ministry of labour and vocational training quarterly report 2013.pdf · i 10 april 2013 smec...
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10 April 2013SMEC International Pty Ltd.
In association with ABU Consult and CSCS
ROYAL GOVERNMENT OF CAMBODIAMinistry of Labour and Vocational Training
Strengthening Technical and Vocational Education and Training(STVET) Project
ADB Grant 0178-CAM
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CONTENTS
CONTENTS...........................................................................................................................................iii
LIST OF TABLES................................................................................................................................. iv
LIST OF FIGURES ..............................................................................................................................iv
ANNEXES ............................................................................................................................................. iv
CURRENCY EQUIVALENTS ............................................................................................................vi
ABBREVIATIONS ................................................................................................................................vi
A. INTRODUCTION AND BASIC DATA .......................................................................................1
B. PROJECT PURPOSE AND SCOPE ........................................................................................2
C. PROJECT OUTPUTS..................................................................................................................3
D. IMPLEMENTATION ARRANGEMENTS..................................................................................3
E. OVERVIEW OF ACHIEVEMENTS ............................................................................................5
F. ACHIEVEMENTS RELATED TO OUTPUT 1........................................................................10
G. ACHIEVEMENTS RELATED TO OUTPUT 2 ........................................................................16
H. ACHIEVEMENTS RELATED TO OUTPUT 3 ........................................................................24
I. ACTIVITIES PLANNED FOR THE NEXT QUARTER .........................................................34
J. CONSULTING SERVICES .......................................................................................................39
K. PROCUREMENT, CONTRACTS AWARD AND DISBURSEMENT .................................42
L. SOURCES AND USES OF FUNDS TILL END OF DECEMBER 2012 ...........................42
M. PROJECT ISSUES ....................................................................................................................44
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LIST OF TABLES
Table 1: Mean Percentage Scores by Category ……………………………………………………….. 14Table 2: Achievements in Output 1 .............................................................................. 15Table 3: Status of Output 1 as per Design and Monitoring Framework………………………………….. 16Table 4: Achievements of VSTP Implementation ……………………………………………………….. 21Table 5: Achievements in Output 2 ....................................................................................................... 23Table 6: Status of Output 2 as per Design and Monitoring Framework ……..……………………….24Table 7: Actual Physical accomplishment against projection for 2013 .................................................. 30Table 8: Synopsis of Workshops in 1st Quarter 2013 ............................................................................ 31Table 9: Achievements in Output 3………………………………………………………………………………………3 2Table 10: Status of Output 3 as per Design and Monitoring Framework ……………………………... 33Table 11: Activities Planned for the Next Quarter.................................................................................... 35Table 12: Status of Consultants’ Deployment ...............................................................................................................................................................41Table 13: Financial Status of the Project (as per ADB’s record)…........................................................ 42Table 14: Projected Contracts Award and Disbursement and Achievement (as per ADB’s record) ...... 42Table 15: Sources and Uses of Funds till 31 March 2013 ……….……………….................................. 43
LISTOF FIGURES
Figure 1: Target provinces for Rural VSTP Implementation ……………………..……………………….. 18Figure 2: VSTP Implementation Timeframe ........................................................................................... 19Figure 3: Scope and Structure of VSTP Implementation under STVET Project .................................... 19Figure 4: Quality Assurance Roadmap for Quality Improvement …………………………….……………29Figure 5: Quality Assurance Procedure… ................................................................................ …………30
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ANNEXES
Annex 1: Updated Design Monitoring Framework ............................................................................. 48
Annex 2: Status of Grant Covenants ................................................................................................. 52
Annex 3: Updated Good Governance Framework ..................................................................64
Annex 4: Progress against Action Plan in Aide Memoire of ADB Review Mission of Sept 2012 .... 69
Annex 5: Summary of Achievements on Skill Standards Development ..................................75
Annex 6: Lesson Observation Analysis Report ....................................................................................78
Annex 7: Revised Redistribution Survey Questionnaire .....................................................................85
Annex 8: Technology Probe Data Form for Pre-Service Teacher ....................................................... 88
Annex 9: Revised Teacher Training Workshop Evaluation Form ........................................................ 89
Annex 10: Action Plan for TVET Teacher Training ............................................................................... 90
Annex 11: Soft Skill Competency Profile for TVET Teacher Training ................................................... 98
Annex 12: STVET Project Physical Accomplishment .......................................................................... 94
Annex 13: Updated the Progress of Gender Action Plan ...................................................................... 98
Annex 14: Synopsis of Meetings with Counterpart .............................................................................. 105
Annex 15: Synopsis of Workshops ..................................................................................................... 120
Annex 16: Consultants' Deployment Schedule ................................................................................... 129
Annex 17: Procurement Tracking Sheet from Beginning till end of March 2013 .. . . . . . . . . . . . . . . . . . . . . . 130
Annex 18: Procurement Plan March 2013 .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Annex 19: Sources and Uses of Funds till End of March 2013 ......................................................... 136
Annex 20: Project Expenditure till End of March 2013 ....................................................................... 137
Annex 21: Photographs of Activities in 1st Quarter 2013 .................................................................... 138
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CURRENCY EQUIVALENTS
Currency Unit – Riel (KR)KR 1.00 = USD 0.00025USD 1.00 = KR 3,978.00 (5 April 2013)
ABBREVIATIONS
ABU ABU ConsultADB Asian Development BankBSP Basic Skills Project (ADB)CAMFEB Cambodia Federation of Employers and Business AssociationsCAP Competency Assessment PackageCAR Council for Administrative ReformsCDS Community Development SpecialistCeBT Center Base TrainingCIEDC Cambodia India Entrepreneurship Development CenterCoBT Community Base TrainingCPMC Chamber of Professional and Micro-enterprises of CambodiaCQS Consultant’s Qualification SelectionCS Competency StandardsCSCS Cooperation for a Sustainable Cambodian SocietyCTSDC Cambodia Thai Skills Development CenterDG Directorate GeneralDTVET Department of Technical and Vocational Education and Training,
Ministry of Labour and Vocational TrainingEA Executing AgencyEBT Enterprise Base TrainingEMIS Education Management Information SystemESDP Education Sector Development ProgramEU European UnionFMIS Schools Facilities Management Information SystemGAP Gender Action PlanGDP Gross Domestic ProductI/A Imprest AccountIAG Industrial Advisory GroupICT Information and Communications TechnologyIO International OrganizationILO International Labor OrganisationINGO International Non-Governmental OrganisationITI Industrial Technical Institute, formerly Russey Keo Technical CollegeJFPR Japan Fund for Poverty Reduction (ADB)JICA Japanese International Cooperation AgencyJVC Japan Volunteer CenterKIP Kampot Institute of PolytechnicLMIS Labour Market Information SystemM & E Monitoring and EvaluationMDG Millennium Development Goals MEFMEF Ministry of Economy and FinanceMIS Management Information systemMoEYS Ministry of Education, Youth and SportMoI Ministry of InteriorMoLMUPC Ministry of Land Management, Urban Planning and ConstructionMLVT Ministry of Labour and Vocational Training
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MoP Ministry of PlanningMoSAVY Ministry of Social Affairs, Veterans and Youth RehabilitationMoWA Ministry of Women’s AffairsMRD Ministry of Rural DevelopmentMTEF Medium Term Expenditure FrameworkNA National AssemblyNAA National Audit AuthorityNCC National Centers of CompetenceNCS National Competency StandardNCSC National Committee for Support to Commune CouncilsNEA National Employment AgencyNGO Non-Governmental OrganizationNIB National Institute of BusinessNIS National Institute of StatisticsNOSS National Occupational Skills StandardNPAR National Public Administration ReformNPIC National Polytechnic Institute of CambodiaNPRS National Poverty Reduction StrategyNQF National Qualification FrameworkNTB National Training BoardNTF National Training FundNTTI National Technical Training InstituteOSS Occupational Skills StandardsOST Occupational Skills TestPAM Project Administration Manual (ADB)PAP Priority Action ProgramPCU Project Co-ordination UnitPDLVT Provincial Directors of Labour and Vocational TrainingPEEC Public Enterprise with Economic CharacteristicsPIB Polytechnic Institute of BattambangPOC Priority Operating CostPOLVT Provincial Office of Labour and Vocational TrainingPPI Preah Kossomak Polytechnic InstitutePPTA Project Preparatory Technical Assistance (ADB)PTB Provincial Training BoardPTC Provincial Training CenterQA Quality AssuranceQCBS Quality and Cost Based Select ion (ADB)RRP Report and Recommendation to the President (ADB)RTC Regional Training CenterSC Steering CommitteeSED Secondary Education DepartmentSIDA Swedish International Development AgencySMEC SMEC International Pty. LtdSWOT Strengths, Weaknesses, Opportunities ThreatsTA Technical AssistanceTENA Training and Employment Needs AssessmentTNA Training Needs AssessmentToR Term/s of ReferenceTTD Teacher Training DepartmentTVET Technical and Vocational Education and TrainingTVETMIS TVET Management Information SystemTWG Technical Working GroupUNDP United Nations Development ProgramUNICEF United Nations Children’s FundUNESCO United Nations Education, Scientific and Cultural OrganizationUSAID United States Agency for International DevelopmentVETMIS Vocational Education and Training Management Information SystemWB World Bank
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A. INTRODUCTION AND BASIC DATA
ADB Grant No. 0178-CAM (SF)PROJECT TITLE Strengthening Technical and Vocational Education and Training
(STVET)BORROWER Royal Government of Cambodia.EXECUTING & IMPLEMENTINGAGENCY
Ministry of Labour and Vocational Training (MLVT) is EADirectorate General of TVET is the Implementing Agency
ESTIMATED PROJECT COST Total cost USD 27.52 Million(ADB: USD 24.5 Million; Govt.: USD 3.02 Million)
PROJECT FINANCING STATUS RECEIVED TO DATETOTAL ADB RGC
USD 10,486,007.75 USD 10,092,917.60 USD 393,090.15ADB
TOTAL MLVT I/A Direct PaymentUSD 10,092,917.60 USD 8,175,938.58 USD 1,916,979.02
GOVERNMENT FUNDS :TOTAL MLVT I/A
USD 393,090.15 USD 393,090.15SPENT TO DATE
TOTAL ADB RGCUSD 9,643,973.81 USD 9,318,559.34 USD 325,414.47
ADBTOTAL MLVT I/A Direct Payment
USD 9,318,559.34 USD 7,401,580.32 USD 1,916,979.021,9685,781.17GOVERNMENT FUNDS :
TOTAL MLVT I/AUSD 325,414.47 USD 325,414.47
BALANCE I/ATOTAL ADB RGC
USD 612,357.56 USD 544,681.88 USD 67,675.68ADB
TOTAL Bank Petty CashUSD 544,681.88 USD 544,074.59 USD 607.29
GOVERNMENT FUNDSTOTAL Bank Petty Cash
USD 67,675.68 USD 67,243.61 USD 432.07
DATE OF APPROVAL by ADB13 November 2009 (Grant Fact-finding Mission: 17 - 31 July 2009; AppraisalMission: 24 Aug- 4 Sep 2009; Grant Negotiations: 6 Oct 09)
DATE OF SIGNING 27 December 2009
DATE OF EFFECTIVENESS 26 February 2010
CLOSING DATE 30 June 2015DATE OF LAST ADB MISSION 24-28 September 2012
DATES OF PREVIOUS ADBMISSIONS
7–11 June 2010 (Inception Mission), 11-18 November 2010, 8-13 May 2011,29 September – 7 October 2011 and 19-23 March 2012
PROJECT'S PROGRESS (March2013)
Physical progress estimated at 60.55% against 62% elapsed time from loaneffectiveness
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B. PROJECT PURPOSE AND SCOPE1 The primary objective of technical and vocational education and training (TVET) is to
impart relevant knowledge, practical skills and attitudes for gainful employment inparticular occupational areas. Skills acquisition is vital for an economy to competeand grow, especially in the current era of economic integration and rapid technologicalchange. Skill needs in developing countries are not only in great demand by themodern wage sector but also by traditional and informal sectors. TVET is a mediumto provide workers with skills more relevant to the evolving needs of employers andthe economy.
2 The Government of Cambodia believes that strong, relevant Technical and VocationalEducation and Training (TVET) programs with solid links to the labor market willcontribute to social stability and inclusion, poverty reduction, and sustainable economicdevelopment. The challenge in the TVET sector in Cambodia today is how to improveTVET quality and labor market relevance.
3 The overall objective of the Strengthening Technical and Vocational Education andTraining (STVET) Project as stated in the Report and Recommendation of thePresident (RRP) is “to support Government’s strategies to reduce poverty and achievesocioeconomic development for all Cambodians through
a. Promotion of vocational and skills training to ensure continuing improvementin national productivity;
b. creation of jobs in the formal and nonformal sectors;
c. an increase in agricultural productivity to create jobs in rural areas; and,
d. the establishment of technical vocational education and training (TVET)networks to assist both men and women, especially the poor, disabledand vulnerable, to respond to labor market needs”.
4 The STVET Project will support the Government’s socio-economic developmentprogram through provision of industry-endorsed TVET system aligned with the basicand middle-level skills requirements of the formal and informal economies in threeindustry sectors, namely: mechanics, construction and business services and ICT. Theproject is expected to increase the employment-ready and qualified middle-levelworkforce both in the rural and urban areas. It is expected that there will be at least a30% increase in the number of employees holding formal TVET qualifications, andgreater employer satisfaction with employees holding new formal TVET qualifications.
5 The project is expected to produce three outputs: (i) more industry-relevant formaltraining programs in mechanics, construction, and ICT and business; (ii) expanded andbetter quality non-formal training; and (iii) strengthened institutional capacity to plan andmanage the TVET system”.
6 The potential TVET beneficiaries are those who have never entered the school system(NER is 95.8% in the primary level; only 33% and 20.6% in lower secondary andupper secondary levels, as per EMIS data for 2010/11), or have dropped out of theschool system (a total of 424,138 dropped out of the school system based on EMISdata for 2009/10 and 2010/11 with 8.7% against 8.3% drop-out in 2008/09 – 2009/10 inprimary, 19.6% against 18.8% drop-out in 2008/09 – 2009/10 in lower secondary and11.8% against 11.3% drop-out in 2008/09 – 2009/10 in upper secondary). To providethe requisite skills to this group of population to make them more employable must beone of the top priorities. Compared to the potential catchment population, theenrollment in TVET institutions is rather on the low side.
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C. PROJECT OUTPUTS7 The project aims to achieve the following outputs :
Output 1 : Formal Programs that are more Relevant to Industry
Output 2 : Expanded and Better Quality Nonformal TVET Training
Output 3 : Strengthened Institutional Capacity to Plan and Manage TVET
8 Output 1 : Formal Programs that are more Relevant to Industry : This firstoutput comprises of the following :
Output 1 Formal Programs that are more Relevant to Industry
Output 1.1 Upgrade 5 Provincial Training Centers (PTCs) to Regional Training Centers (RTCs)- Battambang, Kampot, Siem Reap, Svay Rieng & Takeo
Output 1.2 Develop training modules based on skills standards and train trainersOutput 1.3 Increase industry involvementOutput 1.4 Strengthen the National Technical Training Institute for system upgrading
9 Output 2 : Expanded and Better Quality Nonformal TVET Training : Thissecond output comprises of the following:
Output 2 Expanded and Better Quality Nonformal TVET Training
Output 2.1 Establish provincial training centers in unserved provinces - Preah Vihear andMondolkiri
Output 2.2 Extend the voucher skills training program to all provincesOutput 2.3 Develop directors and staff of provincial training centersOutput 2.4 Upgrade training on skills standards in the provincial training centersOutput 2.5 Increase accessibility to structured skills training
10 Outcome 3 : Strengthened Institutional Capacity to Plan and Manage TVET :This third output comprises of the following:
Output 3 Strengthened Institutional Capacity to Plan and Manage TVETOutput 3.1 Assess technical and vocational education and training policiesOutput 3.2 Strengthen planning capacityOutput 3.3 Strengthen management capacityOutput 3.4 Improve training and vocational education and training information systemsOutput 3.5 Develop and implement skills standardsOutput 3.6 Introduce career information systems
D. IMPLEMENTATION ARRANGEMENTS11 The Ministry of Labour and Vocational Training (MLVT) is the executing agency (EA)
and is responsible for the oversight of overall project implementation. The DirectorateGeneral of Technical and Vocational Education and Training (DGTVET) is theimplementing agency (IA), and has the responsibility to actively oversee projectimplementation. In this role, the DGTVET will be the coordinating and policy-makingentity, responsible for interacting with all the important project related organs,such as the National Training Board (NTB), the Steering Committee (SC) for thisproject; the National Employment Agency (NEA) to foster cooperation and establishnecessary linkages; the Project Co-ordination Unit (PCU), which will be responsible forday-to-day implementation of the project; and the consultants, who will be advising theproject on all 3 important outputs of the project to ensure that the various outcomes areachieved during the project period.
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12 MLVT was established as a new Ministry under Sub-decree no. 52/GNK.BK dated 1April 2005. It was under this same sub-decree that DGTVET was also established.Previously, TVET affairs were the responsibility of Department of TVET, under theMinistry of Education, Youth and Sport (MoEYS).
