEETFP et les opérateurs du secteur en planification stratégique et à l’utilisation des outils d’analyse et d’anticipation développés et mettre en place une structure de veille sur les besoins en compétences sectorielles

’Unité en charge au MEETFP et les opérateurs du secteur en planification stratégique capable d'utiliser les outils d'analyse et d'anticipation

ONEF DGETFP, DGPE, CS2PC THA, GEFP, FIVMPAMA, SIM, AECAM, …

1.1.4: Appuyer la production, le traitement et la diffusion de statistiques de qualité (fiables et valides)

Données statistiques disponibles

ONEF DSI

1.1.5: Instaurer d'une manière systématique un suivi post-formation

Rapport de suivi post-formation disponible

DAIPJSE COI, ONEF, Etablissements publics et privés

1.2 Renforcer et valoriser le partenariat national sectoriel entre les entreprises et les centres de formation du secteur THA

1.2.1: Organiser des partenariats inter acteurs du secteur THA (MEETFP, MIDSP, GEM, GEFP, CENAM, FIVMPAMA ... ) représentants d’entreprises-clés, centres de formation publics et privés

Convention de partenariat signée

CS2PC-THA

MIDSP, CENAM, DGETFP, DGPE, GEFP, GEM, FIVMPAMA, SIM, AECAM, …

10,000

28

1.2.2: Développer la formation par apprentissage et la formation alternée en milieu de travail dans le secteur

Formation par apprentissage développée

DGETFP MIDSP, MDET, AECAM, GEFP, FIVMPAMA

1.2.3: Développer une cartographie des certifications du secteur THA et assurer la révision dans le cadre du CNC

Cartographie des certifications du secteur THA développée et cadre de CNC révisé

DCAQ CNC, DSI, ONEF, DFPCRC, GEFP, FIVMPAMA, …

10,000

1.2.4: Appuyer la mise en place et rendre fonctionnel le Comité sectoriel THA

Comité sectoriel THA mis en place et fonctionnel

CS2PC-THA DGETFP, DGPE, CS2PC THA, GEFP, FIVMPAMA, SIM, AECAM, …

7,000

Résultat 2 : Améliorer la qualité des programmes d’EFTP et des centres

7 8 9 10 11 12

2.1 Améliorer la qualité des formations délivrées dans le secteur Textile-Habillement et accessoires

2.1.1: Mettre en place une cartographie des curricula et référentiels de formation existants dans la filière THA

Carte interactive - Répertoire des référentiels

DCAQ CS2PC-THA, GEFP, FIVMPAMA, ..

10,000

2.1.2: Actualiser des curricula de formation en articulation avec le travail conduit sur le CNC et la VAE (secteur pilote THA)

Curricula/ documents référentiels

DCAQ CS2PC-THA, GEFP, FIVMPAMA, ..

2.1.3: Elaborer de nouveaux référentiels /curricula, accompagner et appuyer l’implémentation des curricula révisés/développés

Curricula/ documents référentiels

DCAQ CS2PC-THA, GEFP, FIVMPAMA, ..

2.1.4: Mettre en place un système et une structure de suivi et d’évaluation de la pertinence des référentiels

outils de suivi élaboré / Rapport de suivi / Acteurs responsables de suivi formés

DCAQ CS2PC-THA, GEFP, FIVMPAMA,DREETFP, ..

2.2 Renforcer les capacités des enseignants d’EFTP (spécialité THA) à délivrer une formation de qualité

2.2.1: Développer au sein de l’INFOR un dispositif de formation continue des formateurs publics et privés du secteur THA et développer le matériel didactique

plan de formation continue / pool de formateurs renforcé en matière technique et pédagogique (nombre de formateur)

INFOR DCAQ, CS2PC -THA, GEFP, FIVPAMA, …

29

2.2.2: Renforcer les capacités des formateurs de formateurs et le partenariat avec les entreprises pour les conventions de stage des formateurs

Capacités des formateurs renforcées en matières technique et pédagogique (nombre de formateur)

INFOR DCAQ, CS2PC THA, GEFP, FIVPAMA, ...

