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Language: English
Original: English
AFRICAN DEVELOPMENT FUND
PROJECT: Development of Skills for Industry
COUNTRY: Ghana
PROJECT APPRAISAL REPORT
Date: April 2012
Appraisal Team
Team Leader: Mr. Joseph Muvawala, Principal Education Economist,
OSHD.2
Team Members: Ms. Muriel Kei-Boguinard, Principal Legal Counsel, GECL.1 Ms. Amissah-Arthur Efua, Social Development Specialist, GHFO Ms. Irene Brefo-Sekyere, Procurement Officer, GHFO Mr. Jonathan Nyamukapa, Financial Management Specialist, GHFO Mr. Jemima Tettey, Disbursement Assistant, GHFO Ms. Lydia Chatizembwa, Senior Portfolio Data Analyst, OSHD.0 Ms. Reinhilde Lambrechts, Consultant Architect, OSHD.2
Sector Manager: Dr. Boukary Savadogo Sector Director: Dr. Agnes Soucat Regional Director: Mr. J. K. Litse
Peer Reviewers
Mr. Corbin Michel Guedegbe, Chief Education Analyst, OSHD.2 Ms. Maimouna Diop-Ly, Principal Health Specialist, OSHD.3/GHFO Mr. Benedict Kunene, Principal Education Specialist, OSHD.2 Mr. Jason Mochache, Principal Architect, OSHD.2/UGFO Mr. Amadou Bachir Diallo, Senior Socio Economist, OSHD.1 Mr. Francis Ndem, Senior Education Economist, OSHD.2 Ms. Anne Sophie Olsen, Consultant OSHD.0
TABLE OF CONTENTS
CURRENCY EQUIVALENTS, FISCAL YEAR, WEIGHTS AND MEASURES,
ACRONYMS AND ABBREVIATIONS, LOAN AND GRANT INFORMATION,
PROJECT SUMMARY, RESULTS-BASED LOGICAL FRAMEWORK, PROJECT
TIMEFRAME ...................................................................................................................... i-viii
I – STRATEGIC THRUST & RATIONALE ............................................................................ 1
1.1. Project linkages with country strategy and objectives .................................................... 1
1.2. Rationale for Bank’s involvement .................................................................................. 2
1.3. Donors coordination........................................................................................................ 3
II – PROJECT DESCRIPTION…..………………………………………………………….. 4
2.1. Project components ......................................................................................................... 4
2.2. Technical solution retained and other alternatives explored ........................................... 6
2.3. Project type ..................................................................................................................... 6
2.4. Project cost and financing arrangements ........................................................................ 7
2.5. Project’s target area and population ................................................................................ 9
2.6. Participatory process for project identification, design and implementation ................. 9
2.7. Bank Group experience, lessons reflected in project design ........................................ 10
2.8. Key performance indicators .......................................................................................... 10
III – PROJECT FEASIBILITY ............................................................................................... 11
3.1. Economic and financial performance ........................................................................... 11
3.2. Environmental and social impacts ................................................................................ 11
IV – IMPLEMENTATION ...................................................................................................... 14
4.1. Implementation arrangements ....................................................................................... 14
4.2. Monitoring .................................................................................................................... 16
4.3. Governance ................................................................................................................... 17
4.4. Sustainability................................................................................................................. 17
4.5. Risk management .......................................................................................................... 18
4.6. Knowledge building ...................................................................................................... 19
V – LEGAL INSTRUMENTS AND AUTHORITY............................................................... 19
5.1. Legal instruments .......................................................................................................... 19
5.2. Conditions associated with Bank’s intervention ........................................................... 19
5.3. Compliance with Bank’s Policies ................................................................................. 20
VI – RECOMMENDATION ................................................................................................... 20
Appendix I. Ghana’s comparative socio-economic indicators ................................................ 21
Appendix II. Table of ADB’s portfolio in Ghana ................................................................... 21
Appendix III. Related projects financed by the Bank and other development partners in the
country ..................................................................................................................................... 23
Appendix IV. Map of the Project Area .................................................................................... 24
Appendix V. Procurement Arrangements of the Project.…………………...………………25
Appendix VI. ESMP Summary.…………………….……………………………………….27
LIST OF FIGURES AND TABLES
Title Page
Figure 1: Projected Financing of Education by Sub-Sector (2010 – 2020) …………………... 2
Figure 2: Employment Sectors for Graduates…………………………………………………. 2
Figure 3: Ghana Current Enrolment and Projections by Level of Education (2009-2010)…… 3
Table 1.3: Donors’ Interventions in Skills Development (SD)………………………….......... 4
Table 2.1: Project Components……………………………………………………………….. 5
Table 2.2: Project alternatives considered and reasons for rejection………………………….. 6
Table 2.4 (a): Summary of Project Costs by Component………………………………………. 7
Table 2.4 (b): Sources of Finance (UA million)…………………………………………......... 8
Table 2.4 (c): Project Costs by source of financing by Component……………………….......... 8
Table 2.4 (d): Summary of Project Costs by Category of Expenditure……………………….. 8
Table 2.4 (e): Sources of Finance by Category of Expenditure (UA million)………………… 8
Table 2.4 (f): Expenditure schedule by component (UA Million)…………...………………... 9
Table 4.2: Monitoring Schedule…………………………………………………………......... 17
Table 4.5: Risks and Mitigation Measures………………………………………………...........
19
Currency Equivalents
As of January 2012
1 UA = GHS 2.43
1 USD = GHS 1.58
1 UA = USD 1.54
Fiscal Year
1st January – 31
st December
Weights and Measures
1metric tonne = 2204 pounds (lbs)
1 kilogramme (kg) = 2.200 lbs
1 meter (m) = 3.28 feet (ft)
1 millimeter (mm) = 0.03937 inch (“)
1 kilometer (km) = 0.62 mile
1 hectare (ha) = 2.471 acres
Acronyms and Abbreviations
ADB = African Development Bank ADF = African Development Fund CBT = Competence Based Training COTVET = Council for Technical and Vocational Education and
Training CSP = Country Strategy Paper DPs = Development Partners DSIP = Development of Skills for Industry Project EMIS = Education Management Information System ESP = Education Sector Plan GDP = Gross Domestic Product GES = Ghana Education Service GoG = Government of Ghana GSGDS = Ghana Shared Growth Development Strategy HEST = Higher Education Science and Technology JAS = Joint Assistance Strategy JHS = Junior High School MIC = Middle Income Country MoE = Ministry of Education NQAF = National Qualifications and Assessment Framework NVTI = National Vocational Training Institutes PSU = Project Support Unit PCR = Project Completion Report PSC = Project Steering Committee RAS = Regional Assistance Strategy SHS = Senior High School SDF = Skills Development Fund TERP = Tertiary Education Rehabilitation Project TI = Technical Institute TOT = Training of Trainers TVET = Technical and Vocational Education and Training
ii
Loan and Grant Information
Client’s information
BORROWER: Government of Ghana (GoG)
EXECUTING AGENCY: Council for Technical and Vocational Education and Training (COTVET)
Financing plan
Source Amount (UA) Instrument
ADF
45.00 25.00
Loan Grant
GoG 7.70 Counterpart Funds
TOTAL COST 77.70
ADB’s key financing information
Loan currency
UA
Tenor 50 years
Grace period 10 years
Commitment fee 0.5% (50 basis
points) Other fees 0.75% (service fees)
Timeframe - Main Milestones (expected)
Preparation Mission December 2010
Concept Note Approval September 2011
Appraisal Mission December 2011
Project Approval June 2012
Effectiveness December 2012
Completion June 2017
Last Date of Disbursement June 2018
iii
Project Summary
1. Project Overview: The Development of Skills for Industry Project (DSIP) is designed to
reinforce the Government of Ghana’s efforts to reform Technical and Vocational Education
and Training (TVET). The intervention consists of a loan of UA 45.00 million, an ADF grant of
UA 25.00 million and a Government of Ghana (GoG) contribution of UA 7.70 million. It will be
implemented within a 5 year period and will focus on supporting key reform areas in the TVET
subsector to improve equitable access, quality and relevance and efficient management of TVET
delivery in the formal and informal sectors. The project will contribute to the achievement of the
following key outcomes: improved teaching and learning environment in the 13 beneficiary
public TVET institutions; increased participation levels in TVET; increased female participation
in science related TVET courses; and efficient and effective policy, planning quality control
systems for TVET established at the coordination level. It will also help achieve key outputs of
the TVET reform, including (i) preparation of a costed strategic plan to guide the development of
skills in Ghana; (ii) increasing the supply of high caliber middle level technicians and TVET
instructors; (iii) reviewing the instructor training curriculum; (iv) strengthening the capacity of
the Council for Technical and Vocational Education and Training (COTVET); and (vi)
operationalizing the prior learning mechanism and the accreditation system for TVET.
2. Needs Assessment: Relative weaknesses in technology and innovation as well as labour
market inefficiencies have negatively affected the competitiveness of the Ghanaian
economy. Ghana has transited from a low income country to a low level middle income status,
but still faces a competitive challenge. Ghana’s lack of competitiveness appears to stem from
poor productivity exacerbated by limited supply of equitable and quality training opportunities to
match the needs of the rapidly growing youth population and the demands of the key emerging
economic sectors. Skills delivery is characterised by poor and uneven quality of teaching and
learning coupled with inadequate funding. Only about 1% of the education budget is allocated to
TVET. Consequently, there is an urgent need to address the technical and financial deficiencies.
3. Bank’s Added Value: With the proposed project, the Bank is contributing to easing the
financial constraints that have limited the speed and depth of the reforms in the TVET
subsector in Ghana. Financial resource constraints have limited the speed of reforming the skills
development sector in Ghana and are hindering the subsector’s capacity to respond to the needs
of the economy. The proposed project will provide GoG with resources and the technical
expertise available to support the reform of the TVET subsector by improving equitable access
and quality of TVET delivery. The strengthening of the TVET regulatory framework for quality
envisaged under the project will boost Government’s ability to increase the effectiveness of the
resources invested in TVET by the private sector and non-governmental organisations that
accounts for about 50% of TVET delivery in the country.