13 The National Training Board acts as the Steering Committee and provides overallguidance to the project on policy and strategic directions, and ensures coordination withconcerned ministries and institutions. It was established under the previous ADBfinanced Basic Skills Project, was reconstituted under Sub-decree 790 dated 14October 2005, which was further revised under Sub-decree 1066 dated 15 June 2009,with H. E. Sok Ann, Deputy Prime Minister, as the Chairperson. The reconstituted NTBhas 35 members, including the Chairperson, five Vice-Chairpersons from MLVT,MoEYS, MoSAVY (all represented by Secretary of State), Chamber of Professional andMicro-enterprises of Cambodia and Cambodian Federation of Employers and BusinessAssociations (represented by their Chairpersons), representatives from 17 otherMinistries, and 12 representatives from employers (4), employees (2), public trainingproviders (3) and international organizations (3).
14 Three sub-committees have been established under NTB. A Labour MarketInformation sub-committee was established as per Prakas No. 134 dated 10 October2008, a Skills Standards and Testing sub-committee was established as per PrakasNo. 135 dated 10 October 2008, and the National Employment Agency wasestablished as per Sub-decree No. 67 dated 27 April 2009.
15 DGTVET has a number of important duties/responsibilities under the programmanagement arrangements described in PAM. The structure includes a new entity –which will be responsible for all standardized competency tests/examinations as well asmonitoring and evaluation and quality assurance. The duties/responsibilities ofDGTVET, with regard to the project, can be synopsized as follows:o Coordinate with NEA;o Develop and approve national (TVET) qualifications framework;o Provide and equip reasonable office space;o Inform and update NTB regularly on project goals and achievements;o Coordinate to reduce overlap and support convergence between the project and
other Ministry’s initiatives with other donors and other programs; ando Advise consultants on policy changes.
16 The Project Coordination Unit was established under Prakas no. 007/10 KB/B.Kdated 12 January 2010 in DGTVET, comprising of 26 members. H. E. Pich Sophoan,Secretary of State, MLVT, is Project Director, H. E. Laov Him, Director General ofDGTVET is the Project Coordinator, and Mr. Tep Oeun, Deputy Director General ofDGTVET, is the Executive Administration Officer. PCU has 4 units – (i) Finance (4persons), (ii) Procurement (2 persons), (iii) administration (2 persons), and (iv)Technical (15 persons). The duties/responsibilities of PCU can be summarized asfollows:o Support project implementation ensuring compliance with all ADB-MEF
procedures in procurement of goods, works and services and financial control;o Provide support in facilitating workshops and implementation processes
with DGTVET institutions;o Supervise the development of annual work plans by the consultants and
monitor the progress against work plans;o Ensure that baseline, midterm and final impact surveys are comprehensive
and carried out on time;o Supervise the completion of Quarterly Progress Reports and submit these to
ADB on time; and,o Resolve and facilitate resolution of any issue arising from project implementation
amongst stakeholders.
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17 Consulting Services: The project is supported by 600 person-months of consultants,of which 160 person-months are international and 440 person-months are national. The160 person-months are shared by 12 international consultants and the 440 person-months are shared by 11 national consultants. The PAM states that these serviceshave been provisioned to assist the project to achieve sustainable outcomes byproviding technical support for implementation, system and institutional monitoring andtraining, planning, management, delivery and staff upgrading. Ten of the twelveinternational and 9 of the 11 national consultants are to assist in skills standards andcurriculum development, management and instructor training, development ofmanagement information systems and a web site, and implementation of the VSTP.The remaining two international and two national consultants are to support the PCU inmonitoring and evaluation, finance, procurement and civil works.
18 The Consultant Services contract was awarded to the first ranked firm SMECInternational Pty. Ltd, which submitted the winning proposal in collaboration with ABUConsult and CSCS. The selection was based on the QCBS selection procedure. Thecontract was signed on 25th October 2010 at a total contract amount of USD 4,107,226.The deployment of consultants commenced from 1st of December 2010. Of the total 12originally identified international consultants, the international social and genderconsultant has had to be replaced due to the unavailability of the previously identifiedconsultant and two other positions have had to be filled up by consultants, who werealready part of the original team and are doing complementary assignments. Under thisarrangement, the 12 international positions have been combined into 10 positions. Theremaining input of one of the three VSTP national consultants has been converted totwo additional international positions as well as reallocation of 2 months to one existinginternational position. Consultants for the two new international positions – NonformalEntrepreneurial Specialist and Skills Standards Specialist, ICT/Business - wereapproved and deployed on 2 September 2012 and 9 September respectively. Of the 10national deployed national consultants, two VSTP consultants resigned with bothpositions already replaced, and the national social and gender specialist was replacedand deployed from November 2011. Up to the end of the reporting period, 12international and 10 national consultants have been deployed. Of the 10 nationalconsultants, the national community development specialist and In-service TVETTeacher Training Specialist have resigned.
E. OVERVIEW OF ACHIEVEMENTS
19 The project was successful in contracting out the consulting contract and deploying theconsultants in a time frame of less than 12 months from the date of advertising for theexpressions of interest from interested consulting firms. The short listing, the invitationfor request for proposals, the technical evaluation of the proposals received fromthe shortlisted firms, the opening of the financial proposals, the consolidatedtechnical and financial marking, the contract negotiations, contract signing anddeployment were done very efficiently compared to the time usually taken in therecruitment process. In spite of the above, the late deployment of the consultants didnegatively impact on the progress of the project as the disbursement in 2010 wasnegligible. However, with deployment of consultants from 1st of December 2010, thepace of progress on a number of outputs has increased significantly. The achievementover the last three reporting quarters has been very significant as reflected from thecontracts award and disbursements, with disbursement in the 3rd quarter of 2012 USD1.427 million, which increased to USD 2.755 million in the 4th quarter 2012, whichfurther increased to USD 2.886 million during this reporting period.
20 The updated design monitoring framework is given in Annex 1.
21 The achievements of the project in terms of compliance with the Grant Covenants isgiven in Annex 2. Nine out of the 45 covenants are one-time covenants. Forty arebeing complied with, and 5 are to be complied throughout project implementation.
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22 The updated good governance framework is given in Annex 3.
23 Based on the action plan agreed during the ADB Review Mission 24-28 September2012 and incorporated in the Aide Memoire, various activities were scheduled to becompleted during the 1st quarter 2013. The progress of the various activities against thetimelines is given in Annex 4.
24 The major achievements during the first quarter 2013 can be synopsized as follows,with elaboration in the appropriate sections, where the achievements in the variousoutputs are described in greater detail:
Output 1: Formal Programs that are more Relevant to IndustrySvay Rieng and Takeo RTCs are in finishing stages with completion at 92% and90%; the other 3 RTCs in Battambang, Kampot and Siem Reap had a contractvariation of one addition of one floor, with completion at 72%, 74% and 70%;
ICB documents for the supply, delivery and installation of automotive andconstruction workshop equipments for the certificate level for the 5 RTCs, NTTIand relevant National Centers of Competency (NCCs) – ITI and PPI – have beenfinalized and are ready for bidding;
The supply, delivery and installation of computer laboratory equipment forcertificate level for the 5 RTCs, NIB, NTTI, CIEDC is under bidding with bidopening on 23 April 2013 and contract award by the third week of May;
Writing of CBLP level 2, with emphasis on task analysis, for four (4) priority jobpositions of civil construction sector has been completed since 28 February andtranslation into Khmer is on-going;
Writing of CBLP level 2, with emphasis on task analysis, for four (4) job priorities ofmechanics sector has been completed since 28 February and translation intoKhmer and is on-going;
Writing of CBLP levels 2 and 3, with emphasis on task analysis, for four (4) priorityjob priorities of ICT and business sectors is still ongoing and;
Writing of Competency Assessment Package (CAP) level 2 for 11 priority jobpositions of mechanics, construction and ICT & Business sectors is ongoing inwhich the written test component will be taken from the CBLP Level 2 oncecompleted;
The status of skills standards development work till the end of the reporting periodis given in Annex 5;
Adult training module for Effective Skills Workshop was completed;
Training on Adult training strategies during the Effective Skills Training workshopfrom January 8 - 11th and January 28th - 31st for RTC and PTC TVET teachers atNTTI has been completed;
Online Lesson plan generator to enable NTTI to organize lesson plans created byIS- teachers has been created;
Lesson Observation Survey of In-Service Teachers has been designed, andLesson Observation Analysis Report has been completed and is given in Annex 6;
Retention survey questionnaire has been revised and redistributed (Annex 7);Revisions to Training Needs Analysis for Community Development Specialist havebeen completed;
Technology probe data from pre-service teachers of NTTI have been collected(Annex 8);Teacher training workshop evaluation form has been revised (Annex 9);
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Action plan for TVET Teacher training has been completed (Annex 10); and
Soft skills competency profiles for TVET teachers have been completed (Annex11).
Output 2: Expanded and Better Quality Nonformal TVET Training
The contracts for the buildings in the two new PTCs in Mondolkiri and PreahVihear, which were signed on 18 June 2011 have been completed and the buildingin Preah Vihear has been handed over and the building Mondolkiri was supposedto be handed over but had to be postponed;
Contract variations for boundary walls for 2 new PTCs in Mondulkiri and PreahVihear and providing electrical transformer connection for PTC Mondulkiri, whichwere signed and the construction is ongoing;
Contracts for supply and delivery of automotive workshop equipment for upgrading21 PTCs and 3 new PTCs, which were signed on 24 July and 06 August 2012,have been completed with the equipment delivered to the sites;
The re-bidding for the delivery of basic workshop and equipment for 21 PTCs hasbeen completed, and the bid evaluation report is being finalized to be submitted toADB;
The achievement of VSTP implementation since April 2011 till March 2013 is asfollows;
VSTP 1st Phase Year 1, completed at the end of 2011, trained 41,947 trainees(female 24,5851), against the target of 41,800 trainees, amounting to 100%completion rate;
VSTP 1st Phase Year 2 and VSTP 2nd Phase Year 1, completed at the end of2012, trained 74,447 trainees (female 44,979 (60%) program, which constitutes93 % of target plan;
VSTP 2nd Phase Year 2 and VSTP 3rd Phase Year 1 are being implemented inrespective target areas since early 2013; so far 3,094 trainees (female 2,095)which constitute 5% against the target of 64,200 trainees have been trained;
Micro-enterprise and Urban VSTP are ready to be piloted in Phnom Penh assoon as the project receives ADB’s approval; and
Cumulative trainees, who have completed the training, are 119,490 trainees,female 71,925 (60%), which constitute 56% against initial target trainees of212,800.
A series of tracer studies of VSTP have been conducted, starting in September2012, when follow-up of VSTP 1st Phase Year 1 “Enterprise-based Training (EBT)and Centre-Based Training” was conducted in target provinces, resulting in thecompletion of a Report and a Sample Success Stories Booklet;
In January 2013, follow-up study VSTP 1st Phase Year 2 was undertaken in alltarget provinces in which selected graduate-trainees, training providers, communecouncil members, and employers were interviewed;
A similar follow-up study of VSTP 2nd Phase Year 1 was conducted in March2013;
Primary data of VSTP 1st Phase Year 2, and VSTP 2nd Phase Year 1 is currentlybeing processed using Excel and SPSS as part of data analysis and datademonstration;
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The Khmer version of the manual for implementing VSTP Follow-Up of 1st PhaseYear 2, and 2nd Phase Year 1 was developed and distributed to respectivemembers guiding them in field data collection; in addition, capacity of the relevantPCU members and counterparts in field data collection related to the content ofdeveloped manual was built;
The English version of the report on Training Need Analysis (TNA) of In-serviceCDS has been finalized; it is being translated from English to Khmer to getcomments from related PCU members and counterparts;
During 3rd to 9th March 2013, related PCU members conducted field coaching totarget TVET institutions in Mondulkiri and Ratanakiri to provide technical support toimplement Rural VSTP in the provinces;
The Khmer version of the draft of implementation guidelines on Micro enterpriseand Urban pilot VSTP has been completed and is being translated into English;
Competency profiles tools/materials, namely (i) Micro entrepreneur questionnaire,(ii) PTC director capacity building questionnaire, (iii) VSTP non-formal coursequestionnaire for teacher, (iv) VSTP non-formal course questionnaire for students,(v) PTCs non-formal course competency profiles forms, have been revised anddiscussed so as conduct the second survey assessment of the 9 selected PTCswhich have implemented VSTP phase 1 and phase 2; and
The competency profiles catalog of VSTP courses in Khmer version has beencompleted and have been circulated for comments.
Output 3: Strengthened Institutional Capacity to Plan and Manage TVETThe processes and documents related to TVET Institution Registration have beenapproved and posted in the web;The discussion on the role of DGTVET and the proposed reorganization ofDGTVET has been completed and the different options have been submitted tothe senior leaders of the Ministry for necessary action;
Additional documents related to the Cambodian Qualification Framework,comprising of 8 levels, approval by NTB in its 8th meeting on 17 February 2012are under preparation;
The firm that was selected to undertake a comprehensive baseline study
commenced its work on 16 January 2012;
inception report was presented and discussed in March 2012;
the first and second draft reports were submitted and reviewed in late May2012 and late July 2012 respectively;
the consultation workshop on key findings was held on 31 July 2012;
a second round of data collection was conducted to fill in the missing dataand to make the report more comprehensive;
the draft final report was submitted in late of December 2012; and
the final report was submitted in late February 2013.
Quality Management Handbook (Khmer version) has been approved by thesenior management and the English version has been translated and will bepublished by the end of April, 2013 in both Khmer and English fordissemination to all TVET institutions in Cambodia;
The Self-Assessment forms with the required documents were collected from 34TVET institutions; the QA-M&E division conducted external QA audit in all the 34public TVET institutions and the reports of QA audit result have been finalizedand will be sent to those 34 institutions for reviews and comments, after receiving
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and reviewing the comments from the institutions, the results of the Audit will bedeclared by the end of May 2013;The survey of certificate program (C1, C2, and C3) is being conducted from 27th
March, 2013;M&E report for 1st quarter of 2013 was completed with physicalaccomplishment of 60.55% against the target of 65.93% (Annex 12);The recruitment of firm to undertake a comprehensive policy and finance study on“Future Directions of TVET and TVET Financing” has commenced and theprogress is as follows :
o 1st submission was on 10 February 2012 and the 2nd and 3rd submissions bythe first ranked firm was on 27 March 2012;
o after the first ranked firm made two major changes in the personnel, thetechnical scoring was less than the minimum qualifying score of 750, whichresulted in its disqualification; after obtaining ADB’s approval, the secondranked firm was requested to submit the technical and financial proposal;
o 2nd and 3rd submissions by the 2nd ranked form were was duly evaluated butdue to the mistakes in the financial proposal, ADB’s guidance was sought inproceeding with the financial negotiations, which were duly conducted;
o contract was signed in December 2012;
o policy study commenced in early January 2013;
o regular consultation meetings have been held;
o Inception Report was submitted and discussed in a consultation meetingwith all important stakeholders; and
o first national consultation workshop is scheduled to be held in the first half ofApril 2013.
The expressions of interest were sought for the second time for packages 1 – 5based on new Terms of Reference and revised costing for the 5 packages; theexpressions of interest were evaluated and the first ranked firms were requested tosubmit the technical and financial proposals; since the first ranked firms declined tosubmit technical and financial proposals for packages 3 and 4, the second rankedfirm for these two packages, who happen to be the first ranked firm for packages 1and 2, was requested to submit the technical and financial proposals; theseproposals have been evaluated and have been submitted for approval so as toproceed with the financial negotiations;
The Database issues related to LMIS have been fixed and the Second Betaversion of LMIS website is now available online at www.cambodialmis.info;
LMIS website presentation issues are being tackled;
Training of LMIS staff on Microsoft has been successfully completed;
TVETMIS hard copy forms have been collected from all public institutions;
TVETMIS institution module and staff module have been developed, othermodules are under development;
The updated the progress of Gender Action Plan is given in Annex 13.
First draft of CGD manual in English and Khmer version has been completed andshared with counterparts and PCUs for necessary further feedback; and
Several national workshops related to policy, operational planning, leadership andmanagement of institutions have been held to build up the capacity of bothDGTVET staff and senior management of the provincial departments and TVETinstitutions.
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F. ACHIEVEMENTS RELATED TO OUTPUT 1
25 With regard to this output, t h e major thrust is on skills standards in the threedefined priority sectors of (i) mechanics, (ii) construction and (iii) ICT and businessthat are endorsed by industry. In addition, curricula and learning materials for thenew standards are to be produced. The upgrading of the five designated TVETinstitutions into Regional Training Centers, the development of training curricula andlearning materials based on skills standards and to train the trainers, to increaseindustry involvement and to strengthen NTTI are all important sub-outputs. Towardsthis end, the capacity building to achieve these outputs has been conducted amonglead teachers from the national centers of competence (NCCs), trainers from NTTI,and senior officers of DGTVET (see PAM, Output 1, para 10). The capacity buildingexercise is ongoing with the conducting of a number of workshops by the deployedin ternat iona l and loca l consultants. Significant progress has been made in thearea of skills standards development.
26 Th e sub-outputs on skill s standard s in the thre e identifie d priority sectors of (i)mechanics , (ii) construction and (iii) ICT and business include the development ofcompetenc y standards, competency-based curriculum, learning packages andassessment packages for certificate levels 1, 2 and 3 that are endorsed by industry.The successful utilization of these curricular documents requires the training not only ofthe teachers of the national centers of competence (NCCs) but also of all thoseteachers who will be adopting the new competency standards-based curriculaparticularly among RTCs and PTCs.
