Bangladesh: Skills Development ProjectCBLM – competency-based learning material CBT – competency-based training CDC – curricula development committee ... quality-based selection

Completion Report

Project Number: 39408-013 Loan Number: 2425 Grant Number: 0140 August 2018

Bangladesh: Skills Development Project This document is being disclosed to the public in accordance with ADB’s Public Communications Policy 2011 .

CURRENCY EQUIVALENTS

Currency Unit – taka (Tk)

At Appraisal At Project Completion (7 May 2008)

(30 June 2015)

Tk1.00 = $0.0146 $0.1286 $1.00 = Tk68.575 Tk77.775

ABBREVIATIONS

ADB – Asian Development Bank BER – bid evaluation report BMET – Bureau of Manpower, Employment and Training BTEB – Bangladesh Technical Education Board CBLM – competency-based learning material CBT – competency-based training CDC – curricula development committee DTE – Directorate of Technical Education DYD – Department of Youth Development EIRR – economic internal rate of return GAP – gender action plan ICT – information and communication technology IFB – invitation for bids JMTR – joint midterm review MOE – Ministry of Education MRTC – market-responsive competency-based short-term

training course MTR – midterm review NGO – nongovernment organization NSC – national skills certificate PCR – project completion report PIC – project implementation committee PIU – project implementation unit PSC – project steering committee QBS – quality-based selection QCBS – quality- and cost-based selection RDO – regional directors’ office SDC – Swiss Agency for Development and Cooperation SWC – sector working committee TA – technical assistance TNA – training needs assessment TSC – technical school and college TTC – technical training center TTTC – Technical Teachers’ Training College, Dhaka TVET – technical and vocational education and training VTTI – Vocational Teacher’s Training Institute

NOTES

(i) The fiscal year (FY) of the government of Bangladesh and its agencies ends on 30 June. “FY” before a calendar year denotes the year in which the fiscal year ends, e.g., FY 2018 ends on 30 June 2018.

(ii) In this report, “$” refers to United States dollars.

Vice-President Wencai Zhang, Operations 1 Director General Hun Kim, South Asia Department (SARD) Director

Manmohan Parkash, Bangladesh Resident Mission (BRM), SARD

Team leader Md. Nazmul Alam, Associate Project Officer, SARD Team members Md. Shohidul Alam, Financial Control Analyst, SARD

Urmee Bhattacharjee, Associate Project Analyst, SARD

Md.Golam Mortaza, Economist, SARD

In preparing any country program or strategy, financing any project, or by making any designation of or reference to a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.

CONTENTS

BASIC DATA i

I. PROJECT DESCRIPTION 1

II. DESIGN AND IMPLEMENTATION 1

A. Project Design and Formulation 1

B. Project Outputs 3

C. Project Costs and Financing 5

D. Disbursements 6

E. Project Schedule 7

F. Implementation Arrangements 7

G. Consultant Recruitment and Procurement 7

H. Gender Equity 8

I. Safeguards 9

J. Monitoring and Reporting 9

III. EVALUATION OF PERFORMANCE 10

A. Relevance 10

B. Effectiveness 10

C. Efficiency 11

D. Sustainability 11

E. Development Impact 12

F. Performance of the Borrower and the Executing Agency 13

G. Performance of Cofinanciers 13

H. Performance of the Asian Development Bank 13

I. Overall Assessment 14

IV. ISSUES, LESSONS, AND RECOMMENDATIONS 14

A. Issues and Lessons 14

B. Recommendations 15

APPENDIXES

1. Updated Design and Monitoring Framework 16

2. Occupations Identified, Standards Developed, Competency-Based Learning Materials Prepared, and Bangladesh Technical Education Board Approved 22

3. Training Activities with Number of Participants 23

4. Project Cost at Appraisal and Actual 24

5. Actual Contract Awards and Disbursement 28

6. Implementation Schedule Planned versus Actual 29

7. Chronology of Main Events 34

8. Implementation Mechanisms 37

9. Status of Consulting Services 38

10. Goods and Works Procured 39

11. Gender Action Plan Achievements 41

12. Status of Compliance with Loan Covenants 51

13. Economic Reevaluation 60

BASIC DATA

A. Loan Identification 1. Country 2. Loan Number

Grant Number 3. Project Title 4. Borrower 5. Executing Agency 6. Amount of Loan 7. Project Completion Report Number 8. Financial Modality

Bangladesh 2425 0140 Skills Development Project People’s Republic of Bangladesh Ministry of Education SDR30.741 million ($50.00 million) 1697 Project lending

B. Loan Data 1. Appraisal – Date Started – Date Completed 2. Loan Negotiations – Date Started – Date Completed 3. Date of Board Approval 4. Date of Loan Agreement 5. Date of Loan Effectiveness – In Loan Agreement – Actual – Number of Extensions 6. Project Completion Date – Appraisal – Actual 7. Closing Date – In Loan Agreement – Actual – Number of Extensions 8. Financial Closing Date – Actual 9. Terms of Loan – Interest Rate – Maturity (number of years) – Grace Period (number of years) 10. Terms of Relending

20 November 2007 3 December 2007 11 March 2008 11 March 2008 06 June 2008 18 June 2008 16 September 2008 20 November 2008 1 31 May 2013 31 December 2014 30 November 2013 30 June 2015 3 24 July 2017 1.0% during grace period and 1.5% thereafter 32 8 Not applicable

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C. Grant Data 1. Appraisal – Date Started – Date Completed 2. Grant Negotiations – Date Started – Date Completed 3. Date of Board Approval 4. Date of Grant Agreement 5. Date of Grant Effectiveness – In Grant Agreement – Actual – Number of Extensions 6. Project Completion Date – In Grant Agreement – Actual 7. Closing Date – In Grant Agreement – Actual – Number of Extensions 8. Financial Closing Date – Actual 9. Terms of Loan – Interest Rate – Maturity (number of years) – Grace Period (number of years) 10. Terms of Relending

Not Applicable Not Applicable 17 December 2008 18 January 2009 18 January 2009 18 January 2009 - 30 November 2013 31 December 2014 30 November 2013 31 December 2014 3 8 September 2017 Not Applicable Not Applicable

11. Disbursements a. Dates Loan 2425

Initial Disbursement 8 June 2009

Final Disbursement 21 December 2015

Time Interval 79.57 months

Effective Date 20 November 2008

Actual Closing Date 24 July 2017


Grant 0140

Initial Disbursement 16 March 2011

Final Disbursement 18 May 2016


Effective Date 18 January 2009

Actual Closing Date 8 September 2017


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b1. Amount (SDR million) Loan 2425

() = negative, SDR = special drawing right, TVET = technical and vocational education and training.

No.

Category Item

Original Allocation

Partial Cancellation

Last Revised

Allocation

Amount Disbursed

Undisbursed Balance

01 Civil works 2.490 1.258 1.233 1.212 0.021 02 Furniture and equipment 2.964 2.785 0.180 0.167 0.013 03 Vehicles 0.251 (0.047) 0.298 0.301 (0.003) 04 Instructional material 0.997 0.997 0.000 0.000 0.000 05A Foreign staff

development 0.734 0.401 0.334 0.328 0.006

05B Local staff development 3.985 3.364 0.622 0.778 (0.156) 06 Consulting services 1.886 0.614 1.273 1.318 (0.045) 07 Research studies 0.686 0.686 0.000 0.000 0.000 08 Marketing and

dissemination 0.351 0.243 0.108 0.073 0.035

9A Special programs (program strengthening TVET providers)

7.817 5.317 2.500 2.212 0.288

9B Special programs (market- responsive skills training)

4.580 2.609 1.971 2.131 (0.160)

10 Interest charge 0.687 0.560 0.127 0.127 0.000 11 Unallocated 3.313 3.313 0.000 0.000 0.000 Total (SDR) 30.741 22.093 8.645 8.642 0.000

Total ($ million equivalent)

50.000 33.371 13.056 13.055 0.000

Notes: 1. $27.60 million was cancelled on 11 June 2012, $3.29 million on 20 November 2013, and $2.49 million

on 18 December 2014, 2. Numbers may not sum precisely because of rounding.

b2. Amount ($ million) for Grant 0140

No. Category Original Allocation

Partial Cancellation

Last Revised

Allocation

Amount Disbursed

Undisbursed Balance

A. Civil works 0.431 (0.359) 0.791 0.791 0.000 B. Furniture and equipment 0.323 0.099 0.224 0.224 0.000 C. Vehicles 0.144 0.108 0.036 0.036 0.000 D. Instructional material 0.108 0.108 0.000 0.000 0.000 E. Local staff development 0.503 0.111 0.392 0.392 0.000 F. Consulting services 0.000 0.000 0.000 0.000 0.000 G. Research studies 0.072 0.072 0.000 0.000 0.000 H. Marketing and

dissemination 0.036 0.036 0.000 0.000 0.000

I. Special programs 1.976 0.240 1.972 1.926 0.000 J. Incremental costs 2.407 2.222 0.186 0.113 0.000

Total ($ million) 6.000 2.564 3.600 3.482 0.000

Note: Numbers may not sum precisely because of rounding.

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C. Project Data

1. Project Cost ($ million) Cost Appraisal Estimate Actual

Foreign Exchange Cost 50.0 5.7 Local Currency Cost 16.7 14.8 Total 66.7 20.5

2. Financing Plan ($ million)

Cost Appraisal Estimate Actual

Implementation Costs Borrower Financed 16.7 3.9 ADB Financed 48.9 12.9 SDC Financed 0.0 3.5 IDC Cost Borrower Financed 0 0.0 ADB Financed 1.1 0.2 Total 66.7 20.5

ADB = Asian Development Bank, IDC = interest during construction, SDC = Swiss Agency for Development and Cooperation.

3. Cost Breakdown by Project Component ($ million)

Component Appraisal Estimate

Actual

Component 1: Enhanced relevance and access to TVET programs

3.9 3.7

Component 2: Improved capacity for good quality TVET delivery

39.5 4.7

Component 3: Delivery of relevant skills training 12.0 9.3

Component 4: Project management 2.1 2.6

Component 5: Contingency 8.0 0.0

Component 6: Financing charges during implementation 1.1 0.2

Total 66.7 20.5

TVET = technical and vocational education and training.

4. Project Schedule

Item Appraisal Estimate Actual

Component 1: Enhanced relevance and access to TVET programs

Nov 2008–Nov 2013 Nov 2008–Jun 2015


Nov 2008–Nov 2013 Nov 2008–Jun 2015

Component 3: Delivery of relevant skills training Nov 2008–Nov 2013 Nov 2008–Jun 2015 Component 4: Project management Nov 2008–Nov 2013 Mar 2008–Jun 2015

TVET = technical and vocational education and training.

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5. Project Performance Report Ratings

Implementation Period

Ratings

Development Objectives Implementation Progress

From Q4 2008 to Q4 2009 From Q1 2010 to Q4 2010 From Q1 2011 to Q2 2012

Satisfactory Unsatisfactory

Satisfactory Unsatisfactory Actual problem

From Q2 2012 to Q4 2012 From Q4 2012 to Q1 2013

Potential problem Actual problem

From Q1 2013 to Q3 2013 On track From Q3 2013 to Q4 2013 Potential problem From Q4 2013 to Q4 2016 O On track

Q = Quarter

D. Data on Asian Development Bank Missions

Name of Mission

Date

No. of Persons

No. of Person-

Days

Specialization of Members

Inception mission 1–7 July 2008 6 36 a,b,e,h Review mission 7–12 April 2009 4 20 b,e,h Joint midterm review mission Joint review mission

14 Mar–3 May 2012 19 Nov–17 Dec 2013

9 5

81 30

a,b,c,e,f,g,h a,b,c,g,h

Midterm review mission 16 March 2014 3 3 a,b,h Review mission 26 June–3 July 2014 5 35 a,b,g,h Review mission 16–25 November 2014 5 45 a,b,d,h Joint review mission 17–23 June 2015 4 24 a,b,g,h Project completion review 3–17 May 2015 2 24 i, j

a = analyst, b = social sector specialist, c = consultant or specialist, d = control officer, e = programs officer, f = procurement officer, g = gender officer or consultant, h = Swiss Agency for Development and Cooperation staff, i = project officer, j = senior operations assistant.

I. PROJECT DESCRIPTION

1. Over half of Bangladesh’s working age population was in the labor force in 2003. Of those employed locally, about 80% were in the informal sector and mainly self-employed or day laborers. Only 14% were engaged in wage employment. Most employment was in agriculture, forestry, and related works, followed by wholesale and retail trade and manufacturing. About half of the population lived below the national poverty line. Nevertheless, economic growth and government’s pro-poor policies and programs resulted in significant improvement of some human development indicators, notably reduced infant and maternal mortality, reduced poverty level, an increased net school enrollment ratio, and achievement of gender parity in primary education. Primary enrollment tripled from 1970 to 2005, from 5.3 million to about 16.2 million and share of females among the gross enrollees increased from 32% to 50%. In 2005, the gross enrollment rate for primary education reached about 93.7%. 2. National Poverty Reduction Strategy of Bangladesh (NPRS)1 emphasizes maximizing the pro-poor benefits from growth process. Technical and vocational education and training (TVET) are prioritized for reducing the poverty while supporting the economic growth. However, the TVET system in Bangladesh lacked the (i) linkage and relevance to labor market; outputs and employers’ needs; trades, occupations and competencies with industry needs, (ii) opportunities of practical experience for students; (ii) opportunities for underprivileged who left the school; (iii) trained teachers with industrial experience; and (iv) training facilities such as workshops, laboratories, teaching and training materials, classrooms, and libraries in most of the private and some government TVET institutions. 3. The project responded to the constraints in TVET system while supporting the government’s objective to reduce poverty and promote economic growth. It was designed to increase the wages and self-employment of skills training graduates by strengthening the TVET program through short-term market-responsive skills training. Project outputs comprised (i) enhanced relevance and access to TVET programs, involving development of industry-led partnership framework, competency and training standards, competency-based training (CBT) curricula, teacher guides, learning materials, and assessment tools, and capacity for external competency assessment; (ii) improved capacity for quality TVET delivery involving the provision of in-service training to TVET teachers, upgrading of teacher training facilities, and strengthening of training providers as well as the research, development, and social marketing capacity of the Directorate of Technical Education (DTE); (iii) delivery of relevant market-responsive skills training for poor communities; and (iv) project management. Notably, project aimed to train 73,200 trainees in five years implementation period.

II. DESIGN AND IMPLEMENTATION A. Project Design and Formulation 4. The project design was aligned with the government’s NPRS that called for reform of the TVET system to make it more market-responsive; address the training needs of the underprivileged communities who do not complete class or grade 8; collaborate with private sector and nongovernment organizations (NGOs); and make the training programs more flexible in terms of duration, curriculum, and students’ qualifications. The project was the first Asian Development Bank (ADB) assistance to Bangladesh’s TVET subsector. The original design was consistent with ADB’s

1 Government of Bangladesh, Planning Commission. 2007. National Strategy for Accelerated Poverty Reduction (Extended up to June 2008). Dhaka.

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country strategy, 2006–2010 for education sector and TVET that focused on providing assistance to the children and youth who were in schools or had left the schools.2 5. In designing the project, due consideration was given to the planned activities of other development partners in the subsector. The project complemented the European Commission-International Labor Organization (EC-ILO) project on reform of TVET system in Bangladesh (2007-13). It complemented mainly on (i) enhanced relevance and access of TVET programs, (ii) improved capacity for good quality TVET delivery and (iii) delivery of relevant skills training. Similarly, the project design was aligned with the World Bank’s assessment and recommendation on Bangladesh TVET system reforms. The World Bank’s assessment report published in November 2006 noted numerous constraints in TVET system resulting in poor outcomes. These constraints include weak governance of the system, poor coordination among those managing the sector, lack of relevance of training to market needs, limited involvement of private sector in managing the training and ineffective system financing.3 6. The original project scope was appropriate in addressing the binding constraints in the skills development. The report and recommendation of the President to the Board of Directors states, outputs were designed based on situation analysis; focus group discussions; and workshops with students, parents, teachers, TVET institutions, the executing agency (Ministry of Education, MOE), and the implementing agency (DTE).4 However, the stakeholder’ analysis and consultations did not adequately reflect in the design and monitoring framework (DMF), as performance targets were unrealistic. Despite the standard approach followed in implementation arrangement, weak capacity of executing and implementing agencies, and low level of project readiness and roles of other stakeholders, such as the Curricula Development Committees (CDCs) were not properly factored in the design.5 The innovative approaches introduced in the project,6 and market responsive training funds were designed without the adequate mechanism in place. 7. The first joint mid-term review (JMTR) was held in May 2012 and the annual joint review mission on 21 November – 6 December 2012); both took place only in the fourth year of project implementation. Subsequently, a restructuring of the project from a large investment project to an investment with piloting of new approaches in TVET was recommended. The restructuring was recommended factoring in the remaining time for project implementation and the delays in progress of pre-conditions for competency-based training and assessment (CBT&A), such as the standards, curriculum, trained teacher and properly equipped training center. Strengthening of private TVET training providers was also dropped as it turned out to be unachievable. 8. The restructuring had reduced the project size to $27.2 million from the original $66.7 million.7 The restructured project continued to support implementation of National Skills Development Policy aligning with other projects in the sector. The formal scope change of the project was approved only on 30 April 2014, after the project progress assessment by the joint review mission held during 19 November–17 December 2013 and the second JMTR in March 2014. 9. The scope change in 2014 reduced the performance indicators at the outcome as well as output levels. It dropped seven out of 32 output performance indicators, scaled down seven, replaced

2 ADB. 2005. Country Strategy and Program: Bangladesh, 2006–2010. Manila. 3 http://documents.worldbank.org/curated/en/415391468207270005/pdf/470420WP0Box331l0education01PUBLIC1.pdf 4 ADB. 2008, Report and Recommendation of the President to the Board of Directors, Skills Development Project, Mania 5 A standard organizational setup comprises of a steering committee, the executing agency, implementation agency with

project implementation unit (PIU) and an international consulting firm. 6 CBT&A, public private partnerships, and program development fund. 7 Cancellations of $27.599 million and $3.289 million were approved on 27 August 2012 and 19 June 2013 respectively.

