Developing a Results-based Sustainability Framework for TVET’s Regional Training Centers

and Exploration of Alternative Funding Mechanism

TA 7744 (REG): Asia-Pacific Community of Practice on Managing for Development

Results – From Concept to Practice

By Dr. Marcus Powell 10 June 2013

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Contents Abbreviations ........................................................................................................................................ 3

1. Introduction ...................................................................................................................................... 4

2. Methodology and Approach .......................................................................................................... 5

3. Case Study 1: Secondary Resource Centers and Planning for Sustainability ....................... 9

3.1. Planning for Sustainability at the SRCs................................................................................. 9

3.2. Budgeting for Sustainability ................................................................................................... 11

3.3. Implementation for Sustainability ......................................................................................... 13

3.4. Monitoring and Evaluation for Sustainability ....................................................................... 14

3.5. Current Constraints facing SRCs from Planning for Sustainability ................................. 15

3.6. Moving Forward and Recommendation for Improving Sustainability of the SRCs ....... 16

3.7. Action Plan for Moving Forward with the Development of a Plan for Improved Sustainability............................................................................................................................ 17

3.7.1. Short term Actions .......................................................................................................... 17

3.7.2. Medium to Longer Terms Actions Required to Support a Framework for Improved Sustainability ................................................................................................................... 18

4. Case Study II: Regional Training Centers and Planning for Sustainability .......................... 19

4.1. Setting the Context ................................................................................................................. 19

4.2. Planning for Sustainability ..................................................................................................... 21

4.3. Budgeting for Sustainability ................................................................................................... 23

4.4. Implementation for Sustainability ......................................................................................... 25

4.5. Monitoring and Reporting for Sustainability ........................................................................ 27

4.6. Constraints facing the RTCs in planning for sustainability ............................................... 27

4.7. Action plan for Moving Forward with the Development of a Plan for Improved Sustainability............................................................................................................................ 28

4.7.1. Short-term Action Required for Planning for Sustainability ..................................... 29

4.7.2. Action Required over the Medium to Longer Term to Support Planning for Sustainability ................................................................................................................... 32

Appendix 1 .......................................................................................................................................... 40

Appendix 2 .......................................................................................................................................... 42

Appendix 3 .......................................................................................................................................... 44

Appendix 4 .......................................................................................................................................... 46

Appendix 5 .......................................................................................................................................... 49

Appendix 6 .......................................................................................................................................... 51

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Abbreviations ADB – Asian Development Bank CBT – competency based training DGTVET – Directorate General of Technical and Vocational Education and

Training EEQP – Enhancing Education Quality Project ILU – Industry Liaison Unit MEF – Ministry of Economy and Finance M&E – monitoring and evaluation MLVT – Ministry of Labor and Vocational Training MoEYS – Ministry of Education, Youth and Sport NSDS – National Skills Development Strategy NTF – National Training Fund PPTA – project preparatory technical assistance PTC – Provincial Training Center RBPSM – results-based public sector management RTC – Regional Training Center SME – small and medium enterprises SRC – Secondary Resource Centers SRS – Secondary Resource Schools STVET I and II – Strengthening Technical and Vocational Education and Training Project I and II TVET – Technical and Vocational Education and Training VSTP – voucher skills training program

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1. Introduction Recently, the Asian Development Bank (ADB) produced a publication entitled “A Framework for Results Based Public Sector Management”. This was based on years of experience and research in the Asia Pacific region on how to develop a result based framework that establishes common results based attributes that are universally understood and can be flexibly applied in various country contexts. This approach can provide governments in developing countries with an analytical tool that can use to assess their public sector management system, analyze gaps and develop capacity initiatives to strengthen their own systems.1 In contrast to other approaches that draw on lessons from other countries, Result Based Management Public Sector Management (RBPSM) build on a country’s existing structures and allow solutions to be developed that are home grown. In most instances RBPSM systems consist of the five components of public sector management, namely: planning, budgeting, implementation, monitoring and evaluation. The key principal underpinning the approach is the need to have a result based approach for each component. When planning for results, for example, indictors with targets must be identified for each result level. Similarly, when budgeting for results there is a need to ensure that budget supports the cost associated with the implementation of the result. Adopting such an approach can ensure that results defined during planning are consistent with those for budgeting, implementation and monitoring, and evaluation. The results orientation at the national level must also be linked to the results orientation for all national level institutions. Under such an approach regional and district level institutions must also develop their RBPSM systems in line with the national framework. The application of the framework needs to take on board common results, interdependency of the different components and the importance of vertical and horizontal integration between the various levels of the public sector. Within this process it is important take on board external actors in these processes and what role non-state actors and employers can play. Through the application of such an approach it is possible to access the gaps, identify the constraints and develop a plan for sustainability. Against the background outlined above, the ADB commissioned an assignment to support the Ministry of Labor and Vocational Training (MLVT), and the Ministry of Education, Youth and Sport (MoEYS), to conduct an institutional analysis using results based approach. Adopting such an approach will help inform future interventions for the two Ministries, as well as interventions that can be designed under the Project Preparatory Technical Assistance for the Strengthening Technical and Vocational Education and Training Project II (STVET II).

1 Asia-Pacific Community of Practice on Managing for Development Results, ADB. 2011. Framework for Results-Based Public Sector Management. Manila

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Figure 1: A framework for results based public sector management

2. Methodology and Approach Workshop for MLVT and MoEYS. It was envisaged that two separate workshops would be held for the MLVT, the first one on results based planning and implementation involving the national technical and vocational education and training (TVET) plan, and the second workshop on budgeting and monitoring and evaluation (M&E) for the national TVET plan. Initial work focused upon moving forward with this plan and detailed terms of reference was written to guide the workshops. The assumption was that the initial work would focus upon the area of planning and implementation for TVET. This created an initial problem since the government does not have a plan for TVET in place and has only recently conducted a study to develop a TVET plan. However, the use of this study proved too theoretical and it was agreed with the ADB desk office to focus more upon practical activities at the institutional level, including the Regional Training Centers (RTCs) within the MLVT and the Secondary Resource Centers (SRCs) in MoEYS. Both of these institutions had received a considerable amount of support from ADB. The SRCs were established under the ADB’ Sector Education Development Project and are receiving additional funds under the ADB’s Enhanced Education Development Quality Program. While the RTCs are receiving support for construction and equipping under STVET I, their planning and management capacity will be supported under STVET II. Besides the RTCs, the MLVT also requested the current assignment to focus upon the introduction of a levy grant and support for a more sustainable funding system for TVET. Therefore a decision was made between the government and the ADB to use the term “planning for sustainability”.

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One workshop for the MLVT around the area of planning for sustainability, involving separate sessions on RTCs planning the introduction of a levy grant, and one workshop for the MoEYS that tackled planning for sustainability at the SRCs were conducted.2 Case studies on SRCs and RTCs. Two case studies were conducted. The first case study was on SRCs that operate under MoEYS. A total of 18 SRCs were established under the ADB’s Education Sector Development Project and a further 18 SRCs will be constructed under ADB’s Enhancing Education Quality Project (EEQP). Currently, much of the funding comes from the ADB and the key question to be addressed by the assignment is how can the Ministry plan for sustainability of the SRCs, particularly in the light of the fact that the ADB support for operational costs will start to decline and eventually stop in the next two years. The second case study was on the RTCs in MLVT. Currently, these are in the process of being established under STVET I and will be supported under STVET II. A total of 5 RTCs will be supported and the question that the assignment asked is how can the RTCs become sustainable once the ADB funds cease and how can the Ministry support “planning for sustainability”.3 The methodology guiding the assignment is outlined in Figure 2 and consisted of eight interrelated stages. The first stage involved a review of the terms of reference in the light of the situation on the ground and was followed by the development of a concept note to guide the workshops and data collection process. The next stage involved the selection of case studies and question areas to be investigated during the assignment. These questions were related to the whole area of planning for sustainability of TVET institutions and are also outlined in Figure 2. In order to answer these questions, information was gathered from policy orientated documents, and field visits and discussions with colleagues at the two Ministries and stakeholders. Subsequently, the collected information was analyzed and written-up. This formed the basis for the two workshops. The first workshop focused upon the findings in relation to the SRCs and the second workshop on the RTCs. These workshops provided a means for the government to investigate ways forward for responding to the increase demand for provision (access) and what are the most suitable options for financing this expansion through a results based approach. In the TVET subsector, extensive reforms are taking place to expand access and delivery of higher level technical programs, all of which require increased costs. The MLVT through the Directorate General of TVET (DGTVET) and in conjunction with the RTCs, must start to plan for these changes, determine the most suitable funding and implementation arrangements as well as how to monitor such change. The workshop provided the government with an option of discussing the ways forward with stakeholders and to identify what is feasible and what is not feasible. The same issues are true for the MoEYS and the workshops helped them investigate suitable options for the SRCs. While for the ADB, the workshops provided an opportunity to bring the issue of sustainability onto the government agenda and how future projects, such as STVET II, could help move government institutions and partners to plan for sustainability, including the move towards a result base management framework over the longer term.4 2 The Inception Report is in Appendix 3. This was very much a live document and experienced many changes

during the assignment. 3 A series of concept notes were developed to help address the new situation on the ground and also to provide

participating ministries and stakeholders with an understanding of the issues that were being addressed in the assignment. See Appendix 1 on the details of the SRCs and Appendix 2 on the details of RTCs.

4 The main issue raised at the workshop and the current responses, including possible actions are outlined in Appendixes 4&5. Despite inviting a large number of people to the workshop for the MoEYS, there was minimal feed-back on the interventions that were presented at the workshop. As a consequence a much more structure

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The workshop also provided a means to validate the findings and to also gather more information, all of which provided the basis for making a number of recommendations about moving forward.5 The key to moving is to identify the actions that are required to develop a results based management framework and what specific actions are required over the short and medium term to make this happen, including how the ADB can support this process through specific interventions at the project level. The findings from the assignment are presented as two separate case studies and each follows a similar approach. The first part of each case study provides a contextual background on how the institutions were developed (i.e. the SRCs and RTCs). The second part of each case study provides evidence on the extent and degree of: (a) planning for sustainability, (b) funding for sustainability, (c) implementation for sustainability and (d) monitoring and evaluation for sustainability. The analysis within each of the sections attempts to address the question areas outlined in Figure 2. Then, the case studies turn to the constraints that the SRCs and the RTCs may face in “planning for sustainability”. Finally, the case studies turn to how these constraints may be addressed and what strategies are required in the short-term and also medium to longer term to address the whole area of sustainability.

approach was used for the second workshop at the MLVT, involving a number of structured questions. Nevertheless, both workshops identified important issues and follow up responses.

5 Each of the workshops was attended by key managers and stakeholders in their sector. For instance, the workshop for the MLVT involved the directors from the RTCs and a number of employers, as well as representative from MLVT. Similarly, the workshop for the SRCs was attended by directors from the SRCs, representatives from the Ministry, non-government organizations, and donors who work in the field of education.

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Figure 2: The approach and question areas that were used in planning for sustainability of SRCs and RTCs

Stages to undertaking the assignment

1. Review terms of reference in the light of circumstances on the ground

2. Develop a concept note to guide the workshop and data collection process.

3. Selection of case studies for the assignment

4. Development of questions to be addressed during field work

5. Collection of documents and field visits.

6. Analysis of evidence and write up of findings

7. Presentation of findings to work-shop and feed-back from participants

8. Write up of feed-back from conference

9. Develop concrete guidelines for a sustainable plan for implementation

Questions for planning What guides planning for SRCs/RTCs Do you have an action plan? Who developed your action plan? Need examples of two or three action plans What planning issues will become important in the future, particularly in the light of the needs of learners or non-state actors?

Questions for M&E

How do they monitor the implementation of the action plan?

What tools have been developed to moni-tor quality? Do they monitor costs? What role does the planning unit play in this process?

How are the results from M&E utilized?