4. Knowledge Management: The project will facilitate the creation, transfer and
dissemination of knowledge in the area of TVET. The processes and interventions funded by
the project will entail the creation of knowledge and a system to manage and share the
information. The key interventions that will generate knowledge will include: (i) tracer studies;
(ii) the study on youth unemployment; and (iii) impact evaluation study targeting financial and
non-financial incentives intended to increase female participation in TVET. This information will
enhance decision making in the country and the Bank regarding the functioning of the TVET
system and as well as reflect the impact of specific interventions.
iv
Results-based Logical Framework Country and Project Name: GHANA – Development of Skills for Industry Project (DSIP)
Purpose of the project: To support the development of high quality middle level technical and vocational skills needed in the Ghanaian economy
RESULTS CHAIN PERFORMANCE INDICATORS Means of Verification
RISKS /
MITIGATION MEASURES
Indicator
(including CSI)
Baseline
(2010) Target
IMP
AC
T
Availability of highly skilled human
capital
Economic growth rate
% of graduates employed within six
months of graduation
% of graduates setting up their own
businesses
7.7% (non oil)
10%
20%
9% in 2016
20% in 2017
30% in 2017
Reports from pre-tertiary (technical
institutes) institutions, labour market
statistics, Ghana Statistical Service, surveys, tracer studies, COTVET,
Household Survey (s); Ghana Poverty
Reduction Strategy periodic reports; Common Performance Assessment
Framework (CPAF) proxy indicators on employment
O
UT
CO
ME
S
Outcome 1. Improved teaching and learning environment
in the 13 beneficiary public TVET institutions.
% of qualified instructors in TI’s
Number of students graduating with the
requisite qualifications and skills including
the needy.
84.3% (81% female)
26%
95% (90% female) in
2017
60% (40% female) in
2017
Reports from pre-tertiary (technical
institutes) institutions, labour market statistics, Ghana Statistical Service,
labour market surveys, tracer studies,
National Plan and Development
Commission, COTVET information
systems.
Risks: Lack of resources to meet recurrent
costs (equipment and maintenance.)
Mitigation: Integrated financing for recurrent
expenses in the budget for 2012/ 2013 and the
medium term.
Outcome 2. Increased participation levels in TVET
% of students completing JHS and SHS
enrolling for TVET programmes
7% (30% female)
20% (40% female) in
2017
COTVET Annual reports, TVET EMIS,
project quarterly progress reports
Risk: Unstable in flow of students (female and
male) with the required grades.
Mitigation: Institutionalization of career
guidance and role model programs at JHS and SSH level and improving the image of TVET
through improved teaching and learning
environment.
Outcome 3
increased female participation in science
related TVET courses
% of female enrolled in science related
TVET courses
30%
40% in 2017
COTVET Annual reports, TVET EMIS,
project quarterly progress reports
Risk: Unstable in flow of female students with
the required grades.
Mitigation : Institutionalization of career
guidance and role model programs at JHS and
SSH level and implementation of the teacher improvement intervention at the same level
v
Outcome 4.
Efficient and effective policy, planning quality control systems for TVET established
at the coordination level
% of qualified staff members at COTVET
No. of tracer studies conducted
Costed strategic plan for TVET developed, approved and implemented
40 % of current staff
establishment None available
None available
80 % of the optimal
staff in 2015 Two tracer studies by
2015.
Costed strategic plan for TVET approved by
December 2013
Exit interviews and surveys, quarterly
progress reports, annual performance reports, staff surveys and appraisals.
Risk(s): Possible delays in expansion of
COTVET to reflect the institutional plans and staff needs necessary to facilitate its role
Mitigating Measure(s): Project provision of technical assistance to augment COTVET
technical capacity to perform its key roles.
O
UT
PU
TS
Component 1: Expanding equitable access
to TVET
-Teaching and learning environment improved
-Increased learning opportunities for the
informal sector and needy students in TI’s
- Number of institutions upgraded and
improved
- Number of the bursaries for needy
students
2 TI’s out of 38 TIs
5000 apprentice and zero
bursaries in TVET
15 institutions
completed and
equipped by 2017 1550 bursaries for TI’s
and 7500 apprentices
(60% female) by 2017
Annual COTVET progress report and
project quarterly progress report
Risk: Cost overruns during implementation due
to unforeseen delays in implementation of
construction activities.
Mitigating measure: construction design and
key preparation activities being undertaken
before project approval to ensure adherence to the project’s implementation schedule.
Component 2: Building human and
institutional capacity for TVET
- Reinforced policy and planning for TVET
- Improved quality control mechanism at the
central level
- TVET institutions managed efficiently
-Strategic plan for TVET developed.
- Improved working environment for
COTVET.
- TVET Information System developed.
- Management and leadership course for
TVET developed.
- Number of managers trained.
-Number of faculty trained.
- Number instructors trained in technical
training.
No strategic Plan for
TVET
500 square meters of
sitting space available
TVET MIS not developed.
No specific management
training for TVET
No baseline available
160 out 213 Lecturer have Masters Degree and 30 out
of 72 seniors lecturers have
PhDs
3510 (84%) out 4166
instructors in TVET
Strategic plan
developed by December 2013
4000 square meters
sitting space available
TVET MIS developed
and functional by
December 2014 Management course
developed by
December 2013
50 senior managers of
public and private TI’s trained by 2015
20 additional faculty members upgraded to
master level and 5 to
PhDs
200 additional
instructor trained (30 % for females) by 2016
Annual COTVET progress report and
project quarterly progress report
vi
Component 3:
Improving quality and relevance of TVET - Curriculum development and review to competency based training (CBT)
- National qualifications and accreditation Framework operationalised
- Production of training materials and manuals
-HIV/AIDS materials provided
-Training of guidance and counselling instructors
-Establishment of guidance and counselling
units
- Master craftsmen trained
- No. of trades covered by CBT
- Operational national qualification (NQAF) and accreditation framework
- student textbook ratio
- HIV/AIDS materials developed and
supplied to training institutions
- Number of core career guidance and counselling instructors trained
- Number of counselling centres set up
- number of master craftsmen trained
Three (3) trades
NQAF not operational
1:20
No. HIV/AIDS materials
mainstreamed in TI’s
None trained
0 counseling centre
150 master craftsmen
Six (6) trades by 2016
NQAF operational by December 2013
1:5 by 2017
13 TI’s provided with
IEC materials in
HIV/AIDS by 2017.
100 core career guidance counsellor (50
% females) by 2016.
13 centres set up by
2017
500 additional master
craftsmen trained by
2017
Annual COTVET progress report and project quarterly progress report
Risk(s): Delays in operationalization of the NQAF and the legal framework for registration
and accreditation.
Mitigating Measure(s): The draft accreditation
laws and qualification framework has been
drafted in advance of project approval by the Board. In addition, the establishment for NQF
and accreditation secretariats have been
approved by the public service and filling of
the position is under way.
Component 4: Project management
- Facilitation for project management
- Impact evaluation mechanism developed and
piloted
-Functional project management frame
work for coordination
-Impact evaluation study conducted
PSU is in place but not
adequately staffed
None done
PSU is in place and
adequately staffed
One impact evaluation
conducted and results
published by 2016
Annual COTVET progress report and project quarterly progress report
vii
Project Timeframe
1
REPORT AND RECOMMENDATION OF THE MANAGEMENT OF THE ADB GROUP
TO THE BOARD OF DIRECTORS ON A PROPOSED LOAN TO GHANA FOR THE
SUPPORT TO THE DEVELOPMENT OF SKILLS FOR INDUSTRY PROJECT
Management submits the following report and recommendation on a proposed loan for UA
45.00 million and a grant for UA 25.00 million to finance the Development of Skills for
Industry Project (DSIP) in Ghana.
I – STRATEGIC THRUST & RATIONALE
1.1 Project linkages with country strategy and objectives
1.1.1 The proposed Development of Skills for Industry Project is designed within the
context of the human capital development priorities of the country. It supports the
Government of Ghana’s (GoG’s) efforts to resolve a key development challenge of low quality
skills produced by the Technical, Vocational Education and Training (TVET) subsector. The
proposed project is aligned with the priorities of Ghana’s development agenda which
emphasizes the enhancement of the competitiveness of goods and services produced in the
country. This is to be achieved through improved production of human capital that is critical
for growth and poverty reduction. The project is consistent with the Ghana’s Shared Growth
Development Strategy (GSGDS). The GSGDS highlights policy interventions that underscore
the importance of providing support to the TVET subsector with linkages to employment
generation. The link to employment generation also emphasized in the Employment and
Industrial Policy of 2006 and 2011, respectively, is a major focus of this project. At the sector
level, the project objectives resonate with the objectives of the Education Sector Development
Plan- ESDP (2003-2015) which, among others, emphasizes the provision of equitable access
and the improvement of the quality of TVET.
1.1.2 Technical and Vocational Education is a priority investment sector1 for Ghana.
The 2011 budget statement emphasized GoG’s commitment to sustain growth for development
and job creation notes the need to improve skills for the youth through TVET. The ESDP
(2003-2015) projects that if TVET provision is improved, the number of students joining the
TVET stream will increase by 50% by 2016, due to increased completion rates at basic
education level. This policy intent represents a deliberate attempt by GoG to increase the
number of middle level skills produced in the country. In addition, GoG has prioritized TVET
as one of the sectors for which it will borrow to address the shortage of a skilled workforce.
1.1.3 The reform of TVET and the capacity building of the training institutions with
the aim of strengthening entrepreneurship are at the core of the GoG’s employment
policy. Ghana’s employment policy focuses on enhancing technical and vocational education
and training to support employment creation through skills development programmes for the
unemployed youth. The policy also provides a roadmap for skills upgrading for those in
employment and the improvement of the quality and quantity of the workforce, including the
financing of TVET and the provision of guidance and counseling services. The policy further
promotes the strengthening of the structures responsible for governance and delivery of TVET
as well as the promotion of a national system of apprenticeship. It further proposes business
development and management through improving the organization of entrepreneurship training
in pre-tertiary and TVET institutions. These key human capital development interventions
contained in the policy are at the core of the design of the proposed project.
1 The Budget Statement and Economic Policy of the Government of Ghana (Financial year 2011 pg.130 )
2
Figure 2: The non-formal sector absorbs more
graduates
1.1.4 The project conforms to the key policies of the Bank and its assistance strategy
for Ghana. The Country Strategy Paper (CSP) (2012 - 2016) for Ghana seeks to assist the
country in addressing human resources challenges through activities that will contribute to the
building of an optimal level of the human capital stock required to achieve sustainable growth.
It is also in line with Bank’s priorities as stated in its Medium-Term Strategy (MTS) of 2008-
2012 and the Higher Education, Science and Technology (HEST) Strategy, that emphasizes the
need for the Bank to invest in vocational training, higher education, science and technology.
1.2 Rationale for Bank’s involvement
1.2.1 The financing of the project will speed up
TVET reform in Ghana. Inadequate financial resources
coupled with insufficient prioritisation of TVET in the
national budget constrain the speed of the reform of TVET
in Ghana. As shown in figure 1, a review of the public
expenditure projections for 2010-2020 for education
shows that basic education is allocated 57% compared to
TVET at only 1%, with the balance going to secondary
education, Higher Education, Special Education and
management. The allocation to TVET is not projected to
grow in the medium term. Salaries constitute over 80% of
the budget allocated to this subsector thus crowding out
expenditures for inputs to improve quality. This funding
falls far short of the estimated USD 4502 million in the
medium term required by the TVET subsector alone for
bringing the GoG institutions to an acceptable level. Due
to this inadequate funding situation, GoG is unable to
implement key elements of the reforms in the TVET subsector. In line with the HEST strategy,
the project will provide the much needed financial and technical support with a view to
deepening the reform of the TVET subsector.