2.2.3: Mettre en œuvre le programme de formation continue avec une cohorte pilote

Plan de formation continue INFOR DCAQ, CS2PC- THA, GEFP,FIVPAMA, …

2.3 Renforcer les capacités des centres de formation à mettre en œuvre un cadre de formation de qualité et en partenariat avec l’environnement économique

2.3.1: Développer et mettre en œuvre un programme de formation des gestionnaires d’établissement

Plan de formation de gestionnaires d'ETFP/ Formateurs de gestionnaires formés/ gestionnaires d'ETFP formés

DET DREETFP,CS2PC THA, GEFP,FIVPAMA, AECAM, …

30,000

2.3.2: Appuyer au développement de projets d’établissement dans le secteur THA

Nombre de projet d'établissement développé

DET DREETFP,CS2PC THA, GEFP,FIVPAMA, AECAM, …

2.3.3: Instaurer un cadre institutionnel de suivi du développement de projets d’établissement

Outils de suivi élaborés / Rapport de suivi / Acteurs responsables de suivi formés

DET DREETFP,CS2PC THA, GEFP,FIVPAMA, AECAM, …

Résultat 3 : L'attractivité de l'EFTP est accrue 7 8 9 10 11 12

3.1 Institutionnaliser, renforcer les capacités et promouvoir la fonction d’orientation professionnelle (ciblant jeunes et adultes)

3.1.1: Cartographier le système d'orientation professionnelle existant

Etat des lieux du système d'orientation professionnel

DGETFP

10,000

3.1.2: Développer les capacités institutionnelles pour organiser, concevoir et délivrer les formations en orientation professionnelle

Renforcement des capacités institutionnelles

DGETFP DET, DAIPJSE,CS2PC-THA, GEFP, SIM, FIVMPAMA, AECAM, …

3.1.3: Développer le matériel(support et outils) de formation, d’orientation et de communication

Matériel de formation développé

DGETFP DGETFP, DET, CS2PC-THA, GEFP, SIM, FIVMPAMA, AECAM, …

30

3.1.4: Développer une plateforme d’information et d’orientation sur la formation professionnelle à Madagascar

Une plateforme développée

DGETFP DGETFP, DET, CS2PC-THA, GEFP, SIM, FIVMPAMA, AECAM, …

3.2 Promouvoir l’image du secteur et améliorer la visibilité de ses métiers pour tous (ETFP, Entreprises, conseiller en emploi, jeunes, chômeurs, ...).

3.2.1: Organiser une semaine de sensibilisation sur les formations techniques et professionnelles et un concours inter-établissements THA

sensibilisation et concours organisés

DGETFP DGETFP, DET, CS2PC-THA, GEFP, SIM, FIVMPAMA, AECAM, …

3.2.2:Organiser une olympiade nationale annuelle des métiers dans le secteur THA, une semaine d’information sur les métiers du THA et la participation à la prochaine WorldSkills Competition Kazan 2019

Olympiade oganisée et participation aux évènements en THA

DGETFP DGETFP, DET, CS2PC-THA, GEFP, SIM, FIVMPAMA, AECAM, …

40,000

3.2.3: Appui au démarrage entrepreneurial des lauréats

Appui au démarrage effectué

DGETFP DGETFP, DET, CS2PC-THA, GEFP, SIM, FIVMPAMA, AECAM, …

3.2.4: Concevoir et mettre en œuvre des stratégies d’information et de communication

Stratégies mises en œuvre DGETFP DGETFP, DET, CS2PC-THA, GEFP, SIM, FIVMPAMA, AECAM, …

31

Annex 3.3: Annual operational work plan for Year 1 of Implementation (2018) in Uganda

Activity Action and sub tasks Expected Output

Responsible organisation

Partner organisations Timeline

2018

Budget

(2018)

Result 1 Capacities in assessing and anticipating skills demands are enhanced

7 8 9 10 11 12 USD

Activity 1.1: Strengthen the labour market intelligence and the capacity to use the relevant data and information for planning and implementation of TVET in agriculture (agro-processing and post-harvest management)

1.1.1: Strengthen the use of labour market intelligence for TVET and reinforce intersectoral coordination mechanisms envisaged by the government Establish a task team to conduct labour market audit/analysis. Audit existing relevant labour market intelligence (surveys, administrative data, etc.). Develop a tool for a labour market analysis. Conduct an analysis of skills supply and demand in the labour market. Create a data bank of labour market and Job market intelligence. Disseminate labour market Information, in coordination with Labour Advisory Board and District Labour Officer (in cooperation with Ministry of Gender, Labour and Social Development). Conduct inter-sectoral meetings to establish a mechanism on the use of LMI for TVET.