Questions for funding What is the process to developing your annual budget? What are the different budgets lines? How are the different amounts allocated? Do they get funding from other sources or income generation? What other budget lines should be in-cluded? What is the estimated funding gap?

Questions for implementation Do they have capacity problems for man-aging the SRCs? Do they have staffing problems at the SRCs? Should the Ministry have a separate unit to support the SRCs? How wide is the network for accessing the SRCs? Are stakeholders involved in delivery activ-ities?

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3. Case Study 1: Secondary Resource Centers and Planning for Sustainability

The first case study focuses upon the SRCs6. The role of the SRCs needs to be understood against the functions performed by the Secondary Resource Schools (SRSs). The SRSs were established to: (a) improve access to education, (b) build quality and efficiency of education, and (c) build capacity and develop surrounding education institutions. SRS acts as a center of excellence to other schools in their network and have a number of specified functions covering: the leading of other schools in the implementation of the government’s policy; strengthening leadership and good governance on the management of schools; the development of teaching professionals; improving access for students; strengthening teacher’s professional code of conduct; strengthening the role that parents and other non-state actors play in managing the school, as well as in the education process. The SRCs play a key role in helping the SRSs achieve their mandate. Originally 18 SRCs were established under the ADB’s Sector Education Development Project and a subsequent 18 are being established under the ADB’s Enhanced Education Development Quality Program. As a result of these developments, it is expected that SRCs will be established in each of the country’s provinces and a network of schools will be attached to each Secondary Resource Schools (SRS) and SRCs. Each of the SRCs will have two computer laboratories, two science laboratories, a library, and large meeting rooms. The Ministry would also like to increase the number of SRCs to 60. The construction, operation and subsequent maintenance of the SRCs have severe resource implications. The ADB is currently contributing significantly to the costs of their establishment, as well as their operation. However as outlined earlier, the funding from the ADB will stop in the next two years and the Ministry will have to start to address the whole area of sustainability. Therefore, this exercise investigated the extent to which the Ministry has approached the whole area of planning for sustainability. The analysis presented below looks at the degree to which the SRCs are planning, budgeting, implementation and monitoring for sustainability. This allows us to document the main constraints. Subsequently the report turns to recommendations on how these constraints can be removed and what needs to be done in the short term, and also in the medium to longer term for introducing a framework for improved sustainability.

3.1. Planning for Sustainability at the SRCs The planning associated with the SRCs is relatively straight forward. The first issue that needs to be understood is the policy environment in which the SRCs operate. Under the MoEY’s Guideline No.6 on the SRSs and their network schools, the SRCs have a number of different responsibilities. These range from taking the lead with other schools in implementing MoEYS policies, strengthening leadership, developing teacher professionalism, strengthening school capacity, coordinating with national and international organizations, and providing opportunities for the community to participate in the managing of schools. 6 For more details on SRCs see:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CDEQFjAA&url=http%3A%2F%2FMoEYS.gov.kh%2Fen%2Fcomponent%2Fjoomdoc%2Fdoc_download%2F171-secondary-resource-centre-brochure.html&ei=n-uyUdTBM5CZiQe7_YCoDA&usg=AFQjCNEGR_Y-Ih_qhgsbkjTx64scoD9-7g&sig2=5XdS_X2sjwn-Ouj2whCp3g&bvm=bv.47534661,d.aGc

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Therefore, the SRSs, along with SRCs, play an important role in helping to implement the government’s education strategic plan (2009-2013). More specifically, a number of guidelines, instructions, and manuals have been developed to support the planning and operational processes. Among the most important of these is the “Instruction No. 17” – that helps identify some of the principles underpinning the operation of the SRCs, including: • Cooperation with development partners and education stakeholders (invite community

representatives, development partners, and education stakeholders to take part in monthly, quarterly, and annual meetings to discuss challenges facing SRCs)

• Developing operation programs (develop clear operation timetable for the science labs, computer labs, and the library for students and implement this timetable)

• Carrying out instructions (in order to manage SRC operation in a sustainable and effective manner, all SRS principals must pay attention to other instructions)

• Reporting (prepare quarterly reports for the Ministry)

Understandably, the planning of the SRSs is closely connected with the planning of the SRCs. There is an SRS policy framework that outlines the background framework under which the SRCs and network schools operate. The details on the planning and implementation arrangements can be found in the document entitled “secondary resource school practical manual”. This outlines that the objectives of the SRCs, which are to provide: the MoEYS, business and government with the opportunities to work together and to create an infrastructure that will provides a blue print for excellence in education with a focus on the new curricula. The SRCs play a key role in helping SRSs achieve their objective and there has been consideration that the private sector (i.e. business) will play a role in this process. The “secondary resource school practical manual” also identifies issues associated with the operation and implementation of the SRCs, as well as the specific details around the whole area of planning. Within this document, details are given on the type of human resources required to manage the SRCs, as well as their responsibilities (see implementation section for details).7 This manual also provides details for producing a three month action plan for the SRC. Essentially, this template just consists of a Gantt chart in which a number of activities are outlined around the following: • Management committees of the SRCs and networks • Second Resource Schools • Secondary Resource Centers A template is also developed for an annual action plan. Once again, this follows a similar approach and focuses upon the above areas. Clearly, there are a number of guidelines to support the planning process, but what does the evidence reveal? Visits to an SRC and a document written by one of the consultants working on the current ADB’s EEQP project, showed that the SRCs appear to use the templates provided by under the ADB project and develop their plans according to their respective needs.8 The available evidence would appear to indicate that different SRCs plan for their own specific needs, with some giving emphasis to specific activities or subject areas (see implementation section). For instance, one of the SRCs would focus mainly on their adjacent SRSs and deliver programs mainly in the field of ICT. In other SRCs, the focus would be on the teaching of science programs and attempts to respond to the needs of network schools. The practical experience showed that the plans of the SRCs were driven by the annual development plans for the SRSs. The 7 Department of Secondary Education, MoEYS. 2011. Secondary Resource School Practical Manual. Phnom

Penh. 8 E. Crusshell. 2013. The Future Direction of the SRCs. Occasional Paper. Phnom Penh.

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SRSs would plan on an annual basis in terms of possible focus areas, such as what subject areas will be taught. Subsequently, the SRCs translate this into specific operational plans in terms of utilization of buildings, equipment etc. There would appear to be no difficulties in the development of the plans and for the SRCs to follow the various guidelines developed under the project. However, the evidence would also appear to suggest that SRCs use the guidelines selectively, with a tendency to focus upon the delivery of science or ICT programs. However, the plans make very limited attempts to plan for financial sustainability or how to engage with business or the private sector. Senior staff at an SRC were asked why they have not reached out to industry or why they are not planning to raise additional funds. In response to this question the senior staff said that they did not have the capacity or knowledge to undertake such tasks. Apparently, staff working at the SRCs had received training around the technical aspects of the curricula, but had not received training in the area of marketing or relationships with the private sector. For this reason, the senior management team has thought about planning for income generation but has not put this into practice.

3.2. Budgeting for Sustainability Currently the majority of funding for the SRCs is provided by the EEQP project and the following budget lines have been identified: water consumption, electricity costs, spending on raw materials, and minor maintenance. The expenditure on these different budget lines are reported on a quarterly basis, as outlined in the project guidelines. The evidence would appear to suggest that the accounting procedure is geared very much to project/program costs. In doing so, limited attention is given to other costs associated with the SRCs, such as capital depreciation or other areas of investment, particularly associated with changing demand or future opportunities. Clearly, there is a need for the SRC management committees to start thinking more strategically about funding, particularly if they are going to start planning for a new activity that will support income generation and lead to sustainability. The whole area of sustainability must be tackled in the light of the fact that EEQP funding will cease. During the first and second year of implementation, the EEQP will provide 100% of the funds for the SRCs. However, by the third year of implementation, the project is expected to contribute 50% towards the operational costs. Moreover, in the second semester of the third year, the EEQP project will cease funding the corporate social responsibility and so alternative sources of funds must be provided by the government or be generated by other means. According to the “secondary resource manual,” the management committee should start to identify how this revenue could be raised. The manual estimates that the operational costs of an SRC are U$7600 per annum and the depreciation costs are U$1,900 per annum. Therefore, the funding gap that the management committee at the SRC has to address is around U$10,000 per year. Understandably, the funding gap is a large sum that has to be generated and a number of activities have been identified in the resource manual to support income generation. Among the most important of these are the following: • Renting out of meeting rooms to entities or organizations • Teaching computer literacy to different target groups • Renting out physical materials or the charging of fees (library, photo copying internet

etc...) • Community education or the provision of guidance on employment for young people

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• The provision of short-courses in the area of basic vocational skills training When asked about which of these opportunities are taking place, senior management said that they had thought about charging students or other people to park their bicycles on school premises, as well as teaching computer literacy skills. This is a good start, but more needs to be done to address the whole area of income generation and sustainability. This is not going to be achieved overnight and it is vital that the management committee of the SRCs start to think about more appropriate ways of raising funds to ensure the sustainability of the SRCs, preferably through the reaching out to external partners (and not just relying on internal looking activities). When discussions took place with one of the Management Committees at the SRC, two potential strategies were discussed for income generation. The first, and perhaps most rapid means of raising revenue, would be to forge links with private education providers in the region. It appears that there has been a growth of private education providers and many lack the capacity to meet the rising number of students, particularly in terms of classrooms and equipment. Therefore, the SRCs could rent out their premises to such providers and gain a valuable source of income. This would require the SRC approaching private providers and offering their services for hire. A second avenue for raising income could relate to the sale of services, particularly around the area of literacy and numeracy. From interviews with a number of industrialists and those working with the private sector, it appears that one of the constraints facing investors is the availability of workers who have basic numeracy and literacy skills. For instance, one of the largest manufactures is Minebea, and they are planning to employ over 4,000 workers over the next two years. Most of these workers come from rural areas and lack basic skills, especially around the areas of numeracy and literacy. In this respect, Minebea is looking at how they can develop a training program to equip recently recruited workers with such skills. They are willing to pay a provider to develop and deliver a literacy and numeracy program. There is no doubt that this could offer a potential opportunity to the SRCs, but this would require careful planning and implementation. The selling of services such as literacy and numeracy training would require careful planning and would not be achieved overnight. It would not be a good idea for the SRCs to approach such an activity until they have become more familiar with industry. A possible way of improving engagement between the SRCs and the private sector could be through the introduction of a work experience program for students from the network schools. The work experience program would only be for one or two weeks and would provide students with an opportunity to see what the workplace looks like, and also an opportunity for a company to forge links with an education institution, and future possible employees. Under such an arrangement the SRC could act as a coordinator and provide a link between schools in the network and industry. This would have benefits in terms of forging links where none had existed before. It could also lead to other arrangements, such as improved SRCs or the possibility of selling services to industry, such as the literacy and numeracy programs mentioned above. Many other options for raising revenue are spelt out in the different guidelines and resource manuals. However, the available evidence suggests that each of the SRCs must develop a sustainability strategy. This could be part of their existing planning process (as suggested in the existing guidelines). A number of key issues need to be tackled. First, they must reach out to external stakeholders. Second, it is important to realize that income generation cannot be achieved overnight and must be carefully planned. Third, the sustainability strategy will be different for each of the SRCs due to the nature of the surrounding opportunities. For instance, there is no point developing a sustainability strategy based on the contribution from industry if there are no industries in the locality.

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The key to developing a successful strategy will be to identify the potential opportunities in the locality, determine the constraints to accessing these opportunities, and identify whether the SRC has resources to deliver the services or products to generate income.