1.2.2 The Ghanaian labour market is
characterized by a quantitative and a qualitative
mismatch of skills supply and demand. Employment
growth averaging about 3.1% in the past decade lags
behind economic growth currently at 7.7% (excluding
oil) and labour force growth averaging 5.8% in the same
period. As indicated in Figure 2, an estimated 68% of the
labour force are self-employed, thus the prospects of
generating additional jobs or employment opportunities
for the growing youth is very low. The situation is
accentuated by the high population growth rate
(averaging 2.7% in the last decade), a reduction in public
sector jobs and a contraction of private sector jobs. The
lack of structural transformation of the Ghanaian economy has constrained the development of
new productive employment and the efficient utilization of the labour force.
2 COTVET preliminary financing simulation 2010
Source: ESP 2010-2020: Financial Simulation
Projections
Figure 1: Funding for TVET is inadequate
Source: Ghana Employment Policy 2007
3
1.2.3 Ghana has an education system that
eliminates large numbers of youth at two key
transitional levels (Junior High School and Senior
High School). This creates a pool of unemployed and
mostly semi-literate youth with unemployable skills.
Access to TVET as shown in figure 3 is limited
compared to the number of students graduating at JHS
and SHS levels. The enrolment in TVET is projected
to grow by 1% point from 3% in 2012 to 4% in 2020
without the project invention. This growth is matched
by a higher participation rate of 24% and 10% at JHS
and SHS level respectively, further aggravating the
unemployment situation due to the lack of appropriate
skills of the graduates.
1.2.4 The Ghana National Employment Policy (2006) notes that the job market in the
country has limited absorptive capacity. The economy cannot absorb the more than 300,000
students graduating from tertiary institutions annually. The supply side of labour in the country
is exacerbated by the fact that the graduates produced by the TVET system are perceived by
employers to be technically incompetent and unsuitable for the world of work due to the
mismatch between the training and the needs of the labour market. The result has been the
increasing unemployment of university and polytechnic graduates now estimated at 21%. There
is a need to focus on supporting the improvement of the learning environment and increasing
the capacity of TVET institutions to train graduates and empower them to create jobs. This
entails embarking on curriculum review activities that will ensure linkages of the training to the
needs of the private sector and designing and implementing a students’ business model to
enhance entrepreneurial abilities of TVET graduates.
1.2.5 The growth in demand for quality TVET graduates for the services sector is
projected to grow at about 20% in the medium term. The annual employment elasticity for
the agriculture sector is less than a unit (i.e. 0.57) compared to 2.12 and 1.22 for industry and
services sectors, respectively. This growth presents an immense opportunity for economic
growth and employment, particularly in sectors such as tourism, Information Communication
Technology (ICT), light industry based on textile and garments and metallic and non-metallic
minerals. However, employers in Ghana repeatedly cite lack of specific skills as a problem.
Companies and manufacturers claim they do not have the required numbers of skilled workers
and technical personnel needed for increased production. The GoG has embarked on the TVET
reform to urgently address the quality challenge faced in the delivery of TVET. The Bank’s
contribution to addressing this challenge is at the core of the proposed intervention.
1.3 Donors coordination
1.3.1 Donor coordination mechanisms for the education sector in Ghana are strong
and are led by the Government. The Bank is a member of the Development Partners (DP)
supporting the Education Sector Development Plan (ESDP) together with the World Bank,
USAID, DANIDA, JICA, GIZ and DfID. The DPs operate within a SWAp arrangement
supporting the ESDP which is monitored trough the annual Education Sector Reviews. The
leadership of the DPs group is chaired on a rotational basis with common communication
mechanisms. Available budget figures indicate an increasing interest to support skills
development with a number of initiatives started and/or already under way. Table 1.3 presents
Figure 3: TVET enrollments are too low to
support the size of the economy
Source: Ghana Education Sector Development
Plan
4
the ongoing projects funded by the DP’s and the level of dialogue in the TVET sector and show
that the Bank is a lead contributor (53%). For details on the DPs’ focus on the Education
Sector refer to Technical Annex: A2.15.
1.3.2 Critical interventions that focus on improving quality of TVET particularly
supported by the development budget are underfunded. An analysis of the TVET budget
shows that the available funding to the sector amounts to less than 40% of the estimated
USD450 million required for improving delivery of TVET in the Education Ministry alone.
Due to the funding gap for the TVET subsector, critical soft interventions required to reform
the TVET subsector remain unfunded hence the need for more targeted financing.
Table 1.3: Donor Interventions in Skills Development (SD)
II– PROJECT DESCRIPTION
2.1 Project components
The development objective of the project is to support the development of high quality
middle level technical and vocational skills needed in the Ghanaian economy. The project
addresses a key issue of human capital development through increasing the capacity of the
country to produce high calibre technical skills. It has three specific objectives which include:
(i) Expanding equitable access to public institutions targeting females and the rural poor; (ii)
Improving relevance and quality of TVET delivery; and (iii) Improving management of TVET
at the coordination (COTVET) and school based institutional levels. To achieve these
objectives, the project will have the following components as shown in Table 2.1:
Budget Players – Public annual expenditure SD (Average 2011- 2015) – USD millions
Intervention area(s) Donor % Donor
Contribution
Amount
CBT, Capacity Building, Infrastructure Development for TIs and COTVET ADB
53% 124
Informal Sector, CBT, Equipment GIZ (Germany) 9% 21
Master craftsperson training and SDF DANIDA 6% 14.2
CBT, Infrastructure, Equipment for selected TIs; informal sector, studies- Oil
and Gas Capacity Building
World Bank 2% 4.7
CBT, Skills Development Fund, Informal Sector, Studies, Equipment (limited),
Capacity Building- Ghana Skills and Technology Development Project
World Bank 30% 70
TOTAL 233.9
Existence of Thematic Working Groups Yes
Existence of SWAPs or Integrated Sector Approaches Yes
ADB’S Involvement in Donor Coordination Member
5
Table 2.1: Project Components
Nr. Component Component Description
1. Expanding
Equitable Access
to TVET
(Amount:
UA62.12 million)
Sub-Component 1: Increasing the participation of disadvantaged groups in TVET
The subcomponent will finance: A 3 year bursary scheme for each of the 1,550
disadvantaged students with particularly focus on female students and stipends for 2,500
additional apprentices and the development and implementation of a role model program to
encourage female students to join TVET courses offered at both the junior and senior
secondary levels.
Sub-Component 2: Strengthening of teaching and learning environment and the
capacity of TI’s
The sub component will finance: (i) Strengthening of the teaching and learning environment
and the capacities of 13 existing technical institutions (10 TI’s, College of Technology
Education Kumasi –University of Education Winneba and 2 Polytechnics (Takoradi and
Accra); (ii) Supply of modern equipment and inputs (ICT equipment, internet connectivity,
modern teaching aids and sports facilities); (iii) supply of reference textbooks; (iv)
improvement of water supply and sanitation, and the provision of electricity and solar power
systems. The project will specifically support the construction of digital libraries and
Information Technology (IT) centers in all beneficiary schools to supplement government
efforts to mainstream the use of IT for teaching and learning.
2. Building Human
and institutional
Capacity for
TVET
(Amount: UA
4.21 million)
The component will support interventions that aim to build human and institutional capacity
of COTVET and training institutions involved in the delivery of TVET.
The component will finance: (i) refresher training programmes for pedagogy of 200 TVET
instructors (30 % females); (ii) training of 500 master craftsmen to support skills delivery in
the traditional apprentice program; (iii) design and implementation of a management course
for 50 TVET managers of TI (5% female) and master’s degree training of 25 faculty
members (20% female); (iv) provision of 5000 sq meters office space for COTVET; (v)
support the preparation of a costed strategic plan to guide the delivery of TVET; (vi)
strengthening M&E systems and TVET MIS at COTVET; and (vii) training of staff of
COTVET in selected areas of TVET policy, planning, advocacy, budgeting, information
systems, curriculum review and quality control.
3 Component 3:
Improving
quality and
relevance of
TVET
(Amount: UA
7.02 million)
The component will support interventions that aim to improve the quality and relevance of
TVET delivery. The following activities will be funded: (i) the review of curriculum through
expansion of CBT programs to cover three trade areas (i.e. wielding, electronics and plant
engineering, production of training materials); (ii) review of instructor trainers’ curriculum to
align it to the CBT delivery mode and the demand of industry; (iii) development and
operationalization of a mechanism that recognizes prior learning; (iv) development and
operationalization of a national qualifications and accreditation mechanism for training
institutions; (v) support to institutionalization of production units using demand driven
competitive investment grants; (vi) setting up of career guidance and counseling units in
beneficiary institutions and training of core counselors; (vii) development of a system for
tracer studies and their institutionalization at COTVET; (viii) support to institutionalization
of entrepreneurship training through the development and implementation of a student’s
business model.
4. Project
Management
(Amount: UA
4.35 million)
This component will provide the necessary support for the effective implementation of the
project through COTVET. It will finance the development of an impact evaluation mechanism
in the area of financial and non-financial incentives with regard to increasing the participation
of females in TVET. It will also finance operational costs for monitoring of the project,
technical support, audit services, advocacy and communication, marketing, and Mid Term
Review (MTR) and Project Completion Report (PCR) costs.
6
2.2 Technical solution retained and other alternatives explored
The design of the project considered four technical solutions out of which one was retained. The one that was retained presents a coherent, integrated and feasible approach to
dealing with the challenges facing TVET provision in Ghana. It involves the design of a
multi-component investment project that focuses on improving the teaching and learning
conditions of selected institutions. These are distributed regionally and are covering a wider
range of trades, and therefore will produce skilled middle level technicians for more sectors
of the economy including for oil and gas. The solution balances interventions that deal with
the hardware and software constraints to the delivery of formal and informal TVET in the
country. Table 2.2 below shows the three alternatives that were not accepted and the reasons
for their rejection.
Table 2.2: Project alternatives considered and reasons for rejection
Alternative name Brief description
Reasons for rejection
An investment project
that creates a few TVET
centers of excellence
with specialized areas of
study and capacity
building to COTVET.
The alternative involves
establishment of a few centers of
excellence with specialized areas
of study.
The alternative imposes a huge financial burden
for the country given that it covers a limited area.
It does not present a holistic approach to dealing
with the challenges of skills development and does
not adequately address issues of sustainability and
equitable access facing the TVET subsector.