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six and added two. Based on the memorandum for approval of scope change, these revisions were required to (i) enable stronger focus on implementing the new short-term training modalities and also to better align with the National Skills Development Policy;8 (ii) better match with the capacity of DTE and other sector agencies; and (iii) adjust the effect of the delay in CBT roll out. The updated DMF reflecting the original and revised performance indicators including achievements is in Appendix 1. 10. Project preparatory technical assistance (TA) supported the design of the project.9 The impact of the TA was to strengthen the TVET subsector for improved access, relevance, quality, efficiency, financial sustainability and coordination. The TA’s envisaged outcome was to design and deliver a project loan on TVET. The TA delivered three outputs (i) situation analysis, (ii) recommendations for TVET reform and TVET development activities, and (iii) project design. A consulting firm was recruited following a quality- and cost-based selection method for 31 person-months (three internationals for 12.5 person-months and five nationals for 18.5 person-months). The firm conducted situation analysis, which was discussed in a workshop attended by senior officials from the MOE, representatives from private training institutes, industry and employers, and NGOs. The project was developed based on the findings of situation analysis and focus group discussions involving students, parents, graduates, and dropouts, teachers, tutors, administrators, and employers in seven major cities of Bangladesh. The TA facilitated the formulation and approval of the project. Likewise, consultants had satisfactorily performed their respective terms of reference. B. Project Outputs

1. Output 1: Enhanced Relevance and Access to Technical and Vocational Education and Training Program

11. Output 1 comprised of four subcomponents (output 1.1 – output 1.4) with 10 performance indicators. Out of the 10 performance indicators, the minor change in scope in 2014 (i) maintained one indicator for organization and functioning of four sector working committees (SWC) by year 1; (ii) scaled down four indicators (a) identification of number of priority occupations by SWC for standard development for year 2 from 40 to 25, (b) number of competency and training standard developed and approved by national authority by year 4 from 100 to 75, (c) short CBT curricula developed by CDC for post VOC skills by year 3 from 20 to 12; and (d) competency assessors trained by year 4 from 200 to 35; (iii) replaced two indicators for (a) ‘twinning arrangement between Bangladesh Technical Education Board (BTEB) and one international country initiated’ instead of ‘bilateral negotiations for the acceptance of Bangladesh’s standards by other countries undertaken with four countries’, and (b) ‘12 curricula implemented in trainings developed and endorsed in partnership with industry’ instead of 10 CBT curricula developed by CDCs as needed by industry; and (iv) dropped three indicators (a) 40 modular CBT curricula developed by CDCs by year 4, (b) 20 existing short courses provided by NGOs and other providers reviewed and transformed to CBT format by year 4, and (c) at least 1,000 trainees externally assessed and certified by year 5. 12. Based on the revised scope, under output 1.1, four SWCs were established for readymade garments (RMG), light engineering, construction, and the informal sector.10 Under outputs 1.2 and 1.3, 72 standards were developed for 26 occupations, of which BTEB approved 41 standards for 15 occupations. Of the 41 approved standards, competency-based learning materials (CBLMs) were prepared for 15 standards in five occupations. The occupations, standards, CBLMs, and BTEB

8 Government of Bangladesh. Ministry of Education. 2011. National Education Development Policy – 2011. Dhaka. 9 ADB. 2006. Technical Assistance to Bangladesh for Preparing the Skills Development Project. Manila. 10 Informal sector is that who informally supports main industry sector, such as embroidery for garments industry. They are

mostly the home-based workers and self-employed small-scale service or manufacturing businesses.

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approval are detailed in Appendix 2. Under output 1.4, 170 assessors were trained and 49 of them were certified. Training programs were implemented in RMG, construction, light engineering, and carpentry based on the competencies and needs identified by the industries. Twinning arrangements between BTEB, Malaysian Qualifications Agency and Department of Skills Development, Malaysia were initiated.

2. Output 2: Improved Capacity for Good Quality Technical and Vocational Education and Training Delivery

13. Output 2 comprised of four subcomponents (output 2.1 – output 2.4) and 16 performance indicators. Of the 16 performance indicators, the change in scope approved in 2014 included the following: (i) maintained eight indicators as they were for (a) development of 5 year plan for Vocational Teacher’s Training Institute (VTTI) and Technical Teacher’s Training College (TTTC) in year 1, (b) civil works repair and renovations, and equipment installation by year 3, (c) local and international training for VTTI and TTTC staff by year 5, (d) establishment of research and development wing in DTE by year 1, (e) construction of additional floor of DTE by year 3, (f) two tracer studies by year 5 and (g) development of social marketing plan by year 1; (ii) scaled down two indicators for the delivery of (a) TVET teacher training and pedagogy from 4,000 teachers to the sensitization of 3,500 teachers, and (b) master trainers’ certificate and diploma by year 5 from 1000 to 40 with level 1 certification; (iii) replaced three indicators (a) at least five different market responsive competency based training course (MRTC) in partnership with industry sector councils implemented and documented in lieu of 3-year program improvement plans developed by year 2;11 (b) 64 technical schools and colleges (TSCs) capacitated to deliver relevant training via strengthening capacity of teachers, improved teaching-learning materials and ICT lab in lieu of strengthening selected programs of about 60 public, 15 private, and 10 NGO-managed training centers by year 2; and (c) skills level certificate examinations conducted in four project-supported TSCs in lieu of about six partnerships forged between industry associations and public TVET institutions by year 2; (iv) dropped three indicators, i.e. short CBT courses delivered in the strengthened institutions to about 36,000 trainees by year 5, renovations and repairs of facilities and equipment undertaken and training materials purchased by the DTE by year 4, and 10-year development plan for the TVET subsector by year 4; and (v) added one indicator for construction and equipment for eight regional directors’ offices (RDOs) including extension of a floor for RDO Dhaka on the newly constructed floor in DTE building in Dhaka. 14. Based on the revised scope, under output 2.1, total of 5,735 TVET teachers were trained in CBT at TTTC, Dhaka, and 40 master trainers were trained, of which 25 were provided level 1 skills training, a prerequisite for certification by BTEB. Under output 2.2, five-year development plans of VTTI and TTTC were prepared and approved. Sixty-four technical schools and colleges (TSC) were repaired, renovated, and equipped with four laptops, four multimedia projectors, and a 20 kilo-volt-ampere generator each. In total, 7,727 VTTI and TTTC staff received local training, and 60 officials participated in overseas training in Technical Education and Skills Development Authority in Manila.The details of the trainings are in Appendix 3. Under output 2.3, nine MRTCs (readymade garments, light engineering, computerized numerical control machine, integrated agriculture, furniture, freelance in information technology, publishers, automobile repair, and solar panel technician) were established. A total of 1,125 teachers from 64 TSCs were provided CBT on pedagogy, skills, and digital content. The trainings imparted to the teachers and students are listed in Appendix 3. BTEB declared 64 TSCs and 40 TTCs as centers for National Skills Certificates NSC-2 and NSC-3

11 Market responsive competency based short-term training course (MRTC) are the one whose curriculum are developed

in consultation with the concerned industry associations for employment, such as for garments related courses, the Bangladesh Garment Manufacturers and Exporters Association was consulted. Market responsiveness can generally be defined as the ability of training providers to respond timely, effectively and efficiently to customers' needs, competitive threats, and the business environmental changes.

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examinations. Examinations were conducted in July 2015, and both public and private TVET institutes participated. Under output 2.4, a research and development cell is established in the DTE. An additional floor of the DTE building, floor extension in DTE building for RDO Dhaka and buildings for seven RDOs were constructed, furnished, and equipped. Bangladesh Institute of Development Studies and the DTE completed a tracer study in June 2015. The tracer study conducted a field survey covering 3,209 TVET graduates of 2013 and 2014, 291 trainers, and 199 employers.12

3. Output 3: Relevant Skills Training Delivered

15. Output 3 comprised of two subcomponents (output 3.1 – output 3.2) and four performance indicators. Out of the four performance indicators, the minor change in scope approved in 2014 had (i) maintained one indicator for training needs assessment (TNA) by year 2; (ii) scaled down an indicator MRTC training by year 5 from 32,200 trainees to 4,000; (iii) replaced an indicator on 1,000 poor and underprivileged youths and women participation in MRTCs in lieu of 40 educational institutions each receive one multipurpose workshop, equipment, materials, and supply by year 3; and (iv) dropped an indicator on short trade courses in each of 40 educational institutions by year 3. 16. In line with the revised scope, under output 3.1, the project implementation unit (PIU) assessed the training needs based on the demand from the public TVET institutions. The MRTCs were provided to 4,335 trainees or 13% of the original target, but 335 more than the revised target. Under output 3.2, total of 3,586 poor and underprivileged youth and women participated in the training on sewing machine operation for employment in garments industries.

4. Output 4: Project is Well Managed

17. Output 4 comprised of two performance indicators. The change in scope approved in April 2014 maintained both performance indicators for (a) PIU established by year 1 and (b) PIU staff provided training by year 2; and added one indicator for (c) lessons-learned report shared and discussed with all relevant stakeholders. 18. A PIU was established, and necessary training were provided to its staff. However, project got momentum only after a new project director, and key staff in finance and procurement were appointed in mid-2012. A report on lessons learned was prepared and shared through a workshop. C. Project Costs and Financing 19. At appraisal, it was planned that ADB would finance 75% of project cost and government will finance the rest. The Government of Switzerland through Swiss Agency for Development and Cooperation (SDC) approved a grant of $6 million on 17 December 2008. The actual utilization of ADB loan and SDC grant were only $13.1 million and $3.5 million, respectively. The project financing planned versus actual is summarized in Table 1 and detailed in Appendix 4.

12 Bangladesh Institute of Development Studies. 2015. Tracer Study on the Graduates of Technical and Vocational

Education and Training in Bangladesh. Dhaka.

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Table 1: Project Financing Planned versus Actual ($ million) Financier Planned Actual

Amount Share of Total (%) Amount Share of Total (%) Asian Development Bank SDC Borrower (GOB)

Total

50.0 0.0

16.7 66.7

75.0 0.0

25.0 100.0

13.1 3.5 3.9

20.5

64.2 16.7 19.1

100.0

GOB = Government of Bangladesh, SDC = Swiss Agency for Development and Cooperation. Sources: ADB Appraisal, Loan and Grant Financial Information System of ADB; and Borrower’s project completion report

20. The project cost envisaged at appraisal was $66.7 million. At completion, the project cost was $20.5 million, 31% of estimated cost. The project costs at appraisal versus completion are in Table 2. A lower actual cost reflects the reduced project activities, particularly the training programs.

Table 2: Project Cost at Appraisal versus at Completion ($ million)

Item At Appraisal At Completion Variance

Amount % Civil works 6.1 3.1 3.0 49 Furniture, equipment, and vehicle 6.9 1.2 5.7 83 Instructional materials 2.1 0.0 2.1 100 Staff development 10.6 2.2 8.4 79 Consulting services 3.4 2.0 1.4 41 Research studies 1.5 0.0 1.5 100 Marketing and dissemination 0.8 0.1 0.7 88 Special program: strengthening TVET providers

17.4 4.3 13.1 75

Special program: market-responsive skills training

10.1 4.8 5.3 53

Administrative support and O&M 5.1 1.2 3.9 77 Project implementation unit 1.6 1.3 0.3 19 Financing charges during implementation

1.1 0.2 0.9 88

Misc. grant administration and support 0.0 0.1 0.1 100 Total 66.7 20.5 46.2 69

O&M = operation and maintenance, TVET = technical and vocational education and training. Sources: ADB. 2008. Report and Recommendations of the President. Proposed Loan to the People’s Republic of Bangladesh: Skills Development Project. Manila.; Loan and Grant Financial Information System of Asian Development Bank; and Directorate of Technical Education, Ministry of Education. 2015. Project Completion Report, Skills Development Project. Dhaka.

D. Disbursements 21. Disbursements were made through advance account and liquidated through statement of expenditures (SOE) procedure. Disbursement started in June 2009 and the liquidation of advances completed in November 2016, three years after the original loan closing date. To meet the immediate need of local currency requirement in FY2014, a minor change in implementation arrangement was approved on 19 May 2014 that increased the advance account ceiling from $1.2 million to $3.5 million for ADB loan; and $0.36 million to $1.2 million for SDC grant. The lengthy liquidation period resulted from the difficulties in settling the advances and audit observations.13 ADB loan account was closed on 24 July 2017 and SDC grant account on 8 September 2017. The actual disbursement from ADB loan was $13.1 million or 26% of the original; $3.5 million or 57% from the SDC grant, and the actual government counterpart accounted for $3.9 million or 23% of the original—resulting in cancellation of $33.4 million of ADB loan; $2.5 million of SDC grant; and $12.8 million equivalent of government counterpart. Given the significant change in the project scope, comparison of annual projections of

13 One audit finding questioning supporting documents was related to both the ADB loan and SDC account that was settled

on 24 July 2017.

7

disbursement at approval and actual was not made. The actual disbursements of ADB loan are presented in Appendix 5. E. Project Schedule 22. The project was physically completed only in June 2015, two years after the expected completion date. Though the loan was signed 12 days after the loan approval, effectiveness took more than 5 months (November 2008 for loan, and January 2009 for grant). Procurement of works, goods, and services experienced significant delays. The consultants were recruited only in January 2010. The first contract for goods (office equipment, office machinery, and vehicles) was signed on 3 June 2010, and the first civil works contract was signed on 9 November 2010, nearly two years after the loan approval. The delays were due to weak capacity and lack of experience of PIU staff on ADB’s procurement guidelines. The project was physically completed in June 2015, but financial completion was protracted until July 2017. The project implementation schedule at appraisal versus actual is presented in Appendix 6, and the chronology of major events is in Appendix 7. F. Implementation Arrangements 23. The MOE was the executing agency and the DTE was the implementing agency with overall responsibility to plan, organize, manage, and monitor the implementation. The PIU was responsible for day-to-day project implementation and overall coordination among the stakeholders. It was headed by a project director at joint secretary level of the government. A project steering committee (PSC) chaired by the secretary of the MOE was established for formulating the policies, providing guidance and advice to the project, and approving the annual work plans. A project implementation committee (PIC) chaired by the director general of the DTE was also established to approve the priority occupations for training. The PSC met 14 times and the PIC met 23 times during project implementation. The MOE signed memorandums of association with the relevant stakeholders to facilitate project implementation and coordination across ministries and agencies. The Education Engineering Department administered the civil works under MOE and DTE, and the Public Works Department did for BMET. Details of implementation arrangement of the project is in Appendix 8. G. Consultant Recruitment and Procurement

a. Consultancy Services

24. At appraisal, recruitment of 357 person-months of consulting services comprising 97 person-months of international and 260 person-months of national were estimated. Of the estimated 357 person-months input, only 85 person-months of international and 224 person-months of national consultants were recruited through a firm. The areas of expertise covered the policy, curricula, teacher training, planning, and institutional strengthening. The remaining 12 person-months of international and 36 person-months of national consultants were planned to be recruited on need basis. At completion, out of the contracted 309 person-months of consulting input, only 223 person-months of input was utilized. Planned versus actual input of consultants is in Appendix 9. 25. The government requested ADB to undertake consultant selection activities on its behalf. The government remained responsible for contract negotiations as well as signing of the contract. Accordingly, ADB initiated selection of consultant in March 2008 as an advance action. Initially, quality- and cost-based selection was planned but it was changed to quality-based selection (QBS) as a non-profit organization had expressed the interest. During the evaluation it emerged that the first ranked firm’s price was higher than the estimated. The government requested ADB for no objection to recruit the second ranked firm. However, as the QBS was used, the first ranked firm could not be

8

rejected based on the price. It took considerable time for PIU and first ranked firm to negotiate and sign the contract. The negotiation conducted in May 2009 and the contract was signed only in January 2010. It took 22 months from the date of advertisement to contract signing. The chronology of major events for recruiting the consultants is in Appendix 7.

b. Procurements

26. All goods and works, except for some office equipment for PIU were procured following ADB’s national competitive bidding procedure. The shopping method was used to procure office equipment for PIU. Major goods procured included training equipment, diesel generators, motor vehicles, office equipment, and furniture; major civil works contracts included construction of an additional floor in the DTE building and floor extension for RDO Dhaka, a four-floor building for TTTC, a two-floor female hostel at VTTI, and seven three-floor RDOs. The civil works also included repair and renovation of 64 TSCs. The procured items helped the project deliver target outputs and enhance the capacity of implementing and executing agencies for uninterrupted training, mobility and improved work environment. A list of goods and works procured under the project is in Appendix 10. 27. The procurement of goods was delayed. The PIU initiated the invitation for bids (IFB) and issuance of bid documents for three packages in August 2009 without ADB’s review and prior approval. ADB did not agree to concur to the bid evaluation reports (BER), instead advised the PIU to restart a fresh tendering. ADB approved the bidding documents on 29 March 2010 and fresh bids were advertised on 1 April 2010. Bids were opened on 19 April 2010. ADB approved the BER on 30 May 2010, and the contracts were signed on 3 June 2010. 28. The same way, procurement of seven packages for works commenced in October 2009 without ADB’s prior review and approval of the bidding documents. The bid documents were not prepared following ADB’s Procurement Guidelines (2007 as amended from time to time). The PIU submitted the BERs to ADB on 4 May 2010, which ADB rejected on 23 May 2010. The procurement restarted on 7 June 2010 after ADB approved the IFB and bidding documents. ADB received the BERs on 11 October 2010 and gave its no objection seven days later. The contracts were signed on 11 November 2010. Of the 12-month procurement time, half was wasted. The procurement capacity and experience of PIU was weak. Learning from the lessons, the IFB for procurement of construction of four-floor academic-cum-workshop building of TTTC was advertised and bidding document was issued on 28 December 2012 only after ADB approved it. However, the BER was found to have several price corrections and had to undergo through internal investigation. At ADB’s advice, the IFB was re-advertised and the bidding document was issued on 13 April 2013. The bids were opened on 29 April 2013, with a bidding period of 16 days. ADB approved the BER on 13 June 2013, and the contract was signed on 18 June 2013. The chronology of events for procurement of goods and works is in Appendix 7, and the major contracts financed by ADB are in Appendix 10. H. Gender Equity 29. The project was categorized gender equity for gender mainstreaming. The project implemented a gender action plan (GAP) and implemented various activities to enhance and enable increased participation of young women in the TVET. The results showed, the females comprised 19% of the skills training recipients, which is though lower than the originally targeted 25%, but higher than the revised target of 15%. The project enhanced the enabling environment to increase participation of young women in TVET through (i) creation of awareness on gender issues among the officials and teaching personnel of TVET institutions, (ii) integration of gender perspective in the teacher training courses and teaching materials, and (iii) sex disaggregation of data in monitoring systems that were used to facilitate better participation of women and enhance gender-responsiveness of teachers,