3.3. Implementation for Sustainability The management and operation of the SRCs are the responsibility of the SRC committees. These committees work collaboratively with senior representatives from the SRSs and the network schools to manage implementation. Under this arrangement, senior managers from the SRSs, as well as the network schools, come together in the committee to make decisions about the use of resources, access to services, as well as the priority needs. The Management Committee of the SRC is headed by the Director of the upper secondary school where the SRC is located. The relationship between the SRSs, SRCs, and the Network schools are outlined Figure 3 below: Figure 3: Implementation Arrangements for SRCs So what did the evidence reveal? There is no doubt that the SRCs produced the action plans (on a quarterly and annual basis) and representatives of the Network schools attended the various management meetings. However, the extent to which the SRCs performed the anticipated functions outlined in the resource manuals is questionable, particularly around the forging of sustainable links with Network Schools or the local community. From visits to an SRC, along with discussions at the Ministry, it would appear that few of the SRCs are providing services to either network schools or the wider community. Part of the reason why this is not occurring is simple and relates to the fact that network schools are located some distances from the SRC, and that limited funds are provided through the EEQP to support transportation costs on a regular basis. Given this situation, it is understandable that pupils and teachers from network schools do not attend programs or activities at the SRC. In the light of the above situation, there is a clear need for transportation costs to be covered particularly in the light of the fact that another 18 SRCs are due to be established. This is another cost issues that will also need to be taken on board for the whole area of sustainability.

Management Committee of SRC

Network schools Network schools

Network schools Network schools

Network schools Network schools

Network schools Network schools

Network schools Network schools

Secondary Resource Centre

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Another implementation issue that must be tackled is what the most appropriate models are for the SRCs. These issues have been discussed in an occasional paper produced by an ADB consultant and there is a need to define more clearly implementation models or approaches for the SRCs, centering on the following: • Option 1: The SRCs have been constructed and equipped and located in large

secondary schools. Most High Schools include both lower and upper secondary schools administered by a principal and deputy. It can be, and most are, being used predominately by the students in that school to introduce basic computer skills to both lower and upper secondary students. In this option there is little time left to offer programs to other schools and students.

• Option 2: The SRCs are constructed in a large high school in which the Principal is in charge of both upper and lower secondary high school students but the SRC has been made available only to the Upper Secondary students. In this option, the resource can also be made available for some time to surrounding network high schools. This option has been adopted by some Principals who also chair the network meetings. This has worked where the network schools are close enough to make use of the resource.

• Option 3: The SRCs are situated in a large secondary high school usually located in the larger provincial town. The resources are being used by upper high school students or both upper and lower secondary students but the main emphasis of the resource is for the development of teachers to change their teaching philosophy and methodology to include student centered approaches. This option is latent only as schools have not been given the autonomy to offer in-service teacher training programs nor has funding been made available to enable this to be undertaken on a larger scale. Both option 2 and 3 have been trailed on the funding supplied by ADB but this can only continue if authorized by the MoEYS.

• Option 4: A fourth option which is on the horizon but not yet implemented is to develop the SRCs to be able to conduct Options 2 and 3 but to also offer new curriculum streams which recognize the demand from the economy to produce students who are much more aware of modern technology than their contemporaries and move into technical training and vocational fields of employment rather than students only able to attend an arts orientated degree program at a university. Some curricula subjects have been developed in tourism and ICT to implement cross disciplinary programs which provide a greater emphasis on technology.

The most straight forward option, Option 1, could be implemented without much difficulty. However, Option 2 would require additional transportation funds – otherwise little could happen. The third option of using SRCs as a means of teacher training and supporting the move towards a more student centered approach, will require authorization from the Ministry and another two years to train such teachers. The fourth option would require some policy changes in the field of curriculum reform before moving forward towards the area of technological and vocational development. However, with the increased emphasis being given to vocation education, this might prove an option, but it would have cost implications. Changing the functions of SRCs demonstrate the synergies between the need for planning, financing, implementation and subsequent monitoring.

3.4. Monitoring and Evaluation for Sustainability There appears to be a comprehensive monitoring process that is project or program based. This focuses on a number of processes that culminate in the submission of the quarterly and annual reports to the Ministry, covering issues connected with planning and the whole area

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of funding. Prior to the submission of these reports, SRC management committees hold quarterly meetings with members of the SRS and network schools. However with regard to evaluation, limited attempts have been made to tackle this area, both in relation to the impact of the SRC initiatives or on more broad issues, such as the destination of those who leave the school.

3.5. Current Constraints facing SRCs from Planning for Sustainability The evidence from the previous section outlined that there were a number of constraints facing the SRC in this planning for sustainability. Figure 4 provides an overview of the most significant constraint, as well as the areas in which they occur. This figure attempts to portray the extent of the constraints, and the question facing the MoEYS is how to move from an unsustainable model to a sustainable one. What is clear from Figure 4 is the fact that significant constraints exist in the areas of planning, implementation and finance/budgeting. Amongst the most important issues are the following: • The current planning process is founded on operational issues and fails to tackle the

whole area of longer term sustainability. • The initial evidence would indicate that external actors fail to play a significant role in the

planning process and limited attempts have been made to reach out to them. • The lack of apparent engagement with non-government actors can be partly explain by

their limited capacity, but it would also appear to be attributed to the fact that SRC managers are more concerned with doing business as normal, instead of reaching out to new partners or taking on board innovative ideas.

• For budgeting, the constraints are equally significant and the emphasis is funds follow a project based approaches as supposed to those associated with the Ministry’s recurrent budget. As a consequence, other costs such as transportation are not taken on board and students, as well as teachers, cannot travel from network schools to the SRCs.

• Due to the factors mentioned above the budgets also fail to take into account the costs of strategic activities or future investment that would be necessary to generate additional resources or income in the near future.

• Another planning issue that the SRCs fail to tackle is the whole area of target setting, particularly in terms of the target schools and surrounding community. Currently, it would appear that no limited attempts are made to set target for the network schools or the surrounding community.

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Figure 4: Current Constraints Facing SRCs

3.6. Moving Forward and Recommendation for Improving Sustainability of the SRCs

The issues that MoEYS, along with partners and the SRCs, must address is how to tackle the existing constraints identified in Figure 4 and develop a framework for the improved sustainability of SRCs. Understanding this transition is a complex process and needs to address the following: • Tackle the immediate operational issues and ensure that the needs of the link schools,

as well as those of the community, are addressed. • Determine the respect roles that the MoEYS,SRCs, donors. and non-governmental

organizations can be play in this process • Develop an action plan for moving forward with the implementation of sustainability

frameworks, covering what can be done in the short-term and also the medium to longer term.

Most of the concepts underpinning the operation of the SRCs are new to those working in the education system and it is clear that significant capacity constraints exist in the current management and operation of the SRCs. Amongst the most significant of these is the lack of funds to support the transportation costs associated with teachers and pupils travelling from links schools to events at the SRC. Where possible this should also be accompanied by revised quarterly and annual plans, focusing on the needs of the link schools. Obviously, this may have budget implications and the management committee at each SRC will have to decide what implementation options they will follow, taking into account their respective budget. The complexity of this issue will mean that the MoEYS will have to support these reforms possibly through capacity building or the piloting of certain implementation models. Nevertheless, whatever changes take place, it will be important that enough funding is secured to sort out the transportation difficulties and to determine the roles to be played by

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the MoEYS and other partners in moving towards an improved framework for sustainability. Each of the partners will have their own responsibility and it is vital they work together to support the implementation of such a framework. One of the key players in the development of an improved plan for sustainability is the MoEYS. The MoEYS must play an important role in creating an environment that facilitates the putting together a sustainable plan, including the following: • Over the short run, they must support the transport costs and help the SRCs develop

financial reporting and budgeting lines that reflect their needs. In practice, this means that new procedure for budget will have to be developed.

• Closely connected with the above issue, the MoEYS must provide the SRCs with support for improved capacity building. This should be targeting at those who are part of SRC management committee and cover financing, planning, engagement with non-state actors and other issues deemed appropriate.

• The process of capacity building must also be supported by revised guidelines and documents. This might involve an update on the existing documents. The proposed new function of the SRCs will create a considerable demand on those working in the MoEYS and there are justifications for the setting up of a new support unit within the MoEYS.

The SRCs will have to take an added responsibility and ensure that the framework for sustainability is implemented. Once the operational issues are tackled, the SRCs can move onto the more difficult task of developing a framework for improved sustainability. The SRCs will need to become more strategic in their outlook and recognize that non-governmental organizations must play an important role in this process. Therefore, it is the responsibility of the MoEYS to encourage a culture of social responsibility to develop, particularly amongst foreign and large investors. The leverage to develop this culture is to approach foreign investors, particularly those who are experiencing literally and numeracy. In addition, the SRCs must start to work with non-government providers or possibly employers. Finally, with regard to donors, they must also pay more attention to the whole area of planning for sustainability by ensuring that this is incorporated into future policies or programs. This could centre on capacity building or the introduction appropriate mechanism. The overload of strategy for sustainability could also act as a trigger for subsequent donor funding.

3.7. Action Plan for Moving Forward with the Development of a Plan for Improved Sustainability

The proposed action plan for the implementation of the sustainability framework for the SRCs involves a number of stages, some of which will need to occur at the same time. Nevertheless, the action plan can be divided into a number of short term activities and also medium to long term activities, both of which will have to be discussed and agreed upon with the different partners. Many of these issues were outlined previously.

3.7.1. Short term Actions As mentioned previously, over the short term emphasis will have to be given to operational issue and ensuring that the SRCs can address their original mandate. This is important since unless their existing capacity is improved they will not be in a position to plan for sustainability. Therefore, the short term action should include the following: • Ensure that the whole area of transport costs and associated insurance are tackled.

Instead of buying transportation, the MoEYS should set up a performance based

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contract with a local transport company ensuring that issues surrounding insurance and maintenance are covered.

• Lesson can be gained from the Kampuchean Action of Primary Education (KAPE) schools, particularly in terms of management practices and approaches. The model schools with SRCs, in conjunction with the MoEYS, should think about how to introduce more autonomy and incentives to help SRS become more performance based.9

• The MoEYS must also ensure that the link schools utilize SRC facilities. The mechanism for ensuring that this happens is the planning process and it may be necessary to re-think some of the current processes and possibly introduce some form of incentives to make sure that this happens.

• The SRCs themselves may need some support, particularly in terms of reaching out to link schools. This will require an increased emphasis on building the capacity at the SRCs management committee members.

• Besides the planning process, it will be important to return to whole process of budgeting and how to incorporate the new costs into the budget lines, including those associated with transportation and reaching out to the network schools.

• Donors have a role to play this process and the example of the Korea International Cooperation Agency (KOICA) providing volunteers to the SRSs are a good strategy for moving forward. This is a cost effective means of building capacity on the ground.10

• The above changes in funding and planning process will have implication for the current M&E systems and revision will take place.

The process identified above will require considerable support and the ADB should provide a capacity program that is targeted around the activities outlined above. The short term activities should take place over a period of 1 to 2 years. It is clear that some SRCs have more capacity than others and these should be targeted first as examples of best practices. They could provide a model for other SRCs.