Labour market analysis

MoES (TIET, DIT, EPPA) Ministry of Gender, Labour and Social Development

UNESCO -The World Bank/USDP -Ministry of Agriculture Animal Industry & Fisheries -Ministry of Trade Industry and Cooperatives -Uganda Institute for Science and Technology (UIST) -Uganda Bureau of Statistics (UBOS) -National Planning Authority -Universities -Labour unions -The private sector

30,000

32

1.1.2: Build capacities of relevant stakeholders in using the labour market intelligence Identify stakeholders and trainers. Identify training requirements (technology, etc.) Development training manuals and action oriented guidelines. Conduct training. Conduct M&E.

Capacities built on the analysis of labour market intelligence

MoES (TIET, DIT,EPPA) Ministry of Gender, Labour and Social Development

UNESCO The World Bank/USDP Ministry of Agriculture Animal Industry & Fisheries Ministry of Trade Industry and Cooperatives Uganda Institute for Science and Technology (UIST) Uganda Bureau of Statistics (UBOS) National Planning Authority Universities Labour Unions The private sector

17,000

1.1.3: Support the design and conduct tracer studies in programmes targeted by the BEAR II

Activity 1.2: Strengthen national systems using labour market intelligence to produce demand-driven curricula

1.2.1: Based on the results of the labour market analysis, develop the capacities of stakeholders (councils of training institutions) to produce curricula which complement and enhance current TVET strategies (Skilling Uganda: BTVET Strategic Plan) and policies in Uganda, including approaches to work placement, entrepreneurship and career guidance and counselling Conduct audit of training institutions and curricula on post-harvest management and agro-processing. Develop Assessment and Training Packages (ATPs) (engage MoES-DIT, TVET institutions, National Council for Higher Education (NCHE), Uganda Business Technical Examination Board

Demand –driven curricula on agro processing and post-harvest management

MoES (TIET, DIT, BTVET, EPPA) National Council for Higher Education (NCHE)

UNESCO The World Bank/USDP Ministry of Agriculture, Animal Industry & Fisheries Ministry of Gender, Labour and Social Development. Uganda Business Technical Examination Board (UBTEB) Universities Teacher unions the private sector

30,000

33

(UBTEB). Retool trainers to enhance their capacity. Conduct inter-sectoral meetings on streamlining workplace learning (internship, apprenticeship, etc.)

1.2.2: Develop strategies with stakeholders to develop assessment tools and methodologies, which are valid, practical, measurable and implementable.

1.2.3: Develop strategies with stakeholders to monitor, evaluate and review curriculum implementation

Result 2

Enhanced capacities for using the results of skills assessment and anticipation to promote quality TVET in agriculture (agro-processing and post-harvest management)

7 8 9 10 11 12

Activity 2.1: Strengthen national approaches to support the implementation of Continuing Professional Development (CPD)

2.1.1: Implement the National Teacher Policy with specific focus on CPD for TVET instructors in postharvest management and agro-processing area

CPD framework for TVET instructors implemented

MoES (TIET, DIT, BTVET, EPPA), Training institutions

UNESCO, The World Bank/USDP, Ministry of Agriculture, Animal Industry & Fisheries, Universities, Teacher unions, The private sector

2.1.2: Conduct a training needs assessment for TVET instructors

Data collected. Training needs identified.

MoES (TIET, DIT, BTVET, EPPA), Members of the technical committees

Teacher unions Teacher Associations Training institutions

2.1.3: Develop and implement training of trainers programs for instructors (training of instructors in postharvest

Capacity built

MoES (TIET, DIT, BTVET, EPPA), Training institutions, Agricultural Institutions, Agricultural Engineering and Training

UNESCO, The World Bank/USDP, Ministry of Agriculture, Animal Industry & Fisheries Uganda Industrial Research Institute (UIRI), Universities, Private sector

34

management and agro processing)

Research institute (AETRI), Namalere

2.1.4: Produce guidelines for institutionalizing the implementation of CPD for TVET instructors (within the postharvest management and agro-processing area)

Institutionalization of the CPD guidelines

MoES (TIET, DIT, BTVET, EPPA) Training institutions Agricultural Institutions Agricultural Engineering and Training Research institute (AETRI), Namalere Agricultural Engineering and Appropriate Technology Research Centre (AEATREC)

UNESCO The World Bank/USDP Ministry of Agriculture, Animal Industry & Fisheries Uganda Industrial Research Institute (UIRI) Universities Private sector

2.1.5: Develop standardized tools for the implementation of CPD

CPD framework implemented. Monitoring and evaluation framework developed.