27 The national In-service TVET Teacher Training consultant commenced input of 36months from 1st of December 2010. The national consultant for Civil Works andProcurement was deployed from 15 December 2010. The two international consultantsfor Skills Standards and Curriculum in Mechanics and Construction have 18 monthsinput each and were mobilized on 1 January 2011. Their first input, which wassupposed to be until 23 December 2011, was revised till the end of November and thesecond input commenced on 20 May 2012 and ended on 19 December 2012. The newinternational consultants for Skills Standards and Curriculum in ICT/Businesscommenced his 3 months input on 9 September 2012 and completed his assignment inthe middle of December 2012. The contracts of all three international skills standardsconsultants were extended from the savings from the leave taken by the Team Leader.The international consultant for Skills Standards and Curriculum in Constructioncommenced the first two months of his 6 months contract extension in the beginning ofMarch 2013. The national Curriculum Development Specialist commenced her input of46 months from 1 January 2011. The international TVET Teacher Training Specialistcommenced his 18 month of input on 18 July 2011 and finished his first input of 11months on 18 June 2012. He commenced his second input of 7 months in November2012. The national In-service TVET Teacher Training Specialist with 36 months inputstarted his input on 1 December 2010. He has resigned as of 1 April 2013. Theachievements in all the sub-outputs of the first output are described in the followingparagraphs.
28 Sub-output 1.1 : Upgrade five provincial training centers (PTCs) to regionaltraining centers. Under this sub-output, the achievements during the reporting quarterare summarized below:
29 After completing the master-plans for the 5 PTCs designated as Regional TrainingCenters and obtaining the necessary approval by the senior management, the detailedarchitectural design was completed in consultation with various specialists, taking intoaccount skills standards and gender aspects. These revised plans were also discussed
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with the directors of the Institutions. The detailed working drawings, specifications, billof quantities and cost estimates were completed, necessary approval was sought fromADB to proceed with the bidding. The bids for the 5 packages of civil works for the 2nd
phase construction were received on 22 December 2011. The bid evaluation reportswere submitted to ADB and after receiving ADB’s approval the contracts were signedon 15 March 2012 for a total amount of US$ 1,594,959.42. The constructioncommenced in April 2012.
30 In Takeo RTC, minor changes had to be made in the foundations taking intoconsideration the soil conditions. However, in Kampot RTC, due to the inaccuracy ofthe soil test result against the actual soil conditions, the soil testing had to be redone asthe cost of change in piling and foundation based on the actual soil conditions wasfound to be high. It was agreed that the best way forward was to redo the soil test andmake the necessary changes in the foundation design. ADB gave the no objection toredo the soil testing. The soil testing was redone, the pile foundation was redesigned,the contract variation was submitted to ADB for approval and the contract variation of $58,341.60 was signed, after which the contractor re-started the stalled pile foundationworks.
31 The project proposed construction for one additional floor for the RTCs in Battambang,Kampot and Siem Reap due to their very constrained site conditions, because of verylimited but high value land, and taking into consideration the need for future expansion,which will severely disrupt academic activities. The ADB review mission on September2012 agreed in principle to the addition of one floor in these three sites. The detailarchitectural design, working drawings and cost estimates based on the originalcontract were completed. The contract variation reports were submitted to ADB andafter receiving ADB’s approval the contracts were signed on February 2013 for a totalamount of US$ 226,975.84. The construction of the additional floor commenced at theend of February 2013.
32 The progress of construction in the 2 RTCs in Svay Rieng and Takeo is 92% and 90%complete. The construction is expected to be completed by the end of May 2013. The 3RTCs in Battambang, Kampot and Siem Reap are 80% complete and are expected tobe complete by the end of July 2013.
33 The five site engineers to provide full-time site supervision were recruited following theADB prescribed procedures for recruitment of individual consultants. Contracts weresigned in the middle of March and the site engineers were deployed from 1 April 2012.The site engineers are providing full-time site supervision.
34 The project contracted site engineer, Mr. Sam Pheakdey, on 24thOctober 2011 andextended his contract on 24th October 2012 for full time site supervision of theconstruction of PTC in Mondulkiri for 16 months. With the resignation of the siteengineer in Siem Reap, and the completion of the PTC in Mondulkiri, it was proposedthat Mr. Sam Pheakdey’s contract be extended by a further 9 months from previouslyextended 31 January 2013 to supervise the completion of Siem Reap RTC andadditional 5 months to supervise one of 5 rehabilitation civil works packages to beundertaken in all the PTCs in Cambodia. The contract extension has been approved.
35 The project is also proposing the extension of 2 site engineers supervising theconstruction of the RTCs in Svay Rieng and Takeo for 7 months and the siteengineers supervising the RTCs in Battambang and Kampot for 9 months tosupervise the completion of the buildings that they are currently supervising as wellas to supervise the 4 packages of rehabilitation civil works.
36 The Pilot ICT Equipment for the RTCs has been supplied.
37 The ICB bidding documents for supply, delivery and installation of automotive andconstruction workshop equipments for certificate level courses for 5 RTCs, NTTI and
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respective National Centers of Competence, were submitted to ADB and haveundergone a number of changes and revisions. ADB’s approval has been received.After effecting the final changes suggested by ADB, the ICB packages are to beadvertised for bidding.
38 NCB bidding documents for supply, delivery and installation of computer laboratoryequipments for certificate level courses for % RTCs, NIB, NTTI and CIEDC wereapproved by ADB and this package is in the bidding process with deadline forsubmission of bids on 23 April 2013.
39 Sub-output 1.2 : Develop training modules based on skills standards and traintrainer . Under this sub-output, the achievements during the reporting quarter aresummarized below.
40 The technical working groups for the mechanics, construction and ICT & businessservices sectors have submitted the IAG (Industry Advisory Group) endorsedcompetency standards Khmer version of four (4) competency standards levels 3 & 4 forconstruction, three (3) competency standards levels 3 & 4 for mechanics and four (4)competency standards levels 2, 3 & 4 for ICT & business sectors to NTB Sub-Committee on Skills Standards. All these competency standards have been approvedby the Sub-Committee of NTB on 28 March 2013.
41 The four (4) competency-based curriculum consisting of course design/outline andmodules of instruction/training based on IAG-endorsed competency standards for levels3 & 4 for construction, three (3) competency-based curriculum levels 3 & 4 formechanics and four (4) competency-based curriculum levels 2, 3 & 4 for ICT &business sectors were submitted to Sub-Committee on Standards of NTB on 28 March2013. These entire competency-based curricula have been approved by the Sub-Committee of NTB.
42 The technical working groups of the NCCs will resume writing of competency-basedlearning packages for the NTB approved CS and CBC level 2 for the identified prioritysectors of mechanics, construction and ICT & business services. English version ofthese are targeted to be completed by May 2013 and Khmer version in July 2013 ontime for the implementation of the new standards-based curricula in November 2013 asplanned.
43 The writing of draft competency assessment packages (CAP) for level 2 forconstruction and mechanics as well as levels 2 and 3 for ICT & business servicessectors will be finalized as soon as the CBLP level 2 is completed in May 2013. Theassessment in each learning package will be the source of test items that will comprisethe test item bank from which the knowledge test of the CAP will be extracted to ensurethe knowledge test covers most of the validated elements identified in the competencystandards. The draft Khmer version of the CAP will be submitted to NTB Sub-Committee for review and approval once Khmer version of CBLPs have beencompleted in July 2013.
44 The achievements so far in the skills standards development work is shown Annex 5entitled Updates on Skills Standards Development as of end of March 2013.
45 The first phase of training of RTC and PTC teachers/trainers on the efficient andeffective utilization of the new standards-based curricula and learning packages basedon the NTB approved national competency standards, was conducted in 14-18 January2013 in Battambang Institute of Technology. This training is in accordance with thework plan for the implementation of the new standards-based curricula at the identifiedfive RTCs and three NCCs that has been agreed upon by the members of theimplementation team composed of focal persons from NTTI, NCCs, CIEDC and CNCS-PCU. The NTTI is the lead institution in the implementation, as specified in Appendix 3,Para. 3 of the PAM. NTTI is responsible for TVET teacher training and upgrading.
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46 Sub-output 1.3 : Increase Industry Involvement: Under this sub-output, theachievements during the reporting quarter are as follows:
47 The competency standards and competency-based curriculum for the identified 7priority job positions of mechanics and construction sectors for levels 3 and 4 whichwere approved by the NTB Sub-Committee last 28 March 2013 were validated byindustry expert-workers and subsequently reviewed and endorsed by industry advisorygroups prior to submission to NTB Sub-Committee for approval.
48 TWG of NIB has achieved significant accomplishments for the ICT and businesssectors during this reporting quarter. The 4 competency standards and competency-based curriculum for the identified job priorities for ICT and business sectors for levels2, 3 and 4, validated by industry expert workers and consequently reviewed andendorsed by industry advisory groups, have been approved by NTB Sub-Committeelast 28 March 2013.
49 The NTB Sub-Committee has approved the competency standards and competency-based curricula level 2 for Administrative Services and level 3 for Computer Services,HR Services and Customer Services. Likewise, competency-based curricula level 2 forComputer Services, HR Services and Customer Services and level 3 for AdministrativeServices have been approved NTB Sub-Committee. All these competency standardsand competency-based curricula were validated by industry expert-workers andsubsequently reviewed and endorsed by industry advisory group prior to submission toNTB Sub-Committee for approval.
50 In conformity with the project implementation work plan and Aide Memoire on thedevelopment and implementation of the skills standards and new curricula, thefollowing activities were carried out during the reporting period:
Submission of the IAG (Industry Advisory Group) endorsed competency standardsKhmer version of four (4) competency standards levels 3 & 4 for Construction, three(3) competency standards levels 3 & 4 for Mechanics and four (4) competencystandards levels 2, 3 & 4 for ICT & Business sectors.
Submission of the IAG (Industry Advisory Group) endorsed competency-basedcurriculum Khmer version of four (4) competency standards levels 3 & 4 forConstruction, three (3) competency standards levels 3 & 4 for Mechanics and four(4) competency standards levels 2, 3 & 4 for ICT & Business sectors.
Writing of competency-based learning packages for validated elements identifiedin the NTB approved competency standards level 2 with emphasis on the sub-process of task analysis was completed on 28 February 2013. The draft taskanalysis will be presented to industry expert workers for critiquing and refinement inMay 2013 and after which the writing of the learning module will commence and willbe ready for use during the implementation of the new standard-based curriculumlevel 2 in November 2013.
51 Capacity building interventions have been planned and will be implemented for theeffective utilization of the NTB approved national competency standards and theirsubsequent curriculum documents (e.g., competency-based curriculum, learningpackages and competency assessment packages). Teachers of RTCs and PTCs willbe trained on the effective implementation of the approved competency-based curriculaand learning materials to enhance the quality of training program/course that they willoffer in their respective TVET institutions as defined in the PAM, Output 1, para 10; andOutput 3, para 24 and eventually increase employability of their graduates.Implementation work plan was drafted under the guidance of appropriate internationalconsultants and adopted by the implementation team composed of NTTI, NCCs,CIEDC and DNCS-PCU. As specified in the PAM, Annex 3, para 3, NTTI will providethe overall coordination and oversee the implementation.
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52 Curriculum Development: The major focus in this sub-output during this reportingperiod was on submission for review and approval of the competency standards andcompetency-based curriculum levels 2, 3 and 4 for the priority sectors of mechanics,construction, and ICT & business services to NTB Sub-Committee on Standards asrequired in PAM, Output 1, para 11; Output 3, para 24.
53 It is an indispensable requirement that the formulation of curriculum is aligned with thenational competency standards approved by the NTB. NCCs have achieved significantaccomplishments in the development of CBCs comprised of course designs and moduleof instruction/training. TWG of ITI has so far drafted thirteen (13) CBCs for levels 2, 3,and 4, while PPI has fourteen (14) CBCs for same levels and NIB has fifteen (15) forlevels 2, 3 and 4 with a total of 40. These CBCs have been reviewed and endorsedby their respective Industrial Advisory Groups and approved by the NTB Sub-Committee last 28 March 2013.
54 Another significant output for this reporting period was the activity supporting theimplementation of PAM, Output 1, para 10; and Output 2, para 14. The equipmentfor the certificate courses in automotive and construction trades for th e f i ve RTCs,ITI, PPI, and NTTI were finalized, the National Competitive Bidding documentsprepared and the bidding is now ongoing.
55 Sub-output 1.4 : Strengthen the National Technical Training Institute (NTTI) forsystem upgrading. Under this sub-output, the achievements during the reportingquarter are as follows.
56 Capacity sessions are scheduled twice weekly, and primarily conducted in a flexiblemanner through email correspondence and document review due to time restriction andscheduling conflicts.
57 Curriculum Development: More time is needed for the teaching teams to adapt theready-to-use curriculum materials into NTTI’s Training Technical Teacher curriculum. Insome cases, materials were collected, whereas in other cases, teachers appear to behaving a difficult time. To improve the process of curriculum development, the TWGhas recommended conducting a survey of the curriculum from all stakeholders onprogram issues and curriculum quality. The purpose is to review and analize theexisting Training Technical Teacher curriculum to aid the process of curriculumdevelopment and decision making.
58 NTTI continues to progressively integrate COL subjects into the general pedagogicalcurriculum. Their current approach is to develop a deeper occupational analysis usingformal processes such as the Developing a Curriculum (DACUM). The workshop onvalidation of competency standards for TVET teachers was conducted on March 25 –26, 2013.
59 A primary goal of pre-service preparation is to develop skills the teacher candidate cansuccessfully apply as a novice TVET teacher. As such, pre-service teachers weresurveyed on the characteristics of effective lesson planning given by NTTI’s IS teachersbased on a four-step instructional model. Table 1 shows the mean percentage scoresby lesson plan category. The completed report is given in Annex 6.
Table 1: Mean Percentage Scores by CategoryCategories Very High (4) High (3) Fair (2) Poor (1) NA (0)
Motivation 24% 55% 14% 7% -Presentation 41% 41% 13% 6% -Application 31% 44% 20% 5% -Evaluation 33% 44% 16% 7% -Preparation by the teacher 21% 56% 19% 5% -
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60 NTTI has elevated teacher retention to the top of the list of educational issues, as such,an assessment of the factors that affect teacher retention were examined through aquestionnaire designed by the TWG and re-distributed to TVET teachers of PTCs andRTCs. These factors were categorized as motivation or hygiene factors, as defined byHerzberg in his Motivation-Hygiene theory. The questionnaire is given in Annex 7.
61 Capacity sessions are scheduled twice weekly, and primarily conducted in a flexiblemanner through email correspondence and document review due to time restriction andscheduling conflicts.
62 The achievements in Output 1 are synopsized in the table given hereunder :
Table 2: Achievements in Output 1Sub-outputs
Achievement
Upgrade fiveprovincialtraining centersto regionaltraining centers
o The progress of construction in the 5 RTCs at the end of March 2013 is 92% forSvay Rieng and 90% for Takeo RTCs and around 70% for Battambang, Kampotand Siem Reap RTCs (taking into account the contract variation of oneadditional floor in all the three RTCs).
o The pilot ICT equipment for the RTCs has been delivered.o ICB bidding documents and project cost estimates for certificate level
automotive and construction workshops equipment for 5 RTCs, NTTI complexand related NCCs have been approved and are ready for bidding.
o NCB documents for supply, delivery and installation of computer laboratoryequipment for certificate courses for 5 RTCs, NIB and CIEDC were approvedand are under bidding.
Develop trainingmodules basedon skillsstandards andtrain trainers
o Seven (7) competency standards for job priorities of construction sector such asmasonry, steel fabrication & fixing, rough carpentry and finishing carpentry forlevels 3 and 4 have been reviewed and approved on 28 March 2013 by the NTBSub-Committee.
o Seven (7) competency-based curricula for job priorities of construction sectorsuch as masonry, steel fabrication & fixing, rough carpentry and finishingcarpentry for levels 3 and 4 have been reviewed and approved by the NTB Sub-Committee on 28 March 2013.
o Six (6) competency standards for job priorities of mechanics sector, namely:automotive servicing, auto air conditioner servicing and automotive electricalservices for levels 3 and 4 have been reviewed and approved on 28 March 2013by the NTB Sub-Committee.
o Six (6) competency-based curricula for job priorities of mechanics sector, namely:automotive servicing, auto air conditioner servicing and automotive electricalservices for levels 3 and 4 have been reviewed and approved by the NTB Sub-Committee on 28 March 2013.
o Eight (8) competency standards levels 2, 3 and 4 for ICT & Business servicessector were reviewed and approved on 28 March 2013 by the NTB Sub-Committee. These include competency standards for computer services,administrative services, human resource services, and customer services.
o Twelve (12) competency-based curricula levels 2, 3 and 4 for ICT & Businessservices sector were reviewed and approved on 28 March 2013 by the NTB Sub-Committee. These include competency-based curricula for computer services,administrative services, human resource services, and customer services.
o Writing of CBLP level 2 for 11 job priorities of construction, mechanics and ICTand business sectors is on-going and the English version and Khmer version arescheduled for completion on May 2013 and July 2013, respectively.
o Writing of competency assessment packages level 2 for 11 priority job positions of
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Sub-outputs
Achievement
mechanics, construction and ICT & business services sectors is on-going and tobe finalized by the time the competency-based learning packages are completed.Test items for knowledge test of the competency assessment package will bederived from the CBLPs’ assessment items
Increaseindustryinvolvement
o Industry is very much involved in all critical stages of competency standards(CS) and competency-based curriculum (CBC) development and will be involvedin competency-based learning packages (CBLP) and competency assessmentpackages (CAP). Industry expert-workers are involved in the validation of thedrafts of CS and CBC prepared by the NCCs; afterwards, the Industry AdvisoryGroups composed of owners and managers of private establishments engagedin target sectors of mechanics, construction and ICT & business review andendorse the validated CSs and CBCs. Subsequently, the NTB Sub-committeeon Skills Standards reviews and endorses the documents and finally NTB withrepresentation from the private sector approves the CSs and CBCs.