3.7.2. Medium to Longer Terms Actions Required to Support a Framework for Improved Sustainability

Once the short term actions have been tackled, it is possible to move onto the more important issue of planning for sustainability. This process should be led by the MoEYS, with support from the ADB. There will be a number of sequential stages to this process. The first process must centre on building the capacity of the SRC management committee members on how to plan for sustainability, particularly around an improved understanding of the different concepts and how to approach them. Hopefully, the model SRC could provide the basis for the implementation of a plan for sustainability. Once the pilot has proved successful a national sustainability program for the SRCs could be implemented across Cambodia. The piloting process would have to be carefully supported amongst a selection of SRC who meet a number of capacity building criteria. Amongst the issues to be tackled are how to develop a strategic plan to cover the medium to longer term, including how to reach out and involve external stakeholders in this process. The development of a strategic plan will be new to the SRCs and support must be provided by the MoEYS and ADB (technical assistance). These new plans must focus upon the future direction of SRCs and their capacities for implementation. As outline earlier, the SRCs need to re-think their implantation 9 The way which KAPE schools are managed could provide valuable lesson for the public sector. See

http://classroomofhope.org/projects/schools-of-excellence/ 10http://www.koicacambodia.org/5-korea-overseas-volunteers-are-dispatched-to-work-in-cambodia-through-koica/

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model and whether they will focus upon ICT, science based programs, or the provision of training for teachers. Once a decision has been made on the approach, the SRCs management committee will need to think about targets (i.e. enrolment and completion targets across the network schools). Once the future targets have been established for the next three years, the SRCs will need to address whether they have the necessary resources to meet such targets. The resources refer to the institutional, human and materials necessary to deliver the programs to achieve the targets. In addition, the SRCs must identify the costs of such implementation and the degree to which the MoEYS will provide funds and the size of the funding gap. The reaching out to non-actors for helping to close this gap will also have a number of implications. The SRC management committee must ensure that external stakeholders contribute towards the planning process and that the SRC begin to serve their needs of the wider community, as well as non-state actors. A closely related issue is how external stakeholders can help SRCs meet the funding gaps. The current guidelines for SRCs identify a number of possible strategies by which they can close their funding gaps, some of which involve non-state actors. However, it is important that they reach out to employers and to see what mutual benefit this may bring. These will be a gradual process that will take time. Nevertheless, this must begin with the setting up of meetings between members of the management committee of the SRCs and non-state actors, such as employers. The workshop confirmed that the employer’s body, CAMFEBA, would be happy to visit schools and inform them about employment opportunities. This is a good start, but more need to be done and the SRCs must start thinking about familiarization program for their students at the upper secondary levels. Once the links with employers have been established, other forms of collaboration could be investigated, such as the selling of literacy and numeracy skills programs by SRCs, to employers. The government as well as the MoEYS should support the above process through a more concerted corporate social responsibility program. The above pilot phase should be implemented in a selection of SRCs. This will help to iron out some of difficulties and also provide evidence on how SRC can plan for sustainability and what works in certain context, and what does not work. Subsequently, a national program or planning for sustainability can be rolled out at a national level. However, it is important to realize that these will have resource implication and this cannot be implemented without a suitable budget. The MoEYS must provide the costs to help roll out such program over the short-run and provide the basis for longer term sustainability.

4. Case Study II: Regional Training Centers and Planning for Sustainability

4.1. Setting the Context The TVET system is in a state of flux and moving towards a coordinated, competency based and demand driven provision.11 At the apex of the TVET system is the National Training Board (NTB) that is supposed to represent the view of government and social partners in the policy process. Much of the emphasis of current provision is on the development of skills for people living in rural areas. The capacity for planning at all levels of the TVET is weak and the government lacks a coherent plan.

11 ADB has played a key role in helping to support this transition, initially through the Basic Skills project, the

STVET I Project, and more recently STVET II project.

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Beneath the NTB is the DGTVET, which is responsible for coordinating provision at public TVET providers, including the following: 12 institutes, 5 RTCs, 23 Provisional Training Centers (PTCs). In addition, a National Training Fund (NTF) has been established to support the development of skills in rural areas and this is disbursed on a competitive basis. This fund appears to be working, but the majority of support centers on the provision of short-term basic skills training, and the majority does not lead to a recognized qualification. Despite the attempts to move the TVET system forward, it faces a number of constraints. Perhaps the most significant of these is the failure to respond to changing demand for skills, particularly at the middle skill level. Many of the sectors, such as the garment sector, are experiencing skill shortages at the middle management level and have to rely on expatriate workers. Other constraints facing the system include a poor perception of TVET and the fact that it is viewed as second best by young people, as well as employers. There is also a lack of employer engagement in TVET a lack of capacity, both at the central government level and at the level of public sector TVET providers. All of these issues are compounded by poor quality of provision which stems from a lack of adequate quality assurance systems. Many of the constraints identified above are proposing to be addressed by the upcoming ADB’s STVET II. This will build on the existing successes of STVET I and facilitate the move towards improved quality, higher involvement of the private sector and support for the development of middle level skills in new sectors, such as manufacturing. One of the key interventions that will be supported under STVET II will be the RTCs, with emphasis being given to improving their management capacity and also responding to the changing labor market. Together these intervention will help improve access and raise the level of quality for TVET. The RTCs are relatively new concepts and are one of the major areas of TVET reform for the government. This will involve the upgrading of existing PTCs to RTCs and a total of five have been identified for this. It is envisaged by the MLVT that the RTCs will function as regional resource centers for TVET and as focal institutions for quality assurance, monitoring and evaluation, as well as support for the continual professional development of teaching in the region. This process of upgrading is being supported by the ADB under STVET I and further support in the field of capacity building is also being planned under the proposed STVET II. Given that the RTCs are relatively new structures, there is a limited amount of documents or literature on their functions. A total of 5 RTCs are in the stages of being developed in the following locations: Battambang, Kampot, Siem Reap, Svay Rieng, and Takeo. The criteria for selecting the RTCs were based on their geographical location, their capacity, and the surround level of economic development. Currently, the upgrading of the RTCs is in varying degrees of development, with some more advanced than others. In most of the proposed RTCs, there is still a small amount of civil works to take place, particularly around the construction of the dormitories. Once they are completed, it is envisaged that the RTCs will play a key role in implementing the government’s new agenda for TVET, particularly around the introduction of the new competency based qualifications and assessment techniques. However, the RTCs will not be able to deliver this new curriculum until the civil work has been completed, the new equipment installed and the staff trained on how to deliver the new competency programs. Much of the funding for the initial upgrade of the PTCs to RTCs has come from the ADB’s STVET I project. It is anticipated that the full upgrade will be complete by October 2014. Support for the RTCs will also be provided under STVET II, but emphasis will be given towards institutional building and human resource development. Therefore, it is timely that the RTCs tackle the whole area of sustainability in the light of the fact that STVET II will finished in around 5 years’ time.

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The situation facing sustainability of the RTCs is more complex than it seems. Aside from the salaries for the staff working at the RTCs, which come from MEF, most of the resources for the RTCs are program based and dependent on donor funding. Therefore, under such an arrangement once the donor funds finish so will the program. For instance, some of the RTCs benefited from funds under the post-harvest program and have equipped laboratories, as well as provide technology. However, when the post-harvest program finished and the donor funding stopped, the respective RTCs were not able to continue delivering skills training in this area. Similarly, one of the RTCs most important programs is the voucher skills training program (VSTP) and once the ADB’s STVET I and possibly STVET II finishes, it raises serious questions about the sustainability of such a program. Currently, the RTCs are in the process of being established and most of them have yet to tackle the whole area of planning for sustainability. Nevertheless, the RTCs together with the MLVT must identify how they can plan for sustainability. This also raises questions about the RTCs’ future functions and how they will continue responding to the traditional skills training for the non-formal sector, as well as deliver the skills that are needed to improve productivity in the formal sector. In addition, the RTCs have also to take on board their role as a regional resource centre. Each of these functions will require resources and the RTCs will have to start thinking about their future funding gap and how they can plan for sustainability. This second case study follows a similar format to the previous one. However, it has to be remembered that in most instances the RTCS are yet to become fully operational and so emphasis is given to how they will plan for sustainability. Most of this evidence has been based on the experience of the former PTCs and also from the feedback obtained during the workshop. This allows the analysis to identify how the RTCs can plan, budget, implement and monitor for sustainability. Moreover, adopting such an approach enables us to identify what constraints the RTCs may experience in these processes and how they can be addressed, ensuring that the RTCs in conjunction with partners can move towards “planning for sustainability”. Finally this section looks at what intervention are necessary to support these processes.12

4.2. Planning for Sustainability One of the key aspects for successful planning, as well as implementation, is the need to ensure that an appropriate policy framework is developed at the national level to facilitate delivery at the sector, provincial and institutional level. The Cambodian National Strategic Development Plan recognizes the need to increase and enhance human capital, ensuring that it can contribute to overall development. However, limited attention is given to what type of interventions is required to enhance human capital or the implications for skills develop-ment. There is also no national policy for TVET or skills development. The only National TVET policy was developed around 5 years ago and primarily focused upon basic skills training in the rural sector. Clearly, there is a need for a new revised national skills development policy that recognizes the complexities of the changing situation and the important role to be played by the RTCs. This national framework should recognize the different delivery mechanisms for the skills development, as well as the important role that employers play in this process. In addition, the policy must also continue to improve the coordination of the system and ensure that effective links are made between the national, sector, provincial and institutional structures for skills development. This has implications for the RTCs since they

12 The whole area of partners, particularly employers, is an important issue in the context of TVET developments

in Cambodia. The lack of engagement with employers has been identified as one of the limitations of the current system. Therefore, planning for sustainability offers the opportunity for RTCs to identify how they work with employers to become more sustainable and what are the most appropriate strategies.

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will be one of the key implementation structures within the public sectors and they should receive the appropriate budget to support their expected new activities. In this respect the national skills policy must specify budget allocations, mechanisms for implementation, and define the changing role to be played by the private sector. The framework will also clarify funding flows, what legislation will be introduced, the role played by the private sector, as well monitoring and reporting flows. It is anticipated that the national policy for skills development will be developed in 2014, prior to the launch of the STVET II project. As outlined above, the RTCs are relatively new structures and are in the process of being established. A total of 5 RTCs are being organized on a cluster concept and established according to the three criteria discussed above. It is anticipated that once the competency based curriculum is completed around October 2013, the premises of the RTCs upgraded and the teacher trained, they will be in a position to address their anticipated roles. However, the roles and functions of the RTCs are also is the process of being clarified and will need to be confirmed by the upcoming National Skills Development Strategy (NSDS). According to the current evidence the roles and functions of the RTCs centre on becoming a resource centre, providing capacity and support to surrounding PTCs and other providers. In addition, the RTCs will have to continue their function as providers, responding to the continued need of the non-formal sector and growing formal sector. This is a large role that most providers will face difficulties in supporting. Given that RTCs are new structures and some are in the process of being established, it is important to think about how they can plan for their new functions and how they can do this in a sustainable manner. An equally important and related question is to what extent the RTCs have the capacity to carry out these new functions. As outlined previously this has resource implications, but also other implications in terms of the management and institutional capacity of the RTCs to meet these changing roles. These must all be addressed in the planning process. With regard to planning, the RTCs must ensure that they have the institutional and human capacity to carry out their immediate operational activities including how to plan for sustainability and what role external partners or employers play in this process. Given the recognized need to build capacity, the whole area of planning should be given priority. Some of the institutions becoming RTCs are polytechnics, but all RTCs will have to take a new responsibility as they become resources for the region and respond to new functions. The whole area of raising funds and how the RTCs should plan for sustainability is discussed in the next section. The MLVT will have to play a key role in facilitating the development of such plans at the RTC level, ensuring that delivery at the institutional level reflects the government priority and reflect their budget allocations. Lesson from the SRCs suggest that it might be helpful for the MLVT to develop templates that can facilitate the planning process. Given the lack of capacity in the RTCs, the initial emphasis should be given to the setting-up of revised management structures within the RTCs and how employers, as well as representatives from PTCs, could support this process. This is important to ensure that such groups play a role to directing the planning activities of the RTCs. Other issue contained in the template include the gathering of appropriate data to understand needs in the regional and the corresponding putting together of an action plan for the year. Where possible this should contain targets, particularly in terms of enrolment levels or qualification attainment. Besides the operational issues discussed previously, it is important to think more strategically about the possible skill needs and how to collaborate with the private sector or non-governmental organizations. For instance, if an RTC is located near a special economic zone, there is a need to think about the future skill requirement and how they can collaborate

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with the private sector. For, instance, there may be a shift in production patterns due to new inward investment in the car industry or agriculture produce for export. In both of the former areas, there will be a need for new type of skills and the RTCs would need to ensure that they can respond appropriately. The RTCs will have to plan how they can collaborate with industry, particularly small and medium enterprises (SMEs). The RTCs will have to look towards new areas of arrangements or collaboration, depending on their own facilities and what opportunities are available in the surrounding region, including the type of businesses. For instance, at a very simple level, the RTCs will need to think about the whole area of training with production. This could involve the setting-up of a training school that sells services or products to the public.13 Alternatively, the RTC may have to look into the possibilities of renting out facilities to small scale entrepreneurs for production related activities or even forging partnership arrangement with local businesses to market certain products. The type of arrangements will depend on the role played by the RTC managers and the type of business in the region, and the performance of the recently established Industry Liaison Units (ILU). Some of these issues are tackled in more depth in the implementation section. A final issue that needs to be addressed is how the RTCs will tackle the area of funding. As outlined previously, much of the current program funding is dependent on donors and it will be important for the RTCs to think about alternative sources or how to become involved in generating alternative income. These issues are tackled in more depth in the funding section, particularly about the role played by MEF and other sources of funds.