MoES (TIET, DIT, BTVET, EPPA) Task sub-committees Teacher unions and Associations.

UNESCO, The World Bank/USDP, Ministry of Agriculture, Animal Industry & Fisheries Uganda Industrial Research Institute (UIRI), Universities, Private sector

2.1.6: Identify and strengthen the capacity of existing training centres

Regional centres of excellence identified and partnering institutions

MoES (TIET, DIT, BTVET, EPPA) Task sub-committees National Agricultural Research Organization (NARO), Ministry of Agriculture, Animal Industry & Fisheries Agricultural Engineering and Training Research institute (AETRI), Namalere Agricultural Engineering and Appropriate Technology Research Center (AEATREC) Training institutions Agricultural Institutions

UNESCO The World Bank/USDP Ministry of Agriculture, Animal Industry & Fisheries Uganda Industrial Research Institute (UIRI) Universities Private sector

35

2.1.7: Strengthen capacities of relevant stakeholders in monitoring and evaluating CPD.

M& E, review reports

MoES (TIET, DIT, BTVET, EPPA) Task sub-committees Identified master trainers and TOTs Training institutions Agricultural Institutions

UNESCO The World Bank/USDP Ministry of Agriculture, Animal Industry & Fisheries Uganda Industrial Research Institute (UIRI) Universities Private sector

Activity 2.2: Improve institutional governance through the implementation of quality assurance mechanisms

2.2.1: Review and strengthen the institutions’ strategic planning in relation to the implementation of quality assurance systems, including training strategies based on CPD.

Xx Managers trained / certified Operational QA framework in place Xxx stakeholders oriented

MoES (TIET, DIT, BTVET, EPPA)

IUCEA NCHE,DES DIT,EDP UNBS Industrial Sector

2.2.2: Develop institutions’ capacities to improve approaches to the utilization of resources to ensure quality delivery of programs (within the postharvest management and agro-processing area)

Xx end users trained Utilization framework developed

MoES (TIET, DIT, BTVET, EPPA) Agricultural and other selected training Institutions Industrial Sector

Agricultural Engineering and Appropriate Technology Research Center (AEATREC) Agricultural Engineering and Training Research institute (AETRI), Namalere Agricultural parastatal/firms MAAIF Agricultural development partners

2.2.3: Provide equipment and train human resources to improve quality of training Conduct needs assessment Conduct stakeholders meeting Procure equipment and tools Develop training program for equipment usage and maintenance

Needs assessment report Equipment and tools procured Training manuals developed Capacity of HR developed

MoES (BTVET, TEIT, EPPA, AETRI, DES) Agricultural and other selected training Institutions Industrial Sector

Agricultural research institutions Agricultural parastatal/firms Ministry of Agriculture, Animal Industry & Fisheries Agricultural development partners UNBS Private sector Uganda industrial research institutes (UIRI) Directorate of Industrial Training (DIT)

20,000

36

2.2.4: Build the capacities of institutions to implement, monitor and evaluate quality assurance systems.

M&E framework developed Quality assurance and management systems (laboratories) established (within the training institutions) Links between the training institutions and industries strengthened.

MoES (BTVET, TEIT, EPPA, AETRI, DES) Agricultural institutions

Education deveopment partners, UNBS DES ,NCHE IUCEA, Ministry of Agriculture, Animal Industry & Fisheries Agro processing industry/firm

2.2.5: Link training institutions with postharvest management and agro processing industries for quality assurance of training programs

Xx list of industries identified MOUs signed Coordination offices established Trainers and Trainees attached to industries

MoES (BTVET, TEIT, EPPA, AETRI, DES) Agricultural institutions UMA USSIA

EDP, UNBS, DES, NCHE, IUCEA, Ministry of Agriculture, Animal Industry & Fisheries, Agro processing industry/firm, UIRI

2.2.6. Develop tools (assurance systems and processes) for monitoring and evaluation of quality of TVET training in postharvest management and agro-processing