Earmarked Budget
Support to the TVET
subsector.
The financing modality involves
contributing to the budget of the
Ministry of Education
specifically targeting TVET
reform.
The TVET subsector does not have a well-
designed and costed strategic plan already
prepared, through a fully participatory process to
guide the implementation of earmarked budget
support operation.
The monitoring and evaluation framework
required to assure results for a sector budget
support operation is still weak and may not
support a successful implementation of an
earmarked budget support operation.
Contribution to the Skills
Development Fund
(SDF)
The financing modality involves
contributing to the SDF already
funded by World Bank and
DANIDA and subscribing to the
same guidelines and standards of
the fund. The SDF supports soft
intervention for the TVET
reform through a demand driven
mechanism.
The SDF does not support the breadth of policy
interventions required to enhance the improvement
of access, quality and relevance of TVET (for
example school infrastructure).
GoG decided to evaluate the effectiveness of the
first phrase of SDF before considering expansion
of the SDF. This would have pushed the
implementation of the project to a later period
against the urgent need to address the challenges
faced by the TVET subsector.
2.3 Project type
This specific investment project will assist in financing the implementation of an agreed
reform to increase access and quality of TVET delivery in Ghana. Government policy
allows three types of operations: (i) general budget support; (ii) sector budget support; and
(iii) investment projects. The option of an investment project implemented within the existing
SWAp arrangements was the favoured choice for the GoG since the DSIP is a well-targeted
and focused operation. Given its clear focus and design to deal with specific constraints and
7
deliverables to TVET, the GoG considers that this project offers a most efficient and effective
tool to attain the sector objectives. The project mode guarantees that earmarked resources will
be used for the intended purpose, hence it is deemed to be the most feasible and practical
option. The existing capacity and institutional arrangements are fully operational and
effective to manage the project.
2.4 Project cost and financing arrangements
2.4.1 The total project cost is estimated at UA 77.7 million. This amount is net of taxes
and duties, of which UA 55.4 million (71%) is in foreign currency and UA 22.3 million
(29%) is in local currency. The cost estimate includes a 7% physical contingency for works
category. Price escalation has been calculated based on a 2.5% annual price increase for
foreign currency and 3.0% for local currency throughout the five-year implementation period
for all categories of expenditure. For the purpose of costing, all items have been priced in
United States Dollars and converted into UA at the exchange rate applicable for the month of
November 2011. A summary of the costs by component of the project is presented in Table
2.4 (a).
Table 2.4(a): Summary of Project Costs by Component
2.4.2 The project will be financed by an ADF loan, ADF Grant and GoG will
contribute 10% of the total project cost. ADF financing will amount to UA 70 million
(USD 112.06 million) of which UA 45 million will be an ADF loan, and UA 25 million an
ADF grant. GoG will contribute UA 7.7 million (USD 12.33 million) as indicated in Table
2.4 (b). The ADF Loan will finance 58% of the total project costs, and will comprise UA 41.1
million in foreign exchange, representing 52.9% of total project costs, and UA 3.9 million in
local costs, representing 5.1% of total project costs. The ADF Grant will finance 32% of the
total project costs, and will comprise UA 14.3 million in foreign exchange, representing
18.4% of total project costs, and UA 10.7 million in local costs, representing 13.8% of total
project costs. All foreign exchange requirements of the project will be borne by the ADF
funds. The GoG's contribution of UA 7.7 million in local costs, representing 10% of the total
project costs, will partially finance the categories of expenditure for works (11.2%), goods
(4.1%), services (6%) and operating costs (29.9%). For details on categories of expenditure
per component and activities to be funded by the loan, grant and GoG see Technical Annexes
section B2.17 to 19 and Annex C3, respectively. Tables 2.4 (b), 2.4 (c), 2.4 (d), 2.4 (e) and
2.4 (f) present the sources of financing, project costs by source of finance, summary of
project costs by category of expenditure, sources of finance by category of expenditure and
expenditure schedule respectively.
COMPONENT
Millions UA
Foreign
Exchange
Local
Costs
Total
Costs
% F.E.
1 - Expanding Equitable Access to TVET 44.83 11.82 56.65 79%
2- Building Institutional & Human Capacity for TVET 2.53 1.32 3.85 66%
3 - Enhancing Quality of TVET Delivery System 1.06 5.37 6.43 16%
4 - Strengthening Project Management and Coordination
Framework
2.02 1.96 3.98 51%
Total Base Cost 50.44 20.47 70.91 71%
Physical Contingency 3.50 1.25 4.74 74%
Price Contingency 1.50 0.54 2.03 74%
Total Project Cost 55.4 22.3 77.7 71%
8
Table 2.4 (b): Sources of Finance (UA million)
Table 2.4(c): Project cost by source of financing by Component
Table 2.4(d): Summary of Project Costs by Category of Expenditure
Table 2.4(e): Sources of Finance by Category of Expenditure (UA million)
SOURCE Foreign
Exchange
Local Costs Total Costs %
ADF LOAN 41.1 3.9 45.0 58%
ADF GRANT 14.3 10.7 25.0 32%
GOG 0.0 7.7 7.7 10%
TOTAL 55.4 22.3 77.70 100%
COMPONENT
ADF Loan ADF Grant GOV TOTAL %
Comp
F.E L.C Total F.E L.C Total Local
Costs
F.E L.C Total
Costs
1 - Expanding Equitable
Access to TVET
36.73 2.97 39.69 12.54 4.80 17.34 5.09 49.26 12.85 62.12 80%
2- Building Institutional
& Human Capacity for
TVET
2.18 0.73 2.91 0.60 0.30 0.90 0.40 2.78 1.43 4.21 5%
3- Enhancing Quality of
TVET Delivery System
0.00 0.00 0.00 1.17 5.05 6.23 0.79 1.17 5.84 7.02 9%
4- Project Management 2.21 0.19 2.40 0.02 0.52 0.53 1.42 2.22 2.13 4.35 6%
Total 41.12 3.88 45.00 14.3 10.67 25.00 7.70 55.44 22.26 77.70 100%
CATEGORY OF
EXPENDITURE
Millions UA
% T.C.
% F.E. Foreign
Exchange
Local Costs Total Costs
A. Goods 11.4 2.12 13.54 17% 84%
B. Works 33.23 8.08 41.30 53% 80%
C. Services 4.89 3.41 8.30 11% 59%
D. Operating cost 0.91 3.53 4.44 6% 21%
E. Miscellaneous 0.00 3.34 3.34 4% 0%
Total Base Cost 50.44 20.48 70.93 91% 71%
Physical Contingencies 3.50 1.25 4.74 6% 74%
Price Contingencies 1.50 0.54 2.03 3% 74%
Total Project Cost 55.44 22.26 77.7 100% 71%
CATEGORY OF
EXPENDITURE
ADF Loan ADF Grant GoG TOTAL %
Cat. F.E L.C T.C F.E L.C T.C L.C F.E L. C TC
A. Goods 0.00 0.00 0.00 12.55 1.69 14.24 0.61 12.55 2.31 14.86 19.1
%
B. Works 36.51 3.69 40.21 0.00 0.00 0.00 5.09 36.51 8.78 45.29 58.3
%
C. Services 4.60 0.19 4.79 0.77 2.95 3.72 0.57 5.37 3.71 9.08 11.7
%
D. Operating cost 0.00 0.00 0.00 1.00 2.40 3.41 1.43 1.00 3.83 4.84 6.2%
E. Miscellaneous 0.00 0.00 0.00 0.00 3.63 3.63 0.00 0.00 3.63 3.63 4.7%
Total 41.12 3.88 45.00 14.32 10.67 25.0 7.70 55.44 22.26 77.7 100%
9
Table 2.4 (f): Expenditure schedule by component (UA million)
Component Year 1 Year 2 Year 3 Year 4 Year 5
1 - Expanding Equitable Access to TVET 0.00 13.84 28.38 18.22 1.48 62.12
2- Building Institutional & Human Capacity for
TVET
1.08 1.74 1.35 0.03 0.02 4.21
3- Enhancing Quality of TVET Delivery System 1.92 2.32 1.07 1.43 0.60 7.02
4- Project Management 1.02 0.79 0.80 0.84 0.83 4.35
Total Project Cost 4.0 18.7 31.6 20.6 2.83 77.7
Note: Exchange rates are provided in the introduction of this report (page (i))
2.5 Project’s target area and population
2.5.1 A broad scope of beneficiaries is targeted by the project in all the regions of
Ghana. The project will cover 10 out of the 38 technical institutions, 2 polytechnics and the
College of Technology Education Kumasi – University of Education Winneba under the
Ministry of Education. The targeted institutions are evenly situated at various regions of the
country and were selected on the basis of regional and rural balance. Initially, the principal
beneficiaries of the project will be the current and future students in the TI’s currently
estimated at 15,694 of which 34% are female and are estimated to increase to 21,967 by 2014
(40% female) in the medium term in the beneficiary schools. The students will benefit from
improved teaching and learning conditions which will enhance their probability of being
employed and or create their own enterprises.
2.5.2 Other beneficiaries of the project include the families of all students, the teaching
staff and prospective employers. The families of students who succeed in completing their
studies in the TI’s will have enhanced possibilities of increased lifetime earnings. Twenty
five (25) instructors (5 PhDs and 20 Masters) at the Kumasi College of Education
Technology and 200 instructors and 50 senior managers in TI’s will have their skills
upgraded. Employers and industries will benefit from the strengthened capacity and improved
quality of TVET delivery by having access to high caliber labour that will be graduating from
the institutions.
2.6 Participatory process for project identification, design and implementation
2.6.1 The project has been developed through an extensive participation of key
stakeholders. Throughout the stages of identification, preparation and appraisal of the
project, the project team consulted widely with the view to enhancing ownership of the
project. The participation and input from representatives of the Ministry of Finance,
COTVET, Ministry of Education and all the beneficiary institutions, Ministry of Local
Government, Ministry of Labor and Welfare, Civil Society, selected Private Sector Operators
and other Development Partners was ensured. There was wide support for the project at all
levels. All 13 beneficiary institutions were visited and needs assessments were undertaken.
During the needs assessments and field visits, extensive discussions were carried out with the
management of the institutions, staff and the students. Presentations on the development
plans and site plans of each institution were made to the project team, and the data obtained
was incorporated in the design of the project.
10
2.6.2 The participatory approach was reinforced by the involvement of the beneficiary
institutions and COTVET in the design of the project. The project was discussed during a
workshop that was attended by the principals and by the programme heads of the different
institutions, during which the proposed designs of the buildings and the components of the
project were discussed and validated. This participatory approach will be maintained
throughout project implementation.