4.3. Budgeting for Sustainability The precise nature of the RTCs funding are yet to be fully determined. The evidence would suggest that the current PTCs are funded from a variety of sources. The costs associated with the salaries are provided by MEF via the Provincial Government. Other support relates to specific programs and also from the MLVT. Most of the program support centers around the VSTP and the funds come from the STVET I (see implementation section). The MLVT provides a small amount of funds for short-term skills programs through the National Training Fund (NTF). Under these arrangements it could be argued that the current funding is far from being sustainable. There are a number of issues that need to be understood. As outlined earlier, the VSTP is totally dependent on ADB funds. The government recognizes this and proposes that the donor funds will be replaced by NTF budget funds. The government response is a short-term solution and it is clear that the RTCs will face significant other costs in relation to their functions associated with a regional resource centre and also the delivery of higher level skill programs. In addition, if the RTCs want to extent their activities into new areas, such as training with production, this will also require initial funding to put such activities into operation. The first question that the RTCs must ask, in conjunction with the MLVT, is what are the new anticipated costs associated with such developments? The second question is who will pay for the costs of supporting these developments and also how could the RTCs raise additional income? Currently, it would appear that there are no comprehensive attempts to predict the extent and nature of these future costs. The DGTVET is making progress in this area in terms of supporting operational cost, but it is necessary to have more transparent means for collecting, collating and analyzing financial data. The new skills policy framework must recognize the importance of the RTCs, and the MEF medium term expenditure

13 For instance, in Phnom Penh there is a hotel restaurant school that combines training and the selling of food

to the customer. There is no reason why the RTCs cannot implement such a strategy.

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framework must take on board on any reforms and provide the necessary resources to help RTC implementation. There is a need for RTCs to be in a position to develop unit costts and to establish separate budget lines for different activities, particularly around capital costs, maintenance, curricula, capacity development and other cost areas. Some of the costs for the unit cost from the budget lines have been identified by STVET I. Nevertheless, as outlined in different parts of the report, the MEF provides the resources directly for the teachers and MLVT has no idea on the costs flowing to RTCs. While other funds flow to RTCs from the MLVT via the provincial level structures. At the same time, the provincial MLVT board deducts a management fee before the funds are transferred to the RTCs. Clearly there is a need to reform this area and ensure that all budgets are accounted for in government budget and a more transparent mechanism is put in place to understand the amount of funds flowing to RTCs, as well as other parts of the TVET sector. This could help the RTCs more accurately determine the costs for their annual budgets. A key part of this reform process will involve the introduction of the Financial Management Information System. The second question of how the RTCs can raise these funds is complex to answer. There are normally three main sources of fund for TVET institutions, such as the RTCs, namely the government, the learners, and the employers. The government already contributes a significant amount of funds and it is unlikely that this will expand significantly in the future. Therefore, it will be important to think about those who benefit from TVET that were provided by the RTCs, must also make payments. This is complex in the context of Cambodia as most of the trainees at the RTCs are from low income families and do not have the income to pay fees. It should also be noted that at present students do not have to pay fees for attending institutions and so it may be difficult to use them as a source of revenue. Nevertheless, there is potential to charge fees for short courses for those already in work, or from the development of tailor made courses for industry. Currently, it would appear that most of the RTCs do not consider this market which could provide an opportunity for additional revenue. At the same-time it would be difficult to justify that employers should pay more if they do not benefit. Clearly, this is a difficult situation and one that will require a unique solution to the circumstances in Cambodia. One of the ways to raise revenue in Cambodia is through the introduction of a levy grant. The potential role of the levy grant was presented at a national level workshop to stakeholders and a group on employers in June this year. Much to the surprise of the participants, the employers did not totally reject the idea of a levy. The employers said that it was not the right time and that more time was required to discuss the issue. The key issue surrounding the effective implementation of the levy grant will be the arrangements for implementation. The key finding from the workshop was the fact that employers will only support the levy if they can claim back a considerable amount of the original funds and that the funds are not only used to support public TVET institutions. This is good news and the issue that the RTCs, together with the MLVT, must address is how they can work more effectively with employers in the future. Adopting such an approach would help ensure that RTCs could access funds from the levy.14 One of the ways to ensure that this happens is through the RTCs working with the proposed sector skills councils to deliver the revised apprenticeship model. The employers would be responsible for delivering the workplace component of the training and the RTCs will deliver the theoretical underpinning knowledge. This would provide RTCs with an opportunity to access funds for the levy in the future.

14 The PPTA for STVET II will address the whole area of introducing the levy grant in the context of Cambodia in

more depth.

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An equally important way of ensuring sustainability is for the RTCs to engage in income generating activities. Currently, most of the RTCs raise funds through the introduction of fees. This is a good start, but they need to think about other ways of generating income. There are number of possible areas that RTCs could think about. Amongst the most important strategies include the selling of specific training courses to entrepreneurs and the government, investigate the possibility of engaging training with production and the selling of other services such as consultancy, carrier guidance and counseling, the renting out of the rooms for commercial purposes, etc. Some of these were discussed previously and it will be important for the RTCs to reach out to local employers, both large ones and SMEs, to identify what are the most appropriate strategies for working together to raise incomes. Beside the issue of generating and collecting funds, it is equally important to think about how funds are disbursed from MLVT to RTCs. Currently, the budgeting process is done on annual basis and limited funds are available to support the RTCs. However, in the near future this can be expected to change as a result of proposed reforms to the NTF and the fact that there are likely to be more resources, particularly from donors and from the proposed levy fund. One of the reforms includes an introduction of a number of funding windows in the reformed funding system that will allow TVET providers, such as the RTCs to make applications to fund different types of training packages. Initially, the funds from STVET II will be used to support this Fund and later it will be replaced by funds from the levy grant. The use of such fund can provide the MLVT with a means of influencing the behavior of RTCs and providing a mechanism to ensure links over with national priorities for skill development. There is no doubt that this can be used as powerful tool by the Ministry to support the movement towards a more performance based management system.

4.4. Implementation for Sustainability The whole area of implementation is based on what problems can the RTCs expect to experience and what lessons can be gained from the PTCs. Among the most important issue that can be expected to influence implementation include the following: Resource constraints. Once the RTCs become fully operational, they will probably experience a number of difficulties that will require immediate attention. It would appear that the RTCs will face severe resource constraints and this will prevent them from addressing many of the strategic issues discussed previously. This is a bit like a chicken and egg situation. The RTCs will be unable to engage in income generation activities because they lack the resources, equipment or expertise. Similarly, because the RTCs lack funds to support capacity building or obtain new equipment and so they will be unable to raise income. Therefore, the MLVT must be in a position to support the initial seed-costs association with this transition to a fully operational RTC. Lack of links with PTCs and other providers. Appropriate links and mechanism need to be established between the RTCs and other PTCs. Currently, the thinking is that the PTCs will be able to use resources at the RTCs and the authorization will come from DGTVET. Under a central planning model, this approach will probably work. However, over the medium to longer term, it might be necessary to think about how to introduce more incentives to ensure that PTCs can utilize the facilities at the RTCs, possibly through the use of a purchase model in which institutions buy and sell services.15 Poor capacity and underdeveloped leadership at the RTCs. Perhaps, one of the key aspects surrounding effective implementation will be the leadership and capacity of the RTCs. The principals of the RTCs should be appointed on a performance based contract 15 The setting-up of a purchase model will be investigated during the PPTA for STVET II.

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and receive remuneration on merit. The principal will require coaching so that he/she becomes more familiar with running a performance based organization. The rest of the teaching staff will also require their skills upgraded in response to the anticipated changes, particularly around the use of the new competency based training (CBT) and assessment technique. However, this should be accompanied by a comprehensive HRD plan. The need to devolve authority and power to the RTCs. Over the medium to longer term, the MLVT will move towards a regulatory role and will have to support autonomy among the RTCs. This may not occur for the next couple of years, but it will be important that steps are taken towards thinking about the possible implications, both for the RTCs and DGTVET. Under such changes, the RTCs will become more responsible for the management, generation, and utilization of their funds. They will also be subject to achieving certain standard and a performance contract will have to be signed by the MLVT. The DGTVET will have to play a more important role in monitoring processes and ensuring a commitment to standards, and ensuring support is provided when required. The DGTVET may need to think about the setting up of a unit to be responsible for such an activity. One of the key issues will be the need to review existing legislation and Praxis, particularly those relating to the links between the public and private sectors, and also those surrounding how public institutions can generate and utilize funds. One of the most cost effective ways forward would be to allow the RTCs to become Special Agencies. Poor links with employers and stakeholders. The RTCs must ensure that they have appropriate mechanism and strategies in place to link with employers and stakeholders. Many of the PTCs have structures in place that are supposed to engage employers, such as the ILU. However, in reality these structures do not forge links with employers. This situation needs to be revised and appropriate vehicles identified for improving such engagement. For instance, the ILU should develop a structured internship program that should be part of all certificate and diploma program. This could provide an initial means of linking with local employers and the basis for further partnerships. The imperative for involving employers in the implementation process cannot be underestimated. Over the medium to longer term, the ILUs will play a key role in helping RTCs generate the funds for sustainability. The important of a maintenance strategy. Within TVET, it is important to have a maintenance strategy. Without maintenance strategy for the equipment and laboratories, the students will not be able to able to use technological machinery and develop the competencies to perform specific tasks. Therefore, the RTCs must be provided with the appropriate guidance or template on how to develop such maintenance strategies. Besides the solutions identified above, there is also the important role that DGTVET can play in supporting the implementation process and helping to provide the foundations for a RBPSM systems, as well as supporting RTCs to more towards an outcome based approach. It is clear that the RTCs will become one of the key vehicles for implementing the government’s national skills policy (that will be developed in 2014). And when DGTVET becomes more involved in regulatory roles, it can be expected that RTC will take increasing responsibility for their own implementation. However, the RTCs cannot be expected to achieve this new function alone and will require support from DGTVET at the Ministry level, especially over the short to medium term. The evidence shows that RTCs are not familiar with developing strategic plans, forging links with industry or undertaking reporting and monitoring activities, including those associated with the development of budgets. Clearly, there will be a need for DGTVET to support these activities and build capacity. As outlined in earlier parts of the report, the DGTVET could develop planning templates to help RTCs put together strategic plans and develop targets. The DGTVET will also need to build the capacity of RTCs in other areas, such as the development of occupational standards, improving access to improved learning materials and providing support for monitoring and reporting requirements. However, perhaps the most significant areas where the Ministry can

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help the RTCs is through the reform of existing legislation and to ensure that a more clear and transparent regulatory system exists for the sector. When a foundation has been established for the RTCs capacity and they have developed their strategic plan, the DGTVET can help the RTCs to achieve their pre-defined targets, especially if they are experiencing difficulties achieving them. Obviously, the type of support provided by DGTVET will depend on the nature of the target and the individual RTC. For instance, if one of the targets was to increase the number of auto-mechanics, then the DGTVET could tweak the funding system through the windows at the NTF and provide bursaries in an attempt to increase the number of training in this area. In other areas, the failure to meet targets might be due to lack of capacity, access to relevant materials or due to lack of knowledge. Given the increased implementation responsibility being given to RTCs, the DGTVET should think about the possibility of establishing a specified unit to support the RTCs. The above are only some of the immediate constraints and possible solutions that come to mind based on discussions with those working at the RTCs and the MLVT. The experiences of the SRCs demonstrate that the forging of links between education institutions do not automatically occur. It can be expected that the RTCs will also experience similar and also different problems. The key issue will be how they respond to such implementation difficulties and the role played by DGTVET, as well as of MLVT, in helping to bring about solution.