9

teaching methods, and TVET courses. The GAP achievements (Appendix 11) not only contributed in increasing the access to and participation of young women in TVET courses, it also facilitated the attainment of strategic benefits including improved skills and knowledge, improved access to better jobs, and higher incomes for young women. I. Safeguards 30. The project was categorized C for both environment and involuntary resettlement. The project was categorized B for indigenous peoples. It did not require environmental management plan or involuntary resettlement plan. No environmental, land acquisition, or involuntary resettlement issues were identified during project implementation. A project specific covenant to develop a waste management plan in each training institution was not properly complied with. An indigenous people planning framework was prepared for guidance during the project implementation. All qualified indigenous people were provided with equal training opportunities. Several trainees from indigenous communities of two districts of Chittagong Hill tract and Mymensingh have participated in the training. J. Monitoring and Reporting 31. All three covenants in Section IV of loan agreement were complied with. Of the 28 assurances in schedule 5 of loan agreement on execution and operation of project facilities, and financial matters, 22 (79%) were complied with. For the remaining six, compliance to one covenant was delayed, three were partially complied with, and two were not complied with. Though a full-time project director was appointed at the beginning of the project, they were frequently changed, and the full time project director become available only after mid-2012.14 The covenant on ‘delegation of physical and financial authorities to public TVET institutions’ for recruiting part-time and short-term teacher’ was only partially complied with as the financial authority was not delegated to the public TVET institutions. A formal training needs assessment was not undertaken as stipulated in schedule 5, para. 10 of loan agreement. Instead, it was done by the PIU based on the information of various TVET institutions. Separate budget for supply of training materials and operation and maintenance of facilities was not in place for public training institutions. An action plan for good governance and anticorruption, and waste disposal plan as per ADB’s Environment Policy (2002) and the government’s relevant laws and regulations were not developed. The status of compliance with the loan covenants is in Appendix 12. 32. The DTE complied with the covenants to (i) prepare operational plan for each fiscal year with updated annual procurement plan, (ii) establish and operate project performance monitoring system, and (iii) collect baseline data on public and private TVET institutions, gender, ethnicity, and socio-economic and poverty indicators. Quarterly progress reports were submitted. Regular joint review missions (Government, co-financier, and ADB) were held. Two mid-term review missions were conducted. A tracer study through Bangladesh Institute of Development Studies was conducted. A lesson learnt report was also prepared and finalized through a workshop.15 33. The executive agency maintained a separate project account and financial statements, and audited annually by Foreign Aided Project Audit Directorate of the Office of the Comptroller and Auditor General of Bangladesh. Eight annual audit reports up to December 2016 were all submitted in time. To accelerate the local currency payments for project’s intended purpose, advance fund was extensively used (about 70%) for liquidation and replenishment following the SOE procedure, and full

14 The Project Directors were changed five times during the project period. Changes took place on 5 Feb 2009, 1 April

2009, 2 April 2012, 8 April 2012 and 30 June 2015. 15 Government of Bangladesh, Directorate of Technical Education, Ministry Education, Skills Development Project –

Lessons Learned, 2015.

10

document (non-SOE) procedure for the expenditures exceeding SOE ceiling. There were 24 audit findings altogether of which 18 have been settled. Most of the audit findings were related to (i) non-compliance of government financial rules and regulations; and (ii) non-adherence to conditions of contract. Remaining six outstanding audit observations relate to non-compliance of government financial rules and regulations.

III. EVALUATION OF PERFORMANCE A. Relevance 34. The original project design was aligned with the country’s national development priorities. It supported government’s education policy for providing employable skills to the youth and under-privileged that remains part of the government’s priority. It was also consistent with ADB’s country operations strategy 2006–2010 for education sector and TVET that focused on providing the assistance to children and youth who were in the schools or had left the schools. It continues to be consistent with government’s Seventh Five-Year Plan, 2016–2020,16 which aims to improve quality and relevance of skills development by implementing competency-based training and assessment; encourages private sector to invest in education and training; and support integration of skills training in community organizations, schools, training institutions, and the workplace. Likewise, it continues to be aligned with ADB’s country partnership strategy 2016–2020,17 that supports enhancement of productivity and skills of the workforce focusing on basic education and skills training. However, project had weaknesses in the due diligence during the design. It failed to adequately assess the risks related to weak capacity of executing and implementing agencies, and unable to recommend the enabling conditions for ensuring project readiness. These negatively affected the implementation. 35. The project design is rated less than relevant at appraisal and completion. The performance targets at design were not supported with sufficient capacity for implementation. The innovative approaches introduced in the project, such as the concept of a CBT&A, and program development fund and market responsive training fund were designed without the adequate mechanism in place. The project was designed with the assumption that the National Skills Development Policy will be approved and implemented in 2009, which did not come into operation until 2012. The National Technical and Vocational Qualification Framework were not finalized until mid-2012; hence, BTEB could neither approve the developed competency standards nor certify the trained teachers in time. The project design required several changes, but the changes were not addressed in timely manner. The first JMTR in 2012 identified various project performance issues but it was done near project completion. A project scope change in April 2014 had considerably scaled down its targets at design and changed the project modality from investment to pilot-based investment. These negatively influenced the relevance of the project at design and at completion. B. Effectiveness 36. The project is rated less than effective in achieving the intended outcome and outputs. Originally, project design had four outcomes indicators, of which, only three (75%) were substantially achieved. These included (i) total enrolment capacity in short-term training exceeded the target (target 6,000 per year by 2013, achievement 21,960), (ii) industries were involved in preparing the CBT curricula and providing skills training (association of RMG, light engineering and construction industries were involved in CBT activities), (iii) starting 2013, private TVET teachers could enroll in

16 Government of Bangladesh, Planning Commission. 2015. Seventh Five Year Plan, FY2016–FY2020: Accelerating

Growth, Empowering Citizens. Dhaka. 17 ADB. 2006. Country Partnership Strategy: Bangladesh, 2016–2020. Manila

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public institutes such as TTTC and VTTI for training. The fourth outcome indicator, that required 25% of skills training recipients to be females was not met. There were only 4,023 (19%) females among 20,756 trainees; however, scope change in 2014 revised this target to 15% which was largely achieved. The project implemented the GAP with various activities and increased the participation of young women in the TVET. In 2014, a new outcome target for increase by 5% in national pass rate of graduates from 2011 to 2014 was added. This was achieved as the national pass rate was increased by 25% in 2014. 37. Moreover, project scope change in 2014 made considerable adjustments in the project output targets. But the changes introduced was quite late, less than a year before the project closing. It reduced number of output targets from 32 to 27. As much as seven key performance indicators (22%) were dropped, seven (22%) were scaled down and six (19%) were reformulated. Only 12 performance indicators (37%) remained as they were, and two new indicators were added. The project cost reduced from $66.7 million to $27.2 million. By the end of the project, compared to the original design, only 13 of 32 (41%) output targets were fully achieved; 16 of 32 (50%) targets (including the dropped seven performance targets) were not achieved; and three (9%) targets were only partially achieved. A target for development of social marketing plan was not achieved. The reform process was delayed (para 35); hence, the project delivery and the effectiveness were hampered. However, if compared with the revised targets, project achieved 22 of 27 (81%) targets and four (15%) were partially achieved. At design stage, project had anticipated policy level reforms to take place in time such as, the reform of TVET system to make it more market responsive and to work flexibly with industries and NGOs, however such reforms are delayed or did not fully materialize. C. Efficiency 38. The project is rated efficient. Despite implementation delays and cost underrun, the EIRR at completion was beyond ADB’s hurdle rate. Economic reevaluation was carried out for the re-scoped project following a methodology similar to that used at appraisal. Based on the newly acquired skills and estimated higher incomes with the project interventions, the economic internal rate of return (EIRR) is re-evaluated to be 14.6%, which is higher than ADB’s threshold of 12.0% and the EIRR of 13.9% estimated at appraisal. The significantly higher incremental earnings compared to the minimum wage (without the project intervention) resulted in higher EIRR than the envisaged. The economic benefits significantly exceeded the investment cost including the cost of process inefficiency arisen from the implementation delays. The economic reevaluation is in Appendix 13. 39. In addition to providing the trainings to 13,027 trainees, most of whom were poor and underprivileged youths and women, about 7,727 teachers were trained. While the economic analysis was only able to capture the benefits from higher earnings of trainees, improved benefits from the improved enrollment capacity, training of trainers or instructors and technology transfer was not considered in measuring the investment efficiency. Quantification of such benefits was often difficult. 40. Despite timely loan signing and effectiveness, project experienced start-up delays, and implementation took 19 months more than the envisaged. However, economic reevaluation based on the reduced scope shows the project was implemented and executed efficiently, and the fund utilization was efficient. Project spent only $20.5 million, 31% of the envisaged $66.7 million, and trained 13,027 underprivileged youths and women, which is 40% of the original target 32,200 trainees. D. Sustainability 41. The project is likely sustainable. The government has a strong commitment to skills education subsector. The subsector has been institutionalized through National Skills Development Policy and

12

National Technical and Vocational Qualification Framework. The standard curriculum, assessment tools, trained trainers, and other institutional developments delivered under the project have provided basic framework for future skills education program in Bangladesh. National Skills Development Council (NSDC) under the chairmanship of Prime Minister has been formed in July 2011. NSDC acts as a secretariat to coordinate and communicate the stakeholders for implementing the National Skills Development Policy. The project involved several government skills training institutes—the Department of Youth Development (DYD), TTCs, TSCs, polytechnic institutes, the VTTI, the TTTC, and industry associations in providing skills training, training of teachers, and developing master trainers and assessors. The DYD is continuing the 30 days freelancing outsourcing training program with two batches each year. The TTCs are continuing with short-term training in selected trades. The design of ADB’s ongoing project for Skills for Employment Investment Program (SEIP) Tranche 1 built on the innovative features of this project. 42. The quality of civil works constructed under the project are good. The procured machineries and equipment are functional. The project constructed seven three-floor RDOs in seven regions with the provision of foundations for five-floor, and a one-floor extension at the DTE, Dhaka. Adequate furniture was procured to make them operational. Skills development remains a priority of the government, ADB and other development partners. Government allocation for TVET subsector has been increasing showing commitment to ensure adequate financing for continuing trainings and facilities’ operation and maintenance.18 Guided by the National Skills Development Policy through the NSDC, the country’s skills development initiatives are further supported by various development partners which include the World Bank’s Skills for Training Enhancement ($435 million), Canadian International Development Agency’s Bangladesh Skills for Employment and Productivity ($39 million), Department for International Development – SDC’s Skills for Employment Program ($68 million) and ILO’s Skills 21 ($47 million). The capacity of DTE has improved. It is implementing several skills and training projects. As for cross cutting skills project such as SEIP, that involve multiple ministries, the Finance Division of the Ministry of Finance has taken the lead in project implementation. The ongoing SEIP Tranche 1 is further supporting capacity development of NSDC secretariat in monitoring, formation and strengthening of industry skills council, conducting skill gap analysis and establishing a labor market information system. E. Development Impact 43. The project’s impact on wage increase and self-employment of skills training graduates was satisfactory. The DYD reported to the PCR mission that 70% of the trainees had been engaged in services or self-employment or gone on to further studies after the graduation. TTCs reported 50% employment and polytechnic institutions reported 60%.19 The tracer study of 2015 found that TVET was effective in helping the transition from education to work. The average transition time to the first job was four months, but in some cases, it ranged from 0 to 60 months depending on the type of graduates (diploma, secondary school certificate, higher secondary certificate, or graduates from the DYD, BMET and MRTCs). Employment after TVET was also encouraging. About 45% of diploma graduates were employed, 31% went on to higher study, and the remaining 24% were unemployed. Project helped increase in access and participation of young women in the TVET courses resulting in higher incomes. Indigenous communities directly benefitted from the training programs. Table 3 summarizes the employment status and earnings for different types of TVET graduates. The

18 Allocation of budget for skills development under DTE has increased by more than 10 times in the last seven years, from

Tk1,592.4 million in FY2011 to Tk17,641.6 million in FY2018 (Source: http://www.techedu.gov.bd/site/page/6883c1f7-6602-4621-9de5-ff5b4b4d09ca/Budget). However, public TVET institutions have yet to establish a system to ensure allocations for trainings and operation and maintenance of their respective facilities (para. 31).

19 Overall, the project contributed to the following indicators under ADB results framework: (i) 5,735 TVET teachers trained through CBT, and (ii) 7,727 teachers trained.

13

establishment of a trainee tracking system could have facilitated monitoring of job placements of the TVET graduates.

Table 3: Employment Status and Earnings of the Graduates

BMET = Bureau of Manpower, Employment and Training; DYD = Department of Youth Development, HSC = higher secondary certificate; MRTC = market-responsive competency-based short-term training course; SSC = secondary school certificate. Source: Bangladesh Institute of Development Studies. 2015. Tracer Study on the Graduates of Technical and Vocational Education and Training in Bangladesh. Dhaka.

F. Performance of the Borrower and the Executing Agency 44. The overall performance of the borrower and the executing agency is rated less than satisfactory. Several weaknesses were evident during project implementation, such as (i) lack of leadership, responsiveness and planning, resulting in frequent replacement of project director, (ii) appointment of inexperienced officials in the key positions such as financial management and procurement, and (iii) weak financial control and management. The delays in approvals of National Skills Development Policy and National Technical and Vocational Qualification Framework hampered the project progress. Procurement of goods and works, and recruitment of consultants were delayed due to lack of experienced staff in PIU. Recruitment of project support consultant took 22 months. Except for disbursement of 6% of loan and grant proceeds in advance account, the project did little progress until mid-2012. However, the MOE demonstrated strong commitment to the education sector including skills education and provided adequate budget allocation for counterpart funding to the sector. It complied with most loan covenants; and made good efforts to implement the project after the first JMTR. The MOE and DTE were not able to comply with some loan covenants, particularly, preparation of action plan for good governance and anticorruption, and development of waste management disposal plan. G. Performance of Cofinanciers 45. Performance of SDC was satisfactory. SDC worked closely with government and ADB and participated in all review missions. The share of co-finance was transferred well in advance to ADB’s account. SDC actively helped in resolving the issues in project implementation. It was responsive to implementation challenges and acted timely when required.

H. Performance of the Asian Development Bank 46. The overall performance of ADB is rated less than satisfactory. The project design was weak and lacked adequate mitigation plan against foreseeable risks in implementation arrangements. Project introduced ambitious features and targets but without the policy and framework in place. At the initial stage of project implementation, ADB missions were infrequent and did not provide strong supervision and guidance. ADB fielded the inception mission in a timely manner in July 2008, but the

Graduate Type

First Job (Range in month)

Employment Status (%) Earning (Range in Tk)

Employed Further Study Unemployed

Diploma 3.2–8.0 45 31 24 11,874–22,067

HSC 2.0–14.0 27 53 20 3,250–15,410

SSC 2.0–10.3 12 78 10 6,667–11,400

From DYD 0.0–10.0 50 36 14 800–70,000

From BMET 3.9–19.0 26 26 48 400–12,000

MRTC 1.0–60.0 57 25 18 9,000–13,909

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next mission was in April 2009 and no other mission was fielded until March 2012. The JMTR held in 2012 recommended to reduce the project scope considerably rather than finding ways to deliver the envisaged outputs. ADB’s oversight on procurement of goods and works was inadequate, and this was partly responsible for repetition of mistakes leading to rebidding. ADB’s capacity assessment of the executing and implementing agencies was inadequate and lacked solutions to their staffing issues. Project included a large consulting services to supplement capacity of executing and implementing agencies, but the agencies also lacked the capacity to manage the consultants. Scope change was not processed until April 2014. This should have been done in 2012, soon after the first JMTR. The delay created uncertainties and delayed the proper guidance to executing and implementing agencies. I. Overall Assessment 47. The project is rated less than successful. The project design was less than relevant at appraisal and at completion. Although the original project scope was relevant to the government and ADB strategies for education sector, the implementation arrangements did not rise to the challenges of lack of leadership, inexperienced executing and implementing agencies, diversified programs, the involvement of multiple stakeholders. The 2014 minor change in scope did not lead to better project outcomes in terms of increasing women’s participation in the trainings. The project is less than effective in achieving the envisaged project outcome and outputs. It achieved less than 80% of outcome and output performance indicators originally envisaged. However, the project is rated efficient in using the resources. The recalculated EIRR is 14.6%, which is higher than ADB’s threshold of 12.0% and also higher than the EIRR of 13.9% estimated at appraisal. Though only 31% of the total funding of $66.7 million (26% of the ADB loan of $50.0 million, 57% of the SDC grant of $6.0 million, and 23% of the government contribution of $16.7 million) were used, the project was able to train 40% of originally target trainees. The project is likely sustainable as there are no shortage of funding. The project had established the standards, and infrastructure and facilities for training including the collaboration among the industries and training institutions. The technical and vocational education and training remains the government’s top priority.

Table 4: Overall Ratings

Criteria Rating Relevance Less than relevant Effectiveness Less than effective Efficiency Efficient Sustainability Likely sustainable Overall Assessment Less than successful Development impact Satisfactory Borrower and executing agency Less than satisfactory Performance of ADB Less than satisfactory ADB = Asian Development Bank. Source: Asian Development Bank.

IV. ISSUES, LESSONS, AND RECOMMENDATIONS

A. Issues and Lessons 48. Assessment of capacity of executing agency. During project preparation, a comprehensive and realistic assessment of executing and implementing agencies’ capacities would have led to the improved design of the project targets and the implementation arrangements. The government needs to assign well-qualified, motivated, experienced, and capable staff. A larger and diversified project like this requires government to assign experienced and dedicated staff from various segments. Although appointment of counterpart staff is the government’s internal affair, ADB should have had

15

effective dialogue with the government and helped identify appropriate staff, and timely supplemented with good international consultants to fill the key positions and helped in procurement processes. 49. Project readiness. A well-functioning PIU was critical for preparation and project implementation. Failure to mobilize and maintain a capable team led to start-up delays, non-delivery of results or suboptimal performance. The policy framework was not in place for innovative features. 50. Project supervision. Procurement weaknesses were repeated at the initial stage of the project. ADB could have been more proactive in supporting the procurement capacity of the executing and implementing agencies. Given the complexity of design, strong supervision and guidance were required. Unfortunately, no mission was fielded in 2010 and 2011 when the procurement activities were ongoing. ADB should have continuously monitored and supervised the procurement activities. 51. Design and monitoring framework. Strong stakeholder consultation and analysis were missed in formulation of project’s design and monitoring framework which resulted to having ambitious targets. The design should have adequately factored in the capacity of executing and implementing agencies. B. Recommendations 52. Trainees tracking system. A web-based trainee tracking system should be established to capture the information on enrollment, passing out students or graduates, job placement, job opportunities, and other important data linking to TSCs, TTCs, TTTC, VTTI, polytechnics, DYD, DTE, BMET, and concerned ministries and divisions on a real-time basis. A nationwide trainee tracking system can quantify the economic benefit from the TVET programs and also guide future action of the government and development partners. 53. Covenants related. There are six outstanding audit observations related to non-compliance of government financial rules and regulations. ADB’s follow up with the DTE on this is recommended. 54. Future monitoring. The MOE should ensure that the DTE establishes a periodic monitoring system to monitor and assess the quality of training programs by all training institutions entrusted with the responsibility of skills training, student assessment tests, and certification of achievement. 55. Further action or follow-up. To make the seven RDOs constructed under the project continue to be operational and functional, government should approve the proposed organizational set-up with adequate budget for operation and maintenance. The government should initiate decentralization of BTEB’s regional examinations and DTE’s human resources activities to the RDOs. 56. Stakeholders’ performance recognition. The DYD continue its skills training independently after the project closure. It has performed well in skills training and has developed organizational capacity and linkage with employment and microfinance agencies. The DYD may be included as one of the partner skills training agencies in the current and future skill projects. 57. Timing of the project performance evaluation report. To evaluate the sustainability of the project the project performance evaluation may be conducted by 2020.