2.7 Bank Group experience, lessons reflected in project design
2.7.1 The implementation of the three previous education sector and other projects in
the portfolio funded by the Bank has resulted in valuable lessons. The implementation
and outcomes of the education projects in particular and other projects in the portfolio have
been rated as satisfactory. Education projects have contributed to increasing access to
secondary education by up to 40% and improving quality in beneficiary schools through the
provision of refresher courses to 3,656 core subject teachers. This figure represents 60% of
the total core subject teachers at the SHS level. The PCR for the Education II project and
progress reports of other projects in the portfolio highlight four key lessons: (i) the
identification of user needs is crucial to designing a comprehensive project that addresses all
crosscutting issues including gender, social, economic and environmental aspects; (ii) full
involvement of the executing agency and beneficiary institutions in the design and
implementation of project activities is critical to ensuring realization of quality output and
sustainability of outcomes; (iii) the existence of a mainstreamed stable and effective project
management team is crucial; and (iv) extensive supervision of the project activities by the
Bank, Ministry of Finance and the Project Coordination Unit coupled with the empowering of
the heads of the beneficiary institutions and their staff to monitor progress is the key to
successful project implementation. These lessons as well as the experiences gained from
interventions funded by other development partners have been incorporated in the design of
the proposed project.
2.7.2 The incorporation of lessons learnt in the design of the project was done through
several steps. The design ensured that: (i) key stakeholders, for example COTVET and TI’s,
participated fully in all stages of developing the project; (ii) all project activities are fully
harmonized with activities funded by other DPs; (iii) a thorough needs assessment to
determine the needs of individual institutions was done before appraisal of the project to
enhance effectiveness of the limited funds; (iv) all preparatory activities that will ensure
quick disbursement of the project were discussed and agreed with the Government and a
mechanism for tracking their completion before the commencement of project activities was
put in place; (v) the implementation of the project is mainstreamed in COTVET; and (vi) the
agreed monitoring and evaluation (M&E) system of the project incorporates mandatory
monthly site meeting that will be attended by all stakeholders. The heads of institutions or
their authorized representatives will be involved in the approval of certificates for works and
acceptance certificates for goods and services. This will ensure quality of the outputs,
ownership of project activities and the sustainability of results.
2.8 Key performance indicators
The key indicators of the project are aligned with those of the National Development
Plan, ESDP, the CSP for Ghana and the work plan for the reform of TVET. The key
performance indicators for monitoring progress in achieving the project objectives are
described in the project logical framework. These indicators will also form part of the
11
Strategic Plan for TVET to be prepared as part of this project. These include output indicators
such as the number of institutions whose learning environment is improved, number of
instructors trained, establishment and operationalization of the national qualification and
accreditation framework. The outcome indicators include the percentage of students
qualifying from TVET institutions with the requisite skills disaggregated by gender; the
percentage of graduates employed within six months of completing their training and the
percentage of students setting up their own enterprises at completion of their courses.
III – PROJECT FEASIBILITY
3.1 Economic and financial performance
3.1.1 The project has positive economic benefits. Investments in TVET in Ghana have a
positive Net Present Value (NPV). The NPV at a 10% discount rate is USD 63,866,126. The
Internal Rate of Return (IRR) of the project is 20.2%. The NPV and IRR were calculated on
basis of a continuation of the policy that encourages parents to contribute to the delivery of
TVET. Shocks applied to the financial simulation through application of more conservative
assumptions. For example, an application of a 50% reduction in the tuition level and
compensation to graduates still yielded a positive NPV. Refer to section B.7 of the Technical
Annexes for the key underlying assumptions of the financial simulation model.
3.1.2 The project will contribute to enhancing the development prospects of the
country. From a development prospects perspective, the project has two key factors that will
contribute to the economic outcomes of the country. The project will enhance Ghana’s ability
to implement its Local Content laws (for example for oil and gas and other sectors that
require high caliber skills). At the moment, due to inadequate supply and quality of labour,
investors have to import this highly skilled labour. This scenario has two key effects; (i) it
reduces the benefits from the productive sectors to the population and the economy and (ii)
reduces the capacity of industry to upgrade technology due to lack of technicians familiar
with new technologies. Weak human capital with low skills constrains the ability of workers
to acquire new skills as markets change and thus slows down both investment and market
adjustment to new technology.
3.1.3 The project will enhance business and technological innovation by improving the
capacity of workers. The qualitative improvements in the training offered in the TIs by the
project will enable the workers who will go through the improved courses to apply and adapt
existing as well as new technologies and processes. Therefore the outcomes of the project
will not only lead to higher worker productivity, but may significantly enhance the flexibility
and efficiency of the labour market to use new technologies. The Ghanaian economy
currently suffers from low productivity of the workers as a result of the ineffective skills
training mechanisms. This productivity deficiency and a cause of non-competitiveness of the
economy will be mitigated by the conscious investment in TVET that the proposed project
will provide.
3.2 Environmental and Social impacts
3.2.1 Environment: The project is classified as category II according to the Bank’s
environmental guidelines and an Environmental and Social Management Plan (ESMP)
has been prepared. The activities to be implemented under the project include new
construction and rehabilitation of workshops, laboratories, libraries, lecture theaters,
12
dormitory facilities and toilet facilities at the 13 beneficiary institutes and the construction of
an office block at COTVET. The information provided in the ESMP includes mechanisms for
identifying adverse environmental and social impacts associated with the implementation of
activities supported by the project. It also contains measures that need to be taken to mitigate
the adverse impacts and actions that can assist in improving the physical and social
environment of the institutions. Appendix VI gives the Environmental and Social
Management Plan’s (ESMP) summary.
3.2.2 Climate Change: Several measures are envisaged under the project to alleviate the
likely impact on climate change and address capacity challenges in this area. These
include: (i) promoting the use of sustainable building technologies, reducing the impact on
the environment and reducing recurrent costs; (ii) incorporating sustainable measures
appropriate for the different regions in standard designs for civil works; (iii) using design
consultants who are knowledgeable in sustainable building technology and institutions; (iv)
building capacity in sustainable development and specific areas such as waste management,
recycling, sanitation and the use of sustainable technologies; and (v) incorporating climate
change aspects like energy conservation, the design of buildings that are energy efficient, and
the use of building materials that have less impact on climate change in the revised
curriculum for TVET. The review will also ensure the coverage of water conservation and
renewable energy education for all TVET trades.
3.2.3 Gender: The GoG is firmly committed to gender equality. The constitution of
Ghana enshrines gender equality and an ambitious legal reform process is supported by the
GoG. However, the enforcement of relevant provisions in the constitution and passing of
enabling laws to ensure the full participation of women still remains a challenge. The
Ministry of Education has managed to mainstream gender equality more effectively in other
subsectors, but the challenge still remains with respect to increasing the enrollment of female
students in the science related courses. Female enrolment stands at 26% for engineering and
17% for applied science courses. Except for the pre-primary level, enrolment of girls is lower
than that of boys at all levels of the formal education system. At the primary, middle and
secondary levels, girls make 48.7%, 47% and 44.7% of the net enrolments respectively.3 The
share of girls is even lower in the technical vocational training and at the tertiary level as it
accounts for only 34% of the total enrollment.
3.2.4 The project will contribute to reducing the gender disparity that
disproportionately affects women’s employability in the formal sector. It is estimated that
a total of 150,000 JHS annual graduates do not have an opportunity either for formal
education or for training; the majority of these are girls. Evidence suggests that the area of
skills development has been neglected for many years and many of the trainees come from
needy families. Reasons given for the lower level of participation of females in the formal
education system compared to males include: inadequate number of schools in rural areas
with the attendant problem of long distances to schools, parental reluctance to send girls to
school in some regions, shortage of female teachers especially at the secondary and technical
education levels especially in science related courses to act as role models for girls and early
marriages. Ensuring a reduction in the constraints to the participation of females in TVET are
at the core of the DSI project.
3 Source : 2009/10 Statistics, Education Sector Performance Report September 2010, Ministry of Education
(Ghana)
13
3.2.5 The project takes account of interventions that aim to increase and sustain the
participation of female at all levels of education. As provided for by the Education Sector
Development Program (ESDP), to increase the number of schools, the project contributes to
increasing the scope of interventions aimed at to increasing the participation of girls at all
levels of education especially in rural areas. This involves increasing participation of females
in TVET by expanding intakes as well as reducing walking distances through the provision of
boarding facilities in the beneficiary institutions. Boarding facilities especially for girls will
improve the school environment and reduce the risk of exposure while they walk long
distances to school. This will encourage parents to be more likely to allow girls to attend
school when the distance to travel is relatively short.
3.2.6 Other measures taken to improve access of girls to education include the
provision of separate sanitary facilities. The project will provide a bursary scheme that will
target increasing female students in male dominated trades at TVET level. To sustain the
flow of female students a role model program will be funded by the project at the JHS and
SHS levels to encourage female students to opt for TVET related courses. This will increase
the number of female students and teachers at TVET level, which will act as an incentive for
female learners to aspire to higher levels of learning. At present, only 2% of the faculty
teachings at the technical institutions, particularly in male dominated courses, are females.
3.2.7 Social: Technical and vocational education contributes to social transformation
and development. International studies confirm that technical education produce significant
social benefits and acknowledge that it is essential for both personal success and economic
growth. It can bring better job opportunities, higher earnings, and even improved health. It
promotes democracy and sustainable growth, making the potential for social participation of
students substantial. Technical institutions play a major role of technology infusion,
innovation and application and thus can contribute to the intellectual, social, cultural and
economic development of societies and communities.
3.2.8 The project supports the GoG’s commitment to increasing access to and
improving the quality and relevance of TVET as an instrument for poverty alleviation.
Poverty and education are highly correlated with poverty being both the cause and effect of
low levels of education. Currently 50.65% of students at TVET level are from the rural
areas. Families have to contribute an average of USD 500 to both recurrent and development
expenses. Consequently, it is estimated that about 40% of the children from poor households
dropout of TVET due to financial reasons. The project will contribute to the provision of a
proportion of the resources that will assist the TIs cover some of the development costs. This
will reduce in the cost of TVET in the beneficiary institutions thus enhancing its social
impact on the society particularly the poor.
3.2.9 The project will also provide bursaries for female students and those from poor
households to increase their participation in TVET. This will increase their probability of
increased life time earnings. Those who successfully complete their training will have the
skills to serve the growing industry. They will become educated fathers and mothers, who
would, in turn, educate their own children. They will be tax payers, instructors in institutions,
extension workers to communities, managers of private sector activities as well as support the
creation and timely application of new knowledge. The project will also finance the
provision of Information and Education Communication (IEC) materials and setting up of
guidance counseling units at the institutional level to increase awareness of HIV/AIDS and
thus reduce its prevalence among the students and the instructors.