4.5. Monitoring and Reporting for Sustainability The current evidence would suggest that the monitoring and evaluation processes vary from RTC to RTC, with some of the more developed ones having better systems. The STVET I project, as well as the recent policy review, have identified a number of areas for monitoring and recommended appropriate tools. However, these approaches have yet to be implemented. Clearly, the whole area of monitoring for results must be tackled by the RTCs, and the MLVT must play a key role in supporting this process.

4.6. Constraints facing the RTCs in planning for sustainability The current evidence showed that the RTCs are in their early stages of development and it is difficult to fully appreciate the constraints that they may face. Nevertheless, the available evidence would appear to show the RTCs will probably face constraints in a number of areas, particularly around the whole area of funding and related planning (See Figure 5 for details on the type of expected constraints).

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Figure 5: Anticipated constraints facing the RTCs

The evidence from Figure 5 highlights the following issues: • In most of the RTCs, it would appear that the role played by employers in the planning or

implementation processes is very limited • It is clear that most of the SRCs have established ILUs, whose major role and functions

are to forge links with industry. Unfortunately, it would appear that most LIUs are experiencing significant difficulties.

• Around the area of planning, there appears to be some confusion. The available evidence suggests that the RTCs have a number of different plans, ranging from Master Plans and Strategies Plans, to operational, human resource, and budget plans. This process may need to be streamlined and supported by the MLVT

• Within the planning process there also tends to be a limited focus upon the future strategic areas and instead emphasis is just given to operational and current issues. Clearly, the planning must become more strategic in focus, and think about new demands facing the sector and how to work with employers, including SMEs.

• Significant problems are also apparent in the budget area and there have been limited attempts to tackle the whole area of anticipating future costs or more importantly how RTCs may raise additional income

• Income generation and working with external partners must be tackled by the RTCs and become part of their planning process.

• Another constraint can be found in the area of implementation. It is clear that the RTCs will face difficulties in achieving their objectives due to the lack of human and institutional capacity.

• Currently, a number of tools and approaches have been developed for monitoring and reporting, but without capacity it is unlikely that they will be able implement them without improved capacity

4.7. Action plan for Moving Forward with the Development of a Plan for Improved Sustainability

The MLVT must work with the RTCs and partners to help tackle the constraints identified above and move towards a situation of “Planning for Sustainability”. The proposed action will require a number of interventions that cut accross different levels of government and impact on planning, budgeting, implementing and M&E. A number of recommended interventions are shown in Table 1 and this provides guidelines on what needs to take place. The

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construction of this table draws on the analysis presented in the preceding sections and attempts have been to identify how each of the components impact on each other and also the links between institutional, sector and national level interventions. When looking at these guidelines it is important to remember that the TVET environment is a state of flux and a number of significant reforms will need to take place before the foundation for a results- based management system can be developed for the RTCs. Nevertheless, in this process it will be important that all partners focus upon the same set of national priorities, and that the targets contained within the proposed NSDS reflect those priorities identified within the government’s National Strategic Development Plan, as well as the needs of the RTCs at the operational level. Adopting such an approach will ensure a focus upon common results areas across the different parts of TVET system, including those of RTCs. The interdependency of the different components identified in Table 1 should also be taken on board when reforms occur to one part of the system. Besides the changes to the national policy, a number of reforms in other areas will take place in the near future, particularly around improved access to the NTF. Therefore, when changes occur to the funding system, they will have an impact on the planning and budgeting processes for the RTCs. Another closely related issue that needs to be taken into account is the linkages between the different layers of government for TVET and skills development, particularly between the Ministerial, provisional and institutional levels. Currently, the relationship between these different levels is not clear and they will need to be clarified during the development of the NSDS. Nevertheless, Table 1 attempts to fill in the gaps and attempts to spell out the links between national reforms and how they will impact on the RTCs, taking into account the role played by the RTCs in this processes. The proposed NSDS will need to take on board the increasing importance played by the RTCs and the MEF will need to ensure that the appropriate resources flow to the RTCs to ensure that effective implementation can proceed. The next important question is how can we support the implementation of the various interventions identified in table 1, what needs to take place and who needs to do what? Thee process of establishing a RBPSM system at the RTCs will take time and it will be important to think about what needs to happen over the short, as well as the longer term in order to develop a sustainable system. The interventions required in these two time periods are discussed below, including the roles played by the MLVT/DGETVET, STVET I and the proposed STVET II in facilitating this process.

4.7.1. Short-term Action Required for Planning for Sustainability Much of the emphasis over the short-term must be given to getting the RTCs up and running. Unless a solid foundation can be developed for the RTCs they will not be able to move towards a results based management system. It is anticipated that the RTCs will become operational by October 2013. Therefore, it will be vital that the MVLT and the ADB through STVET I ensure that the following actions take place: • All aspects associated with the original design of the RTCs are tackled, covering the

construction, equipping, the development of dormitories and provision of equipment etc. • A closely related activity is ensuring that the new competency based curricula is

developed, alongside learning packages and assessment techniques, and the teachers are trained accordingly

• Once the above issues are tackled, it is important that some consistency occurs in the area of operational planning and that MLVT supports this process. Probably one of the best ways to support this process is through the development of a common planning template that all RTCs must follow. This should be available electronically for completion on line, with support from the MLVT

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• As part of the planning process, it will be important to build capacity in the area of budgeting. Currently, there is little understanding about the full costs of the RTCs, taking into account budgets, flows from MLVT, funds from MEF, as well as what revenue is generated by institutions.

• The RTCs have started with the process of establishing monitoring and evaluation systems, including the implementation of tracer studies. However, these will require further capacity building around how to utilize the collected information. In the policy process, ccurrently, the ADB project preparatory technical assistance (PPTA) for STVET II is implementing a survey and this could provide the basis to inform RTCs in different regions about their skill needs.

• Another key aspect of this process is improved marketing and reaching out to potential customers and employers. As outlined earlier most of the management staff do not understand the whole area of marketing and capacity building is required in this area.

• The transition between the STVET I and STVET II must follow a smooth path to ensure that minimum disruption occurs between for the RTCs.

• One of the guide frameworks for guiding this process will be the proposed NSDS. This must provide a framework for guiding the future activities of the RTCs and support their planning processes. It is expected that this will be fast tracked prior to the implementation of the STVET II. This must tackle some of the uncertainties that occur in the system and help clarify roles, responsibilities, budget flows, the role of the private sector etc.

• The development of the NSDS will require a considerable amount of consultant between the different partners in TVET, as well as the different tiers of government. For instance, one of the priorities have been defined in the strategy and targets establish, as well as understand how they relate to different parts of the system, it will be necessary to ensure that appropriate funds are provided. A case in point is the RTCs and their expected role in delivering programs for middle level skills programs for technicians. This will require expensive equipment and the MEF must provide the necessary budgets to move forward on this area.

In order to move forward with the above processes, it is vital that MLVT facilitates these processes and provides the necessary support. There is no doubt that this will increase the work-load of the Ministry and as outlined earlier it might be necessary to create a specific department or office that supports the capacity building of the RTCs, as well as the monitoring of their quality. This will take time and without support some of the RTCs will struggle to reach the level required to provide higher level programs of the quality that employers demand. Similarly, the whole area of planning for sustainability cannot be achieved overnight and will require careful support and capacity building, as well as additional resources. This is an issue that will be tackled in more depth in the PPTA for STVET II.

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Table 1: Interventions that need to take place to move towards a result based management of the RTCs Planning Budgeting Implementation results Monitoring Evaluation Ensure that the proposed national skills development policy is developed with specified priorities and targets. RTC plans should also make links to provincial MLVT structures, as well as TVET providers.

The annual Budgets for the RTCs are developed and base on unit costs. The amount allocated by the MEF to salaries are determined, as well as those relating to operational and other costs

The priorities for the RTCs must be defined in the implementation plan and linked to annual budget allocations

Indictors to be established at the RTC level following confirmation of the national skills development level strategy

Evaluation draws on information from the LMIS, as well tracer studies

Build capacity of the RTCs to develop their own plans in the light of national priorities, including the setting of annual and medium term targets.

More transparent and efficient processes are introduced to transfer funds from central government, taking into provincial structures and their management fee

Implementation strategies must be established to support the achievement of specified targets

Support is provided by DGTVET for monitoring process, including the provision of templates to be follow

A key part of the evaluation will be the involvement of employers through the ILUs

RTCs are able to more accurately develop budgets for their annual plans, taking into account national budget from MEF, MLVT contributions, donors support, and any generated income.

The RTCs are given improved access to the National Training Funds on a competitive basis, taking into account government defined priorities for skills

Appropriate mechanisms must be developed for employers to support implementation, including building the capacity of ILUs

The results of the monitoring reports are made available to the public so that they can judge quality and performance

Evaluation are conducted at mid-terms and once a plan has been implemented

Institutional building and capacity development takes place at RTCs to improve their ability to planning, implementation & M&E

Strategies need to be developed for diversification of resources, including income generation activities

Improved LMIS and evaluation strategy helps inform improved needs, particularly around competencies in demand

Feed-back mechanism are also made into the national level, influencing appropriate changes in strategies

Support for capacity building in the field of evaluation is provided by DGTVET

The development of new plans are based on review of existing progress towards targets and based on information collected from the M&E system

The budgets of RTCs need to ensure synergy with the mid-term expenditure frame-works for the sector, as well as links to MLVT expenditure plans for operational costs

The DGTVET provides support to RTCs who are experience implementation difficulties

Appropriate soft-ware and hardware is provided for M&E and factored into budgets

The results of the evaluation are feed-back to the operational plans for the RTCs, as well as national level strategies

Planning results consider information from the

evaluation& sets priorities

Budget is aligned to plan targets and defines final service

delivery outputs

Service delivery is aligned to budget with measurable

performance indicators to facilitate results monitoring

Monitoring system improves delivery and provides data

for evaluation

Evaluation assesses results achieved & informs planning

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4.7.2. Action Required over the Medium to Longer Term to Support Planning for Sustainability

Only when the capacity and the foundations for the effective operation of the RTCs have been established and they are in a position to deliver certified programs, can we move onto the more important process of planning for sustainability and over the longer term an RBPSM system. This will involve a number of inter-related interventions that will need to be continually supported by the Ministry and ADB, including the following: • The important role of STVET II. The key vehicle for supporting reforms at the RTC will

be the proposed interventions supported under the STVET II project. One of its components is support to RTCs. This will build upon the foundations established by STVET I and move towards more strategic activities that form of a RBPSM system. In this respect, a draft logical framework has been developed to guide how STVET II could support the RTCs to develop more performance based management system. This has been discussed with the RTC expert on the PPTA and he has used the current report as a basis for the technical inputs in this area. An activity matrix has been developed that can form a check list for what needs be done. It should be noted that some of the activities, such as the development of the NSDS will occur prior to the start of STVET II.16

• The role played by other partners. This issue has been raised on a large number of occasions, but needs to be mentioned again. One of the key players in this process will be employers and they must take an active role in the higher level policy process, as well as operational issues at the level of the RTCs. Under the medium term support will be provided to improve links with employers through the Industry Liaison Units (see result area 3 in the activity matrix).

• Strengthening linkages between different parts of the government system. Once again this issue has been tackled earlier in sections of the report. The key issue center on the linkages between the different actors in the TVET system, ranging from the MLVT to RTCs. However, other links are equally important, including the need for the MEF to understand the priorities facing the TVET sector and to ensure that RTCs are provided with the necessary resources to support effective implementation (see result area 2 in the activity matrix).