Strengthen theNTTI for systemupgrading
o During January 8th -11th and January 28-31, NTTI conducted workshops onEffective skills training tor RTC and PTC TVET teachers. The following topicswere covered: Communications, Problem Solving, Lesson Planning, AdultTeaching Techniques.
o Validation workshop on March 25-26th for competency standards of TVETTeachers completed.
o Integration of NTTI’s curriculum with pre-existing COL modules has beencompleted and competency profiles developed.
o Lesson Observation survey data has been collected, evaluation report is given inAnnex 6.
o Retention survey revised and redistributed with 80% response to date.o Technology probe data from pre-service teachers has been collectedo Concept paper on blended learning has been completed and submitted for
endorsement.
63 In terms of DMF, the status with regard to Output 1 is given in the following Table 3.Table 3: Status of Output 1 as per Design and Monitoring Framework
Performance targets/Indicator StatusAgainst a 2010 baseline:30% increase in the number ofstudents entering certificate programs(grade 9+) by 2015
62% (195) of students completed grade 12 and 19% completed grade 9entering certificate program, from Baseline Report (December, 2012);2,086 students enrolled in three areas (325 for construction, 1,186 formechanic, and 575 for ICT/business) at certificate level 1-3.-678 students in C1, 407 students in C2, and 1,001 students in C3-in mechanics, 4% female, construction 5% female and ICT/business has 29%female enrolment
Five upgraded RTCs established by2015a
Five RTCs building under construction and will be completed in the next 2 to 4months; NCB computer equipment under bidding; ICB automotive andconstruction equipment to be advertised soon; capacity building of teachersand senior management on-going.
Three industry advisory groupsestablished and operational by end2010
- Three Industrial Advisory Groups have been established and these threegroups are operational
Industry advisory groups endorseskills standards for the three sectorsby mid-2011
Competency standards development in three sectors reviewed and endorse byIAG as follows:Construction Sector
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Performance targets/Indicator Status4 job positions – Levels 3 & 4 - CS and CBC reviewed by IAG3 job positions – Level 2 - CS and CBC reviewed by IAGMechanics Sector3 job positions – Level 2 - CS approved by NTB, CBC endorsed by NTB Sub -committee3 job positions – Levels 3 & 4 - CS and CBC reviewed by IAG4 job positions – Level 2 - CS and CBC reviewed by IAGICT/Business Sector4 job positions – Level 2 - CS reviewed by IAG, CBC validated by Expert Group4 job positions – Level 3 - CS endorsed by NTB sub-committee and CBCreviewed by IAG3 job positions – Level 2 - CS of one job has been validated by expert group;other works are ongoing
Women make up 25% of industryadvisory group membership
Total members of IAG : 50 people with 5 [or 10%] females-IAG for Construction Sector: 18 people (3 females)-IAG for Mechanic Sector: 16 people (none of female)-IAG for ICT/Business Sector: 16 people (2 females)
Skills standards and skills-basedtraining modules developed throughindustry-led process for certificateprograms by 2012
CBLP under preparation and Certificate Level 1 for the three industry sectorswill be piloted from the coming academic year, October 2013
Coordinated system of professionalsupport established to improveinstructor training by 2012
The required Pre-service and In-service training is scheduled to begin from midof 2013
300 TVET instructors graduate eachyear from NTTI from 2011
Total 1,358 instructors (17% female) reported by DTVETM in 2011 withannual recruitment of 300 Instructors each year-2011: recruited 300 TVET Instructors-2012: recruited 300 TVET Instructors
All instructors in the three sectorsmeet technical and pedagogicalrequirements by 2015
The upgrading of the teachers on as-and-when needed basis is ongoing
G. ACHIEVEMENTS RELATED TO OUTPUT 2
64 In this output, the main focus is to extend the national access to non-formal TVETtraining (especially in rural areas) with a VSTP scheme aimed to increase the trainingprovision for the young and unemployed poor students (mainly female) at communitylevel.
65 The national Deputy Team Leader/Lead VSTP Specialist commenced input of 54months from 6th of December 2010. The national VSTP I specialist was deployed from1st of December 2010. The national Community Development Specialist commencedhis input of 36 months from 20 December 2010; however he has resigned effectivefrom 1st of October, 2012. The national Deputy Team Leader/ Lead VSTP specialistresigned effective from 18 April 2011. The national VSTP I specialist also submitted aresignation, which became effective from 21 April 2011. A replacement was found andapproved for VSTP 2. The replacement commenced work from 25 April 2011. Thenational Policy, Management and Institutional Development Specialist wassubsequently designated as the Deputy Team Leader. A replacement for the leadVSTP specialist was submitted for approval by ADB. When this replacement wasunavailable, the second ranked candidate was recommended for approval by ADB,which was duly granted. This consultant was deployed from 1 December 2011. Thesavings from the national VSTP positions have been utilized for the recruitment of twonew international positions. The national community development specialist hasresigned. The savings from this will be utilized to extend the services of the national
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VSTP consultant.
66 Sub-output 2.1 : Establish provincial training centers in un-served provinces. Thecontracts for two new PTCs in Mondulkiri and Preah Vihear were signed on 18November 2011 for a total sum of $ 482,332.59. The two site engineers to provide full-time supervision were recruited and deployed from 10 October and 24 October 2011.The construction has been completed. Preah Vihear PTC building has been officiallyhanded over. The Mondulkiri PTC building was also supposed to be handed over butthis ceremony had to be postponed. After obtaining ADB’s approval, the contractvariation for the boundary walls of the 2 new PTCs was signed in March 2013 and theconstruction of the boundary walls is ongoing. ADB also approved the installation of thetransformer in Mondulkiri PTC.
67 Sub-output 2.2 : Extend the voucher skills training program (VSTP) to all theprovinces. The achievements under this sub-output during the reporting quarter are asfollows:
68 Under the project, there are two types of VSTP, (i) Rural VSTP and (ii) Urban VSTP.
Rural VSTP, also sometime called provincial VSTP, is targeting 530 communes in145 districts in 23 provinces, grouped into three phases. Each phase is to beimplemented for two years each.
Urban VSTP, which is to be piloted under the project in Phnom Penh, has twocomponents - Micro-enterprise VSTP (MEVSTP) and Urban pilot VSTP (UVSTP).Cambodia-India Entrepreneur Development Center (CIEDC) and JapaneseVolunteer Center (JVC) in Phnom Penh will be responsible for program facilitation.
69 CIEDC is responsible for implementing MEVSTP in order to build capacity of selectedmicro-enterprises in small business management. MEVSTP will target 10 Sangkats andprovide training to 400 trainees for two years.
70 Japanese Volunteer Center (JVC) is responsible for implementing UVSTP in order toprovide skills training to 400 out-of-school youth in mechanics and automotive duringtwo years of program period.
71 Three different VSTP training modes - community-based, enterprise-based and center-based training - are applied in the implementation of Rural VSTP.
72 Figure 1 gives the map of Cambodia where rural VSTP is being implemented.
Figure 1: Target Provinces for Rural VSTP Implementation
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73 Figure 2, is the demonstration of timeframe for VSTP Implementation. Each Phase ofVSTP will implement for two years subsequently. Altogether, VSTP will implement forfour years within five years of STVET project period.
Figure 2 : VSTP Implementation Timeframe
74 The Scope and Structure of VSTP implementation is given in Figure 3.
Figure 3: Scope and Structure of VSTP implementation under STVET project
CeBT
400 Target Trainees
Project Coordination Unit
(PCU) of MLVT
National Training Board(NTB)
Target TVET Institutions
VSTP Models
Rural VSTP(Institutions & PTCs)
Micro-enterprise PilotVSTP (MEVSTP), (CIEDC)
Urban Pilot VSTP(UVSTP), (JVC)
Target Area530 communes, 145 districts
in 23 Provinces
TrainingMoods
CeBTCBTCBT
TrainingMoods
CeBTCBT
TrainingMoods
EBT
212,000 Target Trainees
Directorate General TVET(DGTVET) of MLVT
400 Target Trainees
To provide technical skills training to out of school youthsand community people in order to improve
income generation and employment
Target Area10 Sangkat in Phnom Penh
Target AreaPhnom Penh
Provincial Training Board(PTB)/Training Board (TB)
1st Phase, Year 1 1st Phase, Year 2 2nd Phase, Year 1
2nd Phase, Year 2 3rd Phase, Year 1 ME-VSTP Year 1 U-VSTP Year 1
3rd Phase, Year 2 ME-VSTP Year 2 U-VSTP Year 2
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75 In 2011, VSTP 1st phase year 1 was implemented from April to November 2011covering 209 communes in 54 districts in 7 provinces (Battambang, KampongChhnang, Kampot, Siem Reap, Steung Treng, Svay Rieng, and Takeo). At the end of2011, the achievement of VSTP program implementation is shown as follows;
Trainees: The total trainees were 41,947 [females 24,851 (60%)], whichconstitute 100% against target of 41,800 trainees. Among the trainees were288 (0.6%) minority people belonging to Cham, Kouy, Pnorng, and Charaycommunities.
Training courses: The total VSTP courses were 1,585, comprising of 1,095CBT, 426 EBT, and 64 CeBT.
Training providers: The program employed 615 trainers (251 females). Thedistribution of trainers by VSTP modes were 161 (32 females) CBT, 394(females 191) EBT, and 60 (28 females) CeBT.
76 In 2012, VSTP 1st phase year 2, and VSTP 2nd phase year 1 was implemented. Theprogram targeted 401 communes in 89 districts in 14 provinces. The initial target planwas to provide skills training to 80,200 trainees, comprising of 41,800 trainees underVSTP 1st Phase Year 2, and another 38,400 trainees under VSTP 2nd Phase Year 1.
77 The cumulative achievement of VSTP implementation in 2012 (including 1st PhaseYear 2 & 2nd Phase Year 1) is as follows;
Trainees: The total trainees were 74,449 (44,979 females), which constitute93% against target of 80,200 trainees. Among them, there were 1,594 (2.1%)minority people.
Training courses: The total VSTP courses were 2,935, CBT 2,055, EBT 777,and CeBT 103.
Training providers: The program employed 1,390 trainers (498 females). Thedistribution of trainers by VSTP moods were CBT 699 (158 females), EBT 599,(299 females) and CeBT 98 (41 females).
78 In 2013, all three models of VSTP (Rural VSTP, Micro-enterprise Pilot VSTP, andUrban Pilot VSTP) are being implemented in their respective target areas;
Rural VSTP: (i) VSTP 2nd Phase Year 2, and (ii) VSTP 3rd Phase Year 1 Urban Pilot VSTP: (i) Micro-enterprise VSTP, and (ii) Urban VSTP
79 VSTP 3rd Phase Year 1 is covering 129 communes in 56 districts in 9 provinces(Banteay Meanchey, Kampong Speu, Kampong Thom, Kep, Mondulkiri, OrdorMeanchey, Pailin, Preah Vihear and Ratanakiri). The target of the program is to provideskills training to 25,800 trainees.
80 During this reporting period, VSTP 2nd phase year 2 is being implemented in two out ofthe targeted 7 provinces. So far, 1,843 trainees (1,252 females) have completed theCBT training courses. VSTP 3rd phase year 1 is being implemented in one out of 9target provinces. So far, 1,251 trainees (843 female) have completed their trainingthrough CBT modality. Totally, both groups provided training to 3,094 (2,095), whichconstitute 5% of the targeted 642,900 trainees.
81 Micro-enterprise and Urban VSTP is in the preparation phase for piloting. CIEDC hasidentified three potential NGOs to provide training services for the program. A surveyhas been done to identify target micro-enterprises in each of the target areas and areport has been prepared for documentation.
82 JVC has already announced publicly calling for applicants from target groups. So far 20applicants were evaluated and shortlisted to receive training from the program.
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83 Table 4 gives the data of VSTP implementation in terms of trainees, training coursesand training providers from 2011 to present.
Table 4: Achievement of VSTP Implementation
Description Mood 2011 2012 2013 Cumulative
Trainees
CBT38,687(23,238 females)
69,754(42,599 females)
3,094(20,95 females)
111,535(67,932 females)
EBT1,590(860 females)
2,615(1,413 females) 0
4,205(2,273 females)
CeBT1,670(753 females)
2,080(967 females) 0
3,750(1,720 females)
Sub-total41,947(24,851 females)
74,449(44,979 females)
3,094(2,095 females)
119,490(71,925 females)
TrainingCourse
CBT 1095 2055 N/A 3150EBT 426 777 N/A 1203CeBT 64 103 N/A 167
Sub-total 1585 2935 N/A 4520
TrainingProvider
CBT161(32 females)
699(158 females) N/A
860(190 females)
EBT394(191 females)
599(299 females) N/A
993(490 females)
CeBT60(28 females)
98(41 females) N/A
158(69 females)
Sub-total615(251 females)
1,396(498 females) N/A
2,011(749 females)
84 Internal Monitoring: The training programs of VSTP have been monitored regularly byrespective TVET institutions and commune councils in each of the training areas.CDSs, in collaboration with commune councils, are in charge of regular monitoring ofcommunity-based training. The enterprise-based training is also being monitored atleast once a month for every training course. The center-based training is regularlymonitored by respective TVET institutions during the training period.
85 The report on Training Need Analysis (TNA) of In-service CDS (English version) hasbeen finalized. It is being translated from English into Khmer to seek comments fromrelated PCU members.
86 Sub-output 2.3: Develop directors and staff of provincial training centers. Underthis sub-output, the achievements during the reporting quarter are synopsized in thefollowing paragraphs.
87 External monitoring and Coaching: During 3rd to 9th March 2013, related PCUmembers conducted field coaching to target TVET institutions in Mondulkiri andRatanakiri. The overall purpose was to provide technical support to directors and staffof the respective institutions to implement rural VSTP as well as to monitor the progressof VSTP implementation.
88 External Evaluation: A series of tracer studies of VSTP have been implemented since2012. In September 2012, a field study to follow up on the trainees of “Enterprise-basedTraining (EBT) and Centre-Based Training” in target provinces of VSTP 1st Phase Year1 was undertaken. A Report of the Follow-up Study of VSTP 1st Phase Year 1 andSample Success Stories Booklet have been prepared and finalized.
89 In January 2013, follow up study was conducted in all target provinces of VSTP 1stPhase Year 2, in which selected graduate-trainees, training providers, communecouncil members, and employers were interviewed. Similarly, a follow-up study ofVSTP 2nd Phase Year 1 was undertaken in March 2013.
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90 Currently, all the primary data of VSTP 1st Phase Year 2, and VSTP 2nd Phase Year 1is being processed using Excel and SPSS as part of data analysis and datademonstration.
91 A Khmer version of the Manual for implementing the VSTP Follow Up Study of 1stPhase Year 2, and 2nd Phase Year 1 was developed and distributed to respectivemembers to guide them in data collection in the field. In addition, capacity has beenbuilt in field data collection with regard to the contents of the developed manual.
92 Sub-output 2.4 : Upgrade training on skills standards in the provincial trainingcenters. Teachers of nine (9) PTCs were given a 5-day in-service training on thedevelopment of standard-based curriculum aligned with NTB approved competencystandards. The workshop was conducted on 14-18 January 2013 at the BattambangInstitute of Technology. It includes an overview of the processes in formulatingcompetency profile, development of competency standards and competency-basedcurriculum.
93 All RTC and PTC teachers who have attended the 14-18 January 2013 workshop willbe given in-depth training in compliance with the sub-output on “Upgrade training onskills standards in the provincial training centers”. They will be trained to writestandard-based curricula through in-service training in the five RTCs using the NTBapproved course design and modules of instruction/training, hand-outs and PowerPointslides developed for the following workshops: a) “Skills Standards DevelopmentWorkshop”, b) “Competency-Based Curriculum Development Workshop”, c)“Competency-Based Learning Packages Development Workshop” and d) “CompetencyAssessment Packages Development Workshop”.
94 TVET curricula and learning materials for the new national competency standards level2 will be produced for the PTCs. Likewise, relevant workshops will be set up andequipment for the new curricula will be installed to meet the training requirements of thethree industry sectors.
95 Sub-output 2.5 : Increasing accessibility to structured skills training. PTC staffdirectly involved in updating or developing non-formal courses shall be trained to reviewand enrich current curriculum and aligned to Cambodia’s National QualificationFramework and new competency standards. They will also be trained to develop newcompetency standards and curricula in consultation with expert-workers and employers.Development of learning modules for the new curriculum will form part of the capacitybuilding intervention for the PTCs.
96 PTC curriculum development staff shall be trained to align current curricula toCambodia’s National Qualification Framework and NTB approved competencystandards. They will also be trained to identify and develop new competency standardsin consultation with expert-workers and employers. Development of new standard-based curricula and learning packages in accordance with the competency-basedapproach will also be included in their training course design.