14
3.2.10 The project will have a direct impact on employment in the short, medium term
and long run. In the short run, the project will generate an estimated 1,600 jobs for
engineers, technicians and laborers. In the medium term, the project will generate an
estimated 1,060 jobs for lecturers, instructors, workshop assistants, master craftsmen and
internal verifiers. In addition, due to the quality of the graduates and the focus on
entrepreneurship, there will be more opportunities for creating individual small scale
businesses and jobs. The details on the potential job are provided in table 7.2 in Technical
AnnexB7.
3.2.11 Involuntary resettlement: There will be no people who will be displaced by the
project. The activities supported by the project will be taking place in already existing
institutions.
IV – IMPLEMENTATION
4.1 Implementation arrangements
Institutional Arrangements
4.1.1 The implementation arrangements of the project are mainstreamed into
COTVET which is the Executing Agency (EA). COTVET will be responsible for efficient
management of all project activities. COTVET has a Project Support Unit (PSU) mandated to
handle all projects in the TVET subsector, including the proposed DSI project. The capacity
of COTVET to implement the project has been assessed and found to be satisfactory based on
the compliment of staff in the PSU. The technical staff of the PSU comprises a project
Coordinator, who reports to the Executive Director of COTVET, a Procurement Specialist,
Monitoring and Evaluation (M&E) Specialist, Financial Management Specialist, Project
Accountant and Project Assistants. The PSU team will be strengthened by the recruitment of
a National Technical Assistant to support the implementation of the soft components, an
Architect, Civil Engineer and a Quantity Surveyor who will be responsible for the civil works
and also support with the procurement functions. In addition, the following support staff will
be added; a Project Accountant, a Procurement Assistant, an M&E Assistant, an
Administrative Secretary and Drivers.
4.1.2 The Executive Director of COTVET will oversee the execution of the project.
This will include approving work plans and reviewing progress, as well as ensuring that the
PSU and TIs responsible for the implementation of the project carry out their duties. The PSU
coordinator, under the direction of the Executive Director of the COTVET, will be
responsible for the implementation of the operational activities related to the project,
including preparation of work plans and progress reports and supervision of the project staff.
The Training of Trainers (ToT) sub components of the project will be implemented in close
collaboration with the institutions. TI’s and polytechnics will fully participate in the planning
and implementation of the training activities.
4.1.3 The Project Steering Committee (PSC) of the COTVET Board will be
responsible for Policy and operational oversight of the project. The composition of the
PSC includes all stakeholders as defined by the ACT 178 that established COTVET. In order
to reinforce stakeholder participation, two (2) representatives of the Ministry of Finance and
one (1) from each of the beneficiary institutions will be co-opted to the PSC. The TIs will
15
also participate in the quality control of civil works, specification of equipment, training
programmes and selection of beneficiaries for the training of lecturers. In addition, they will
provide technical support in the preparation of work programs, selection of candidates for
training, bursaries and monitoring the implementation of construction activities.
Procurement Arrangements
4.1.4 All procurement of works, goods and services financed by the Bank will be in
accordance with the Bank's Rules, using the relevant Standard Bidding Documents.
These include the Rules of Procedure for Procurement of Goods and Works or, as
appropriate, Rules of Procedure for the Use of Consultants. COTVET will be responsible for
the procurement of goods, works and services. The Ghana national procurement system will
be used for National Competitive Bidding (NCB) contracts provided the identified deviations
in the Procurement Act and national Standard Bidding Documents (SDBs), including the
modalities are carried out through a side letter (Annex III) to the financing agreement of this
project. COTVET shall prepare a Procurement Plan
acceptable and submit it to the Bank
before presentation of the project to the Board. The procurement arrangements for the project
are summarized in table 2.8 of Appendix V of this Project Appraisal Report (PAR) and the
details are provided in Technical Annex B5.
4.1.5 The GoG will request advance contracting (AC) of works, goods and services to
accelerate the implementation of the project. AC will be limited to procurement of the
construction of COTVET’s office block and related furniture, recruitment of design and
supervision consulting firms, training firms and implementation Technical Assistants, and a
consultant for the preparation of the operation manual.
Financial Management Arrangements
4.1.6 Project financial management will be the responsibility of the Project Support
Unit (PSU) already established by existing donors (the World Bank, DANIDA) within
COTVET. Supporting the Project Coordinator in the PSU is a Financial Management
Specialist, an Accountant, and an Internal Auditor (to be hired). Additional FM staff will be
considered as the number of donors (and thus possible activities) increases. Sun accounting
software system has been installed for the PSU, and staff will be trained on the software.
4.1.7 The assessment of the PSU concluded that there is not sufficient capacity to meet
the accounting and reporting requirements of the proposed project. A detailed
assessment of the staff requirements revealed that additional financial management (FM)
staff, and separate accounting software for use by the project are required. In an effort to
address the FM capacity, COTVET has hired a Director of Finance and Administration. It
will need time to develop its in-house Finance Department, staff it, and develop acceptable
procedures and systems. The existing donor projects include a COTVET capacity building
component to help achieve this. The Bank will monitor these developments and take
appropriate action to safeguard the project’s resources if required.
4.1.8 Three disbursement methods will be used by the project. These include: (i) the
special account method, (ii) the direct payment method, and (iii) the reimbursement guarantee
method. The Special Account method (SA) shall be used for payments of goods, services and
operating costs, while Direct Payments shall be used for payments under the works, services
and goods category. The reimbursement guarantee method will be used for imported goods in
16
case the suppliers choose to complete the transaction by way of letter of credit. The USD
Special Account will be opened specifically for the project in a commercial bank acceptable
to the Bank and will be managed by the PSU, which is already managing the Special Account
for the funding from the World Bank. The PSU will also open a local currency (Ghana Cedi)
Project Account to support the operation of the Special Account and facilitate payments in
local currency. In addition, a Ghana Cedi account will be opened to house the counterpart
contribution. All disbursement will follow the procedures outlined in the Bank’s
Disbursement Handbook.
4.1.9 An initial deposit for an amount corresponding to six months of activities as
justified by a work program approved by the Bank will be made in the SA. Subsequent
replenishments of the SA will be subject to the PSU having provided sufficient justifications
for the use of at least 50% of the previous deposit and upon production of an agreed work
program for the following six months in line with the Bank’s disbursement rules and
procedures. To ensure adherence to agreed financial regulations, the special accounts will be
monitored by the ADF financial supervision and AUDIT missions.
4.1.10 The Ghana Audit Service (GAS) will be the statutory auditor of the project.
However the GAS outsources the audit of donor projects to private audit firms. Thus an
auditor for the project will be selected based on Terms of Reference (TORs) to be agreed
between the participating donors (currently the WB, DANIDA, and the AfDB), so that the
PSU has only one auditor for all the different participating financiers at any one time. The
PSU will ensure that the audited project financial statements, inclusive of the accompanying
audit management letter, will be submitted to the Bank annually within 6 months after the
end of the preceding financial year.
4.2 Monitoring
4.2.1 COTVET will be responsible for monitoring and evaluation of project activities.
It will submit to ADF Quarterly Project Progress Reports (QPPR) in accordance with the
established format covering all aspects of the project and agreed actions in the ESMP, within
30 days following the end of each quarter. The QPPR will cover progress measured against
indicators in the project log frame. The project management will also prepare and submit a
project completion report in accordance with the format recommended by ADF. Additional
reports and clarifications will be submitted to the Fund as required.
4.2.2 The GoG monitoring system will be complemented by supervision missions
conducted by the Bank. To assess progress and provide implementation support, the Bank
will conduct at least two supervision missions per year. A mid-term review will also be
conducted after two years to evaluate progress. ADF will be responsible for undertaking the
review in collaboration with the COTVET and TIs. A participatory approach will be built
around the relevant institutions of Government supported by the Ghana Field Office in the
review process. The Ghana Field Office will support the implementation of the project. Table
4.2 presents the main monitoring milestones for the implementation of the projects.
17
Table 4.2: Monitoring Schedule
Timeframe Milestone Monitoring process / feedback loop
June 2012 Commencement of the strengthening of
the Executing Agency with additional
staff.
Field supervision reports, final design document
and tender document for advance procurement.
January
2013
Project is launched. Launching mission is organized with adequate skills
mix.
March 2013 Preparation of the strategic plan for
TVET begins. Approval of selection
criteria for Traditional Apprentice, master
craftsmen and verifiers, academic
programs for upgrading of lecturers
begin.
Inception report for preparation of the strategic
plan, the enrolment of the first batch of instructors
for training students, and approved selection
guidelines.
May 2013 Technical architectural detail and tender
document issued.
Field supervision reports, final design document
and tender documents.
October
2013
Construction begins. Construction contracts with the contractor.
April 2015 Construction completed. Quarterly Progress Reports
Supervision missions.
June 2015 Equipping the TI’s completed. Quarterly Progress Reports
Supervision missions.
December
2017
Project completed. Last Quarterly Progress Reports, PCR mission and
audit.
4.3 Governance
The Bank’s experience in implementing projects in Ghana has shown that the
governance practices and control systems in place are satisfactory. In each of the projects
financed, the procurement and the financial procedures required by the Bank as well as the
management of the contracts have been observed by the project management units. The audit
and supervision reports of the on-going education project have not reported any major
irregularities that would compromise fiduciary assurance. In this project the Bank’s
supervision and audit system will be proactive throughout the implementation period and will
provide the desired guidance on improvements in internal control systems. The executing
agency will also have an internal auditor to provide sound advice on financial management.
4.4 Sustainability
4.4.1 The probability of sustaining outcomes of the project is high. The sustainability of
project outcomes is enhanced by five factors as discussed below. The project is owned by the
political leadership and the beneficiary institutions. The level of ownership is high because
the project supports the priority of the GoG in the area of investing in human capital. It is part
of the national TVET reform agenda and is captured as in the reforms work plan. The design
of the project has extensively involved the beneficiary institutions and thus reduced the level
of information asymmetries which is a key factor in assuring the quality of outputs and their
sustainability. The fact that GoG considers skill development to be at the core of facilitating
economic growth and poverty alleviation and its placing of the TVET sector high in its
development agenda gives confidence that the project will be fully supported and sustained
by the Government.
18
4.4.2 The strengthening of the capacity of COTVET in the key areas of policy
formulation and quality control will guarantee the sustainability of TVET investments.
A well-functioning COTVET will contribute to ensuring improved quality teaching and
graduates leading to improvement of the image of TVET. As a consequence of the production
of high caliber graduates through enhanced quality control mechanism, the external
efficiency of the TVET system will be assured thus leveraging the participation of industry
and the private sector which are both the main demanders of graduates as well as a key
source of funding. In addition, the recognition of prior learning will enhance the
inclusiveness of the TVET delivery system and make it attractive to those in the informal
sectors of the economy. The proposed project has included the support to building of the
capacity COTVET to perform its core roles as a major component because of its importance
to ensuring quality and relevance thus sustainability of future TVET investments.