16 Appendix 1

UPDATED DESIGN AND MONITORING FRAMEWORK

Design Summary Performance Targets Status at Project Closing Original Revision in 2014

Impact: Increased wage and self-employment of skills training graduates

Proportion of trainees employed from Project-supported training programs increased by 50% to 75% in 2015

No change

Achieved. 84% of MRTC graduates employed

Outcome: Strengthened TVET capacity to provide market-responsive, short term relevant skills training.

Total enrolment capacity in short-term skills training in government and Project-supported TVET providers increased by at least 6,000 per year by 2013

Total enrolment capacity in short-term skills training in government and Project-supported TVET providers increased by at least 4,000 per year by 2014 (baseline 2008: 0)

Achieved. Total enrolment capacity to conduct short-term skills training increased significantly to 21,960 trainees per year after project closing in the following TVET public institutions: PTIs – 2,400 trainees DYD – 7,200 trainees TTCs – 12,360 trainees

Government vocational and technical teachers’ preservice and in-service training programs serve non-MOE training providers by the end of the project implementation period.

No change

Achieved. Starting in 2013, the government has allowed the TTTC and VTTI to enroll private TVET teachers for training.

Industry involved in identifying, preparing and/or delivering training programs. Females comprise at least 25% of skills training recipients under the Project.

No change Females comprise at least 15% of skills training recipients under the Project (baseline 2008: 0%) Pass rate of graduates from project-supported TSCs in SSC (VOC) increases by 5% from 2011 to 2014 (Baseline 2011 M = 57%, F = 58%, both sexes = 58%)

Achieved. Associations of the RMG, light engineering, and construction industries were involved in preparing CBT curricula and providing training. Achieved. The project trained 20,756 students and teachers in different trades, of which 4,023 are female (19%). Achieved. National pass rates of graduates increased by 25% for males, 27% for females, and 25% for both sexes in 2014. The annual pass rates are: 2014: M = 82%, F = 85%, both sexes = 83%. 2015: M = 83%, F = 85%, both sexes = 82% 2016: M = 83%, F = 86%. both sexes = 82%.

Appendix 1 17


Output 1: Enhanced Relevance and Access of TVET Program: 1.1 Industry-led

framework of partnership established

Four SWCs organized and functioning by year 1

No change

Achieved. SWCs in four sectors (RMG, light engineering, construction, and informal sectors) formed and developed to be ISCs in line with the NSDP

1.2 Competency and training standards developed

Each SWC identifies 10 priority occupations for standards development; total of 40 priority occupations by year 2

SWCs identifies at least 25 priority occupations

Achieved. 40 priority occupations identified, of which 25 developed

About 100 competency and training standards developed and approved by national authority and recognized as national standards by year 4

75 industry endorsed competency standards developed and approved by BTEB and recognized as national standards

Partially Achieved. 72 standards developed for 26 occupations, of which 41 standards have been approved by BTEB and are recognized as national standards. The remaining standards are under review for approval.

Bilateral negotiations for the acceptance of Bangladesh’s standards by other countries undertaken with four countries

Twinning arrangement between BTEB and one international country initiated

Achieved. Twinning arrangements between BTEB and Malaysian Qualifications Agency, and Department of Skills Development, Malaysia initiated.

1.3 CBT curricula, teacher guides, learning materials and assessment tools developed

20 short CBT curricula developed by CDCs for post-SSC (Voc) skills enhancement training (for the 20 most popular trades) by year 3

12 CBT curricula developed and endorsed by BTEB

Partially Achieved. 72 CBT curricula developed, of which 41 were approved by BTEB

10 CBT curricula developed by CDCs as needed by industry, including diploma, certificate and trade courses by year 3

12 curricula implemented in trainings, developed and endorsed in partnership with industry based on competencies and needs identified by industry

Partially Achieved. 15 competency-based learning materials prepared and approved, but not implemented because of lack of preparedness of BTEB and training institutes. Training programs were implemented in RMG, construction, light engineering, and furniture following the practice of CBT and assessment.

18 Appendix 1

Design Summary Performance Targets Status at Project Closing

Original Revision in 2014 40 modular CBT curricula

developed by CDCs based on competency standards of SWCs by year 4

Dropped

Not Achieved. Dropped from the project scope.

20 existing short courses provided by NGOs and other providers reviewed and transformed to CBT format by CDCs and recognized by BTEB by year 4

Dropped


1.4: Capacity for external competency assessment developed

At least 200 competency assessors trained and certified by year 4

At least 35 competency assessors trained and certified by year 4

Achieved. 170 assessors trained, of which 49 were certified

At least 1,000 trainees are externally assessed and certified, where competency standards approved or standards from other countries accepted/endorsed by industry by year 5

Dropped

Output 2: Improved Capacity for Good Quality TVET Delivery:

In-service TVET teacher training and pedagogy delivered to 4,000 TVET teachers by year 5

3,500 TVET teachers sensitized in CBT

Achieved. 5,735 TVET teachers were trained through CBT in TTTC

2.1 In-service training provided to TVET teachers

About 1,000 teachers receive flexibly delivered certificate and diploma programs by year 5

40 master trainers trained and certified at Level 4

Partially Achieved. 40 master trainers were trained, of which 25 were provided level 1 skills training, a prerequisite for certification by BTEB.

2.2: Teacher training

facilities upgraded

5-year development plans of the VTTI and TTTC prepared and approved by year 1

No change

Achieved. Development plans prepared and approved in 2012

Civil works, repair, and renovations and equipment installation completed by year 3

No change

Achieved. 64 TSC buildings repaired and renovated, and equipped with four laptops with multimedia projectors, and a generator in each TSC, leading to quality training.

VTTI and TTTC staff receive local and international training by year 5

No change

Achieved 7,729 staff and teachers received local training; and 60 officials participated in overseas training in Technical Education and Skills Development Authority, Manila.

Appendix 1 19


2.3 Training providers strengthened (5 performance targets were revised to 3 targets during JMTR)

3-year program improvement plans developed by year 2

At least 5 different market responsive competency-based short-term training modality’s in partnership implemented and properly documented

Achieved. 9 modalities on (i) RMG, (ii) computerized numerical control, (iii) integrated agriculture, (iv) furniture, (v) freelance in information technology, (vi) publishing, (vii) automobile and solar panel repair, (viii) light engineering, and (ix) construction training implemented.

Selected programs of about 60 public, 15 private, and 10 NGO-managed training centers strengthened from year 2

64 TSCs capacitated to deliver relevant training via strengthening capacity of teachers, improved teaching-learning material and ICT-lab

Achieved. 1,125 teachers of 64 TSCs were given CBT pedagogy training, skills training, and training of digital content development. English teachers were given training on English teaching techniques in partnership with English in Action project of UK Aid. TSC workshops upgraded with technical teaching learning materials and small civil works.

About six partnerships forged between industry associations and public TVET institutions by year 2

Skills level certificate examination conducted in 4 project-supported TSCs with participation from both public and private TSCs

Achieved. The project successfully introduced NSC 2 and NSC 3 examinations. BTEB has declared 64 TSCs, 37 TTCs, and 40 TTCs as examination centers for NSC 2 and NSC 3 examinations. BTEB conducted the examinations in July 2015 with the syllabus prevailed at that time. Both public and private TVET institutes participated.

Short CBT courses delivered in strengthened institutions to about 36,000 trainees by year 5

Dropped

Achieved. Dropped from original project scope.

Renovations and repairs of facilities and equipment undertaken and training materials purchased by DTE institutions that did not receive program strengthening by year 4

Dropped

Achieved. Dropped from original project scope.

20 Appendix 1


2.4 DTE research,

development, and social marketing capacity strengthened

Research and development cell established by year 1

No change

Achieved. Research and development cell established and functional, and undertakes studies for the government programs

DTE building additional floor constructed by year 3

No change

Achieved. Additional floor at DTE building constructed

10-year development plan for the TVET subsector by year 4

Dropped


Two tracer studies completed by year 5

No change

Partially Achieved. BIDS completed one tracer study

Impact evaluation study on TVET teacher training and skills training completed by year 5

No change

Achieved. Completed though tracer study by BIDS

Social marketing plan developed by year 1

No change

Not achieved.

Eight Regional Office

constructed and equipped by 2013

Achieved. Eight regional offices constructed and equipped by 2013, including the one in additional floor of DTE building.

Output 3: Relevant Skills Training Delivered

3.1: Market-responsive skills training delivered

TNAs undertaken by year 2

No change

Partially Achieved. TNA done by PIU based on the demand from public TVET institutions

Training delivered to about 32,200 trainees by year 5

Market responsive training delivered to 4,000 trainees by private and public institutions

Achieved. Training of 4,335 trainees completed

3.2: Skills training delivered in poor communities

40 educational institutions each receive one multipurpose workshop, equipment, materials and supplies by year 3

1,000 poor and underprivileged youths and women participate in market responsive training

Achieved. 3,586 poor and underprivileged youths and women participated in training on sewing machine operation for employment in garment industries

Short trade courses introduced in each of the

Dropped Not Achieved. Dropped from original project scope.

Appendix 1 21


40 educational institutions by year 3

Component 4: Project is well managed

PIU established and staffed by year 1

No change

Achieved. PIU established and staffed.

PIU staff provided training from year 2

No change Lessons-learned report shared and discussed with all relevant stakeholders

Achieved. Trained Achieved. A report on lessons learned was prepared and finalized based on the discussion in stakeholder workshop

BIDS = Bangladesh Institute of Development Studies; BTEB = Bangladesh Technical Education Board; CBT = competency-

based training; CDC = Curricula Development Committee; DTE = Directorate of Technical Education; DYD = Department of

Youth Development; ICT = information and communication technology; ISC = Industry Skills Council; JMTR = joint midterm

review; MOE = Ministry of Education; MRTC = market-responsive competency-based short-term training course;

NGO = nongovernment organization; NSC = National Skills Certificate; NSDP = National Skills Development Policy, 2011; PIU =

project implementation unit; PTI = polytechnic institute; RMG = readymade garment; SSC (Voc) = Secondary School Certificate

(Vocational); SWC = sector working committee; TNA = training needs assessment; TSC = technical school and college; TTC =

technical training center; TTTC = Technical Teachers’ Training College, Dhaka; TVET = technical and vocational education and

training; UK = United Kingdom; VTTI = Vocational Teacher’s Training Institute.

Sources: Progress reports, aide memoires, Project documents, Information provided by the government, Directorate of Technical Education, Ministry of Education. 2015. Project Completion Report, Skills Development Project. Dhaka

22 Appendix 2

OCCUPATIONS IDENTIFIED, STANDARDS DEVELOPED, COMPETENCY-BASED LEARNING MATERIALS PREPARED, AND BANGLADESH TECHNICAL EDUCATION BOARD APPROVED

Occupations Identified Standards Developed

Courses Accredited

CBLM Prepared

BTEB Approved

A. Construction Sector

1. Electrical installation and maintenance (level I, II, and III)

3 3 3 3

2. Masonry (level I, II, and III) 3 3 3 3 3. Plumbing (level I, II, and III) 3 3 3 3 4. Carpenter (level I, II, and III) 3 3 5. Steel (Rod) Rebar fabricator 3 3 6. Scaffold and form fitter (level I, II, and III) 3 3 3 7. Painting (level I, II, and III) 3 3 3 8. Tile work (level II and III) 2 2 2

Subtotal (A) 23 23 9 17

B. Light Engineering Sector

1. Lathe operator (level I, II, and III) 3

2. CNC machine operator (level III and IV) 2 2 2 3. Foundry worker (level I, II, and III) 3

4. Welder (level I, II, and III) 3 3 3 5. Plastic molding machine mechanic (level I,

II, and III) 3

6. Heat treatment operator (level I, II, and III) 3

Subtotal (B) 17 5 5 C. Readymade Garment Sector

1. Circular knitting machine operator (level I and II)

2 2 2

2. Sewing machine operator (level I, II, and III)

3 3 3 3

3. Dyeing and printing machine operator (level I and II)

2

4. Pattern master (level I, II, and III) 3 5. Sweater machine operator (level I, II, and

III) 3

6. Lap former and comber tender (level I and II)

2 3 3

Subtotal (C) 15 8 3 8 D. Informal Sector

1. Mushroom grower (level I, II, and III) 3 2. Poultry breeder (level I, II, and III) 3 3 3

3. Beauty care (level I, II, III, and IV) 4 4 4 4. Block batik printer (level I, II, and III) 3 5. Solar technician (level III) 1 1 1 6. Tailoring and dressmaking (level III) 3 3 3

Subtotal (D) 17 11 3 11

Total (A+B+C+D) 72 47 15 41

BTEB = Bangladesh Technical Education Board, CBLM = competency-based learning material, CNC = computerized numeric control,

Source: Directorate of Technical Education

Appendix 3 23

TRAINING ACTIVITIES WITH NUMBER OF PARTICIPANTS

Teacher Student

Item Male Female Total Male Female Total

Assessors trained at TTTC

154 16 170

Teacher CBT training at TTTC

5,111 624 5,735

Master trainer trained at TTTC

36 4 40

Modular pedagogy training for master trainer at TTTC 54 5 59

Master trainer in respective skills at TTTC 24 1 25

Teachers trained with EIA in Philippines 14 6 20

TSC teachers trained in collaboration with EIA 185 24 209

64 TSC principals trained with EIA

63 1 64

CNC machine operator BITAC

31 0 31

CAD-CAM designer BITAC

15

15

TOT on MRTCs

1,102 45 1,147

TOT for woven garments BGMEA

15 5 20

Assessor: web design, IT technician, and graphic design 172 20 192

Integrated agriculture training by DYD

3,156 430 3,586

Publishing and printing Bangla Academy

20 0 20

Solar panel by DYD

311 0 311

Automobile repair government workshop

100 0 100

Freelancer by DYD

1,716 298 2,014

MRTC for unemployed at polytechnics

4,118 217 4,335

Woven garment operator TTC

2,308 2,308

Digital content development at TTTC

197 6 203

Carpenter and wood machinery at Polytechnic and VTTI

87 13 100

Graphics design at Graphic Art Institute

38 12 50

Total 6,976 751 7,727 9,743 3,284 13,027

BGMEA = Bangladesh Garment Manufacturers and Exporters Association, BITAC = Bangladesh Industrial and Technical Assistance Centre, CAD CAM = computer aided design-computer aided manufacturing, CBT = competency-based training, CNC = computerized numeric control, DYD = Department of Youth Development, EIA = English in Action, IT = information technology, , MRTC = market-responsive competency-based short-term training course, TOT = training of trainers, TSC = technical school and college, TTC = Technical Training Centre, TTTC = Technical Teachers’ Training College, Dhaka, VTTI = Vocational Teacher’s Training Institute. Source: Directorate of Technical Education

24 Appendix 4

PROJECT COST AT APPRAISAL AND ACTUAL

Table A4.1: Project Cost at Appraisal and Actual ($ million) Appraisal Estimate Actual

Item Foreign

Exchange Local

Currency Total Cost Foreign

Exchange Local

Currency Total Cost

A. Investment Costs

1. Civil works 0.0 5.1 5.1 0.0 3.1 3.1 2. Furniture, equipment, and vehicle 4.8 1.7 6.5 0.0 1.2 1.2 3. Instructional materials 1.1 0.8 1.9 0.0 0.0 0.0 4. Staff development 1.2 7.6 8.8 2.1 0.1 2.2 5. Consulting services 2.2 0.9 3.1 0.1 1.9 2.0 6. Research studies 0.0 1.2 1.2 0.0 0.0 0.0 7. Marketing and dissemination 0.0 0.6 0.6 0.0 0.1 0.1 8. Special Programs Competitive Program Development

Fund 4.0 11.9 15.8 0.0 4.3 4.3 9. Special Programs Market-Responsive skills training 2.3 6.9 9.2 0.0 4.8 4.8 Subtotal (A) 15.6 36.7 52.2 2.2 15.5 17.7 B. Incremental Recurrent Cost 1. Administrative support and O&M 0.0 4.0 4.0 0.0 1.2 1.2 2. Project implementation unit 0.0 1.3 1.3 0.0 1.3 1.3 Subtotal (B) 0.0 5.3 5.3 0.0 2.5 2.5 C. Contingencies 1. Physical 0.8 2.4 3.1 0.0 0.0 0.0 2. Price 0.2 4.7 4.8 0.0 0.0 0.0 Subtotal (C) 1.0 7.1 7.9 0.0 0.0 0.0 D. Financial and Administration Charges Financing Charges During Implementation 1.1 0.0 1.1 0.2 0.0 0.2 Miscellaneous Grant Administration and Support Costs – ADB 0.0 0.0 0.0 0.0 0.1 0.1 Subtotal (D) 1.1 0.0 1.1 0.2 0.1 0.3 Total Project Cost (A+B+C+D) 17.6 49.1 66.7 2.4 18.1 20.5

Source: Loan Financial Information System, Grant Financial Information System and Government audited project financial statement.