97 Workshop on development and writing competency-based learning package (CBLP)was successfully conducted for all three technical working groups of the three prioritySectors – Construction (PPI), Mechanics (ITI) and ICT & Business Services (NIB)including senior staff of DNCS and PCU counterparts.
98 The following works are ongoing :
o writing English version of CBLP level 2 for construction, mechanics and ICT &business services for 21 priority job positions; and
o writing English version of CAP level 2 for construction, mechanics and ICT &business services for 21 priority job positions
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99 The achievements in Output 2 are synopsized in the following table given hereunder :
Table 5: Achievements in Output 2Output Achievement
Establish provincial trainingcenters in unservedprovinces
o The two new PTC buildings in Mondulkiri and Preah Vihear werecontracted on 18 November 2011 for $ 482,332.59; the constructionhas now been completed with Preah Vihear PTC officially handedover. The handing over of Mondolkiri PTC has been delayed.
o The contract variation for boundary walls for PTCs in Mondulkiri andPreah Vihear and electrical transformer connection for Monduliri havebeen signed and the construction of the boundary walls hascommenced.
o The contract for the supply of equipment for construction andautomotive workshops for the new PTCs was signed; the bidding wasundertaken, the bids were evaluated and approved and the contractshave been signed; the equipment has been delivered.
o The re-bidding of basic workshop equipment was advertised on 23November 2012; the evaluation is ongoing; the contract is expectedto be signed by April 2013.
Extend the voucher skillstraining program to allprovinces
o The achievement of VSTP 1st phase, year 1 (2011) as follows: 38,687 trainees (23,238 females) completed community-based
training (100% completed against target); 1,590 trainees (860 females) completed enterprise-based (101%
completed against the target); 1,670 trainees (753 females) completed center-based training
(99% completed against the target); Altogether 41,947 trainees (24,851 females) have completed all
training programs (100% completed against annual target).o The progress of VSTP 1st phase, year 2 (2012) is as follows:
38,236 trainees (24,716 females) completed community-basedtraining (99% completed against target);
1,680 trainees (940 females) completed enterprise-based (113%completed against the target);
1,601 trainees (641 females) completed center-based training(94% completed against the target);
Altogether 41,517 trainees (26,297 females) have completed alltraining programs (99.3% completed against annual target).
o The progress of VSTP 2nd phase, year 1 (2012) is as follows: 31,518 trainees (17,883 females) completed community-based
training (85% completed against the target); 935 trainees (473 females) completed enterprise-based (107%
completed against the target); 479 trainees (326 females) completed center-based training
(72% completed against the target); Altogether 32,932 trainees (18,682 females) have completed
training (86% completed against annual target).o The progress of VSTP 2nd phase, year 2 (2013) in this reporting
period is as follows: Altogether 1,842 trainees (1,252 female) completed community-
based training only (5% completed against annual target).o The progress of VSTP 3rd phase, year 1 (2013) in this reporting
period is as follows: Altogether 1,251 trainees (843 females) completed community-
based training only (5% completed against annual target).o The progress of Micro-enterprise Pilot VSTP, year 1 (2013) in this
reporting period is as follows:
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Output Achievement Related committee and working groups for program
implementation have been set up and these are operational; CIEDC has identified 3 potential NGOs to provide training
services; The survey has been done to identify target groups and skills
training needs, and reports were produced; List of selected target groups was prepared.
o The progress of VSTP Urban Pilot VSTP, year 1 (2013) in thisreporting period is as follows: CIEDC has announced publicly about the program and the target
group; Trainees shortlist has been prepared based on the applicants.
o Micro-enterprise and Urban VSTP implementation guidelines havebeen drafted and the designed implementation procedures havebeen accepted by respective TVET institutions. Only minor pointsneed to be reviewed and revise and then finalized.
o TNA report of In-service CDS in English has been drafted andfinalized; this report is to be translated from Khmer to English.
o The Report on Follow Up of selected graduates of EBT and CeBT ofVSTP 1st phase, Year 1 (2011) has been finalized for documentation.
o The booklet on Sample Success Stories of VSTP 1st Phase Year 1Implementation has been completed and documented.
o The data of Tracer Study of VSTP 1st Phase Year 2, and 2nd PhaseYear 1 has been coded and entered into program (excel and SPSS)for analysis and reporting.
Develop directors and staffof provincial trainingcenters
o Institute/PTC directors and CDSs implementing 2nd and 3rd phaseVSTP were mentored by PCU and consultants during monitoringvisits of VSTP implementation.
o The practical survey assessment on competency profiles of VSTPcourses within the VSTP phase 1 and phase 2 (with PTC directors,teachers and self-employed graduates) has been conducted.
o Directors of TVET institutions were informed of the results on “Non-formal training courses and competency profiles”.
Upgrade training on skillsstandard in the provincialtraining centers
o A 5-day in-service training of RTC and PTC teachers in thedevelopment of standard-based curriculum aligned with NTBapproved competency standards was conducted. It includes anoverview of the processes in formulating competency profile,development of competency standards and competency-basedcurriculum.
Increasing accessibility tostructured skills training
o The accessibility to structured skills training will improve afterestablishment of new training centers and after implementation of thenew competency based curricula.
o VSTP competency profiles catalogue in English has been completed.o Pocket Book for business set-up of teachers and students for self-
employed has been completed.
100 The progress status of this output as per DMF is given in Table 6 below :
Table 6: Status of Output 2 as per Design and Monitoring FrameworkPerformance targets/Indicator Status
VSTP extended to all provinces by 2015 withnew operating guidelines
At the end of 2012, VSTP had been implemented in 14 provinces (7provinces in 2011 and another 7 provinces in 2012); in 2013, rural VSTPis to be implemented in another 9 provinces and urban VSTP is to bepiloted in Phnom Penh; therefore, VSTP will be extended in all 24provinces targeted in 2013
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Skills standards and skills-based trainingmodules developed through an industry-ledprocess for enterprise- and center-basedprograms
Ongoing; the skills standards development work is being undertaken inconsultation with expert workers for validation and endorsement byIndustrial Advisory Groups (IAGs) of all major stages of development
New courses, curricula and standards tosystematize nonformal training introduced byend 2013
Draft competency profiles for 10 non-formal center based training for10 job profiles completed.
210,000 participants have completed VSTPtraining by 2015
By the end of March 2013, there were 119,490 trainees who completedVSTP training, which constitute 56% ( female 60%) against target212,800 participants to be completed by the end of 2014 (set byDGTVET).
- 41,947 trainees completed training in 2011- 74,447 trainees completed training in 2012- 3,094 trainees completed training in the first quarter of 2013
An additional 12% (600) have graduatedfrom non-VSTP courses in PTCs (from 2008baseline of 5,000)
To be determined from impact study
40% of VSTP training is enterprise- orcenter-based
In 2011 : 2,150,300 training hours (or 58.4%) went spent on enterpriseand center base training for VSTP 1st phase year 1 in 2011. This hasexceeded the target of just 40% (refer to the draft report on VSTP followup report)In 2012: 5,853,739 training hours were spent on all three VSTP trainingmodes of 1st Phase Year 2, and 2nd Phase Year 1. The proportion oftraining hours by VSTP modes were CBT 2,790,160 (48%), EBT1,705,039 (29%), and CeBT 1,358,540 (23%).Accumulative from 2011-2012, total training hours of VSTP 1st PhaseYear 1 & 2, and 2nd Phase Year 1 was 9,536,419 in which CBT4,322,440 (45%), EBT 2,778,479 (29%), and CeBT 2,435,500 (25%).Totally, 54% of VSTP training hours was EBT and CeBT trainingcourses.
80% of all trainees in enterprise- or center-based training in the three industry sectorswill earn a new certificate of competency
To be determined later on when the new certificate courses are to beimplemented.
Two new PTCs have been constructed byend 2011
2 new PTC buildings in Mondulkiri and Preah Vihear were completed100% at the end of 2012. Additional work on boundary wall for bothPTCs and installation of electrical transformer line in Mondulkiri PTC willbe completed by July 2013.
PTC performance improved through betterprogram planning and management, betterfinancial management and data recording,increased community outreach, and morerevenue generation by 2015b
Ongoing process. A number of national workshops have been held onmanagement and operational planning
All PTC instructors have completed the newteacher in-service training program by 2015c
This is planned to be commence in the middle of 2013.
H. ACHIEVEMENTS RELATED TO OUTPUT 3101 The main objective of this output is to strengthen the institutional capacity to plan and
manage technical and vocational education and training.
102 The Policy, Management and Institutional Development Specialist/Team Leader, with54 months input, was deployed from 1st December 2010, along with the national Policy,Management and Institutional Development Specialist, who was also deployed at thesame time for a total input of 54 months. The savings of 7.82 person months accruedfrom the various leaves taken by the Team Leader over the past 2 years has been re-allocated to the extension of contracts of the three skills standards specialists. TheTeam Leader’s current remaining allocation is 46.18 months. After the resignation of
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the lead national VSTP consultant/deputy team leader, the national Policy,Management and Institutional Development Specialist was approved to be appointedas the Deputy Team Leader. The national ICT specialist, with input of 60 months wasalso deployed from 1st of December 2010. The international M&E specialist with 11months input was deployed from 19 December 2010. Since this international consultantcould not complete the first input and the resumption of his assignment was unclear, itwas proposed and agreed that 3 months of input of this consultant be reduced andallocated to the Project Finance Specialist, who has considerable M&E experience.This was done and the replacement completed 3 months of the input. The originallyselected national M&E specialist with input of 28 months had to be replaced, and thereplacement consultant was deployed from 15 February 2011.
103 The International Database Specialist, with only 2 months inputs, was proposed by theproject to be given the additional responsibility of VETMIS IT Systems Analyst with 4months input. After obtaining ADB’s approval, the international VETMIS IT SystemsAnalyst was deployed from 18 July 2011. In the same manner, the international LMISWebsite Specialist, with 4 months input, was proposed by the project to be given theadditional responsibility of LMIS Specialist, Development and Training, with 10 monthsinput. After obtaining ADB’s approval, the international LMIS Specialist, Developmentand Training was also deployed from 18 July 2011. The international Social andGender Specialist was also deployed from 18 July 2011. The international LabourMarket Information and Statistics Specialist, with 6 months input, was deployed from 1August 2011 along with the deployment of the international Project Finance Specialist,with 3 months input. The deployment of the above international consultants completedthe deployment of all the international consultants. The national Social and GenderSpecialist, who replaced the original national consultant for the position, was approvedby ADB and was deployed from 14 November 2011. There has been some re-allocationof consulting inputs so that the two international consultants working on LMIS have 10months each and the international VETMIS consultant has 2 additional months.However, the VETMIS consultant, who was supposed to be back for his remaining 1.5months has not returned to work and has been completely out of touch.
104 Sub-output 3.1: Assess technical and vocational education and training policies.The CQF with 8 levels was finalized by an inter-ministerial committee and approved by8th meeting of NTB on 17 February 2012. The supporting documents are beingprepared to enact the necessary sub-decree.
105 A number of reports on the TVET sector as well as the national qualificationsframework along with various presentations for both national and internationalworkshops/meetings have been completed.
106 PAM document has provision to conduct two policy studies on “Future Direction ofTVET in Cambodia” as well as “TVET Financing”. With the approval of ADB, these twostudies were combined into one study. The process of recruiting a firm for undertakingthis policy study was duly completed, including the financial negotiations and thecontract has been signed. The policy study start in mid-January of 2013. The InceptionReport was completed and the first big consultation meeting was conducted. The firstbig national workshop on the Policy Study is to be conducted in the first half of April2013. Under this policy study, the important policy documents such as TVET StrategicPlan, TVET Development Plan and TVET Financing Plan for 2013-2020 are to becompleted by mid 2013.
107 Sub-output 3.2: Strengthen planning capacity. Under this sub-output, theachievements during the reporting quarter are summarized as follows.
108 Baseline Study: The process of recruiting the consulting firm to undertake theBaseline Study using Consultant Qualification (CQS) modality commenced with theinvitation to submit expressions of interest by interested firms. The contract with the first
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ranked firm was signed on 16 December 2011 and the baseline work commenced on16 January 2012. The Inception workshop was organized on 13 March 2012. The firstdraft of the baseline study was submitted at the end of May 2012. Several meetingswere conducted with the firm undertaking the baseline survey on how to make thereport more comprehensive and more acceptable. The comments from DGTVET wereconsolidated and relayed to the firm in mid-June 2012 for further improvement of thereport. The improved second draft was submitted on 18 July 2012 and a consultationworkshop on key findings was held on 31 July 2012, with relevant key stakeholders.Based on the comments and suggestions offered by the participants and PCUmanagement during this consultation workshop, the firm conducted a second round ofdata collection and submitted its final report in December 2012.
109 Regional Training: The selection of appropriate training institutions for undertaking the5 packages of regional training and study tour using CQS modality commenced with theinvitation for submission of expressions of interest. Due to budgetary constraints forsome packages and budgetary surplus for the study tours, new expressions of interestwere sought based on new ToRs and revised costing for all regional training packages.The new EoIs have been evaluated and the first ranked firms were requested to submitthe technical and financial proposals. The first ranked firms for packages 3 and 4declined to submit the technical and financial proposals; therefore, the 2nd ranked firmfor these two packages, which happen to be the first ranked firm for the first twopackages, has been requested to submit the technical and financial proposals. Theproposals have been received, evaluated and have been submitted to ADB forapproval.
110 Sub-output 3.3: Strengthen management capacity. Under this sub-output, theachievements during the reporting quarter are as follows.
111 Registration of TVET Institutions: Considerable work on the registration of TVETinstitutions was completed, and the final set of documents have been approved and arenow available in the official website.
112 The TVET institutions, which are operating without any formal recognition, must applyfor formal registration by filling up the appropriate forms and submit with supportdocuments as indicated in the detailed registration process. The application form canbe obtained from the Office of TVET Institution Management under the Department ofTVET Management (DTVETM), at Directorate General of TVET (DGTVET) in Ministryof Labour and Vocational Training (MLVT), in Phnom Penh and/or from the ProvincialDepartment of Labour and Vocational Training (PLVT) in the provinces. The applicationform can also be downloaded from http://www.ntb.gov.kh/registration.html.
113 The registration of TVET institutions will be different according to the duration of thetraining offered and is as follows:a) Those TVET institutions offering short course training of less than 3 months must
register with PLVT;b) Those TVET institutions offering training courses for more 3 months and less than a
year period must register with Directorate General of TVET; andc) Those TVET institutions offering long term training courses of more than a year
must register at MLVT
114 Restructuring of DGTVET and Its Departments: In view of the increasingresponsibilities of the Department of TVET Management and the importance ofactivities such as policy and planning, which require a dedicated department, the seniormanagement suggested that a comprehensive situation analysis of all the threedepartments of DGTVET be undertaken with the possibility for restructuring to create amore responsive as well as effective and efficient mechanism. Accordingly, a situationanalysis of the three departments of DGTVET was undertaken and various possiblerestructuring options have been discussed and these options have been submitted tothe very top management for necessary decision.
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115 Networking of RTCs with other TVET institutions in the regions: The role andfunction of newly designated RTCs to function as focal institutions for qualityassurance, monitoring and evaluation and upgrading of teaching and learning is beingassessed. The clustering/networking of Provincial Public TVET Institutions around eachdesignated RTCs is being proposed as follows:o Battambang RTC, Battambang Institute of Technology, Prey Konkla PTC, Banteay
Meanchey PTC, Pailin PTC, Pursat PTC, and Rolang Vocational Training School inPursat
o Siem Reap RTC, Chantiers-Ecoles de Formation Professionnelle in Siem Reap,Centre National de la Soie in Siem Reap, Kampong Thom PTC, Preah Vihear PTC,Yalay Training Center in Preah Vihear, and Oddar Meanchey PTC
o Svay Rieng RTC, Prey Veng PTC, Mondulkiri PTC, Ratanakiri PTC, Stung TrengPTC, Kratie PTC, and Kampong Cham PTC
o Takeo RTC, Kandal PTC, Kanpong Speu PTC, Kampong Chhnang PTC, andCambodia-Thai Skill Development Center
o Kampot RTC, Noeng Nimul Vocational Training Center in Kampot, Krong KepPTC, Sihanouk Ville PTC, and Koh Kong PTC
116 Quality Management Manual (Handbook) in Khmer version has been approved bythe senior management and this manual has been translated into English. The Manualwill be published in both Khmer and English by the end of April 2013 for disseminationto all TVET institutions in Cambodia. Figure 4 gives the quality assurance road map forTVET quality improvement, in which all 6 criteria are to be reviewed by an entityexternal to TVET institutions (QA-M&E division) as well as all TVET institutions are toundertake an internal review, which can be termed self assessment by TVETinstitutions. Each of the 6 categories of quality assurance is made up of a number ofelements (sub criteria) considered critical for success and quality improvement of TVETprovisions in Cambodia. The structure of the assessment and quality assurance matrixis flexible and allows progressive change to meet higher demands over time. Theprimary instrument is a self-assessment matrix that will assist the senior managementto identify specific systemic or institutional weaknesses which are within their capacityto control or address, thereby empowering the senior management to take control oftheir improvement programs.