• Understanding of the term sustainability Most of the RTCs will have limited understanding of how to plan for sustainability. The evidence showed that when planning had taken place it tended to focus upon operational issues and was just concerned with the day-to-day operational or short-term activities. Given the lack of resources, it is also easy to understand why the RTC management do not think about longer term goals. This situation needs to be reversed. Support needs to be provided for capacity building in this area and the RTCs must be provided with the resources to help develop longer term responses. One of the key areas for success will be improved capacity building among senior management staff at the RTCs. They will act as the key advocate for moving forward in this area (see result area 4 in the activity matrix).

16 Given the time constraints, this logframe should be used as the basis for further discussions. Many of the

practicalities of implementation will need to be tackled. As case in point are the indicators for each of the objectives. It will be important to think carefully about what can be expected to be achieved over the short-term, as well as over the longer term. This would need to include carefully defined indicators that are measurable and on which data can be readily collected.

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• Anticipating new demands. When moving towards planning for sustainability, emphasis must be given to strategic areas of change. This must involve anticipating the potential new demands that will face the RTCs. It can be expected that the RTCs will have to tackle new demand for skills from changes to the current labor market and will have implications for the types of programs that the RTCs must develop and also the services that they provided. In order to anticipate changing demands, it will be necessary to have an effective monitoring and reporting system, as well as feed-back from employers (see result areas 7 in the activity matrix).

• The development of new working arrangements Besides responding to the needs of the labor market it is equally important that the RTCs start to develop new working relationship with employers. As outlined earlier, the RTCs must identify the most suitable arrangements for working together that will benefit both parties. The type of response will vary from RTC to RTC. For instance, in some RTCs the emphasis will be given to how they can work with a group of SMEs to share facilities and to jointly market their finished products. In other arrangements, it will be the setting-up of training with production facilities in order to sell the final services to local customers. While in other RTCs it may be more about to implement a revised apprenticeship system that helps enterprise developed the much need middle level technicians. This will also require a much more close working relationship to be established with the apprenticeship office in MLVT.

• Support for building capacity and improved leadership of the RTCs. As outlined earlier, one of the key factors for ensuring successful implementation is the capacity of the RTCs and their leadership. The workshop revealed that the RTCs lack marketing capacity. This will be important in reaching out to new partners. The capacity of the ILUs must also be improved to support improved engagement of the type outlined above. Moreover, the significance of the RTCs leadership must not be underestimated. The PPTA will investigate the most appropriate form of building capacity, particularly the whole area of mentorship and blended learning approaches.

• The important role as regional resource centre. The RTCs must think about the services that it can provide to the surrounding PTCs and how these might change over time. For instance, in certain areas the PTCs may lack good quality teachers and may be need in serious of support for upgrading them. In other PTCs, they might need help for improving their management structures. The RTCs must be in a position to identify what role they will play in building capacity at the regional level. Other action may center on the need to work with PTCs to help generate income.

• The setting of targets and achievable outputs. Once the above issues are identified, it will be important for the RTC management to develop appropriate targets that will be achieved on an annual basis and over the next three years.

• Ensuring that the whole area of funding for sustainability is taken on board. The whole area of budgeting for results must be taken more seriously by the RTCs. On the medium to longer term, many of the constraints surrounding funding will be removed and the RTCs will establish the basis for unit costs. Then, it will be possible to develop an annual budget plan that reflects RTCs’ activities.

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Table 2: Activity Matrix to Help RTCs Move towards a Result Based Management System Result Areas Inputs Activities Outputs Outputs

1. Improved plan-ning takes place at the RTCs

International technical assistance – expert in institutional planning Resource for workshop

• Workshop with RTC managers

• A review of plans from other institutions who have developed RBPSM systems

• Draft plan for 1 RTCs • Develop Template for the

RTCs strategic and op-erational plan

• Develop budgets for an-nual plans

• Workshop to feed-back on plans

• A template developed for strategic and operational plans

• Three year strategic plan de-veloped with measureable targets

• Annual operational plans are produced

• Budgets are produced for an-nual plans

RTCs have the capacity to develop annual plans that are budgeted, and based on information collected from their monitoring and reporting system

2. Support the de-velopment of synergies be-tween different levels of the planning process.17

International technical assistance – expert in policy and legislation Resources for workshop

• Review legislation and praxis surrounding the framework for TVET planning

• Determine the roles and functions of different le-vels

• Develop an improved framework for a holistic and coordinated ap-proach to TVET

• Draft legislation/sub-decree and praxis for review

• New legislation/sub-decree and praxis developed for TVET/skills development

• Improved synergy in policy making between different le-vels of the TVET system

Clarification is provided on the relationship between national, regional and institutional level planning processes

3. Develop im-proved engage-

International technical

• Review the current ar-rangements of the ILUs

• Capacity of Industry Liaison Units improved

Improved engagement between RTCs and the

17 This is part of the policy process and will need to take place in synergy with the development of a National Skills Development Policy

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Result Areas Inputs Activities Outputs Outputs ment with the private sector and become more involved in entrepreneurial activities

assistance – expert in private sector development and internship

• Improve capacity of ILU to develop their own op-erational plan for em-ployer engagement

• Develop standards and learning materials for an internship program

• Liaise with employers about the introduction of the internship program

• Support links with em-ployers to deliver intern-ship

• Work with DGTVET to develop a national policy for internships and intro-duce praxis

• Work with ILUs, DGTVET and Sector Skills Council to deliver the modern apprentice-ship program

• RTCs develop strategies for training with produc-tion, as well as investi-gate the selling of their services and products.

• A competency based intern-ship program is developed and implemented

• Improved employer involve-ment with the planning and delivery of programs at RTCs

• Income generation strategies developed

private sector

4. Improve man-agement capaci-ty of the RTCs

Technical Assistance – management development expert Develop a link

• Undertake a functional analysis to understand the main functions of managing the RTCs

• Conduct a skills need assessment of managers at RTCs

• Management training pro-gram developed

• Managers improve their ca-pacity to manage

The resources, including financial and personal, at the RTCS are managed in a more cost effective manner

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Result Areas Inputs Activities Outputs Outputs program with a technical/tertiary education college overseas Overseas scholarships

• Develop and implement a human resource de-velopment plan for man-agers

• Ensure that training is embedded through workplace application

5. Develop Human Resource Ca-pacity of RTCs

Technical assistance – teacher training expert Overseas scholarships

• Determine current skills of teachers at RTCs

• Identify what skills they need to perform their job effectively

• Work with National Train-ing Institute to develop a new Competency-Based (CB), pre-employment/in-service Teacher Training and Assessment Pro-gram (TVET Certificate 3 CBT & A

• Develop a Return to In-dustry Scheme (RIS) as part of the new TVET Certificate 3 CBT & A Program to enhance the technical skills of TVET instructors

• Establish implement a twinning/exchange pro-gram between National Training Institute /RTCs and the Teachers in In-dustry Program (TIPs) in

• A pre-service and in-service teacher training program is developed for RTC teachers

• The capacity of RTC teachers is improved

Higher level of TVET programs are developed at the RTCs and the quality of provision improves

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Result Areas Inputs Activities Outputs Outputs Australia

6. Quality assur-ance system es-tablished

Technical assistance – CBT expert

• The RTC reach the stan-dards required for accre-ditation and validation of new programs

• The RTC have the ap-propriate type of equip-ment, quality of staff and facilities to deliver accre-dited programs

• DGTVET work with RTCs to ensure stan-dards are aligned to the Cambodian Vocational Training Quality Assur-ance System (CVTQAS).

• Employers play an im-portant role in the quality assurance process iden-tified above through the ILUs

• RTCs receive learning materials to help develop new curricular based on the revised standards

• Training is provided for teachers on how to de-liver new competency based programs

• Improved processes for regis-tration and accreditation are introduced at RTCS

• Staff at the RTCs are able to deliver competency based training programs

The RTCs are able to delivery programs of TVET of a higher quality and the perception towards TVET improves

7. Improved infor-mation systems introduce to sup-port monitoring, reporting and

International Technical Assistance – LMIS expert

• A comprehensive moni-toring and reporting sys-tem introduced

• Links are establish with national systems

• A comprehensive Monitoring and reporting system devel-oped

• An evaluation framework de-veloped

Planners and managers have validated and recent information that allows them to develop operational and strategic plans

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Result Areas Inputs Activities Outputs Outputs evaluation • Reports are produced on

a regular base and dis-seminated to stakehold-ers/public

• The outputs are used to inform improved decision making processes

• Information produced that can allow the performance of RTCs to be measured against pre-defined targets

8. The development and implementa-tion of a social marketing cam-paign

International Technical Assistant – Marketing expert Company to implement the market campaign

• The main targets are identified

• Appropriate mediums are determined

• A strategy for implemen-tation is developed

• Implementation occurs

• A social marketing strategy A higher number of students enrolled on programs of learning increases

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• When the planning has taken place for strategic activities, the senior managers at the RTCs must determine the potential costs and where the funds will come from. Obviously, this will involve calculating what costs can be met from the government, the costs from the students fees, and other sources. This is part of the larger agenda of funding reform that must be addressed by other government partners prior to the development of NSDS.

• The development of income generation activities. As outlined previously, the RTCs must tackle the whole are of generating income to meet their funding gaps. The RTCs must determine the most appropriate strategies for closing this gap and what will this involve. When undertaking this task, it will be important for the RTCs to reach out to external stakeholders and providers to support this process.

• The importance of the MLVT playing a facilitating role. Over the medium to longer term, the MLVT must move into a more coordinating role. This means that the MLVT must focus upon how it can support the RTCs particularly in terms of planning and capacity building. Over the longer role, it can be expected the MLVT would play a regulatory role. However, in the meantime it will be important for the MLVT to prepare guidelines and templates that can be used to support the planning process. The examples from the SRCs can provide guidance in this area.

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Appendix 1

Concept Note for Developing a Sustainability Framework for Secondary Resource Centers

Introduction This concept note outlines the objective of the assignment, the background, the method and approach that will be used for implementation, as well as the expected outputs and outcomes Objectives The objective of this assignment is to work with the Ministry of Education, Youth and Sport (MoEYS) and facilitate the development of a sustainability framework for the Secondary Resource Centers (SRCs). More specially this assignment will use a results-based public sector management (RBPSM) framework and look at the most suitable options for sustainability over the medium, including what role non-state actors can play in this process Background Resource and technical support for the SRCs have been provided under the Asian Development Bank (ADB)-funded Enhancing Education Quality Project (EEQP). The SRCs have developed practical manuals for operations and instructions to guide their implementation, including how to produce annual action plans. Currently, funding for the operation of the SRCs is being provided by the project. However, after year two the Project funds only 50% of their operating costs, and the other 50% is financed by the government. In the fourth year the SRCs will have to meet the costs from the government’s funding and other sources, including income generation activities and support from non-state actors. Therefore, MoEYS must develop a framework that guides improved decision making processes and ensure that more sustainable options are available for the SRCs. This must centre on how to improve the MoEYS core activities of planning, financing, implementation, and M&E, with a view to identifying how they will result in improved sustainability. Particular attention will be given to the options for income generation and how to involve non-state actors in these processes, as well as the whole area of capacity gaps and how this can be addressed. Method and Approach The approach will consist of three inter-related activities. The first part of the assignment will involve working with colleagues in the MoEYS to gather information to help us understand the core management functions. A number of questions will need to be answered about the core management functions (See Figure 1). This will involve extensive discussions with MoEYS officials and visits to SRCs, as well as network schools. Once the information has been gathered and the various question addressed, it will be necessary to present the evidence at workshop for further discussion and validation. The third stage will be to obtain feed-back from the workshop and to write-up the finding in the form of a sustainability plan for the SRCs. Expected Outputs Sustainability plan for SRC financing and management, particularly in terms of the core functions of MoEYS in the areas of planning, implementation, funding, monitoring, and evaluation.