Appendix 4 25

PROJECT COST BY FINANCIER

Table A4.2: Project Cost at Appraisal by Financier ($ million)

ADB SDC Government Total Cost

Item

Amount % of Cost Category



Amount Taxes and

Duties {A} {A/D} {B} {B/D} {C} {C/D} {D} {E}

A. Investment Costs

1. Civil works 4.9 80.3 0.4 6.6 0.8 13.1 6.1 0.7

2. Furniture, equipment, and vehicle 5.6 81.2 0.4 5.8 0.9 13.0 6.9 0.8

3. Instructional materials 1.8 85.7 0.1 4.8 0.2 9.5 2.1 0.3

4. Staff development 9.2 86.8 0.5 4.7 0.9 8.5 10.6 1.3

5. Consulting services 3.4 100.0 0.0 0.0 0.0 0.0 3.4 0.4

6. Research studies 1.4 93.3 0.1 6.7 0.1 6.7 1.5 0.2

7. Marketing and dissemination 0.7 87.5 0.0 0.0 0.1 12.5 0.8 0.1

8. Special Programs Competitive Program Development Fund 13.9 79.9 1.3 7.5 2.2 12.6 17.4 2.1

9. Special Programs Market-Responsive skills training 8.2 81.2 0.7 6.9 1.3 12.9 10.1 1.2

Subtotal (A) 48.9 83.2 3.6 6.1 6.5 11.1 58.8 7.2

B. Incremental Recurrent Cost

1. Administrative support and O&M 0.0 0.0 1.8 35.3 3.3 64.7 5.1 0.6

2. Project implementation unit 0.0 0.0 0.6 37.5 1.0 62.5 1.6 0.0 Subtotal (B) 0.0 0.0 2.4 35.8 4.3 64.2 6.7 0.6

C. Financial and Administration Charges

Financing Charges During Implementation 1.1 100.0 0.0 0.0 0.0 0.0 1.1 0.0

Subtotal (C) 1.1 100.0 0.0 0.0 0.0 0.0 1.1 0.0

Total Project Cost (A+B+C)

50.0 6.0

10.7

66.7 7.8

% Total Project Cost 75.0 9.0 16.0 100%

Numbers may not sum precisely because of rounding. Taxes amount applied on pro-rata basis.

26 Appendix 4

Table A4.3: Project Cost at Completion by Financier ($ million)

ADB SDC Government Total Cost

Item




Amount Taxes and

Duties {A} {A/D} {B} {B/D} {C} {C/D} {D} {E}

A. Investment Costs

1. Civil works 1.9 61.29 0.8 25.81 0.4 12.90 3.1 0.10

2. Furniture, equipment, and vehicle 0.7 58.33 0.2 16.67 0.2 16.67 1.2 0.04

3. Instructional materials 0.0 0.00 0.0 0.00 0.0 0.00 0.0 0.00

4. Staff development 1.7 77.27 0.4 18.18 0.1 4.55 2.2 0.07

5. Consulting services 2.0 100.00 0.0 0.00 0.0 0.00 2.0 0.06

6. Research studies 0.0 0.00 0.0 0.00 0.0 0.00 0.0 0.00

7. Marketing and dissemination 0.1 100.00 0.0 0.00 0.0 0.00 0.1 0.00

8. Special Programs Competitive Program Development Fund

3.3 76.74 0.4 9.30 0.6 13.95 4.3 0.14

9. Special Programs Market-Responsive skills training

3.2 66.67 1.5 31.25 0.2 4.17 4.8 0.15

Subtotal (A) 12.9 72.88 3.3 18.64 1.5 8.47 17.7 0.57

B. Incremental Recurrent Cost

1. Administrative support and O&M 0.0 0.00 0.0 0.00 1.2 100.00 1.2 0.04

2. Project implementation unit 0.0 0.00 0.1 7.69 1.2 92.31 1.3 0.00 Subtotal (B) 0.0 0.00 0.1 4.00 2.4 96.00 2.5 0.04

C. Financial and Administration Charges

1. Financing Charges During Implementation 0.2 100.00 0.0 0.00 0.0 0.00 0.2 0.00

2. Miscellaneous Grant Administration and

Support Costs – ADB 0.0 0.00 0.1 100.00 0.0 0.00 0.1 0.00

Subtotal (C) 0.2 100.00 0.1 100.00 0.0 0.00 0.3 0.00

Total Project Cost (A+B+C) 13.1 3.5 3.9 20.5 0.61

% Total Project Cost 63.90 17.70 19.02 100

Source: Loan Financial Information System, Grant Financial Information System of ADB, and Government audited project financial statement. Numbers may not sum precisely because of rounding. Taxes amount collected from final audited financial statements.

Appendix 4 27

Table A4.4: Annual and Cumulative Disbursement of ADB Loan Proceedsa ($ million)

Annual Disbursement Cumulative Disbursement

Year Amount

($ million) % of Total Amount

($ million) % of Total

2009 0.60 4.6 0.60 4.6

2010 0.70 5.4 1.30 10.0

2012 1.20 9.3 2.52 19.3

2013 1.93 14.8 4.45 34.1

2014 1.94 14.9 6.39 49.0

2015 4.83 37.0 11.22 86.0

2016 1.83 14.0 13.06

Total 13.06 100.0

ADB = Asian Development Bank.

Source: Loan Financial Information System, Grant Financial Information System

Table A4.5: Annual and Cumulative Contract Awards of ADB Loan Proceeds ($ million)

Annual Contract Awards Cumulative Contract Awards

Yeara Amount

($ million) % of Total Amount

($ million) % of Total

2010 2.07 16.1 2.07 16.1

2011 1.66 12.9 3.73 29.0

2012 0.72 5.6 4.46 34.7

2013 2.76 21.5 7.22 56.1

2014 2.02 15.7 9.23 71.8

2015 3.58 27.8 12.81 99.6

2016 0.05 0.4 12.86

Total 12.86

ADB = Asian Development Bank.

Source: Loan Financial Information System, Grant Financial Information System

28 Appendix 5

ACTUAL CONTRACT AWARDS AND DISBURSEMENT

Table A5: Actual Contract Awards and Disbursement ($ million)

Contract Award Actual Disbursement

Year By Year Cumulative By

Year Cumulative

Actual Actual Actual Actual

2010 2.074 2.074 0.602 0.602

2011 1.654 3.733 0.700 1.302

2012 0.747 4.480 1.216 2.518

2013 2.816 7.296 1.934 4.452

2014 2.051 9.347 1.939 6.391

2015 3.601 12.948 4.830 11.221

2016 0.054 13.002 1.834 13.055 Sources: ADB’s Loan Financial Information System, and ADB. 2005. Report and Recommendation of the

President to the Board of Directors: Proposed Loan to the Lao People’s Republic of Bangladesh for the Skills Development Project. Manila.

Sources: ADB’s Loan Financial Information System, and ADB. 2005. Report and Recommendation of the President to the Board of Directors: Proposed Loan to the Lao People’s Republic of Bangladesh for the Skills Development Project. Manila.

0

2

4

6

8

10

12

14

2010 2011 2012 2013 2014 2015 2016

CA(Actual) cum Disb. (Actual) cum

Figure A5: Actual Contract Award and Disbursement

CA = contract awards, Disb. = disbursements, Cum. = Cumulative

Year

Mill

ion D

ola

r

Appendix 6 29

IMPLEMENTATION SCHEDULE PLANNED VERSUS ACTUAL

Activities Year 1 2008

Year 2 2009

Year 3 2010

Year 4 2011

Year 5 2012

Year 6 2013

Year 7 2014

Year 8 2015

i ii iii iv i ii iii iv i ii iii iv i ii iii iv i ii iii iv i ii iii iv i ii

iii iv i ii iii iv

A. Enhanced Relevance and Access of TVET Programs

A1. Partnership with Industry Established

1.Organise forum

P

A 2. Sign MOU with partners P

A 3. Prepare progress reports P

A A2. Competency and Training Standards Developed

1. Organize and orient the four SWCs

P

A 2. Train SWCs on competency standards development

P

A 3. Collect sample competency standards by SWCs and support staff at PIU

P

A 4. Review, revise, and adapt sample standards by SWCs for Bangladesh conditions

P

A 5. Circulate for comments; finalize draft standards for adoption by members of industry/NGO association

P

A 6. Endorsent of standards to BTEB CDCs P

A A3. CBT curricula, Teacher Guides, and Assessment Tools Developed 1. Prepare 3-year plan of BTEB CDC

P

A 2. Organize corresponding CDCs by BTEB P A 3. Orient CDCs on the project and train on curriculum development

P

A

30 Appendix 6


Year 2 2009

Year 3 2010

Year 4 2011

Year 5 2012

Year 6 2013

Year 7 2014

Year 8 2015


iii iv i ii iii iv

4. Collect sample CBT curricula on corresponding occupation

P

A 5. Develop curricula; review, revise, and adapt sample curricula; and prepare teacher guides

P

A 6. Develop corresponding assessment tools jointly (CDCs and SWCs)

P

A 7. Official approval of assessment tools by BTEB P

A A4. Capacity for External Competency Assessment Developed

1. Draft handbook for competency assessors (international consultant)

P

A 2. Develop training program for competency assessors (SWCs and CDCs)

P

A 3. Conduct training of competency assessors (SWCs and CDCs)

P

A 4. Certification of assessors by BTEB and enter them into registry of certified assessors

P

A 5. Draft assessment guidelines and procedures (international consultant)

P

A 6. Review assessment guidelines and procedures (SWCs and CDCs)

P

A 7. Announce competency assessment schedules and venue; conduct competency assessments

P

A 8. Issue skills certificate and names entered in registry of certified workers

P

A B. Improved Capacity for Good Quality TVET Delivery B1. In-service Training Provided to TVET Teachers P

Appendix 6 31


Year 2 2009

Year 3 2010

Year 4 2011

Year 5 2012

Year 6 2013

Year 7 2014

Year 8 2015


iii iv i ii iii iv

1. Prepare detailed teacher training plan

A 2. Organize teacher training cells in divisions P A 3. Identify individual teachers’ training needs P

A 4. TTTC and VTTI personnel trained as program developers

P

A 5. TTTC and VTTI personnel develop short in-service courses, training materials

P

A 6. TTTC and VTTI personnel offer/deliver short in-service training

P

A 7. Coordinated 3-year plan established for regional teacher training cells in regional offices

P

A 8. Renovation and equipment plans developed, tendered, and procured for regional offices

P

A 9. Conduct training of regional training cell personnel

P

A 10. Regional TTC personnel conduct TNA, organize local training

P

A B2. Teacher Training Facilities Upgraded 1. Develop and adopt coordinated 5-year development plans for each institution

P

A 2. Renovation, civil works, and equipment procurement plans developed and tendered

P

A 3. Renovation, civil works, and equipment delivery and installation

P

A

32 Appendix 6


Year 2 2009

Year 3 2010

Year 4 2011

Year 5 2012

Year 6 2013

Year 7 2014

Year 8 2015


iii iv i ii iii iv

B3. Strengthened Training Capacity of TVET Providers 1. Select public and private TVET institutions to be assisted

P

A 2. Discuss and negotiate with partner industry association on their proposed training centers of partnerships

P

A 3. Discuss and negotiate with partner NGOs on their proposed program expansion or partnership

P

A B4. DTE Capacity for Planning Research and Social Marketing Strengthened 1. Establish and operate DTE and PIU research and development wing

P

A 2. Baseline study P A 3. Prepare 10-year TVET subsector development plan

P

A C. Increased Delivery of Relevant Skills Training C1. Increased Delivery of Market Responsive Skills Training

1. Finalize operations manual (international consultant), form evaluation committee

P

A 2. Develop and disseminate information P

A

3. Identify training needs requiring quick response, package training programs for tender

P

A 4. Develop implementation plan/schedule P A 5. Identify poor communities P A

Appendix 6 33


Year 2 2009

Year 3 2010

Year 4 2011

Year 5 2012

Year 6 2013

Year 7 2014

Year 8 2015


iii iv i ii iii iv

6. Provide skills training, including entrepreneurship and mentoring programs, as needed

P

A D. Project Management 1. Select and contract office space while DTE construction is ongoing

P

A 2. Complete staffing of PIU and BMET cell, hire consultants, procure furniture and equipment

P

A 3. PIU completely operational P A 4. Conduct midterm review P A 5. Develop monitoring and evaluation system, implement monitoring and evaluation

P

A

Source: ADB. 2008. Report and Recommendations of the President. Proposed Loan to the People’s Republic of Bangladesh: Skills Development Project. Manila; and Directorate of Technical Education

i = Quarter 1, ii = Quarter 2, iii = Quarter 3, iv = Quarter 4, A = actual; BMET = Bureau of Manpower, Employment and Training; BTEB = Bangladesh Technical Education Board; CBT = competency-based training; CDC = curricula development committee; DTE = Directorate of Technical Education; MOU = memorandum of understanding; NGO = nongovernment organization; P = planned; PIU = project implementation unit; SWC = sector working committee; TNA = training need assessment; TTC = technical training center; TTTC = Technical Teachers’ Training College, Dhaka; TVET = technical and vocational education and training; VTTI = Vocational Teacher’s Training Institute.

34 Appendix 7

CHRONOLOGY OF MAIN EVENTS

Date Events

A. General

2008 6 June Loan approved 18 June Loan agreement signed 1–7 July Inception mission 2009

16 September 17 December 18 January

Loan declared effective ADB–SDC grant approved ADB–SDC grant agreement signed and effective

7–12 April Loan review mission

2012 14 Mar–3 May Joint midterm review mission

2013 19 June First extension of loan closing date from 30 November 2013 to 30 June 2014 approved

3 September 30 November

Approval of change in financing percentages for ADB, SDC, and government Original closing of SDC grant

19 November–17 December

Joint review mission

2014 16 March Midterm review mission 30 April Minor change in scope reducing performance indicators in design and monitoring

framework, and second extension of loan closing date from 30 June 2014 to 31 December 2014 approved

19 May Approval of increase in the imprest advance from $1.2 million to $3.5 million for the loan and from $0.36 million to $1.16 million for the grant.

3 June Approval of using the statement of expenditures procedure for SDC grant 26 June–3 July Joint review mission 16–25 November Special review mission 18 December

31 December

Approval of change in financing percentage for ADB, SDC, and government; and third extension of loan closing date from 31 December 2014 to 30 June 2015 Revised closing date of SDC grant

2015 17–23 June Joint review mission 2017 25 July

ADB loan and SDC grant financially closed

B. Procurement Works Construction of three-floor regional director office building (National competitive bidding package no. WD 1, lot 1–7)

2009 19 October IFB and bidding documents published without ADB approval 17 November Bid opening held 2010 13 January ADB received the IFB and bidding documents 3 March ADB provided comprehensive comments on the draft IFB and bidding documents 22 March ADB received the revised bidding documents 24 March ADB provided the second set of comments on the revised bidding documents 31 March ADB received the revised bidding documents 5 April ADB approved the revised IFB and bidding documents 4 May ADB received the BER based on the IFB and bidding document that was published

without ADB approval 23 May ADB rejected the BER as ADB approved bidding documents were not used 7 June ADB approved IFB and bidding documents republished 4 October ADB received the BER 11 October ADB approved the BER 11 November Contract signed

Appendix 7 35

Date Events

Procurement of construction of four-floor academic-cum-workshop building (National competitive bidding package no. 4.1)

2012 14 October ADB received the IFB and bidding documents 22 October ADB approved the IFB and bidding documents 28 December IFB and bidding documents published on CPTU website and national newspapers 2013 28 January Bid opening held 19 February ADB received the BER 17 March ADB requested executing agency to investigate on corrected bid price in the BER 27 March ADB received the investigation report 4 April ADB rejected the BER based on the investigation report stating unusual arithmetic

errors to the quoted price resulting the evaluated bid price to be high and obstructive practice

8 April ADB received request for rebid 11 April ADB approved the rebid 13 April Bidding document published on CPTU website and national newspapers 29 April Bid opening held 6 June ADB received the BER 13 June ADB approved the BER 18 June Contract signed

Procurement of Goods (National competitive bidding office equipment, office machineries, and vehicles under packages 4, 5, and 6)

2009 27 August IFB and bidding documents published without ADB approval 2 September ADB received IFB and bidding documents 29 September ADB provided comments on bidding documents 10 December ADB rejected the ongoing bidding process because of noncompliance with ADB

requirement of prior submission, and requested executing agency to rebid 21 December Executing agency stopped the ongoing bidding process 27 December ADB received IFB and bidding documents 2010 8 January ADB provided comments on draft bidding documents 22 January IFB and bidding documents published without ADB approval 24 January ADB received revised bidding documents 14 February ADB provided comments on the revised bidding documents 11 March ADB received revised bidding documents 29 March ADB approved the bidding documents 31 March Addendum issued to the published IFB to change the bid submission deadline with

revised bidding document 19 April Bid opening held 20 May ADB received the BER 25 May ADB received additional documents regarding the BER 30 May ADB approved the BER 3 June Contracts signed

Procurement of Goods (National competitive bidding equipment for electrical trade for 61 technical schools and colleges)

2013 7 October ADB received IFB and Bidding documents 2014 23 February ADB approved the IFB and Bidding documents 9 August Publication of bidding document 20 August Addendum issued for change in technical specification 3 September Bid opening held 2015 4 February ADB received BER 4 March ADB received the status of bid validity and bid security 18 March ADB approved the BER

36 Appendix 7

Date Events

C. Consulting Services QCBS Transformed to QBS

2008 28 March ADB requested government to approve terms of reference and ADB business opportunities invitation to submit expression of interest as advance action

17 April Government comments on terms of reference 26 April Date of publication (ADB website, CPTU, national newspapers 26 May Deadline for submission of expression of interest 21 August Consultant selection committee shortlisting meeting held 4 September ADB requested government concurrence to change the selection method from

QCBS to QBS as a nonprofit organization submitted expression of interest 10 September ADB received government concurrence to change the selection method from QCBS

to QBS 11 September Submission 1: Shortlisting of consulting firms and request for

proposals sent to government for concurrence 18 September ADB received government concurrence on submission 1 26 September Request for proposal issued 28 November Opening of technical proposals 16 December Submission 2: Evaluation of technical proposals sent to government 2009 5 February Government requested first ranking firm to submit its financial proposal 10 February Firm submitted the financial proposal 11 March Government requested the first ranking firm to extend the bid validity up to 12 May

2009 9 April Third meeting of contract negotiation committee held 13 April Contract negotiation committee requested the first ranking firm to submit a revised

financial proposal 19 April First ranking firm submitted the revised financial proposal 21 April Fourth meeting of contract negotiation committee held and decision is to reject the

first ranking firm and invite the second ranking because of high cost 8 May ADB provided comments on the minutes of fourth meeting of contract negotiation

committee. ADB stated that in QBS, price is not used as a selection criterion and no comparison can be done with any other firm’s cost structure. As the negotiated price is already lower than the estimated cost, ADB requested government to proceed with the contract negotiation with the first ranking firm.