117 The foundations of the Cambodia Quality Assurance (QA) system are the Six QualityAssurance (QA) Criteria (Management and Governance, Physical Resource, Staffand Teacher, Student, Curriculum and Teaching/Learning and Research andDevelopment) and the Quality Assurance indicators — the guidepost for achievingquality. Quality Assurance Criteria appear in a variety of forms, such as administrativepolicies, procedures, guidelines, and training pathways. Attempts have been made tomake the QA criteria realistic (able to be followed with available resources), valid(based on scientific evidence or other acceptable experience), and clear (understood inthe same way by everyone concerned and not subject to misinterpretation). The datacollected for the QA system through Quality Audit provide a way to compareperformance with QA Criteria of different TVET institutions, both at a specific point intime and over a period of time. The results of quality audit will help to identify areas forimprovement in the six identified fields.
118 The Cambodian Quality Assurance Model (given below) consists of two main elements:
1. Self-Assessment (done by the TVET institutions)2. External Quality Audit
Self-Assessment is at the core of any Quality Assurance Initiative. Institutions must doa comprehensive examination of all aspects of their mission, programs, and services.The self-assessment process done by the training institutions work toward achievingthe following key purposes:
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To determine compliance with approved Quality Assurance criteria; To prepare a Baseline Quality Assurance Profile of the Institutions/Programs; To review alignment with stated training/performance goals and objectives; To identify areas of strengths and weaknesses (as per the six Quality
Assurance Criteria).
In the External Quality Audit, the Quality Assurance Audit team will make a visit to theTVET institution to verify compliance to the six QA Criteria. It is recommended thatbased on the Quality Audit Report and performance rating, the Ministry will determinethe capacity of the training institution to provide quality education and training inspecific fields and at specified levels of training.
Figure 4: Quality Assurance Roadmap for Quality Improvement
119 After reviewing the self-assessment reports submitted by all the public TVETinstitutions (refer to Figure 5 of QA procedure), external Quality Audit Teams from theQA-M&E Division of DGVET conducted quality audits in all the 34 TVET institutions inCambodia. The external audits were completed by end of February 2013 (except NPICand Polytechnic Institute of Battambang (PIB) where pilot QA audit were conducted inOctober 2012. (External Quality Audit was not conducted at Preah Vihear PTC andModulkiri PTC as the 2 PTCs are under construction). The reports of the Quality Auditof all public TVET institution have been finalized and will be sent to those institutions forcomments and feedback by the second week of April 2013. This is the first time thatQuality Assurance Audits were conducted in all the TVET institutions in the publicsector in Cambodia. The results of the Audit will be declared by the end of May 2013
120 As a final result of the external audit, quantitative quality scores are given to the sixquality assurance criteria and sub criteria used in the quality assurance audit. Thescores are signs that are evidence of the presence or absence of particular qualities.They provide information to policy-makers to assist in policy formulation, and they alsodemonstrate accountability. Quality scores for the criteria and sub criteria are definedas the performance indicators that refer to a quality characteristic or objective andwhich would indirectly refer to the broad context of performance evaluation in whichthey operate. A quality indicator is a figure, which is helpful for the assessment of aquality characteristic or the achievement of quality objectives.
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121 Quality scores also provide information about the state of particular systems. It must beremembered that quantitative scores are just that—they are indicative of a certain state,not descriptive of the entirety. Indicators are typically used as yardsticks in suchcomparisons as a series of values over time. Along with the score, the report alsoconsists of strengths and areas for improvement (weaknesses) for the six criteria. It isrecommended that TVET Institutions are required to demonstrate that they have set upquality management systems, quality assurance systems and continuous improvementmechanisms by the end of July 2013.
Figure 5: Quality Assurance Procedure
122 The Physical Accomplishment Weighting of the project as of 30 March 2013 is 60.55%against the projected 65.93% at the end of 2013. This result identifies andquantitatively measures the physical achievements of elements of the projectcomponents. At the component level, the scores are 11.17% for formal component(Output 1), 30.18% for non-formal component (output 2) and 9.76% for the thirdcomponent (Output 3), namely strengthening capacity to plan and manage TVET, and9.44% for project management components as per the following table.
Table 7: Actual Physical accomplishment against projection for 2013
Output Target 2013 Actual 2013End of March
Output 1 11.30% 11.17%Output 2 33.30% 30.18%Output 3 11.64% 9.76%Project Management 9.69% 9.44%
Total 65.93% 60.55%
123 The variation in achievements for output 1 against the target is attributed to delays inpreparing workshop equipment list and bidding documents and undertaking the bidding.Because of these delays, the score for Output 1 is 11.17% against the annual target of11.30%. Since VSTP phase one, year 2 is already complete and phase 2 year 1operation is almost complete, the achievement of Output 2 is 30.18% against theannual target of 33.30%. The achievement score for Output 3 is 9.76% against theannual target of 11.64%. The variation is mainly due to the delay in recruitment of firmsfor undertaking the TVET policy ad financial study and to undertake the regional
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training and study tour programs. The achievement score for Project Management is9.44% against the annual target of 9.69%. The variation in the achievement scores ismainly due to the delay of some activities in output 1 and 3. For more details, refer toAnnex 12.
124 Sub-output 3.4 : Improve technical and vocational education and traininginformation systems. Under this sub-output, the achievements during the reportingquarter are as follows.
125 Database issues have been fixed and the Second Beta version of LMIS website hasbeen made available online at www.cambodialmis.info. The website consists of fourmain categories: Job Skills, Demography, Education and Work Force. The remainingpresentation issues related to LMIS are being tackled.
126 Six LMIS members have been successfully trained in database design and webapplication development. The Microsoft curriculum courses are essential fordevelopment and maintenance of the system
127 TVETMIS hard copy forms, which comprised of Institutions Form, Staff Registration(teaching and non teaching) Form, Staff Leaving Form, Students profiles Form,Courses and Program enrollment (long and short) Form, Trace Study Form, Studentdropouts Form, have been filled and collected from all public TVET institutions.
128 TVETMIS institution and staff module have been developed while other modules areunder development.
129 Sub-output 3.5 : Develop and implement skills standards : In connection with thesub-output on the development and implementation of competency standards, this hasalready been dealt with under sub-output 1.2.
130 Sub-output 3.6 : Introduce Career Information Systems. The career guidancemanual preparation is ongoing. The first draft has been reviewed and is being plannedto be finalized in consultation with counterparts and PCU Management. The newinternational Non-formal Entrepreneurial consultant was involved in reviewing the zerodraft and to finalize it so that it can be circulated to the concerned stakeholders forfurther improvement. In the improvement process, CGD manual contents and annexeshave been revised and improved in both Khmer and English versions.
131 Social marketing/Career Guidance & Development Information questionnaires weredeveloped for conducting interview in 7 TVET institutes by national consultant andcounterparts. Some directors of TVET institutions were selected for individualinterview. Sixty-one (61) students (54% of female students) were selected forinterviewing through Focus Group Discussion.
132 Human resources development for capacity building is an important elementin the project: Weekly and periodic meetings are held between consultants andcounterparts. Workshops have also been held regularly to build up the capacity ofTVET staff working in the central offices and TVET institutions as well as provincialoffices and institutions. The pace of workshops have increased considerably over thelast year. The details of the meetings with the counterparts are given Annex 14 and theworkshops that have been held till now are given in Annex 15. The workshops thathave been held during the reporting quarter 2013, the dates, the number ofbeneficiaries are given in the table below :
Table 8: Synopsis of Workshops in 1st Quarter 2013
No Description of The Workshop Date Duration(day)
ParticipantFemale Total
1 Effective Skill Training for PTCs/RTCs Teachers 8-11 Jan 4 6 35
32
No Description of The Workshop Date Duration(day)
ParticipantFemale Total
2 Effective Skill Training for PTCs/RTCs Teachers 28-31 Jan 4 5 353 DGTVET and STVET Operational Planning 15-Jan 1 15 904 Job Analysis Using Dacum Approach 14-Jan 1 2 70
5Competency Based Education and Training (CBET) ProgramDevelopment, Competency Based Curriculum for Construction,Mechanic and Business/ICT Service Sectors
15-16 Jan 2 2 68
6Competency Based Education and Training (CBET) ProgramDevelopment, Competency Based Curriculum for Construction,Mechanic and Business/ICT Service Sectors
17-18 Jan2
2 69
7Industry Consultative Workshop on Competency Standards andCompetency Based Curriculum (CBC) Validation with Expert Worker forTwo Job Positions of ICT/Business Sector
7-8 Feb2
4 34
8IAG consultative workshop on Competency Standards and CompetencyBased Curriculum Review and Endorsement of Seven CompetencyStandards Level 2 and Level 4 for ICT/Business Service Sector
21-Feb1
8 48
9 Gender in Entrepreneurship and TNA 22-Mar 1 14 5310 Consultative Workshop on Competency Standards for TVET Teacher 25-26 Mar 2 5 44
11
IAG Sub-committee Workshop on Competency Standards andCompetency Based Curriculum Review and Approval for fourCompetency Standards and Competency Based Curriculum Level 3 &4for Mechanic, and four Competency Standards and CompetencyBased Curriculum Level 2, 3, 4 for ICT/Business Sector
28-Mar
1
2 58
Total 21 65 604
133 The following table shows the achievements for the third output of the project, whichdeals with the strengthening of institutional capacity to plan and manage TVET systemin Cambodia. The strategies for development of management capacity are gearedtoward achieving effectiveness of TVET in meeting the needs for competent andproductive workforce as prime mover for the socio-economic development ofCambodia:
... Table 9: Achievements in Output 3Outputs Achievements
Assess technical andvocational educationand training policies
o CQF comprising of 8 levels was finalized and approved by NTB in the 8th NTBmeeting on 17th February 2012. The supporting documents to enact a sub-decree are under preparation.
o Skills standards for selected job positions in the three priority areas along withcompetency based curriculum, learning packages and assessment packagesfor levels 2 - 4 are being prepared under Output 1.
o A concept paper on strategic TVET roadmap for 2013-2018 and various policyrelated papers/presentations have been prepared for national and regionalworkshops/seminars.
o Two policy studies on “Future Directions for TVET” & “TVET Financing” werecombined into one study; the contract was signed and this important studyommence in mid-January 2013.
o Expressions of Interest for the 5 Regional training packages/study were soughtagain based on revised ToRs and revised costing; the EoIs were evaluatedand the technical and financial proposals were sought from the 1st rankedfirms; since the 1st ranked firm for packages 3 and 4 declined to submit, the 2nd
ranked firm was requested to submit the proposals; the technical and financialproposals have been received, evaluated and have been submitted to ADB forapproval.
Strengthen planning o Action planning for this year is being monitored in all public TVET institutions
33
Outputs Achievementscapacity o M&E report for 1st quarter of 2013 was completed with physical
accomplishment 60.55% against the target of 65.93%.o Regular meetings have been held to review the progress against the projected
to improve capacity and planning capability
Strengthenmanagementcapacity
o The registration tools and mechanism for registration of TVET Institutions wasfinalized and have been approved and are now available in the websire.
o Situation analysis of the role of DGTVE and its has been complete and severalrounds of discussion have been completed on the necessary restructuring ofDGTVET. Several options have been discussed and submitted for seniormanagement discussion and necessary action.
o Role and function of newly designated RTCs to function as focal institutions forquality assurance, monitoring and evaluation and upgrading of teaching andlearning is being assessed, and as well as clustering of all provincial publicTVET institutions around the 5 designated RTCs has been completed.
o Good Governance Framework has been updated regularlyo Grant Covenants Framework has been also updated regularlyo Quality Management Handbook (Khmer version) has been approved by the
senior management and the English version has been translated. The Manualwill be published by the end of April, 2013 in both Khmer and English fordissemination to all TVET institutions in Cambodia.
o The Self-Assessment forms with the required documents were collected from 34TVET institutions. The QA-M&E division conducted external QA audit in all the34 public TVET institutions. The reports of QA audit result have been finalizedand will be sent to those 34 institutions for reviews and comments. Afterreceiving and reviewing the comments from the institutions, the results of theAudit will be declared by the end of May 2013
o The survey of certificate program (C1, C2, and C3) is being conducted from 27th
March, 2013Improve technicaland vocationaleducation andtraining informationsystems.
o Database issues have been fixed and Second Beta version of LMIS websitehave been made available online at www.cambodialmis.info
o LMIS website presentation issues are being tackled.o Training of LMIS staff on Microsoft curriculum has been successfully
completed.o TVETMIS hard copy forms have been filled and collected from all public TVET
institutions.o TVETMIS institution and staff module have been developed. Other modules
are under development.
Develop & implementskills standards
o These have been detailed under Output 1.2
Introduce careerinformation systems
o Zero draft of career guide information manual has been completed and has beencirculated for necessary feedback.
o The zero draft of CGD has been reviewed by national and internationalconsultants, PCU and counterparts and the first draft of this CGD manual hasbeing finalized
o First draft of CGD manual in English has been completed and shared with thePCU management team for further comments and finalization.
134 The progress status of the output 3 per DMF is given in Table 10 below :
34
Table 10: Status of Output 3 as per Design Monitoring FrameworkPerformance targets/Indicator Status
Policy and road map for futuredevelopment of TVET system agreedby MOLVT and NTB
The policy study on “TVET future direction and TVET financing sources”commenced in January 2013 this study will be completed by July 2013. Thedeliverables of the study are:1. TVET Strategic Action Plan 2014 – 2018, including resource requirementsand a Strategy on Resource Mobilization and its Distribution in TVETInstitutions;2. TVET Structure with defined lateral and vertical pathways from Certificate togeneral and vice versa and Higher Levels, with recognition of prior learning;3. TVET Marketing Strategy 2014-2018 and TVET Demand and SupplyScenario, including entrepreneurial and business opportunities;4. TVET Institutions Structure and Policies 2014-2018 and TVET InstitutionsManagement Plan 2014-2018;5. TVET Financing Policy Framework 2014-2018, including a TVET FinancingStrategy 2014-2018 and TVET Mid-term Expenditure Framework 2014 – 2016;6. Regulatory Framework for TVET Development and Financing
New medium-term TVETdevelopment plan developed by end2010Draft medium-term expenditureframework (2011–2015) developedfor TVET by end 2010
Annual TVET operational plans,including specific annual targets andindicators developed for 2010–2014along with annual performancereports
STVET Project has developed Annual Operational Plan from 2011 to 2015,which is being updated every December of the yearDGTVET has developed and presented TVET Operational Plan for 2012 and2013
Computerized VETMIS designed andinstalled across all sites by moduleaccording to a specified schedule.
TVETMIS hard copy forms, which comprised of Institutions Form, StaffRegistration (teaching and non-teaching) Form, Staff Leaving Form, Studentsprofiles Form, Courses and Program enrollment (long and short) Form, TraceStudy Form, Student dropouts Form, have been distributed to collectinformation from all public TVET institutions in 2012.Six TVETMIS members have successfully trained in database design and webapplication development - the Microsoft curriculum courses essential fordevelopment and maintenance of the systemTVETMIS development to be completed and operationalized in mid of 2013
LMIS established by 2014 The Beta version of LMIS website has been made available online atwww.cambodialmis.info. The website consists of four main categories: JobSkills, Demography, Education and Work Force. LMIS website remainingdatabase and presentation issues are being actively tackled.Six LMIS members have being trained in database design and web applicationdevelopment. 80% of Microsoft curriculum courses essential for developmentand maintenance of the system have been conducted with a mitigated success.LMIS development to be completed and operationalized in mid of 2013
NVQF constructed and approved byNTB by 2015
NQF, now known as CQF, developed and approved by NTB in February 2012.The legal framework is being worked out.
DGTVET has implementedprocedures for guiding andmonitoring PTCs and RTCs by 2012.
Quality Assurance and Monitoring and Evaluation (QA-M&E) frameworkfinalized (in both Khmer an English), piloted in 3 training institutions, qualityaudit completed.1st round of Quality Assurance Audits of 34 institutions has been completed –March 2013The survey of certificate program (C1, C2, and C3) at TVET institutions havebeen conducted on 28th March, 2013 and the survey of benefit M&E of VSTPprogram Phase 1, Year1 and Year 2 will be conducted by early April, 2013.