M&E guidelines in place Xx Managers and Instructors trained / certified in M&E

MoES (BTVET, TEIT, EPPA, AETRI, DES) Agricultural institutions UMA USSIA

Education development partners, UNBS, DES, NCHE, IUCEA, Ministry of Agriculture, Animal Industry & Fisheries Agro processing industry

37

Result 3

Enhanced capacities to develop and implement approaches to increase the attractiveness of TVET

7 8 9 10 11 12

Activity 3.1: Improve capacities for the development and implementation of procedures and practices for skills competitions

3.1.1: Create linkages with institutions and industries to develop partnerships for the implementation of skills competitions. Conduct a mapping to identify key stakeholders in the industry Develop work procedures with identified partners (including the development of Memorandum of Understanding).

XX Industires identified Industry –Institutional linkages established Guidelines developed

MoES (TIET, DIT, BTVET, EPPA) UMA MGLSD

Education development partners, USSIA, UIA, PSFU, Uganda Association of Private Vocational Institutions (UGAPRIVI), Federation of non-state education institutions (FENEI), UIRI, Min. of Trade& Industry, Ministry of Agriculture, Animal Industry & Fisheries, Uganda National Farmers Federation Universities

30,000

3.1.2: Develop capacities to produce guidelines, standards and manuals for the implementation of skills competitions.

Stakeholders’ capacity developed Existing practices reviewed Developed manuals and guidelines

MoES (TIET, DIT, BTVET, EPPA) UMA MGLSD

Education development partners, USSIA, UIA, PSFU, Uganda Association of Private Vocational Institutions (UGAPRIVI), Federation of non-state education institutions (FENEI), UIRI, Min. of Trade & Industry, Ministry of Agriculture, Animal Industry & Fisheries, Uganda National Farmers Federation Universities

3.1.3: Develop implementation strategies with monitoring and evaluation plans to review skills competitions, and determine lessons learned for the future.

Skills Competition Technical committee in place (SCTC) M/E framework developed Skills and technical gaps identified

MoES (TIET, DIT, BTVET, EPPA) TIET BTVET DIT MGLSD DIT

Education development partners, USSIA, UIA, PSFU, Uganda Association of Private Vocational Institutions (UGAPRIVI), UMA, FUE, Federation of non-state education institutions (FENEI), Universities

3.1.4: Launch and conduct skills competitions

Sites identified Trade areas identified Participants identified Tasks item

MoES (TIET, DIT, BTVET, EPPA) MGLSD

Education development partners USSIA UIA PSFU Uganda Association of Private Vocational Institutions (UGAPRIVI)

38

developed. Assessors trained and certified Materials, tools and equipment procured. Skills competitions launched and conducted

UMA FUE Local government

3.1.5: Support the participation of Uganda in international skills competitions (such as that in Kazan, Russia in 2019).

Review report – skills and technical gaps identified. Participants retooled.

MoES (TIET, DIT, BTVET, EPPA)

MFA, MGLSD, DIT, EDP, USSIA, UIA, PSFU, Uganda Association of Private Vocational Institutions (UGAPRIVI), UMA, FUE, LOCAL Govt.

Activity 3.2: Improve capacities for the development and implementation of procedures and policies for career pathways, guidance and counselling

3.2.1: Develop interventions to address current gaps in the provision for career guidance and counselling. Review existing guidelines Build capacity of key stakeholders Review existing training manuals

Reviewed guidelines in place Stakeholders capacity developed Training manuals reviewed

MoES (TIET, DIT, BTVET, EPPA), SNE, G&C, SEC. Edu- GSS & PS&I, MGLSD

Private Sector UNESCO & EDPs

20,000

3.2.2: Provide training on the career pathways, guidance and counselling system to identified in-service counsellors and advisers

MoES (TIET, DIT, BTVET, EPPA) SNE, G&C, TIET, BTVET, SEC. Edu- GSS & PS&I, MGLSD

3.2.3: Develop monitoring and evaluation plans to assess the impact of the career guidance and counselling system, making recommendations for amendments and improvements as necessary.

3.2.4: Implement revised career pathways, guidance and counselling systems for educational institutions

Sensitization of stakeholders conducted Teachers trained

MoES (TIET, DIT, BTVET, EPPA), SNE, G&C, SEC. Edu- GSS & PS&I, MGLSD

Private Sector UNESCO Education Development partners