11 May Government requested all firms to extend bid validity up to 12 July 2009 24 May Fifth meeting of contract negotiation committee held 27 May Sixth meeting of contract negotiation committee held 21 June ADB received submission 4: draft negotiated contract with the first ranking firm 25 June ADB approved submission 4 19 July First ranking firm extended the bid validity up to 11 September 2009 24 September Seventh meeting of contract negotiation committee held 30 September Draft negotiation contract revised 20 October First ranking firm extended bid validity up to 12 December 2009 26 October Eighth meeting of contract negotiation committee held 2010 11 January First ranking firm extended the bid validity up to 12 February 2010 12 January Consulting contract signed 13 January ADB received the signed consulting contract ADB = Asian Development Bank, BER = bid evaluation report, CPTU = central procurement technical unit, IFB = invitation for bids, QBS = quality-based selection, QCBS = quality- and cost-based selection, SDC = Swiss Agency for Development and Cooperation. Source: Asian Development Bank records.

Appendix 8 37

IMPLEMENTATION MECHANISMS

Impl. = implementation, PDF = project development fund, MRTF = market responsive training fund, M&E = monitoring and evaluation, BMET = Burau of Manpower, Employment and Training Source: ADB. 2008. Report and Recommendations of the President. Proposed Loan to the People’s Republic of Bangladesh: Skills Development Project. Manila

Finance and Administration

Additional Project

Standard and Training Deputy

Director

Special Programs (PDF and MRTF) Deputy Director

Procurement Deputy Director

M&E Deputy Director

BMET Implementation Cell Deputy Director

Project Steering Committee

Project Impl. Committee

Project Director

Additional Project Director

1 Finance officer

3 Accountants

1 Cashier

1 Storekeeper

1 Messenger

7 Office assistants–

data processors

6 Drivers

6 Utility people

3 Security guards

4 Regional training

supervisors

4 Industry coordinators

1 Editor

1 Research assistant

2 Planning coordinators

2 Training analysts

3 Assistant

directors 1 Executive civil

engineer

1 Electrical engineer

2 Training monitoring

coordinators

1 Procurement officer

1 Finance officer

1 Monitoring officer

1 Office assistant–data

processor

Special Tender Evaluation Committee

(9)

38 Appendix 9

STATUS OF CONSULTING SERVICES (person-months) Specialization Provision in

RRP Original Contract

Utilization

TVET policy and competency standards development specialist/team leader

24 24 29.96

CBT curriculum, materials, and assessment tools development specialist

18

18 18.00

TVET institutions management strengthening specialist 12 12 7.47

TVET teacher training and planning specialist 24 24 24.00

TVET training program design and packaging specialist 3 3 1.00

TVET training financing management and design specialist

4 4 0.00

Subtotal (International) 85 85 80.43

TVET policy and competency standards development specialist/deputy team leader

48 48 12.00

CBT curriculum, material specialist 36 36 0.00

TVET institutions management strengthening specialist 20 20 20.00 TVET teacher training and planning specialist 46 46 42.59

TVET training program design and packaging specialist 6 6 6.00

Training financing management design specialist 12 12 2.46 Training needs assessment specialist 12 12 7.27 Gender and indigenous people specialist 14 14 14.00

Procurement specialist 18 18 18.00 Financial management specialist 12 12 20.00

Subtotal (National) 224 224 142.32

Individual consultants International

National

12

36

0 0

Subtotal (Individual) 48 0 0

Total (A + B + C) 357 309 222.75

CBT = competency-based training, RRP = report and recommendation of the President, TVET = technical and vocational education and training. Sources: ADB. 2008. Report and Recommendation of President for the Proposed Loan to the People’s Republic of Bangladesh: Skills Development Project. Manila. Directorate of Technical Education

Appendix 10 39

GOODS AND WORKS PROCURED

PCSS No. Contract Description Contract Date Consultants Contract

Value ($)

ADB & SDC Financing

($) A. Consulting Services

0001 Consulting Service for Swisscontact 12 January 2010 Swisscontact, (SWISS Foundation for Technical Cooperation)

1,966,324 1,966,324

0045 MOU signed with BIDS to research for tracer study

27 November 2013 BIDS 44,298 44,298

Subtotal 2,010,622 2,010,622

B. Civil Works 0005 Construction of RDO at Khulna 9 November 2010 M/S Mahabub Brothers (PVT.)

Ltd. 170,114 170,052

0006 Construction of RDO at Barisal 8 November 2010 M/S Alamgir Khan 169,104 169,104 0007 Construction of RDO at Comilla 8 November 2010 M/S. MIC & RC (JV) 166,715 166,528 0008 Construction of RDO at Sylhet 11 November 2010 M/S. NE-AT (JV) 162,494 162,232 0009 Construction of RDO at Mymensingh 11 November 2010 M/S. Shahil Enterprise 163,112 163,112 0010 Construction of RDO at Rangpur 4 November 2010 AR and MRM (JV) 172,706 172,097 0011 Construction of RDO at Bogra 4 November 2010 M/S. Md. Farid Uddin 162,463 162,463 0016 Construction of new laboratory building with

5-floor foundation at Bogra VTTI 31 May 2011 M/S Islam Enterprise 132,857 110,634

0018 Construction of DTE Bhaban headquarters at Sher-e-Bangla Nagor

1 June 2011 Shraboni Construction 172,548 172,548

0026 Construction of 2-floor 40-bed female hostel 17 April 2013 M/S Hasan Enterprise 85,287 85,287 0027 Civil works [package -4.1] 18 June 2013 M/S RFL Plastic Limited and

Monalisa (JV) 263,906 263,906

0058 Various associated work for road 23 February 2014 Various 101,583 67,707

Subtotal 1,922,889 1,865,670

C. Furniture and Equipment

0002 Claimed under WA no. 00004 22 October 2009 Various 27,456 27,456 0003 Procurement of furniture and equipment and

vehicles through shopping and NCB 3 June 2010 Various 50,042 50,042

0015 Expenditure claimed through WA no. 00060 3 November 2011 Various 186,363 186,363 0054 Purchase of personal protective equipment 19 February 2014 Aziz Machinery and Tools 1,054 1,054 0059 Procurement of furniture for female hostel of

VTTI, Bogra [package GDF-41] 16 October 2014 Partex Furniture Ltd. 11,007 0

Subtotal 275,922 264,915

40 Appendix 10

PCSS No. Contract Description Contract Date Consultants Contract

Value ($)

ADB & SDC Financing

($) D. Vehicles

0003 Procurement of furniture and equipment and vehicles through shopping and NCB

3 June 2010 Various 30,600 30,600

0015 Expenditure claimed through WA no. 00060 3 October 2011 Various 66,899 66,899 0030 Four-wheel drive vehicle for PIU 13 February 2013 Progoti Industries Ltd 37,331 37,331 0067 Procurement of 8 four-wheel drive vehicles 21 February 2015 Multi Drive Limited 299,174 299,174

Subtotal 434,004 434,004

ADB = Asian Development Bank, BIDS = Bangladesh Institute of Development Studies, DTE = Directorate of Technical Education, JV = joint venture, MOU = memorandum of understanding, NCB = national competitive bidding, no. = number, PCSS = procurement contract summary sheet, PIU = project implementation unit, RDO = regional directors’ office, SDC = Swiss Agency for Development and Cooperation, VTTI = Vocational Teacher’s Training Institute, WA = withdraw application. Sources: Asian Development Bank loan financial information system and grant financial information system.

Appendix 11 41

GENDER ACTION PLAN ACHIEVEMENTS

1. The project is categorized gender equity. The implementation of the gender action plan (GAP) and achievements were mostly directed at enhancing the enabling environment to increase the participation of young women in technical and vocational education and training (TVET) courses, through (i) the creation of awareness on gender issues among the officials and teaching personnel of TVET institutions; (ii) integration of a gender perspective in training courses for teachers and the teaching materials; and (iii) sex disaggregation of data in the monitoring systems, which will be used to facilitate better participation of women and enhance the gender-responsiveness of teachers, teaching methods, and TVET course content. The GAP achievements contributed to increasing the access to and participation of young women in TVET courses, which will facilitate the attainment of strategic benefits including improved skills and knowledge, improved access to better jobs, and higher incomes for young women. The status and achievements of implementing the GAP are in Table A13.2.

2. Since the loan was approved in 2008 and the GAP developed in 2007, most of the GAP activities lack baselines and SMART indicators1. In addition, five GAP activities included in the (original) GAP were inconsistent with the design of the project, so they were dropped on the request of the Directorate of Technical Education (DTE) and are summarized in the left column of Table A13.1. Two GAP activities included in the (original) GAP overlapped with other activities are presented in the right column of Table 13.1. The executing agency’s request to drop activities outside the scope of the project should have been acknowledged in a (revised) GAP, but this was not practiced at the time of project implementation.

Table A11.1: Revisions to the Original Gender Action Plan GAP Activities Inconsistent with Project Design

Dropped on Request of DTE Activities Overlapping and Collated

Activity 13: Develop industry-specific courses, diplomas, certificates, and trade courses based on women’s potential and orientation and discussion with employer. [Target: 1 diploma, 1 certificate, and 2 trade courses] Project decided not to design new courses, diplomas, or certificates.

Activity 15: Undertake promotional activities to attract women secondary school certificate (vocational) to undergo such training; repeats activities included under activity 7 of this (revised) GAP achievement matrix.

Activity 17: Review existing short courses on NGOs and other providers from gender perspective and potential for women’s employment, and transform to CBT.

Activity 16: Develop 10 CBT curricula needed by industries with a special focus on the identification of potential for women’s employment; repeats activities included under activity 16 of this (revised) GAP achievements matrix.

Activity 38: Select NGOs experienced in working for indigenous peoples and the poor, and gender equality in TVET sector Project never committed to involve NGOs in its implementation, and implemented gender-related activities through PIU-based gender consultant

Activity 40: Select households headed by women and destitute women for training. Project never committed to conduct household-targeted interventions

1 ADB. 2016. Guidelines for Preparing a Design and Monitoring Framework. Manila. SMART stands for Specific,

Measurable, Achievable, Relevant, and Time-bound.

42 Appendix 11

Activity 45: Provide entrepreneurship training to women entrepreneurs [Target: 150 women trained in entrepreneurship training that was outside the scope of the project] Project never committed to conduct training targeting entrepreneurs Covered under other ADB financed

loans

ADB = Asian Development Bank, CBT = competency-based training, DTE = Directorate of Technical Education, GAP = gender action plan, NGO = nongovernment organization, PCR = project completion report, PIU = project implementation unit, TVET = technical and vocational education and training.

Appendix 11 43

Table A11.2: Implementation Matrix of the Project Gender Action Plan

Project Outputs and Activities

Target Progress since inception to 30 June 2015 Remarks

Component 1: Enhanced relevance of TVET programs for the labor market

Activity (1): Develop partnership framework and TORs ensuring representation of women and gender perspectives in SWCs, later renamed ISCs

Partnership with industries established and four ISCs formed on light engineering, garments, construction, and the informal sector. This was the first time in Bangladesh that hard sectors (4) recognized and gave importance to providing opportunities for young women and nominated a gender focal point in each committee/council, opening opportunities for girls and women to get greater space in these sectors.

Completed

Activity (2): Create gender sensitivity among SWCs through training and orientation [Target: 15% women participation]

ISC members oriented through 12 induction training/orientation workshops, with total 60 participants (6 [10%] women). Both men and women acquired knowledge on importance of women’s involvement in nontraditional industries and how to create opportunities for women’s greater participation.

Completed

Target partly achieved

Activity (3): Ensure women’s participation in ISCs in sectors, where available [Target: 10% women in ISC]

The four ISCs totaled 49 members, out of which the ISC on the informal sector and the ISC on the garments sector had six women members (12.25%)

Completed

Target achieved

Activity (4): Select gender focal points in ISCs

Four gender focal points selected (1 for each ISC) composed of 2 men and 2 women, encouraging women’s participation in the ISCs

Completed

Activity (5): Identify suitable/potential occupations for women in industries and informal sectors [Target: 50% of occupations for women only]

40 occupations selected, out of which 12 (30%) were identified for women. From the 12, the government approved 71

occupations2.

Field observation noted that women have been running small businesses in mushroom cultivation, dressmaking, and block boutiques; and supplying to nearby rural markets gaining economic benefits. For example, 819 girls/women earn Tk5,000–Tk8,000 per month.

Completed


Activity (6): Ensure the Forum of Skills Development Partners considers women’s needs and potential

Government approves Forum of Skills Development Partners, with TORs keeping a provision for 10% women’s representation in decision-making positions. This participation offered women a platform to speak up and address women’s needs and potential for skills development in specific trades.

Completed

Activity (7): Undertake promotional activities to increase women’s participation in priority occupations

3 types of IEC materials produced posters (8 types), flyers (2 types), and folders (2) printed to attract women secondary school certificate (vocational) trainees to undergo such training.

IEC materials produced and distributed during workshops, training of technical teachers, and meetings (estimated at 21,227 teachers and students) where 4,110 (19.37%) girls or women participated.

The project produced a 5-minute video that featured woven garment machine operators who successfully completed training at the TTCs and were employed through the assistance of the BGMEA (video presented/shared [distributed] to 70 events, with 25,000 participants).

Completed

Activity (8): Motivate employers to employ women in priority occupations, where appropriate

Induction workshop conducted (60 employers, 6 of whom [10%] were women)

Employers participating in the induction received IEC materials, were motivated to employ women in priority occupations, and

Completed

44 Appendix 11



organized training for woven garments machine operators in 27 TTCs under public–private partnership (BGMEA–Project–BMET) in different phases. A total of 2,308 women were trained in 27 TTCs, of whom 1,846 (80%) are employed in different garment companies through BGMEA’s assistance.

Activity (9): Develop BTEB staff capacity to identify barriers to women’s participation in and acquiring and standard training [Target: 15% women’s representation in BTEB]

Completed induction and gender workshop with DTE, BTEB, PIU, Dhaka Polytechnic Institute, Women Polytechnic Institute, Bangladesh Glass and Ceramic Institute, and Institute of Physical Education. Total participants 182, out of whom 65 (35.72%) were women.

Completed

Target achieved

Activity (10): Include methods in curricula to identify barriers to women’s participation in trainings and priority occupations [Target: 3 curricula to include methods to identify barriers to women’s participation in training and priority occupations]

15 curricula developed, covering 63 occupations for MRTC programs.

9 curricula included for garments sector and informal sector skills development.

Training conducted for teachers on the use of curricula, with total participation of 800 teachers, 112 (14.12%) of which were women.

In focus group discussion sessions conducted during the training, teachers identified the following barriers to women’s participation: (i) conservative attitude of family members and society toward women and girls; (ii) less opportunity for enrolling in education; and (iii) guardians’ preference for marriage for their female wards over acquisition of skills/education.

After these trainings/workshops, the trained teachers carried out informal consultations with parents/guardians of girls/young women to send them to skills development courses run by TTCs. Before training, these teachers were not aware of the opportunities for girls and women. This gave teachers confidence and a mandate to discuss barriers to women’s equal participation and priority occupations in training coursed in public sphere.

Completed

Target achieved

Activity (11): Develop industry accepted CBT program to facilitate women’s employment [Target: Develop 5 industry accepted CBT programs to facilitate women’s employment]

72 industry accepted CBT programs completed for seven

women-friendly occupations4 CBTs incorporated chapters on gender and development issues and measures that include situational analysis of men and women in CBT, GAP implementation and monitoring, as well as approaches to create women-friendly environments for women’s greater employment in the 7 trades. Workshops related to CBT standards conducted with 24 academics, industry skills committee members, BMET officials, and skills councilors as participants, including 2 (8.33%) women. Participating officials from different agencies equipped with updated CBT curriculum and materials to provide demand-responsive skills to the trainees. Associations of readymade garments, light engineering, and construction industries customized their CBT curriculum to promote women’s employment.

Completed

Target achieved

Activity (12): Develop curriculum for women-based occupations by curriculum development committees

7 curricula for women-based occupations developed by the

curriculum development committees, reviewed, and accredited (through certification of approval).

Completed

Appendix 11 45



Activity (14): Identify potential employment opportunities and related training needs for women in nontraditional areas [Target: Identify 5 nontraditional courses with women’s needs and potential based trade courses]

5 nontraditional courses identified: masonry, plumbing, electrician training, welding, and sweater machine operation In 2014, in different TTCs, courses conducted with women’s participation varied (e.g., carpenter and wood machinery (masonry) trained 87 boys/men and 13 girls/women; and woven garments operators totaled 2,308 girls/young women.

Completed

Achieved

Activity (18): Develop capacity of the assessors in identifying barriers to women acquiring specific competencies [Target: 1 course for gender capacity development of the assessors]

A total of 192 trainee assessors (172 men and boys and 20 girls and women) benefitted by receiving training in nine batches that included gender capacity development aspects. The course covered gender and development concepts including practical gender needs and strategic gender issues related to women in the skills development sector, and included discussion on women-friendly workplaces and training venues.

Completed

Target

achieved


Activity (19): Ensure use of sex-disaggregated data and inclusion of means to address gender issues in teacher training [Target: Use of sex- disaggregated class data to address low proportion of women teachers in training]

Men and women’s participation in different trade trainings recorded and reported to institutional heads to encourage increased women in trades where numbers were low. The project also maintained a monitoring matrix and collected sex- disaggregated data from trainings. Data has been used to ensure that gender is mainstreamed in the design of the next project in the skills development sector.

Completed

Activity (20): Ensure integration of gender aspects in teachers training materials/manual [Target: Include 1 chapter on gender in teacher training material]

1 chapter on gender in TVET included in teacher training manual and materials. The chapter includes a situation analysis of female and male students in TVET. The analysis concludes with a noted disadvantaged position of women in TVET. In addition, it cites the responsibility of teachers to encourage women’s participation in TVET, and teachers’ behavior toward female students.

Completed

Activity (21): Develop teacher training and M&E plan based on sex-disaggregated data [Target: M&E plan includes sex-disaggregated data of teacher training as a tool of TVET]

Training conducted for teachers on developed monitoring tools. Total participants were 1,984, of whom 298 (15%) were women. M&E team maintained the monitoring system. Monitoring format includes sex-disaggregated data on trainees’ attendance and quality of students’ performance.

Completed

Activity (22): Deliver technological training to women teachers [Target: develop 500 women teachers after delivery of technological training]

Teachers of TSCs did not have the capacity to use and develop digital content in multimedia for the classroom.