4.4.3 The project supports GoG’s efforts to stamp out the mismanagement of TVET
institutions. Mismanagement of TVET institutions is one of the key causes of the failure to
maintain existing facilities. To deal with matter, the project will fund capacity building
activities at the institutional level. These will include the development and delivery of
management training for Managers of public institutions in areas related to
developing/managing demand driven technical training, fostering, human resources
management, budgeting for maintenance activities, institutionalization of production units in
all TI’s and maintaining linkages with industry. The institutional development activity was
included in the project to ensure that the investments in beneficiary institutions are sustained
over a longer period of time.
4.4.4. The training institutions generate adequate recurrent costs to maintain the
facilities constructed under the project. The project will generate an estimated recurrent
cost of about 1.0% of the capital investment amounting to about USD 54,700 on average per
beneficiary institution, starting in the third year after completion of the construction.
Financial simulation based on data collected during the need assessment from the beneficiary
institutions and projected increase in capacities due to the projects’ interventions indicates
that each beneficiary institution will generate a total of about USD 170,000 per year from
internal sources of funds alone. In addition, Government has already approved an increase in
the share of TVET of the total education budget from 1% to 1.5% on account of providing
funding for recurrent expenditures in TVET institutions. Based on the aforementioned, it can
thus be concluded that the institutions will have the capacity to meet the recurrent costs
generated by the project. The rehabilitation activities of the project in addition to the
sustainable construction designs will significantly reduce the costs of maintenance in the first
five years. On the other hand, instructor salary costs that will accrue due to the expansion of
programmes at institutional level will be provided by GoG’s recurrent budget according to
the number of students and thus does not constitute a major sustainability risk.
4.5 Risk Management
During the project formulation process, a thorough assessment of potential risks was
conducted. The project builds on lessons learned from the five previous operations by the
Bank in the Education sector to present including mapping of risks. The potential risks and
mitigation measures are shown in Table 4.5 below.
19
Table 4.5 Risks and Mitigation Measures
Risk Rating Mitigation Measures
Likelihood that the cost of the
replacement and maintenance of project
physical inputs will rise.
M MoE Strategic Plan provides an integrated financial
framework in which both the capital expenditure required for
the program components and the associated recurrent cost
implications are taken into account. The DSIP recurrent costs
will work within the integrated financial framework.
Unstable inflow of students (female and
male) with the required grades.
M Institutionalization of career guidance and role model
programs at JHS and SHS level and implementation of the
teacher improvement intervention. The provision of
scholarship incentives and boarding facilities for female
students to join TVET will encourage more participation of
female and students from poor households.
Possible delays in expansion of
COTVET to reflect the institutional
plans and staff needs necessary to
facilitate its role.
M The Project has a provision for technical assistance services to
augment COTVET technical capacity to perform some of its
key roles at the beginning.
Cost overruns due to delays in
implementation of construction
activities resulting in reduction of
outputs.
L The appraisal process ensured that the designs and other
preparation activities that may cause delay are finalised before
approval of the project by the Board, thus mitigating the cost
of price escalation to the project since implementation will
begin as scheduled.
Delays in operationalization of the
NQF and the legal framework for
Registration and Accreditation.
M The draft accreditation laws and qualification framework has
been drafted in advance of project approval by the Board. In
addition the establishment for NQAF and its secretariat has
been approved by public service and the filling of the position
is under way.
Note: “M”: moderate; “L: low”
4.6 Knowledge building
The project will contribute to knowledge building in the country and for the Bank. The
project will finance key interventions that will contribute to building knowledge in the area of
TVET. These interventions include; the review of the instructors’ curriculum, the preparation
of the strategic plan for TVET, tracer studies, the strengthening of the M&E system and the
impact evaluation of the financial, and non-financial incentives with regard to addressing
female enrolment at TVET. The successful completion of the above interventions and an
impact evaluation will generate knowledge particularly on what works and what does not
with regard to access to TVET particularly of females. In addition, the training particularly at
masters and PhD level will enhance the research capacity of beneficiary institutions to
generate new knowledge. Similarly, knowledge gained from the project will be valuable for
the design and implementation of future Bank and GoG TVET programs.
V – LEGAL INSTRUMENTS AND AUTHORITY
5.1 Financing instrument and conditions
The financing instruments proposed are a Loan and a Grant. A Loan Agreement will be
signed with the Republic of Ghana for the Loan and a Protocol of Agreement will be signed
for the Grant.
5.2 Conditions associated with Bank’s intervention
A. Conditions Precedent to Entry into Force of the Loan and the Protocol of
Agreement
20
5.2.1 The Loan Agreement of the project shall enter into force upon the fulfillment of the
Borrower of the provisions of section 12.01 of General conditions applicable to loans.
5.2.2 The protocol of Agreement shall enter into force upon signature.
B. Conditions Precedent to First Disbursement
5.2.3 The obligations of the Fund to make the first disbursement of the Loan and Grant shall
be conditional upon entry into force of the Agreement in accordance with Section 4.01 and 3.01
of the Loan agreement and Protocol of agreement and upon the Government of Ghana
submitting evidence in form and substance satisfactory to the Fund of:
(i) The opening of two foreign currency accounts and a local currency account
(the “Special Accounts”) in a bank acceptable to the Fund to receive the
deposit of proceeds of the loan and the grant;
(ii) The opening of two separate local currency accounts in a bank acceptable to
the Fund to receive the counterpart contribution to be provided by the
Recipient.
C. Other Condition
5.2.4 The Government of Ghana shall submit to the Fund, not later than June 2013
satisfactory evidence acceptable that two (2) representatives of the Ministry of Finance and
Economic Planning and two (2) from the beneficiary institutions have been co-opted to the
Project Steering Committee.
D. Undertaking for the Loan
5.2.5 The Borrower shall undertake to submit, by December 2014, a Confirmation Letter
attesting that the staff establishment of COTVET has been increased by sixteen (16) officers
to support the operationalized qualification and accreditation secretariats.
5.3 Compliance with Bank Policies
This project complies with all applicable Bank policies. The proposed project is consistent
with the Bank’s education sector policy and its Higher Education and Science Technology
Strategy. It is also in line with the Bank Group’s Country Strategy Paper for Ghana.
VI – RECOMMENDATION
The proposed project will help meet key challenges of the TVET subsector by
contributing to increasing equitable access and improving quality and relevance.
Management therefore recommends that the Board of Directors approve the proposed loan of
UA 45 million and Grant of UA 25 million to the Government of Ghana for the purposes and
subject to the conditions stipulated in this report.
21
Appendix I: Ghana’s comparative socio-economic indicators
Social Indicators
Ghana
Africa Developing
countries 1990 2011 *
Area ( '000 Km²) 239 30,323 80,976
Total Population (millions) 14.8 25.0 1,044.3 5,732.2
Population growth (annual %) 2.7 2.3 2.3 1.3
Life expectancy at birth, total (years) 57.2 57.1 56.0 67.1
Mortality rate, infant (per 1,000 live births) 74.4 70.9 78.6 46.9
Physicians per 100,000 People … 9.0 58.3 109.5
Births attended by skilled health staff (% of total) … 58.7 50.2 64.1
Immunization, measles (% of children ages 12-23 months) 61.0 93.0 77.9 80.7
School enrolment, primary (% gross) 70.5 107.3 100.4 107.2
Ratio of girls to boys in primary education (%) 84.7 99.8 90.9 100.0
Literacy rate, adult total (% of people ages 15 and above) … 66.6 65.1 80.3
Access to Safe Water (% of Population) 56.0 82.0 64.5 84.3
Access to Sanitation (% of Population) 6.0 13.0 41.0 53.6
Human Develop. (HDI) Rank (Over 187 Countries) … 135 n.a n.a
Human Poverty Index (% of Population) … 28.1 34.7 …
Economy 2000 2009 2010 2011
GNI per capita, Atlas method (current US$) 346 1,191 1,227 …
GDP (current Million US$) 4,980 25,978 27,898 34,440
GDP growth (annual %) 3.8 4.0 7.7 13.5
Per capita GDP growth (annual %) 1.4 1.6 5.2 10.9
Gross Domestic Investment (% of GDP) 24.0 20.7 19.4 19.3
Inflation (annual %) 25.2 19.3 10.8 8.4
Budget surplus/deficit (% of GDP) -7.9 -3.5 -6.2 -3.5
Trade, External Debt and Financial Flows 2000 2009 2010 2011
Export Growth, volume (%) -2.5 13.4 55.2 84.2
Import Growth, volume (%) -2.8 -36.0 51.0 54.6
Terms of Trade (% change from previous year) 13.4 -20.1 -11.9 -3.8
Trade Balance ( M US$) -822 -2,207 -3,263 -3,058
Trade balance (% of GDP) -16.5 -8.5 -11.7 -8.9
Current Account ( M US$) -387 -1,198 -3,017 -3,664
Current Account (% of GDP) -7.8 -4.6 -10.8 -10.6
Debt Service (% of Exports) 23.1 4.6 3.9 2.8
External Debt (% of GDP) 145.5 28.0 31.0 30.7
Net Total Inflows (M US$) 517.8 2,123.8 … …
Net Total Official Development Assistance (M US$) 597.5 1,582.8 … …
Foreign Direct Investment Inflows (M US$) 165.9 1,684.7 2,527.4 …