All female mid-level DGTVET officerswill be selected for training
Process is ongoing; Submissions 2 and 3 have been submitted for ADB’sapproval
30% of provincial MOLVT staffselected for regional training will bewomen
Process is ongoing; Submissions 2 and 3 have been submitted for ADB’sapproval
35
I. ACTIVITIES PLANNED FOR THE NEXT QUARTER
135 The various activities planned for the next quarter are as follows :
Table 11: Activities Planned for the Next Quarter (April to June 2013)Month Activities
April 2013
Output 1 : Formal Programs that are more relevant to Industry The construction work in the RTCs to be monitored regularly in order to ensure
quality and timely completion; certify and ensure timely payments NCB bid opening for computer lab equipment for 5 RTCs, NIB, NTTI, and CIEDC ICB for Automotive and Construction Workshop Equipment for 5 RTCs, NTTI and
related NCCs to be advertised Contract extension for 4 full-time site engineers for supervision of RTCs and
rehabilitation works to be signed Conduct monthly meeting with site engineers and contractors TWG to translate into Khmer the task analysis results of all validated elements
identified in the NTB approved competency standards level 2 for 11 priority jobs ofmechanics, construction, ICT and business sectors until 30 April 2013
Complete retention survey report and submit to NTTI Director for endorsement Complete Blended Learning Concept paper in Vocational Education, and then submit
to Director for endorsement. Review & approve Competency Standards for TVET Teachers by NTB Sub-
Committee Develop draft of CBC for TVET Teachers in English & Khmer version by Technical
teachers Validation of the draft for CBC TVET Teachers by Technical Teachers from Phnom
Penh TVET institutions, PTCs and RTC s Review & endorse draft of CBC for TVET in English & Khmer versions by Directors of
TVET institutions Capacity building sessions continued with flexible design and email support
Output 2: Expanded and better quality non-formal training Complete handing over of PTC in Mondulkiri Complete delivery and installation of electrical transformer connection of PTC in
Mondulkiri Completed 30% of construction for boundary walls of PTCs in Mondulkiri and Preah
Vihear Contract signed for Basic Workshop Equipment for 21 PTCs Conduct National Shopping for Motorcycle for 3rd phase of VSTP target communes Conduct National Shopping for classroom furniture for 3 new PTCs (Included Takeo) Visit PTCs and finalize the rehabilitation works to be completed in the existing PTCs Conduct monthly meeting with site engineers and contractors Data processing and data analysis of VSTP 1st Phase Year 2, and VSTP 2nd Phase
Year 1 to be completed and report to be prepared Conduct refresher training to respective TVET institution about Urban VSTP (JVC
and CIEDC), and Rural VSTP implementation2nd Phase and 3rd Phase Provinces) Conduct training course on VSTP 1st Phase Year 2 Follow up ( six months after
completion) participated by respective PCUs and counterparts Conduct field data collection of VSTP 1st Phase Year 2 Follow up in respective
provinces Conduct field coaching about VSTP implementation in respective TVET institutions The Pocket Book of seven steps to become self-employed for business set up to
undergo final discussion with PCU management Khmer version of VSTP competency profiles catalog to be finalized with PCU. The competency profiles catalog dissemination workshop to be conducted in the
PTCs
36
Month Activities New update of competency profiles tools/materials to be developed and
implemented in the 2nd survey assessment for meeting with PTC directors, teachersand self-employment
Output 3: Strengthened institutional capacity to plan and manage TVET Assist PCU and DGTVET to provide input on finalizing the DGTVET restructuring Assist PCU and DGTVET on providing input to the Policy Study, and PPTA-STVET II Assist PCU and DGTVET on preparation of MTR Mission, including all the
documents necessary for the MTR Mission Visit targeted provinces and initiate the preparatory works for piloting Certificate 1
from this coming academic session Monitor the progress of TVET institution registration Assist in preparation of NTB meeting Submit a proposal for conducting ISO Internal Auditors Training program for about
80 staff from TVET institutions and DGTVET. This will be submitted for approval atthe Mid-Term Review of the STVET Project.
Continue tackling LMIS website presentation issues Develop reporting features for TVETMIS Final draft of Career Guidance & Development manual in Khmer version to be
revised with PCUs. Assist and monitor the work of the Policy Study team Conduct contract negotiations with the firms selected for Packages 1-4 of the
regional training program Finalize Social Marketing Strategy (SMS) for TVET
Project Coordination and Management All the semi-monthly and monthly reports to be completed The 1st quarterly 2013 report to be completed Consultant semi-monthly team meetings to be coordinated Co-ordination of various project activities with senior management of PCU and
counterparts, and monthly meetings with senior management of PCU to beundertaken
May 2013
Output 1 : Formal Programs that are more relevant to Industry The construction of the RTCs in Svay Rieng and Takeo to be completed and
handed over by end of May 2013 The construction work in the other three RTCs to be monitored regularly to ensure
quality and timely completion of the RTCs, certify and ensure timely payments Contract for Computer Laboratory Equipment for 5 RTCs, NIB, NTTI and CIEDC to
be signed ICB Bid opening for Automotive and Construction Workshop Equipment for 5 RTCs,
NTTI Complex and respective NCCs and evaluation of the bids to commence Conduct monthly meeting with site engineers and contractors Khmer translated task analysis results are scheduled for validation by expert
workers on 2-3 May 2013 for PPI, 6-7 May for NIB and 9-10 May for ITI Review & approve CBC for TVET Teachers by NTB Sub-Committee Conduct capacity training sessions with flexible design and email support.
Output 2: Expanded and better quality non-formal training 60% of boundary walls for Preah Vihear and Mondulkiri PTCs to be completed Advertise for NCB bidding process rehabilitation works for DGTVET office and Kep
PTC Complete BER of Motorcycles for 3rd phase of VSTP target communes and submit
to ADB for NOL Complete BER for classroom furniture for 3 new PTCs (Included Takeo) and submit
to ADB for NOL
37
Month Activities Visit the PTCs and finalize the rehabilitation works to be completed in the existing
PTCs Complete proposed master plan and rehabilitation works for 16 PTCs to proceed
with the bidding Conduct monthly meeting with site engineers and contractors Prepare Sample Success Stories of VSTP 1st Phase Year 2 and 2nd Phase Year 1 3
months after completion Data processing and data analysis of VSTP 1st Phase Year 2 to be completed and
Follow up report 6 months after completion to be prepared Conduct training course on VSTP 2nd Phase Year 1 Follow up study (to be
conducted six months after completion) to be participated by respective PCUmembers and counterparts
Conduct field coaching about VSTP implementation in respective TVET institutions Orientation workshop on Pocket Book of seven steps to become self-employed for
business set up to be conducted in each of the PTCs The second survey assessment of competency profiles of VSTP course will be
conducted at 9 PTCs of VSTP phase 1 and phase 2. Review and revise Gender Questionnaires for TNA Conduct training on Gender in TNA and entrepreneurship for PTC directors and
RTC directors Prepare questionnaires and conduct first round of social and benefit monitoring
study of the project.
Output 3: Strengthened institutional capacity to plan and manage TVET Assist PCU and DGTVET to provide input on finalizing the DGTVET restructuring Assist PCU and DGTVET on providing input to the Policy Study and PPTA-STVET II Assist PCU and DGTVET on facilitating of MTR Mission, and prepare all inputs
during the MTR and in the Aide Memoire of the MTR Mission Continue to assist in finalizing the preparations to pilot Certificate 1 from the coming
academic calendar Assist DGTVET in facilitating meetings of Coordination Working Group on TVET Monitor the progress of TVET institution registration Assist in preparation of NTB meeting, especially the decisions which need to be
taken Conduct 2 days national workshop on “QA-M&E Output Report of All Public TVET
Institutions” Address the remaining LMIS website issues Develop Student Module of TVETMIS The Career Guidance & Development Manual in Khmer version to be shared with
TVET institutions after approval from management team. Contract signing of Regional Training packages 1-4
Project Coordination and Management All the semi-monthly and monthly reports to be completed Consultant semi-monthly team meetings to be coordinated Co-ordination of various project activities with senior management of PCU and
counterparts, and monthly meetings with senior management of PCU to beundertaken
June 2013
Output 1 : Formal Programs that are more relevant to Industry The construction work in the RTCs in in Battambang, Siem Reap and Kampot to be
monitored regularly to ensure quality and timely completion by the end of July 2013 The RTCs in Battambang Siem Reap and Kampot RTCs to be 95% complete by
end of June 2013 Complete BER for ICB Bid of Automotive and Construction Workshop Equipment for
5 RTCs, NTTI relevant NCCs and submit to ADB for NOL
38
Month Activities Conduct monthly meeting with site engineers and contractors TWG to resume writing of competency-based learning packages level 2
incorporating the results of the validated task analysis for 11 priority job positions ofmechanics, construction and ICT and business sectors until 31 July 2013
Capacity building training sessions continue with flexible design and email support Facilitate training workshop for 5 RTCs and relevant PTC teachers on Competency-
Based Learning Packages Development to design relevant training materials for agiven CBC.
Facilitate training workshop for 5 RTC and selected PTC teachers on CompetencyAssessment Packages Development (CAP) to design assessment tools/instrumentsrelevant to given CS
Output 2: Expanded and better quality non-formal training Continue supervision and completion of the boundary walls in Mondulkiri and Preah
Vihear Bid opening and complete BER for rehabilitation works for DGTVET building and
Kep PTC and submit to ADB for NOL Finalize the short listing and costing of the rehabilitation works for remaining of
existing PTCs Conduct the bidding for rehabilitation for 16 PTCs Conduct monthly meeting with site engineers and contractors Data processing and data analysis to prepare VSTP 1st Phase Year 2 Follow up 6
months after completion of related training Conduct field data collection of VSTP 2nd Phase Year 1 Follow up in respective
provinces Conduct field coaching about VSTP implementation in respective TVET institutions
of VSTP 2nd Phase, 3rd Phase, Micro-enterprise Pilot VSTP, and Urban Pilot VSTP The pocket book of seven steps to become self-employed for business set up to be
disseminated to all teachers and students of the PTCs The VSTP competency profiles catalog dissemination workshop to be conducted at
the TVET institutions and to be approved by the management team forimplementation.
Second VSTP competency profiles survey assessment data collection to beconducted and analyzed
Output 3: Strengthened institutional capacity to plan and manage TVET Assist PCU and DGTVET to provide input to finalize DGTVET restructuring Assist PCU and DGTVET on providing input to the Policy Study, and PPTA-STVET II Monitor the progress of TVET institution registration Conduct financial negotiations and sign contracts for regional training packages Review and analyze the survey on “Employability of TVET fresh graduates” Prepare and facilitate the 2 days national workshop on “Operational Plan” Conduct 2 days training program on ‘Internal Quality Audit’. Address the remaining LMIS website issues Develop Short Courses and Long Courses Modules of TVETMIS Career Guidance & Development manual dissemination workshop to be finalized in
last version Update GEMAP progress report and submit to project and ADBProject Coordination and Management All the semi-monthly and monthly reports to be completed Consultant semi-monthly team meetings to be coordinated The 2nd quarterly 2013 report to be started Co-ordination of various project activities with senior management of PCU and
counterparts, and monthly meetings with senior management of PCU to beundertaken
39
J. CONSULTING SERVICES
136 The project is supported by 600 person-months of consulting services, of which 160person-months is international and 440 person-months is national. The 160 person-months is shared by 12 international consultants and the 440 person-months isshared by 11 national consultants.
137 Compared to many projects, the selection of consultants started early, following all themandatory steps in compliance with ADB procedures, using the QCBS 80:20selection system. The whole selection process from the time of advertisement tocontract signing took a bit less than 10 months and the consultants were mobilized injust over 11 months from the first date of advertisement. The process of selection ofconsultants started when the consulting services was advertised in ADB website from22 December 2009 – 22 January 2010, even before the project had become effectiveon 26 February 2010.
138 The consulting contract was signed on 25 October 2010 and the first group ofconsultants was deployed from 1 December 2010. The last groups of 6 internationalconsultants were deployed on 18 July 2011 and 1 August 2011. During the first 8months of implementation, there were several changes in the national consultantpositions resulting from resignations or consultants not being available after thechanges were approved by ADB necessitating replacement of the replacement. Someof the international positions also had to be replaced. Four positions in VETMIS andLMIS related positions were combined into two positions. The schedule of deploymentof the consultants is given in Annex 16.
139 Consulting Contract Variation : With the approval of ADB, a contract variation wassigned between the Project and SMEC on 25 October 2011. This contract variationenvisaged deduction of 3 person months from the allocated input of International M&EConsultant and assigning 4.29 person months to International Finance Specialist, whowill function as the Interim M&E Specialist; deduction of 4 months from internationalLMIS Specialist, Development and Training and increasing by the same 4 personmonths to the existing 6 months of the International Labour Market Information andStatistics Specialist, resulting in 10 months inputs to the project by these twointernational consultants; and converting 31.3 months of the remaining national VSTPposition to add 2 months to international Database Specialist, and creating two newinternational positions (i) International Non-Formal Entrepreneurial Specialist, who hasbeen allocated 8 months, and (ii) International ICT/Business Skills Standards Specialist,who has been allocated 3 months. For the two new positions that have been created,the consultants have been recruited and they commenced work from early September2012. During the September 2012 ADB Mission, the project discussed aboutreallocating the savings up till now from the Team Leader’s inputs to be distributed tothe three skills standards specialists so that they can continue oversight of thedevelopment of the various skills standards works and, more importantly, supervise theimplementation of the new curricula. A contract variation to this effect was approvedand the contracts of the three international skills standards specialists have beenextended.
140 At the end of the last year and in the previous quarters, a number of internationalconsultants took breaks from their consulting inputs. The two skills standardsspecialists finished their inputs of 11 months at the end of November 2011 and wereback for the remaining 7 months on 20th May 2012. They have finished their 18 monthsof allocated inputs. Similarly the VETMIS consultant, who finished 4 months ofassignment has come back for the remaining 4 months of his assignment on 25th June2012. After completing 3 months, the consultant took a break and has not returned. TheTVET Teacher Training Specialist completed 11 months of his assignment in the middleof June 2012 and will be returning to complete his remaining 7 months of his
40
assignment in November 2012. The social gender specialist has also taken a breakfrom her assignment after completing 6.17 months. She has been requested to submita complete work-plan before reporting back to work. She has not submitted her work-plan and has not confirmed her return. The national CDS specialist has submitted hisresignation to be effective from 1st of October 2012. The remaining input will be addedto the limited remaining input of the national VSTP consultant. The national In-serviceTeacher Training Specialist has also resigned as of 1 April 2013.
141 The status of consulting inputs till the end of the reporting period is given in thefollowing table.
41
Table 12: Status of Consultants’ Deployment
No Name PositionUtilized Person Months Allocated
PersonMonths
Status of Deployment2010 2011 2012 1st Qtr2013
2nd Qtr2013
3rd Qtr2013 Total
International Consultants1 Dr. Sriram Bhagut Mathe Team Leader and Policy, Management and Institutional Development 0.83 7.46 8.90 1.53 18.72 54 1-Dec-102 Antonio Alegria Skill Standards and Curriculum, Construction/Civil Technology 0 11 7.00 0 18.00 18 1 Jan- 30 Nov 11, 20 May-Dec 123 Emeterio Cedillo, Jr. Skill Standards and Curriculum, Mechanics 0 11 6.93 0.7 18.63 18 1 Jan-30 Nov 11, 20 May-Dec 124 Bruce Hinch TVET Teacher Training 0 5.47 7.60 3 16.07 18 19 July 11-18 June 12, 1 Nov 12-May 135 Geoffrey Howse/Rene Poirier VETMIS IT System Analyst 0 4 0.00 0 4.00 4 18 Jul-25 No 116 Michele Bruni Labor Market Information and Statistic Specialist 0 4.6 5.43 0 10.03 6 1 Aug 11 - 18 Jun 12
7 Sampoan Ly/Ashley Marron LMIS Specialist, Development and Training 0 4.1 1.90 0 6.00 10 18 July 11 - 31 Mar 128 Ashley Marron LMIS Website Specialist 0 0 4.03 0 4.03 4 18 Jun - 10 Oct 20129 Rene Poirier Database Specialist 0 0 2.54 0 2.54 2 25 Jun – Dec 201210 Diane Caroen/Mercedes Logarta Social and Gender Specialist 0 4.17 2.00 0 6.17 12 19 Jul - 30 No 11, 18 Apr-28 Jun 12
11Indra Daroesman PCU, Project Finance Specialist 0 3 0.00 0 3.00 3 1 Aug-31 Oct 11Indra Daroesman PCU, Monitoring and Evaluation (M&E) Specialist 0 1.43 1.10 0 2.53 4.29 1 Nov 11-3 Feb 12
12 Dr. Pramod B. Shrestha PCU, Monitoring and Evaluation (M&E) Specialist 0.47 1 2.13 1.1 4.70 11 19 Dec 10- 31 Jan 12, 2-14 Sep 12, 5 - 30Nov 12
24 Pietro Tarusella Non-Formal Entrepreneurial Specialist - - 3.96 0 3.96 8 2 Sep-Dec 12
25 Rajesh P. Khambayat ICT/Business Skills Standards Specialist - - 3.23 0 3.23 3 10 Sep-Dec 12National Consultants
13 SENG Hong National Policy Management and Institutional DevelopmentSpecialist/Deputy Team Leader 1 10.17 12.00 3 26.17 54 1-Dec-10
14 HENG Sayon In-Service TVET Teacher Training Specialist 1 12 12.00 3 28.00 36 1-Dec-1015 Pann Nora/UNG Kimsan Curriculum Development Specialist 0 12 12.00 3 27.00 46 1-Jan-11
16 Kung Ravuth/MOURK Youvealeak/Khiev Sadeth/Ouch Path Amatak VSTP Implementation Specialist/Deputy Team Leader – resigned 0.88 7.4 12.00 3 23.28 54 6 Dec 2010 to 19 April 2011; Ouch Path
Amatak – 1 September 201117 Mr. IM Sam Ol VSTP Implementation Specialist (1) – resigned 1 3.67 0.00 0 4.67 36 1 Dec 2010 to 21 April 201118 Chhoeun Sopheap/LAY Socheat VSTP Implementation Specialist (2) 0 8.2 12.00 3 23.20 24 25-Apr-1119 Mr. LY Panhaphea National Community Development Specialist 0.4 11.86 9.00 0 21.26 24 20-Dec-10
20 Sar Sothear/ So Rothavy Social and gender Specialist 0 1.57 1.79 1.93 5.29 12 14 Nov 11-26 Jan 12, 9-15 Feb, 1-9 Mar,19-30 Apr, 21-30 May 12
21 Mr. HENG Dara ICT Specialist 1 11.57 12.00 3 27.57 54 1-Dec-1022 Chey Tech/SOK Chanrithy PCU, M&E Specialist 0 10.28 12.00 3 25.28 28 15-Feb-1123 Mr. RATH Sophak Civil Works and Procurement Specialist 0.57 10.87 12.00 3 26.44 48 15-Dec-10
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K. PROCUREMENT, CONTRACTS AWARD AND DISBURSEMENT
142 The progress of the project is very often measured by its financial health, in terms ofhow much has been contracted and how much has been disbursed. The procurementtracking till date is given in Annex 17. The updated procurement plan is given in Annex18.