To develop teachers’ capacity to use digital content in multimedia for classroom teaching, the project partnered with the Access to Information (A2I) program, which conducted training for 851 technical and nontechnical schools and colleges teachers, of whom 91 (10.6%) were women.

Completed

Target not achieved

Activity (23): Women teachers comprised 10% of the participants of the certificate and diploma programs.

Completed

46 Appendix 11



Ensure that women teachers comprise 15% of the participants of the certificate and diploma programs


Activity (24): Ensure that women teachers comprise 15% of the participants of short trainings on technologies, methodologies and curricula [Target: 15% women teachers]

Women teachers comprised 10% of the participants of short trainings on technologies, methodologies, and curricula.

Completed


Activity (25): Orient master trainers and teacher trainers on gender issues [Target: Orient 40 master trainers on gender issues (10% women)]

40 master trainers participated in the training on gender issues, of which 4 (10%) were women. The orientation on gender issues discussed the difficulties of involving women in project activities, particularly in different trade courses. It also discussed the importance of building an enabling environment for female teachers and students. It was observed during field mission that teachers applied the learning from the training by providing special care for female students.

Completed

Activity (26): Ensure gender-friendly infrastructure, e.g., hostel for both female and male trainees and teachers, separate toilets for women and men [Target: develop 8 infrastructure of regional DTE, TTTC, and VTTI with hostel and sanitation facilities for women]

Constructed a two-floor hostel for women/girls at VTTI Bogra, with (average) 19.49% women engaged as laborers.

Infrastructure in 8 regional director’s offices established with separate toilet facilities for women and men.

Completed

Targets achieved

Activity (27): Include women and men in VTTI [Target: 15% women as VTTI teachers and 20% women as students]

VTTI had a shortage of teachers, with only 3 (male) teachers including the principal.

13% of students were women

Partly completed


Activity (28): Include women in preparatory committee for the preparation of the development plan at the TTTC [Target: 10% women] No baseline provided

12-member committee formed. As there no women were in decision-making positions, no women could be included.

Planning workshop held with 70 participants, of whom five (7.14%) were women.

TTTC 5-year development plan developed

Completed


Appendix 11 47

Activity (29): Support women to use equipment for new trades [Target: 100 women students use new equipment]

217 women students use new equipment for new trades. Completed

Target achieved

Activity (30): Include both men and women in TTTC training [Target: 15% women trained as TTTC teachers]

11% female teachers trained Completed


Component 3: Relevant skills training delivered

Activity (31): Build capacity of TVET providers with gender perspective [Target: 18 training programs and 59 PDF institutes capacity built]

Capacity of TVET providers strengthened through training and workshops conducted for enhancing their training and monitoring skills where gender perspectives in the skills development sector were discussed, videos showed, and leaflets distributed.

All TSC teachers trained in CBT approaches; installation of multimedia and subsequent information and communication technology training in partnership with government-supported the Access to Information (A2I) program completed in 64 schools; in collaboration with English in Action, 125 TSC teachers (18 female) trained in English language teaching technique and 20 teachers’ facilitators (all men) trained in conducting cluster meetings covering young women’s needs and prevailing opportunities offered by the project.

Completed

Activity (32): Ensure the selection criteria for institutions include gender [Target: insert clause for women’s participation in PDF institutions’ selection criteria for PDF and market-responsive training fund

15% quota was reserved for women’s participation as trainees in PDF institutions and market-responsive training fund.

Completed

Target achieved

Activity (33): Ensure women’s participation as trainers and trainees [Target: 30% women trainees and 15% women trainers]

3,272 women trainees out of 13,027 trainees (25%) and 751 women trainers out of 7,729 trainers (9.7%), as the female teachers and students were not readily available in the job market to join in the training courses.

Completed


Activity (34): Ensure 3-year program improvement plans include specific performance targets to ensure significant impact on women [Target: 15% women as TVET students and specific performance targets to ensure significant impact on women]

The 3-year plan included 9 modalities on (i) readymade garments, (ii) computerized numerical control, (iii) integrated agriculture, (iv) furniture, (v) freelance in information technology, (vi) automobile and solar panel repair, (vii) publishing, (viii) light engineering, and (ix) construction training and completed training. More than 15% women target achieved in garments, carpentry, agriculture, information technology. The training reference is in activity 43.

Completed

Target achieved

Activity (35): Ensure the administrators and key staff assisted institutions are trained in results-based management, including plan preparation for women [Target: Train on results-based management for 18 Training program administrators and

45 women (administrators and key staff) provided training of

trainers on market responsive short-term training courses. Completed

Target achieved

48 Appendix 11

key staff assisted institutions with a gender focus]. Activity (36): Ensure close and regular monitoring of performance [Target: women, indigenous people, and poverty perspective to be inserted in performance monitoring formats and reports]

Monitoring tools included sex-disaggregated data, indigenous

peoples (IP), and poverty perspectives.

Short survey carried out to assess socioeconomic status of female trainees, family income of guardians, level of education, and geographic location.

Completed

Activity (37): Conduct a tracer study to assess changes in women’s lives as a result of skills training

Tracer study was conducted at the end of the training and included questions on the transition to work, new work entrance, career opportunity, use of learned competencies, and current occupation for boys and girls who benefitted from government and NGO-led courses. Findings were not positive. The study recommended that DTE should undertake a more systematic market survey to estimate the demand for skills in different sectors and redesign the training courses and curricula accordingly in consultation with industries and the participation of employers. To overcome the skills mismatch, there is a crucial need for a skills audit—a review of existing skills against skills needed—now and in the future. To this end, active labor market policies are also needed, including job creation, employment service, and/or job search assistance.

Completed

Activity (39): Select schools located in areas accessible to girls, boys, and the poor [Target: 16 TSCs selected accessible to girls, boys, and the poor]

64 TSCs selected accessible to boys, girls, and the poor Completed

Target achieved

Activity (41): Ensure participation of indigenous women [Target: 300 women indigenous people ]

About 250 indigenous women trained, though the project was

not implemented in an indigenous people geographical area.


Activity (42): Provide TVET opportunities in poor communities [Target: 7,200 poor and disadvantaged]

3,586 poor and underprivileged youths and women participated

in training.

Target not

achieved

Activity (43): Offer training on identified areas with high potential for wage employment or self-employment for women [Target: 5 new trainings offered with high potential for wage-employment trades or self-employment for women]

Trainings in masonry, plumbing, electrician training, welding, and sweater machine operation offered

TTC teachers trained 87 boys and men and 13 girls and women (15%) on carpenter and wood machinery (masonry)

BGMEA trained training of trainers for woven garments to

15 boys and men and 5 girls and women (33%).

172 boys and men and 20 girls and women (12%) accessors trained on web design, information technology technician, and graphic design

Department of Youth Development trained 1,716 males/boys and 298 girls or women in freelance information technology Digital content development: 197 boys or men and 6 girls/women (3%)

BGMEA trained woven garment operators for 2,308 girls and women (100%)

Completed

Target achieved

Appendix 11 49

BGMEA = Bangladesh Garment Manufacturers and Exporters Association; BMET = Bureau of Manpower, Employment and Training; BTEB = Bangladesh Technical Education Board; CBT = competency-based training; DTE = Directorate of Technical Education; GAP = gender action plan; IEC = information education and communication; ISC = industry skills council; M&E = monitoring and evaluation; MRTC = market-responsive competency-based short-term training course; PDF = program development fund; PIU = project implementation unit; SWC = sector working committee; TOR = term of reference; TSC = technical school and college; TTC = technical training center; TTTC = Technical Teachers’ Training College, Dhaka; TVET = technical and vocational education and training; VTTI = Vocational Teacher’s Training Institute.

1 The seven government-approved occupations for women include (i) mushroom cultivation; (ii) dressmaking; (iii) beauty salon and aesthetics/cosmetology; (iv) block boutique printing; (v) sewing machine operator; (vi) circular knitting operator; and (vii) sweater machine operator.

2 The functionaries at that time did not yet fully appreciate women’s involvement in nontraditional trades, so the target of having 50% women-only occupations was not achieved.

3 These include masonry, plumbing, electrician training, welding, dressmaking, and sewing machine operation. 4 The seven women-friendly occupations include (i) five for the ready-made garment sector—sewing machine operator,

dying and printing, knitting machine operator, and sweater machine operator; and (ii) two for informal sectors (mushroom cultivation and block boutique printing trades).

5 The curricula were for (i) mushroom cultivation and marketing, (ii) dress making operator, (iii) beautician, (iv) block boutique printing, (v) sewing machine operator, (vi) circular knitting, and (vii) sweater machine operator.

Activity (44): Develop 3 courses on need-based trades for women

BTEB developed and approved 7 courses for mushroom growers, dressmakers, and beauticians, among others.

Completed

Component 4: Program Management

Activity (46): Create gender sensitivity among all (program management) stakeholders6

Bangladesh resident mission gender team conducted gender

training for project director, additional project director, gender specialist, and training coordinator. These helped project management unit officials ensure smooth implementation, monitoring, and regular submission of quarterly GAP progress reports. The concept of gender in TVET was discussed on several occasions, and this enhanced the capacity of responsible gender focal points in their participation in high-level meetings. Project director, additional project director, additional project director, gender specialist, and training coordinator attended National Skills Development Council’s national gender strategy guideline meeting to consider gender equality promotion in TVET. Induction and gender workshop with DTE, BTEB/PIU, Dhaka Polytechnic, Dhaka Women Polytechnic Government Physical Education College, Dhaka, and Bangladesh Institute of Glass and Ceramic conducted. A total of 182 participants attended, out of which 65 were women (35.72%). Pilot workshop initiative conducted for the transgender population, with 155 participants (80 [51.6%] transgender and 22 [15%] women).

Completed

Activity (47): Ensure sex-disaggregated data, analysis, and reporting on project activities developed

Database for the collection and monitoring of sex-disaggregated data developed and used to prepare quarterly progress reports on GAP implementation, annual qualitative review of GAP achievement, analysis and use for decision making. Data include:

(i) TTTC staff 20 (women 10 persons [50%])

(ii) DTE staff 141 (women 30 persons [22%])

(iii) BTEB staff 88 (women persons [6.81%])

(iv) Project staff 44 (women 8 persons [18%])

(v) A total of 5,735 teachers trained in CBT, of whom 5,111 persons (89%) are men and 624 persons (11%) are women

Completed

50 Appendix 11

6 The project decided not to engage with nongovernment organizations (18 training programs) but to work with other government-supported institutes like the Access to Information (A2I) and English in Action programs. Target is therefore not relevant.

7 This activity aims to create gender sensitivity among key stakeholders. It was different than training targeted at students and teachers in different trades and modules from the market-responsive training fund, of which 4,023 (19%) out of 20,756 were females, exceeding the gender-related target in the revised design and monitoring framework (2012) for design and monitoring framework outcome indicator 4.

Sources: Project progress reports, and ADB review missions.

Appendix 12 51

STATUS OF COMPLIANCE WITH LOAN COVENANTS

Assurances Reference in Loan Agreement

Status of Compliance

Sector Covenants

1. In the carrying out of the Project and operation of the Project facilities, the Borrower shall perform, or cause to be performed, all obligations set forth in Schedule 5 to this loan agreement.

Section 4.01 Substantially complied with

2. (a) The Borrower shall (i) maintain, or cause to be maintained, separate accounts for the Projects; (ii) have such accounts and related financial statements audited annually, in accordance with appropriate auditing standards consistently applied, by independent auditors whose qualifications, experience and terms of reference are acceptable to ADB; (iii) furnish to ADB, as soon as available but in any event not later than six (6) months after the end of each related fiscal year, certified copies of such audited accounts and financial statements and the report of the auditors relating thereto (including the auditors’ opinion on the use of the loan proceeds and compliance with the financial covenants of this loan Agreement as well as on the use of the procedures for imprest accounts/statement of expenditures), all in the English language; and (iv) furnish to ADB such other information concerning such accounts and financial statements and the audit thereof as ADB shall from time to time reasonably request.

(b) The Borrower shall enable ADB, upon ADB’s request, to discuss the Borrower’s financial statements for the Project and its financial affairs related to the Project from time to time with the auditors appointed by the Borrower pursuant to Section 4.02(a) hereabove, and shall authorize and require any representative of such auditors to participate in any such discussions requested by ADB, provided that any such discussion shall be conducted only in the presence of an authorized officer of the Borrower unless the Borrower shall otherwise agree.

Section 4.02 Complied with

Audits reports submitted to ADB from FY2009 to FY2016. Audit reports were submitted on time. All audit opinions except for FY2012 were unqualified. Separate opinions on statement of expenditure and imprest account were provided. All audit observations with financial implication for closing of loan and grant account have been settled.

52 Appendix 12



3.The Borrower shall enable ADB’s representative to inspect the Project, the Goods and Works and consulting services financed out of the proceeds of the loan, and any relevant records and documents.

Section 4.03 Complied with

The government provided the requested documents during review and disbursement missions.

Execution of Project and Operation of Project Facilities; Financial Matters Arrangements and Responsibilities for Project management and Project implementation 4. Project Executing Agency and Project

Implementation Agency MOE shall be the Project Executing

Agency. DTE shall be the Project Implementing Agency, responsible for planning, organizing, managing and monitoring the Project, as well as monitoring the progress achieved.

Schedule 5, para. 1 Complied with

The project was implemented in accordance with implementation arrangements.

5. Project Implementation Unit. The PIU, established in DTE, shall be

responsible for the day-to-day Project implementation and overall coordination among all stakeholders. The PIU shall be headed by a full-time Project Director who shall be at the level of Joint Secretary. MOE shall inform ADB prior to any change of the Project Director during the life of the Project.


Project director was changed frequently. Four project directors were appointed until 2011. The last project director before JMTR in March 2012 continued until the end of the project.

6. The Project Director shall be supported by a full-time Additional Project Director who shall be seconded from DTE senior staff. In addition to being the overall deputy to the Project Director, the Additional Project Director shall be in charge of finance and administration. The PIU shall include the following units, each headed by a full-time Deputy Director: (a) standards and training; (b) Special Programs; (c) Procurement; (d) monitoring and evaluation; and (e) the BMET implementation cell. MOE shall ensure that throughout the Project implementation period, each unit shall be fully staffed in accordance with the PIU structure agreed between DTE and ADB.


JMTR mission in March–May 2012 recommended. Government agreed and made major changes to project staff, especially in the PIU.

Implementation period, each until shall be fully staffed in accordance with the PIU structure agreed between DTE and ADB.

7. Project Steering Committee


PSC formed in November 2008.

Appendix 12 53



Within 1 month of the Effective date, MOE shall establish a PSC, chaired by the Secretary MOE. The PSC shall include the following members: a representatives of the Economic Relations Division; the Chief (planning), MOE; representatives of the Implementation, Monitoring and Evaluation Division, and of the Planning Commission; Director General, DTE; General, BMET; Chairman, BTEB; representatives from the Expatriates’ Welfare and Overseas Employment Ministry, and the Labour and Employment, Youth and Sports Ministry; and representatives of the Dhaka Chamber of Commerce and Industry, the Bangladesh Garments Manufacturer’s and Exporter’s Association, the Bangladesh Textile Mills Association, the Bangladesh Knitwear Manufacturers and Exporters Association, the Bangladesh Association of Construction Industry, the Bangladesh Engineering Industries’ Owners Association, and the Mirpur Agricultural Workshop and Training School. Additional members may be co-opted as necessary.

8. The PSC shall (a) be responsible for

detailed policy formulation; (b) provide overall guidance and oversight for the Project; (c) approve the annual work plan for the Project; and (d) approve the criteria for the selection of (i) institutions eligible for program strengthening under the Project; (ii) market –responsive training proposals eligible for funding under the Project; (iii) training providers for the training programs to be tendered under the Project; and (iv) the government educational institutions to be provided with a training workshop under component 3(B) (i) of the Project. The PSC shall meet once every quarter. The Project Director shall be its member- secretary.


PSC met 14 times during project period.

9. Project Implementation Committee

Within 1 month of the Effective Date, DTE shall have established a PIC. The PIC shall be chaired by the Director General, DTE and shall comprise the


PIC formed as designed. Total of 23 meetings held during project period.

54 Appendix 12



following members: representatives from the Planning Commission, the Implementation Monitoring and Evaluation Division, MOE, BTEB’s CDC, the NGO SWC, Industry SWCs, and Director, Training, BMET. The Project Director shall act as its member- secretary. The PIC shall be responsible for (a) overseeing the day-to-day Implementation of the Project; and (b) approving priority occupations for which training programs shall be developed and delivered under the Project.

Project Implementation Policy Issues

10. MOE shall ensure that all skills and training standards, curricula and training programs developed under the Project, receive BTEB certification. BTEB certification shall be granted to all receipts of skills training under the Project as well as to all TVET teachers participating in in-service teacher training, provided they comply with BTEB assessment standards and applicable rules and regulations.


75 standards developed, of which BTEB approved 42.

11.Within 1 year of the Effective Date, BTEB shall have issued an order making the registration and affiliation of training institutions subject to performance based assessments and their full compliance with registration requirements, including employing trained TVET teachers as staff.

Schedule 5, para. 8 JMTR mission found it no longer relevant.

12. By 30 June 2009, MOE shall have delegated the authority to recruit part-time TVET teachers for public training institutions, including for short-term skills training, to regional DTE offices. Upon completion of the EC-ILO funded study on increased autonomy of training institutions, MOE shall delegate financial authority to all public training institutions, including the authority to hire part-time instructors and instructors for short-term training courses.

Schedule 5, para. 9 Partly complied with

Public training institutions were authorized to recruit part-time TVET teachers through a committee formed by the project. The financial authority was not delegated.

13. Within 2 months of the Effective Date, MOE shall have issued an order to VTTI and TTTC to ensure they will cater to the teacher training needs of the public

Schedule 5, para. 10 Partly complied with.

A formal needs assessment was not undertaken but an informal assessment was made by gathering

Appendix 12 55



sector, the private sector, and the nongovernment sector.

information from public TVET institutions

14.MOE shall ensure that the training workshops provided by the Project under Component 3 (B) (i) of schedule 1 to this loan agreement shall be available for use as a training venue for any training provider.

Schedule 5, para. 11 JMTR mission found it no more relevant.

15. Selection Criteria DTE shall ensure that all Project

activities shall be implemented in accordance with selection criteria agreed upon between MOE and ADB. Within 3 months of the Effective Date, the PSC shall have approved the selection criteria and implementation procedures for (a) the selection of the TVET institutions whose training programs will be strengthened under the Project; (b) the selection of training providers who will provide market-responsive skills training under the Project; and (c) the establishment of training workshops in poor communities.