Private Sector Development & Infrastructure 2000 2005 2010 2011
Time required to start a business (days) … 18 12 12
Investor Protection Index (0-10) … 6 6 6
Main Telephone Lines (per 1000 people) 11.1 14.9 11.4 …
Mobile Cellular Subscribers (per 1000 people) 6.8 132.8 714.9 …
Internet users (000) 1.6 18.5 85.3 …
22
Appendix II: BANK GROUP PORTFOLIO IN GHANA MARCH 2012
Project name Loan/grant
amount (UA)
Date of
approval
Date of
signature
Amount
disbursed
% disbursed
(January 2012)
Closing
date Status
Export Market And Quality Awareness Programme 17 000 000 13.07.2005 29.07.2005 8 550 975 50.3 31.12.2013 PP
Afram Plains Rural Development Project 19 970 000 31.05.2006 29.06.2006 13 897 400 69.6 31.12.2012 non PPP
Northern Rural Growth Program 40 000 000 17.12.2007 04.03.2008 2 161 362 5.4 31.12.2015 PP
Agriculture Sub-Total 76 970 000 24 609 737 32
Health Services Rehabilitation Iii 17 640 000 30.10.2002 04.06.2003 10 833 714 61.4 31.03.2012 Non PPP
Urban Poverty Reduction Project 25 000 000 12.10.2005 23.11.2005 16 366 196 65.5 30.06.2012 Non PPP
Gender Responsive Skills & Community Development 5 950 000 19.12.2007 14.05.2008 1 070 777 18.0 31.12.2012 Non PPP
Gender Responsive Skills & Community Development 2 360 000 19.12.2007 14.05.2008 638 310 27.0 31.12.2012 Non PPP
Social Sub-Total 50 950 000 - - 28 908 996 57
Tema-Aflao Road Rehabilitation Project 14 700 000 17.04.2002 02.08.2002 10 584 272 72.0 30.06.2012 Non PPP
Tema-Aflao Road Rehabilitation Project - Supplement 25 400 000 16.12.2008 10.06.2009 6 254 669 24.6 31.12.2013 Non PPP
Akatsi-Dzodze-Noepe Road(Akatsi-Akanu) 12 720 000 20.12.2002 18.07.2003 9 332 492 73.4 30.06.2012 PPP
Akatsi-Dzodze-Noepe Road(Akatsi-Akanu) - Supplem 13 400 000 16.12.2008 10.06.2009 7 249 125 54.1 31.12.2013
Road Infrastructure Project 2003 18 000 000 17.09.2003 01.04.2004 10 457 388 58.1 30.06.2012 PPP
Awoshie-Pokuase Road & Community Development 53 590 000 14.10.2009 01.04.2010 5 030 398 9.4 31.12.2015
Fufulso-Sawla Road 109 720 000 24.11.2010 02.12.2010 9 921 559 9.0 31.12.2015 PPP
Transport Sub-Total 247 530 000 - 58 829 902 24
Accra Sewerage Improvement Project (Asip) 46 000 000 26.04.2006 19.05.2006 8 221 863 17.9 31.12.2013
Improved Sanitation And Water Supply Service 1 825 191 18.09.2009 15.01.2010 520 438 28.5 15.01.2012 Non PPP
Design For Re-Use 441 325 28.07.2010 19.10.2010 177 305 40.2 30.06.2013
Reoptimization Study Of Akosombo & Kpong Dams 1 608 994 02.08.2010 07.01.2011 30.09.2013 PPP
Water/Sanitation Sub-Total 49 875 510 8 919 606 18
Invasive Aquatic Weeds - Ghana 1 680 000 22.09.2004 13.10.2004 1 135 696 67.6 30.06.2012
Ghana - Prom Of Science And Tech. For Agric. Devt. 15 581 000 29.11.2006 18.12.2006 7 677 863 49.3 31.12.2013 Non PPP
Uemoa Ghana Road Programme 64 500 000 19.11.2003 18.12.2003 45 358 503 70.3 31.12.2012 Non PPP
Uemoa Ghana Road Programme (Supplementary) 4 300 000 16.12.2008 10.06.2009 890 386 20.7 30.12.2013 Non PPP
Ghana - Togo -Benin Power Interconnect 14 870 000 04.04.2007 17.05.2007 1 031 632 6.9 31.12.2012 Non PPP
Multinational Sub-Total 100 931 000 - - 56 094 081 56
Budget support
Fourth Budget Support 26 000 000 13.07.2011 20.12.2011 13 000 000 50.0 31.12.2013 Non PPP
Fourth Budget Support 44 000 000 13.07.2011 20.12.2011 22 000 000 50.0 31.12.2013 PP
Multisector Sub-Total 70 000 000 - - 35 000 000 50
Power Systems Re-Inforcement Project 27 600 000 28.11.2007 04.03.2008 10 826 232 39.2 31.12.2014 Non PPP
Power Sub-Total 27 600 000 - - 10 826 232 39.2
Active Portfolio (Disbursing) 677 656 510 266 874 641 36
23
Appendix III: Related Projects Financed by the Bank and Other Development partners in the country
Area of intervention Development Partner Amount( USD
000000)
1 Informal Sector, CBT, Equipment GTZ (Germany) 21
2 Master craftsperson training DANIDA 1.2
3 Skills Development Fund DANIDA 30
4 CBT, Infrastructure, Equipment for selected TIs; informal
sector, studies
World Bank – Oil and Gas
Capacity Building
4.7
5 CBT, Skills Development Fund, Informal Sector, Studies,
Equipment (limited), Capacity Building
World Bank – Ghana Skills and
Technology Development Project
70
6 African Development Fund Gender Responsive Skills 29.5
Total 156.22
24
Appendix IV: Map of the Project Area
This map was provided by the African Development exclusively for the use of readers of the report to which it is attached. The names used and
borders shown do not imply on the Bank and its members any judgment concerning the legal status of territory nor any approval or acceptance of these borders.
25
Appendix V: Procurement Arrangements of the Project
PROJECT CATEGORIES UA '000 000
ICB NCB Other Short listing Total
1. WORKS
1.1 13 Technical Institutions & COTVET Building 45.29 [40.21] 45.29 [40.21]
2. GOODS
2.1 Furniture for 13 Existing TI's 0.98 [0.98] 0.98 [0.98]
2.2 Equipment for 13 TI's 1125 [11.25] 11.25 [11.25]
2.3 Books and reference Materials 13 TI's 0.51 [0.51] 0.51 [0.51]
2.4 Reference Materials for HIV counselling 0.01 [0.01] 0.01 [0.01]
2.5 Vehicles for Supervision & Monitoring 0.199 [0.199] 0.199 [0.199]
2.6 Equipment Project Management 0.33 [ 0.33 ] 0.33 [ 0.33 ]
2.7 Furniture and Equipment COTVET 0.40 [ 0.00 ] 0.40 [ 0.00 ]
2.8 Equipment -CBT Expansion 0.21 [ 0.00] 0.21 [ 0.00]
2.9 Equipment and Tools Traditional Apprentice 1.06 [1.06 ] 1.06 [1.06 ]
3. SERVICES
3.1 Design and Supervision of 13 TI's & COTVET 2.27 [2.27] 2.27 [2.27]
3.2 Preparation of strategic plan for TVET 0.27 [0.27] 0.27 [0.27]
3.3 Youth unemployment study 0.11 [0.11] 0.11 [0.11]
3.4 Devt and implementation of role model program 0.28 [0.28] 0.28 [0.28]
3.5 Marketing and Advocacy 0.03 [0.03] 0.03 [0.03]
3.6 Project Management Services 2.01 [2.01] 2.01 [2.01]
3.7 Development of Project Management Manual 0.02 [0.02] 0.02 [0.02]
3.8 Devt of computerized monitoring system 0.07 [0.07] 0.07 [0.07]
3.9 Equipment Specialist 0.03 [0.03] 0.03 [0.03]
Training
3.10 Upgrading of instructors and lecturers 1.30 [1.30] 1.30 [1.30]
3.11 Mainstreaming HIV and Career Guidance 0.42 [0.42] 0.42 [0.42]
3.12 TVET Mgt training and content Development 0.59 [0.59] 0.59 [0.59]
Technical Assistance
3.13 External Auditor for 5 years 0.17 [0.17] 0.17 [0.17]
3.14 Project Mid- term Review 0.07 [0.07] 0.07
[0.07]
3.15 Project summative Evaluation 0.07 [0.07] 0.07 [0.07]
3.16 CBT program expansion 0.07 [0.07] 0.17 [0.17]
3.17 Development of NTVETQF and Accreditation Frame
work 0.07 [0.07] 0.07
[0.07]
3.18 Impact evaluation and tracer studies 0.26 [0.26] 0.26 [0.26]
4. OPERATING COSTS
4.1 Strategic plan Preparation 0.30 [0.30] 0.30 [0.30]
4.2 CBT Expansion Program 0.58 [0.58] 0.58 [0.58]
4.3 Support to TVET Services 3.07 [2.49] 3.07 [2.49]
4.4 Traditional Apprentice Program 0.36 [0.36] 0.36 [0.36]
4.5 Project Management 1.35 [0.00] 1.35 [0.00]
26
[ ] Amounts financed by ADB ‘Other’ refers to Shopping, Direct Negotiation, Operating Cost
5. Miscellaneous
5.1 Bursary Scheme for female 3.11 [3.11] 3.11 [3.11]
5.2 Traditional Apprentice Program 0.52 [0.52] 0.52 [0.52]
TOTAL COST 59.32 [54.02] 0.94 [0.53] 10.83 [8.84] 6.89 [6.61] 77.70 [70.00]
27
Appendix VI: ESMP SUMMARY
ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN SUMMARY Project Title: Development of Skills for Industry Project Number: P-GH-IAE-001
Country: Ghana
Department: OSHD Division: OSHD. 2
a) Brief Description of the Project and Key environmental and social components
Rehabilitation and expansion of I 3 existing technical schools and construction of COTVET building
b) Major environmental and social impacts
Positive Impacts
Improved safe drinking water in the technical schools;
Reduced incidence of water-borne diseases like cholera;
Improved sanitation facilities through the provision of ventilated latrines; and
Improved learning environment.
Potential Negative Impacts:
New construction and rehabilitation at the existing sites will lead to de-vegetation, soil erosion, dust emission and
noise, and
Slight risk of pollution of ground water and soil contamination.
Enhancement and mitigation program
The following mitigation measures represent the main outline of the ESMP and will form an integral part of the project:
VIP latrines will be built in the schools to provide for proper disposal of solid waste;
To avoid the contamination of water resources, the water points will be designed and constructed in such a way as to
ensure proper drainage of waste water so as to prevent any possibility of water stagnation, which may pose the risk of
groundwater contamination and development of breeding grounds for mosquitoes, flies and other insects;
Existing trees on the school sites will be preserved to protect the soils, provide shade and serve as wind shields; and
Grounds will be landscaped and storm water drains will be provided.
c) Monitoring program and complementary initiatives
The school authorities and the relevant ministry will follow up on all the issues relating to protection of the
environment in the both the new and existing technical schools;
Bank supervision missions will follow up the implementation of the ESMP.
d) Institutional arrangements and capacity building requirements
The PMU, under the guidance of the Ministry of Education will direct all consultants to adhere to guidelines designed
to safeguard and improve on the physical environment.
_________________________________________________________________________________________________
e) Public consultations and disclosure requirements
The PMU guided by the Ministry of Education and the authorities of the project districts will occasionally organise
events to publicise project activities
The project is designed to operate in a participatory approach manner where all activities will be implemented in close
collaboration with local communities to increase their sense of ownership of the improved facilities to provide under
the project.
f) Estimated Cost
US$ 521,000 for EIA and monitoring for 5 years
g) Implementation schedule and reporting
The environmental management and monitoring plan will be implemented on the basis of the project implementation schedule, as
all activities are mainstreamed in the project design. Problems which will be reported in the QPPR reports should be promptly
addressed by the project management and the Bank.