143 The financial status of the project can be assessed from the following table, which givesthe details of the allocation, the contracts awarded so far, the disbursed amounts andthe balance still to be disbursed as per ADB’s record :
Table 13: Financial Status of the Project (as per ADB’s record)
No.Category
Code Category Allocation Contracts DisbursedContract
Balance to beDisbursed
1 3201 Civil Works 2,642,000 2,225,172 1,470,074 1,171,9262 3601 Equipment 4,030,000 1,219,933 939,308 3,090,6923 3701 Learning Materials 240,000 0 0 240,0004 3801 Training 1,794,000 388,410 269,661 1,524,3395 3101 Consultants 4,108,000 4,107,226 1,916,979 2,191,0216 3802 VSTP 6,238,000 3,423,579 3,423,581 2,814,4197 3301 Surveys & Studies 360,000 225,705 73,137 286,8638 3901 Recurrent Costs 2,598,000 466,060 411,435 2,186,5659 3902 Program Support 142,680 126,390 126,390 16,290
10 4901 Unallocated 2,347,320 0 2,180,994 166,326TOTAL 24,500,000 12,182,475 10,811,559 13,688,441
144 The projected contracts award and disbursement till the end of March 2013 and whathas actually been achieved so far as per ADB’s record is given hereunder :
Table 14: Projected Contracts Award and Disbursement and Achievement (as per ADB’s record)
Description 2010 2011 2012 2013 Cumulative tillend of Dec 2013Qtr 1 Qtr 2 Qtr 3 Qtr 4 Total
Projected ContractsAward/Commitment
4.11 4.70 6.00 1.000 4.000 1.500 2.000 8.500 23.310
Achieved 4.107(99.93%)
2.383(50.70%)
4.503(75.05%)
1.189 1.189(13.99%)
10.993(47.16%)
Projected DisbursementAward/Commitment
1.00 4.00 5.70 2.000 3.000 1.500 2.100 8.6 19.3
Achieved 0.411(41.10%)
3.349(83.73%)
6.164(108.14%)
0.888 0.888(10.33%)
9.924(51.42%)
L. SOURCES AND USES OF FUNDS TILL END OF DECEMBER 2012145 The statement of sources and uses of funds till the end of the reporting period (31
March 2013), as per our records can be summarized as follows :
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Table 15: Sources of Funds till 31 March 201
DESCRIPTION 2010 2011 2012 2013 TOTAL31-Mar-131st Qtr 2nd Qtr 3rd Qtr 4th Qtr
Source of Funds (USD)Funds From ADBAdvance In I/A - WA 001 1,000,000 1,000,000.00WA 0002 – Direct Payment 410,722.00 410,722.00WA 0003 74,391.87 74,391.87WA 0004 25,369.70 25,369.70WA 0005 158,715.40 158,715.40WA 0006 178,881.96 178,881.96WA 0007 361,608.22 361,608.22WA 0008 312,966.21 312,966.21WA 0009 – Direct Payment 214,637.82 214,637.82WA 00010 190,717.47 190,717.47WA 00011– Direct Payment 320,330.43 320,330.43WA 00012 207,335.15 207,335.15WA 00013 354,256.09 354,256.09WA 00014– Direct Payment 190,549.89 190,549.89WA 00015 60,060.58 60,060.58WA 00016 198,536.27 198,536.27WA 00017– Direct Payment 69,581.26 69,581.26WA 00018 1,000,000 1,000,000.00WA 00019– Direct Payment 128,752.71 128,752.71WA 00020 181,449.71 181,449.71WA 00022– Direct Payment 104,937.99 104,937.99WA 00021 719,473.42 719,473.42WA 00023 569,138.30 569,138.30WA 00024- Direct Payment 136,400.63 136,400.63WA 00025 563,397.58 563,397.58WA 00026 428,226.15 428,226.15WA 00027- Direct Payment 109,868.44 109,868.44WA 00028 641,501.83 641,501.83WA 00029 481,968.45 481,968.45WA 00030- Direct Payment 154,712.68 154,712.68WA 00031 331,182.68 331,182.68WA 00032 136,761.54 136,761.54WA 00033- Direct Payment 76,485.17 76,485.17Sub-total ADB funds 1,000,000.00 2,455,676.23 5,456,130.85 1,181,110.52 0.00 0.00 0.00 10,092,917.60Funds From RGCAdvance from RGC – WA001 70,000.00 70,000.00
WA 0003 5,943.71 5,943.71
WA 0004 4,510.22 4,510.22
WA 0005 3,971.97 3,971.97
WA 0006 1,684.11 1,684.11
WA 0007 1,255.86 1,255.86
WA 0008 7,939.25 7,939.25WA 00010 3,929.28 3,929.28WA 00012 2,682.90 2,682.90WA 00013 2,416.35 2,416.35WA 00015 2,613.21 2,613.21WA 00016 20,989.03 20,989.03WA 00018 80,000.00 80,000.00WA 00020 7,174.99 7,174.99
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DESCRIPTION 2010 2011 2012 2013 TOTAL31-Mar-131st Qtr 2nd Qtr 3rd Qtr 4th Qtr
WA 00021 33,095.50 33,095.50WA 00023 13,218.19 13,218.19WA 00025 20,518.84 20,518.84WA 00026 17,178.18 17,178.18
WA 00029 37,514.55 37,514.55WA 00031 19,086.36 19,086.36Sub-total RGC funds 70,000.00 29,234.40 199,887.19 56,600.91 0.00 0.00 0.00 355,722.50TOTAL SOURCES OFFUNDS 1,070,000.00 2,484,910.63 5,656,018.04 1,237,711.43 0.00 0.00 0.00 10,448,640.10
Uses of Funds (USD)Civil Works 24,400.17 1,450,483.52 456,231.51 1,931,115.20Equipment 340,332.00 309,303.23 289,672.80 939,308.03Learning Materials 0.00 0 0.00Training 108,624.96 152,523.24 46,417.38 307,565.58Consultants 945,690.25 740,090.92 231,197.85 1,916,979.02VSTP 47,864.46 1,225,095.79 2,089,369.39 261,698.30 3,624,027.94Surveys & Studies 7,974.90 55,804.30 73,975.31 137,754.51Recurrent Costs 26,523.41 180,433.12 465,275.65 787,223.53 787,223.53TOTAL USES OF FUNDS 74,387.87 2,832,551.19 5,262,850.25 2,146,416.68 0.00 0.00 0.00 9,643,973.81
Funds AvailableCash in hand - ADB & RGCFund (Petty cash) 1,500.00 477.48 1,905.61 1039.36
National Bank Account of RGCFund 66,525.78 62,251.82 43,911.36 67,243.61
ACLEDA Bank Account (ADBFund) 929,386.34 583,210.08 883,310.82 544,074.59
Unliquidated Advance 301.49 32,676.00 7,026.00
146 The sources and use of funds till the end of March 2013 is given in Annex 19 andproject expenditure till the end of December 2012 is given in Annex 20.
M. PROJECT ISSUES
147 Satisfactory Project Rating needs to be maintained: There has been encouragingimprovement in both contracts award and disbursement. The disbursement has pickedup considerably from the 3rd quarter of 2012. The project has been rated satisfactorywith current project rating at 0.9000, with contracts award at 90.194% ($12.182million/$13.50 million) and disbursement at 88.534% ($10.093 million/$11.4 million).This rating has to maintained if not improved with both increased contracts award anddisbursement. The withdrawal applications turnover is improving, which is contributingto improved disbursement. The withdrawal applications for every month should besubmitted to MEF by the 4th of the subsequent month so that it can be processed byMEF and submitted to ADB for replenishment by the third week.
148 The results of the QA audits needs to be publicized without disclosing the namesand steps need to be taken to improve the quality assurance : The quality auditshave been completed in 36 public TVET institutions (excluding the two new PTCs inPreah Vihear and Mondulkiri). The results should be analyzed by the respective TVETinstitutions so that improvements are made in future. DGTVET also needs to closelymonitor the developments and facilitate improvement in all public TVET institutions.
149 Competency Skills Standards, Competency-based curriculum, and learningpackages and assessment instruments need to be completed by the fourthquarter 2013: The Competency-Based Learning Packages (CBLP) for mechanics,construction, and ICT and business sectors were not completed as planned. This wasdue to the lack of time to complete the documents as well as the absence of theinternational skills standards specialists, who finished their contracts. The contracts
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have been extended and one international skills standards specialist is back inCambodia. The skills standards development work needs to be expedited. However,most of the TWG members, who are responsible for the CBLP writing, are fully loadedwith teaching, so that they do not have enough time for this very important job.Furthermore, they are having a difficult time to write the task analysis, which needsdeeper expertise and experience on the technicalities of the job in order to identify thesteps required of the elements (tasks). Another reason of the delay is the unavailabilityof the learning materials that conforms to the topics that are needed for theinputs/information required in every elements/learning outcomes specified in thecompetency standards and competency-based curriculum.
150 Certificate Level 1 (CQF Level 2) courses need to commence from the comingacademic calendar year starting in October 2013 : The project is in the 3rd year ofoperation. It is important that the Certificate Level 1 (CQF Level 2) courses for some ofthe job positions in the three priority sectors should be offered in the 5 RTCs, where alot of investment has already been made, and where additional investment will bemade, from the coming academic year – October 2013. Other public institutions, whichhave the capacity and the capability should also be encouraged to offer the newcertificate courses, which provide a good opportunity to enhance and refurbish thesocial image of TVET through a more relevant and efficient training program. Ifgraduates, who are produced by the new curricula, are skilled and more employable,the TVET sector will receive a much needed boost in conveying the importance ofTVET and its benefits.
151 Adequate Pre-service and In-service teacher training need to be conducted :Adequate pre-service and in-service teacher training needs to conducted as per anagreed work-schedule so that the new teachers, taking up their new positions, as wellas those who are already in the teaching profession, receive appropriate trainingnecessary to fulfill their teaching responsibilities when the new certificate courses start.All the efforts of the project from now on should focus on the implementation of the newcourses, with the start-up of certificate level 1 (CQF Level 2) in the coming academicyear 2013, certificate level 2 (CQF Level ) to be implemented from October 2014 andcertificate level 3 (CQF Level 4) to be implemented from October 2015.
152 Preparing Additional Teachers for effective implementation of the new curricula :There is an urgent need to organize and conduct a few short-term capacity buildingtraining programs on CBET. Such programs will help to create additional support groupof teachers, who could be trained so that they can help to expedite the writing of theremaining curriculum documents [together with Khmer translation] and subsequentpreparation for writing CBLP at all levels of the identified priority sectors. Steps alsoshould be taken to match the teachers’ qualifications with the teaching jobs available sothat there is a closer match between supply and demand of teachers in all the publicTVET institutions. If there is a mismatch, this should be corrected by redeploying theteachers from institutions, where their services are not required, to institutions, wheretheir services are required.
153 Developing group of Champion TVET Teachers : there is an urgent need to create aChampion TVET Teacher/Trainers in each RTC/PTC and TVET institutions so as toassist the local teachers in better project understanding, execution and its impact on thelocal youth for developing demand driven TVET skills and employability.
154 Development of Appropriate Learning Materials is critical to implementation ofthe new curriculum: The success of implementing competency-based approach totraining is heavily dependent on the availability of support learning materials likelearning packages. Competency-based learning packages (CBLP) development is aserious undertaking that requires technical knowhow of the tasks identified in thenational competency standards and the process of developing them. TVET teachers ofNTTI and identified RTCs in collaboration with the NCCs’ technical working groups
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should participate in the development of competency-based learning packagesprimarily to acquire the knowledge and skills in developing these learning materials andshare their practical experience and develop ownership of the learning materials in theprocess. Writing of the CBLP will only commence once the task analysis for eachelement has been finalized. The task analysis outputs should be submitted to industryexpert workers for critiquing before writing the CBLPs so that the expert workers couldcontribute to the enhancement of the technical content and quality of the learningpackages.
155 The contract award of Regional Training packages, which has been delayed,needs to be awarded soonest: The regional training packages need to be awardedsoonest and those who have to undergo the intensive 3 months or 2 months trainingmust be sent for training so that they are back in the country to implement the start ofthe new curricula from the coming academic year.
156 LMIS website needs to be fully operationalized soonest : The LMIS website isoperational, but there are still presentation problems and other glitches that need to besorted out so that the LMIS is fully operational as well as maintained at the earliest.
157 TVETMIS needs to be fully operationalized soonest : The TVETMIS modules haveto be completed soonest so that TVETMIS can be fully operationalized as well asmaintained at the earliest.
158 TVET institutions need to be linked up with DGTVET to operationalize andmaintain TVETMIS : The whole purpose of TVETMIS is to provide the necessaryinformation for planners and decision-makers to arrive at informed decisions. Gettingaccurate statistics has been a problem. Operationalization of TVETMIS is to addressthe current problem of getting accurate statistics. Once this system has beenoperationalized, this system has to be maintained. All the public TVET institutionsshould be linked up with DGTVET. To ensure this, all TVET institutions should havereliable and high speed internet interconnectivity. Funds should be allocated from thesavings from certain categories to ensure internet interconnectivity of all public TVETinstitutions all over the country.
159 Dormitories for poor students need to be provisioned if the certificate enrollmentis to be increased : The certificate enrollment is less than satisfactory because thepoor students and the school drop-outs, who really need the certificate training to equipthem with the skills to improve their employability, cannot enroll in the certificateprograms in the urban centers because they cannot afford the high cost ofaccommodation in the urban centers where the training institutions are located. Theobvious solution is the provision of dormitories, the necessity of which was discussedwith the ADB Review Mission in September 2012. This issue of dormitories in RTCs aswell as in selected PTCs, already offering certificate programs or planning to offer thecertificate programs from this coming academic year, need to be resolved during theADB Mid-term Review with re-allocation of savings from other categories to civil worksso as to build the much needed dormitories.
160 Mismatch between Sub-outputs and Project Categories with Consultants’ Termsof Reference : The major lesson learnt so far during implementation of this project isthat the various sub-outputs (there are 15 sub-outputs) and the project categories(there are 7 project categories, excluding recurrent and unallocated) are not adequatelycovered by the ToRs of the consultants to the extent that 30% of the budget allocation,which is spent on civil works and equipment, do not have any international consultinginput. The identification of equipment, their specifications and costing requirespecialized expertise, which are inadequately provisioned. These two categories alongwith procurement of various consulting services require some intensive inputs from anexperienced international procurement specialist, which has not been provisioned in theproject. The provision of full-time national consultant for civil works and procurement is
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not adequate, without the services of an international consultant especially asprocurement is all round the year and is a major determinant of the project success orfailure. In the absence of any international input for procurement, the burden of thistime-consuming job has fallen on the Team Leader, who has had to spend considerableinput on various procurements issues and documents, diverting him from his mainresponsibilities under his ToRs. Furthermore, as there is no dedicated implementationspecialist dealing with all types of implementation issues and for co-ordinating theinputs from all the various consultants, the project has suffered resulting in delays incertain activities. Therefore, the sub-outputs of the project and project categories needto be mapped properly, detailing the responsibilities for each of the sub-output andproject category, which need to be covered adequately by international and nationalconsulting inputs, which then need to be correctly reflected in the consultants’ terms ofreference. Adequate time need to be spent on drafting a proper and adequate ToRs forall consultants.
161 Consultants’ replacement, resignations have become too frequent, which hascaused numerous problems in this project, which needs to be analyzed so thatthis situation is minimized in future projects : In this project, there have been toomany consultants’ replacement and resignations, which needs to be analyzed, as thishas negatively impacted the project and has resulted in unnecessary burden and stresson the Team Leader. This type of situation should be minimized in future projects.
162 Quality of Outputs from International Consultants is very much dependent on thefees : The Mid-term Review will provide an ideal opportunity to evaluate the outputsfrom the various consultants. There is generally a very positive correlation betweenfees and the quality of outputs. The ADB Mid-term Review should look into thiscorrelation issue and recommend necessary corrective measures to ADB COSO toavoid similar situation in future ADB projects.
163 Savings from Team Leader’s allocation as well as reducing current allocation ofTeam Leader so as to extend the contracts of several international consultants,whose services are still required in 2014, but whose contracts are expiring in2013 : The savings from Team Leader’s current allocation due to his various leaves, aswell as reduction of his remaining input need to be used to extend the services ofcertain international consultants. This issue needs to be discussed during the ADB Mid-term Review and effected through another contract variation, including using thecontingent amount from the consulting services.
164 Re-allocation of Funds to be decided during Mid-term Review : The project plans tosubmit for consideration of ADB Mid-term Review Mission the re-allocation of fundsfrom savings as well as unallocated funds to those categories where additional fundingis envisaged.