Selections were in accordance with set criteria.

16. Immediately after the first batch of TVET institutions for program strengthening have been selected, and Project-supported market-responsive skills training programs have been tendered. DTE and ADB shall jointly review the selection criteria and procedures, processes, and funds flow for these activities. Any suggested changes in the criteria and procedures shall be submitted to the PSC and ADB for their approval.


No change was needed.

17.DTE shall obtain ADB’s concurrence of candidates for overseas training prior to final selection by the competent authority. For such purpose, DTE shall submit to ADB detailed information about the candidates’ qualifications, their experience, as well as the relevance and detailed costs of the proposed training. DTE shall take all necessary and appropriate measures to retain staff that has participated in overseas training in their respective institutions, including


Prior approval obtained.

56 Appendix 12



through bonding arrangements in line with the Borrower’s policy and guidelines for international training.

18. Staffing and financing issues MOE shall ensure that prior to Project

completion, every teacher teaching in SSC (Voc) programs and receiving a salary subvention, shall have participated in both technical and pedagogical training.


Teachers were imparted technical and pedagogy training.

19. Within 6 months of the Effective Date, MOE shall have submitted to the Ministry of Establishment a proposal for transferring the existing teaching and training posts in those public training institutions assisted under the Project, from the development budget to the revenue budget.


Ministry of Education and Ministry of Establishment approved the proposal. Ministry of Finance reviewing it for approval.

20.The Borrower shall ensure that throughout and after the Project implementation period, sufficient resources for training supplies and materials, as well as for repairs, operations and maintenance of facilities and equipment shall be made available to Project-supported public training institutions.

Schedule 5, para. 17 Not complied with

Separate budget is not in place. However, government’s annual allocation are being used to meet the intended purposes as far as possible.

21. The Borrower shall ensure that throughout the Project implementation period sufficient budget is allocated in its recurrent budget to DTE and BMET.


During project period, necessary resources were made available.

22. At the least 12 months prior to Project completion, MOE shall have submitted to the Ministry of Establishment a proposal for transferring posts of the DTE research and development cell and of the regional offices from the development budget to have revenue budget. The Borrower shall ensure that equally qualified women shall be given preference.


Proposal is with Ministry of Finance for approval.

Good Governance

23. Within 3 months of the Effective Date, the PIU shall have prepared, and MOE and DTE shall have approved, a detailed action plan, with adequate budget allocation, to implement the Good Governance and Anti-Corruption Measures agreed upon between the Borrower and ADB and set out in Appendix 14 of the RRP. The implementation progress and results

Schedule 5, para. 20 Complied with late

Detailed action plan prepared in 2012. Project implementation progress included in quarterly progress report.

Appendix 12 57



achieved shall be included in the quarterly progress reports for the Project, and shall be made available on the Project’s website.

Safeguard matters

24.MOE and DTE shall ensure that the Project is implemented in compliance with (a) the Gender Action Plan agreed upon between the Borrower and ADB and included in Appendix 17 of the RRP; and (b) the indigenous peoples’ Development Framework agreed upon between the Borrower and ADB and included in Supplementary Appendix F of the RRP.


GAP and indigenous people development framework included and followed.

25. The Borrower shall ensure that all civil works to be carried put under the Project are within existing premises and do not entail any land acquisition, resettlement, or land donation as defined in ADB’s Involuntary Resettlement Policy, 1995. In the event of unforeseen resettlement, the Borrower shall promptly inform ADB thereof and prepare a resettlement plan in accordance with the ADB’s Policy on Involuntary Resettlement. In such case, the Borrower shall ensure that no civil works contract is awarded until the ADB has reviewed the said resettlement plan.


All civil works were carried out on government land or DTE premises; and no land acquisition, resettlement, or donation was required.

26.The Borrower shall ensure that civil works contractors comply with all applicable labor laws, do not employ child labor for construction and maintenance activities, and do not differentiate wages between men and women for work of equal value.


Standard bidding documents embedded with these clauses.

27. The Borrower shall ensure that all Project activities comply with ADB’s Environment Policy, 2002, as well as with the Borrower’s relevant laws and regulations. In case of discrepancy, ADB’s Environment Policy shall prevail. Each training institution shall develop a waste management plan to ensure the safe collection, transport, treatment, storage, and disposal of waste. The waste management plans shall include provisions on segregation at source, recovery and use of recovered

Schedule 5, para. 24 Not complied with

Waste disposal plan was not developed.

58 Appendix 12



materials, and safe disposal in appropriately designated landfill sites.

Project Review

28. The Borrower shall review, jointly with ADB and any co-financer(s) that may provide joint financing of the Project at a later date, the Project’s progress at least twice a year.

Schedule 5, para. 25 Partly complied with

Inception mission in 2008; one review mission in 2009; no missions in 2010 and 2011; joint midterm review mission in 2012; one review mission in 2013; two review missions and one midterm review mission in 2014; and two review missions in 2015.

29.The Borrower and ADB shall jointly undertake a midterm review (MTR) during the third year of Project implementation. The MTR shall (a) review the Project scope, design, implementation arrangements, institutional development, and capacity- building processes; (b) review changes in the Borrower’s policies and institutional framework and evaluate their impact on Project implementation and sustainability; (c) assess Project implementation against appropriate projections and performance indicators; (d) review the industries assisted under the Project; (e) review compliance with the covenants stated herein, with the Gender Action Plan, the Indigenous Peoples Development Framework, and the Good Governance and Anticorruption Measures; (f) assess the progress on (i) the cooperation between the SWCs and DTE (ii) the identification of the needed skills training; and (iii) the implementation and disbursement rates for activities related to strengthening TVET institutions and market-responsive skills training; (g) identify critical issues, problems, and constraints; and (h) if necessary, identify and recommended changes in Project design or implementation. At the latest 1 month prior to the MTR, the PIU shall submit to ADB a comprehensive report on each of the above-mentioned issues.


Joint review mission conducted during March–May 2012.

Project Performance Monitoring System (PPMS)

30. At the latest 30 days before the start of the subsequent fiscal year, DTE shall


Appendix 12 59



provide ADB with the operational plan for the Project for the coming fiscal year. The operational plan shall include (a) the planned Project activities, with cost estimates for each component and subcomponent together with performance targets; (b) a plan for complying with outstanding assurances stated herein; (c) a breakdown of financial requirements; and (d) details on how to integrate Project activities with other programs in the TVET sector.

Plan submitted in the form of procurement plan.

31. Within 3 months of having fielded the training financing management design consultant, the PIU shall have established an operational PPMS. Within 6 months of the Effective Date, the PIU shall have collected baseline data on public and private TVET institutions, including on gender, ethnicity, and socio-economic and poverty indicators.

Complied with

Baseline data collected considering gender, ethnicity, socioeconomic, poverty indicator aspects.

ADB = Asian Development Bank; BMET = Bureau of Manpower, Education and Training; BTEB = Bangladesh Technical Education Board; CDC = curricula development committee; DTE = Department of Technical Education; EC = European Committee; ILO = International Labour Organization; JMTR = joint midterm review; MOE = Ministry of Education; MTR = midterm review; NGO = nongovernment organization; PIC = project implementation committee; PIU = project implementation unit; PPMS = project performance monitoring and supervision; PSC = project steering committee; RRP = report and recommendation of the President; SSC(Voc) = secondary school certificate (vocational); SWC = sector working group; TTTC = Technical Teachers’ Training College, Dhaka; TVET = technical and vocational education and training, VTTI = Vocational Teacher’s Training Institute. Source(s): Executing agency’s progress reports, ADB’s aide memoires, and project completion review mission’s findings.

60 Appendix 13

ECONOMIC REEVALUATION A. Introduction 1. The project was composed of three major components: (i) enhanced relevance and access of technical and vocational education and training (TVET) programs; (ii) improved capacity for good quality TVET delivery; and (iii) relevant skills training for the poor, women, and disadvantaged groups. The economic reevaluation focused on the training outcomes of 12,554 trainees out of 13,027 trainees under component (iii) and the associated benefits from the increased earnings through employment. B. Project Costs 2. The estimated direct costs of the project comprise the project investment (capital and recurrent) cost and private and opportunity costs associated with trainees. Although the project was approved in 2008, the actual implementation started in 2010. Thus, the project capital and recurrent costs are spread over the 7-year implementation period starting from 2010, while the project benefits in the form of higher employability and earning are assumed to continue for 20 years after the first year of implementation (2010). 3. At appraisal, the total cost, including physical and price contingencies, and taxes and duties, was envisaged at $66.7 million. However, at project completion, the actual project cost was significantly lower and stood at $20.4 million. The actual cost for component (ii) was particularly low because of the reduction in the performance targets and underachievement of the targets. The cost comparison by major project component is in Table A13.1.

Table A13.1: Cost Comparison by Major Project Components ($ million) No. Components Original Cost

at Project Design

Actual Cost

at Project Completion

1. Enhanced relevance and access programs to TVET

3.9 3.7

2. Improved capacity for good quality TVET delivery

39.5 4.7

3. Delivery of relevant skills training 12.0 9.3

TVET = technical and vocational education and training. Sources: ADB. 2008. Report and Recommendations of the President. Proposed Loan to the People’s Republic of Bangladesh: Skills Development Project. Manila. Basic Data chapter, Project Cost, and Disbursement aspects of this report

4. In calculating the economic values of project costs, the annual financial costs of the Asian Development Bank (ADB), the Swiss Agency for Development and Cooperation, and government funding for the project were converted into economic values using (i) a shadow wage rate for both skilled and unskilled labor, and (ii) a conversion factor for non-traded goods. Taxes and duties were also deducted. Annual costs were converted to 2016 constant prices. A conservative 5% of total recurrent cost was assumed for the operation and maintenance of infrastructure built under the project.

C. Project Benefits

5. At appraisal, the project economic benefits derived mainly from (i) increased access to training institutions because of the program development fund and the market-responsive training fund; and (ii) improved relevance and quality of skills training through the partnership with

Appendix 13 61

employers, revision of curriculum, and teacher training components. Under these, the project targeted to provide training to 68,200 trainees in short-term vocational training programs in 5 years. Despite delays in project implementation, the project could provide training to only 13,027 trainees during 2008–2016 in addition to training provided to 7,727 teachers. 6. During the implementation of the project, only 13 out of 32 output performance indicators were achieved, three were partially achieved, seven were dropped, and 12 were not achieved. Weak project readiness and less qualified officials in the project management unit had an adverse impact on the training quality and outcomes. In addition, a portion of nongovernment organizations that worked for the project implementation lacked the capacity and commitment to perform their assigned responsibilities. Due to this, the economic analysis partially uses the approach followed at appraisal, so the factors and assumptions considered for the benefit quantification may vary accordingly. The benefits are estimated considering increased access to woven garment operator training provided by TTC under BMET, the market-responsive training course for unemployed at polytechnics, and integrated agriculture training provided by DYD, which will be reflected in higher incomes (incremental wage benefits compared with non-skilled persons) through employment over the period. D. Economic Reevaluation 7. The economic analysis is based on the cost–benefit analysis conducted at project completion. It uses the methodology and techniques in ADB’s Guidelines for the Economic Analysis of Projects, and Framework and Criteria for the Appraisal and Socioeconomic Justification of Education Projects.1 The economic analysis at project completion involves the recalculation of two major investment criteria: (i) the economic internal rate of return (EIRR), and (ii) the net present value (NPV) for those who have completed the training and received employment because of the project intervention. 8. General assumptions. The approach and assumptions underlying the economic reevaluation include the following:

(i) All costs and prices are valued in a world price numeraire in FY2016 constant prices. (ii) Economic prices of investment costs (capital and recurrent) are estimated by

converting the financial prices with a factor of 1.0 for traded goods, a factor of 0.9 for non-traded goods, and a shadow wage factor of 0.82 for skilled labor and 0.9 for unskilled labor. Other expenses have been converted to economic costs by using a standard conversion factor of 0.9. 2

(iii) Taxes and duties are excluded because they represent transfer payments. (iv) A 12% economic discount rate is used. (v) The economic life of the project is assumed to be 20 years including project

implementation period.

9. Quantification of benefits. The analysis estimates the EIRR for the project based on incremental wage benefits resulting from the skills obtained through this project intervention. Therefore, the EIRR represents the private rate of return captured by direct beneficiaries only. The methodology used for this economic analysis does not follow the same benefits as used for the initial economic analysis during the project design, as performance targets and outputs have 1 ADB. 1997. Guidelines for the Economic Analysis of Projects. Manila; ADB. 1994. Framework and Criteria for the

Appraisal and Socioeconomic Justification of Education Projects. Manila. 2 ADB. 2014. Report and Recommendation of the President for Proposed Multitranche Financing Facility to the People’s

Republic of Bangladesh: Skills for Employment Investment Program. Manila. A shadow wage rate factor of 0.82 and a standard conversion factor of 0.9 were used in the economic and financial analysis.

62 Appendix 13

changed significantly. Thus, the factors and assumptions were formed based on actual information at project completion. The base case factors and assumptions are set out as follows:

(i) A total of 13,027 received training from various training institutes, of which 12,554 trainees completed trainings from DYD (5,911), BMET (2,308) and polytechnics (4,335 received MRTC) were considered for this economic analysis.

(ii) The tracer study provides the following information: 3 a. Of the completers, 49.6% from DYD, 26.0% from BMET and 57.4% MRTC

graduates have been employed or self-employed for 12 months a year. b. There is no information on incremental wage of trainees in tracer study or any

document pertaining to the project. The average monthly earnings are estimated Tk.12,212 for DYD graduates, Tk.4,421 for BMET graduates and Tk.10,057 for MRTC graduates, respectively. For graduates from DYD and BMET, a 30% rise in average monthly earnings is considered as trainees were mainly unemployed youth and their average monthly earnings were far above the minimum wage.4 For MRTC graduates and trainees from BMET, a 5% improvement in monthly earning is assumed as it was assumed during the project appraisal.

(iii) It is assumed that the project will start giving benefits after the first year of implementation as the trainees will start their employment.

(iv) The number of trainees at full development in year 7 totals 13,027. They have built up gradually, and arranged by yearly disbursement schedule starting from year 1 of project implementation: year 1, 5%; year 2, 10%; year 3, 19%; year 4, 34%; year 5, 49%; year 6, 86%; and year 7, 100%.

10. Evaluation results. Based on the above factors and assumptions and a discount rate of 12%, the EIRR is estimated to be 14.6% (Table A13.2). This is higher than the EIRR of 13.9% estimated at appraisal, which assumed project capital and recurrent costs of $66.7 million for the 5-year implementation period and 68,200 trainees. The significantly higher incremental earnings than the minimum wage is the main reason for the higher EIRR than envisaged. 11. Sensitivity analysis. A sensitivity analysis was carried out for three adverse scenarios: (i) some 20% lower incremental earnings; (ii) a 20% lower employment rate for the trainees; and (iii) a combination of a 20% reduction in the incremental wage and 20% lower employment rate. The results are in Table A13.3. Under any of the scenarios, the EIRR will drop, and the project will become economically unviable.

3 Bangladesh Institute of Development Studies. 2015. Tracer Study on the Graduates of Technical and Vocation

Education and Training in Bangladesh. Dhaka. 4 Since January 2014, the minimum monthly wage in Bangladesh has been Tk5,300.

Appendix 13 63

Table A13.2: Base Case Scenario ($)

Aggregate Costs

Additional Earnings of Trainees

Net

Benefit

NPV at

12% Year

Investment

cost

Private and

opportunity

costs Total cost

By

DYD

By

BMET

By

MRTC

Total

benefits

0 674,793 80,467 755,260

(755,260) (755,260)

1 784,643 93,566 878,209

74,295 918 51,928 127,141 (751,069) 0,597)

2 1,363,038 162,538 1,525,575

160,685 1,984 112,309 274,979 (1,250,596) (996,968)

3 2,167,858 258,510 2,426,367

310,757 3,838 217,200 531,795 (1,894,572) (1,348,519)

4 2,173,462 259,178 2,432,640

549,440 6,785 384,026 940,251 (1,492,389) (948,440)

5 5,414,040 645,605 6,059,645

788,740 9,741 551,282 1,349,763 (4,709,882) (2,672,514)

6 2,055,766 245,143 2,300,909

1,384,831 17,102 967,914 2,369,846 68,937 34,926

7 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 1,205,568

8 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 1,076,400

9 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 961,072

10 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 858,100

11 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 766,160

12 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 684,072

13 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 610,778

14 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 545,338

15 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 486,909

16 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 434,740

17 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 388,161

18 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 346,572

19 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 309,439

20 92,055 0 92,055

1,611,172 19,897 1,126,113 2,757,182 2,665,127 276,285

NPV= 1,592,222

EIRR= 14.6%

( ) = negative, NPV = net present value. Source: Project completion review mission.

Table A13.3: Sensitivity Analysis

Scenarios EIRR

Base case 14.6% 20% reduction in incremental wage 10.4% 20% decline in employment rate 10.4% 20% reduction in incremental wage and employment rate 6.7%

EIRR = economic internal rate of return. Source: project completion review mission

E. Non-Quantified Economic Benefits 12. The estimated EIRR has not considered the other benefits that accrue to society. Project intervention not only brought benefits to trainees, but also has long-run multiplier effects on other social agents that have been directly or indirectly involved in the project.

64 Appendix 13

13. Improved enrollment capacity. The project has strengthened TVET capacity to provide MRTCs. The enrollment capacity increased significantly to 21,960 trainees per year in various TVET institutions. The enhanced capacity of TVET institutions will result in improved access to TVET programs by trainees, even after project completion. 14. Training of trainers or instructors. Under the project, about 5,735 TVET teachers received competency-based training. About 7,727 staff and teachers of various technical teacher training colleges and the Vocational Teacher’s Training Institute received local training, and 60 officials participated in the overseas training. In addition, 1,125 teachers from 64 technical schools and colleges were provided pedagogy training and skills training on digital content development. The EIRR does not capture these aspects, which would have a multiplier effect on the earnings of those who received training and knowledge transfer. 15. Technology transfer. The project helped develop CBT curricula for 25 priority occupations or industries, including readymade garments, light engineering, and construction through close coordination with the respective associations. These CBT curricula will ensure technology transfers not only to the direct learners, but also to future learners.

Documents

Bangladesh: Skills Development ProjectCBLM – competency-based learning material CBT – competency-based training CDC – curricula development committee ... quality-based selection