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Expected Outcomes An improved understanding of the potential role of non-state provider in helping MoEYS to achieve its vision for SRCs in Cambodia. Figure 1: An outline of the relationship between the core functions of the MoEYS and the sustainability of the SRCs (and questions that need to be addressed) Questions that will need to be addressed to understand how the MoEYS key functions support the operation of the SRCs Questions for planning • What guides planning for SRCs • Do you have an action plan • Who developed your action plan • Need examples of two or three action

plans • What planning issues will become impor-

tant in the future, particularly in the light of the changing functions of the SRCs

Questions for implementation • Do they have capacity problems for

managing the SRCs? • Do they have staffing problems at the

SRCs? • Should the MoEYS have a separate unit

to support the SRCs • How wide is the network for accessing

the SRCs? • Are stakeholders involved in delivery ac-

tivities?

Questions for funding • What is the process to developing your an-

nual budget? • What are the different budgets lines? • How are the different amounts allocated? • Do they get funding from other sources or

income generation? • What other budget lines should be included? • What is the estimated funding gap?

Questions for M&E • How do they monitor the implementation of

the action plan? • Do they monitor costs? • What role does the planning unit play in this

process • How is the M&E information utilized?

Planning for SRCs

sustainability

Funding for SRCs

sustainability

Implementing for SRCs

sustainability

Planning for SRCs

sustainability

Planning for SRCs

sustainability

Sustainable SRCs

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Appendix 2 Concept Note for a National Workshop on Developing a Sustainability Framework for Secondary Resource Centers 1. Introduction This concept note outlines the objective of the assignment, the background, the method and approach that will be used for implementation, as well as the expected outputs and outcomes of ADB-financed Regional Technical Assistance (RETA) 7744: Asia-Pacific Community of Practice on Managing for Development Results. 2. Objectives The objective of this assignment is to work with the Ministry of Education, Youth and Sport (MoEYS), particularly Department of Secondary Education, and facilitate the development of a sustainability framework for the Secondary Resource Centers (SRCs). More specially this assignment will use an RBPSM framework and look at the most suitable options for sustainability over the medium, including what role non-state actors can play in this process. 3. Background Resources and technical assistance for the SRCs have been provided under the ADB’s Second Education Sector Development Project (ESDP II) and Enhancing Education Quality Project (EEQP). MoEYS has developed a Policy on Secondary Resource Schools (SRSs), practical manuals and guidelines for operations and instructions to guide their implementation, including templates on how to produce their annual action plans. Currently, funding for the operation of the SRCs is provided by the EEQP . However, from year three the project will only fund 50% of the SRC’s operating costs and in the fourth year MoEYS and its SRCs will have to meet the operating and other costs from different sources, including income generation activities and support from non-state actors. Therefore, MoEYS shall develop a sustainability framework that guides improved decision making processes and ensure that more concrete options are available for funding the costs of SRCs. This must centre on how the Department of Secondary Education can improve their core functions of (i) planning, (ii) financing, (iii) implementation, (iv) M, and (v) Evaluation, with a view to identifying how they will result in improved sustainability. Particular attention will be given to the options for income generation and what role non-state actors can play in these processes, as well as the whole area of capacity gaps and how this can be tackled. 4. Method and Approach The approach will consist of three inter-related activities. During the first part of the assignment, the RETA will assist MoEYS to gather information to understand the core management functions associated with the SRCs and SRSs. A number of questions will need to be answered about the core management functions (see figure 1). This will involve extensive discussions with MoEYS officials, especially Department of Secondary Education, and visits to SRCs, SRSs, as well as network schools. Once the information has been gathered and the various questions addressed, it will be necessary to present the evidence at workshop for further discussion and validation. The third stage will be to obtain feedback from the workshop and to write-up the findings in the form of a sustainability framework for the SRCs. 5. Expected Output of the workshop Sustainability framework for SRC financing and management, particularly in terms of the core functions of MoEYS in the areas of planning, implementation, funding, monitoring, and evaluation.

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6. Expected Outcomes An improved understanding of the potential role of non-state provider in helping MoEYS to achieve its vision for SRCs in Cambodia. Figure 1: An outline of the relationship between the core functions of the MoEYS and the sustainability of the SRCs (and questions that need to be addressed Questions that will need be addressed to understand how the MoEYS key functions support the operation of the SRCs Questions for planning

• What guides planning for SRCs • Do you have an action plan • Who participate in development

your SRCs’ action plans • Need examples of two or three ac-

tion plans • What planning issues will become

important in the future, particularly in the light of the changing func-tions of the SRCs

Questions for funding • What is the process to developing

your SRCs’ annual budget? • What are the different budgets lines? • How are the different amounts allo-

cated? • Do they get funding from other

sources or income generation? • What other budget lines should be in-

cluded? • What is the estimated funding gap?

Questions for implementation • Do they have capacity problems

for managing the SRCs? • Do they have staffing problems at

the SRCs? • Should the MoEYS have a sepa-

rate unit to support the SRCs • How wide is the network for ac-

cessing the SRCs? • Are stakeholders involved in deli-

very activities?

Questions for M&E • How do they monitor the implementa-

tion of the action plan? • Do they monitor costs? • What role does the planning unit play

in this process • How is the M&E information utilized?

Planning for SRCs

sustainability

Funding for SRCs

sustainability

Implementing for SRCs

sustainability

Planning for SRCs

sustainability

Planning for SRCs

sustainability

Sustainable SRCs

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Appendix 3 Concept Note for the Ministry of Labor and Vocational Training on Planning for Sustainability Introduction This concept note outlines the objective of this assignment, the background, the method and approach that will be used for implementation, as well as the expected outputs and outcomes Objectives The objective of this assignment is to work with the Ministry of Labor and Vocational Training (MLVT) to develop improved guide-lines for sustainable planning for regional training centers (RTCs), taking into account what role the levy grant can play in this process. This will help the Ministry to investigate whether the private sector can help them carry out their core functions in a more efficient, effective and responsive manner, particularly around the area of (a) planning, (b) funding, (c) implementation and (d) monitoring and evaluation, Background Currently, most of the support for formal vocational education and training (TVET) involves direct support from the government and in some instances contributions from students in the form of fees.. This process appears to work effectively. However, it is important to think more strategically and what will be the new demands facing technical and TVET in the future and how will they be funded? Eventually, donor funding will cease and it will be important to identify potential funding sources that could be utilized in the medium term. Therefore, MLVT must develop a sustainable framework for RTCs that guides decision making and also ensure that a more suitable mechanism is put in place to support implementation. In doing so the Ministry must carefully identify future targets for TVET (planning), determine how these targets will be met (implementation), develop a suitable funding mechanism (funding) and track progress (monitoring). Adopting such an approach will help ensure a framework is established for sustainable planning. The key to sustainable planning is to identify a suitable funding mechanism. This assignment will address how new funds for TVET could be generated and how the process would be managed. Method and Approach The approach will consist of three inter-related activities. During the first part of the assignment, the consultant will work with colleagues at the MLVT to gather information to help understand the core management functions associated TVET. A number of questions will need to be answered about the core management functions (see figure 1). This will involve extensive discussions with MLVT officials about the role of the RTCs. Once the information has been gathered and the various question addressed, it will be necessary to present the evidence at a workshop for further discussion and validation. The third stage will be to obtain feed-back from the workshop and to write-up the findings in the form of a sustainability framework for RTCs, taking into account new funding mechanisms. Expected Outputs Sustainability framework for RTCs, particularly in terms of the core functions of RTCs in the areas of planning, implementation, funding, monitoring, and evaluation.

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Expected Outcomes An improved understanding of the potential role of the levy grant mechanism in helping the MLVT to achieve a more sustainable TVET system Figure 1: An outline of the relationship between the core functions of the RTCs and the long term sustainability of TVET provision (and questions that need to be addressed Questions that will need to be addressed to understand how the RTCs key functions support TVET Questions for planning • Has a plan been developed for RTC • What are the priorities for RTC and

have they got targets? • What period does the plan cover? • How are the plans developed? • What is the relationship between RTC

and providers? • Could we have a look at the strategic

or annual operational plans? • What role do non-government

partners play in this process

Questions for funding • What is the process to developing your

annual budget for RTCs? • What are the different budgets lines? • How are the different amounts allo-

cated? • Do they get funding from other

sources/donor? • If donors are excluded what is the esti-

mated funding gap? • What alternative mechanisms and ap-

proaches could be used for funding? • What are the management and gover-

nance implications • How much revenue could be generated?

Questions for implementation • What are the structures involved in

implementing RTCs plans? • What different providers are involved? • What other provision of TVET occurs

outside of the government system? • What role do non-governmental

organizations play in this process?

Questions for M&E • How do they monitor the implementation

of the plan? • Do they monitor costs? • What role does the RTC play this

process • How is the M&E information utilized?

Planning for TVET

Funding for TVET

Monitoring of TVET

Evaluation of TVET

Implementing TVET

Sustainable TVET

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Appendix 4

INCEPTION REPORT FOR POLICY AND INSTITUIOTNAL SPECIALIST (TA-7744 REG: Asia-Pacific Community of Practice on Managing

for Development Results From Concept to Practice – TVET Policy Specialist (39322-022)

1. Introduction This assignment focused upon how to help the government move forward with results-based public sector management (RBPSM) approach in the field of skills development particularly in relation to the roles played by the private sector and issues surrounding capacity building.1 An initial term of reference was developed for this assignment. The expert has been on the ground for a week and has been able to review the evidence. The purpose of this inception report to assess the ways forward based on the initial evidence and perceptions gathered during the first week. 2. Context Currently, it is clear that RBPSM is a relatively new concept in the context of skills development in Cambodia. Any developments in RBPSM must be set against the National Strategic Development Plan (NSDP) and the triangular/ rectangular strategy. The former frameworks provide an overriding guide-line for addressing skills development within Cambodia. At the heart of the NSDP is a recognition that all Ministries and government departments’ need to re-align their activities and programs against those priorities identified in the NSDP, particularly in the light of the financial crisis and new demands to support employment and tackle poverty. Therefore, the government is attempting to ensure that alignments occur between different Ministries and those priorities outlined in the NSDP. Understandably, some government Ministries are moving forward with this alignment quicker than other Ministries. A case in point is the Ministry of Education, Youth and Sports (MoEYS) where they have developed an education strategic plan based on the NSDP. Beneath this education strategic plan, the Ministry has also developed a financial strategic plan, covering the 2014 to 2018 period, a three year rolling plan and a budget strategy plan. Moreover, a recently evaluation has been conducted of the performance of the MoEYS’s strategic education plan, focusing upon progress against agreed targets, as well as issues and challenges learnt facing the sector. The example from MoEYS represents the closest approach to a result based management system in Cambodia and provides an indication of where the Ministry of Labor and Vocational Training (MLVT) should be going. Nevertheless, there improvements also need to be made to the way in which the MoEYS approaches the whole area of RBPSM. Against the background outlined above the ADB has developed a framework to help countries move towards a RBPSM system and this has 5 components focusing upon: (a) planning, (b) budgeting, (c) Implementation, (d) monitoring and (e) evaluation. There are also a number of principals underpinning this framework focusing around issues of core result attributes, common result areas, interdependency, as well as horizontal and vertical linkages. The question that must be now be addressed is how can the MLVT and the

1 The terms skills development has been used to encompass the type of TVET that is provided by MLVT and the

technical education delivered by the MoEYS, as well as skills training programs that are delivered by various ministries in Cambodia.

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MoEYS move towards an RBPSM system and how can the ADB framework help facilitate this process, particularly around the role of the private sector engagement and capacity requirements. The answers to this question will also help provide a framework for the project preparatory technical assistance (PPTA) that is current being developed. 3. Approach to be adopted to undertaking this assignment Obviously, the MLVT and the MoEYS have a long way to go before they can fully implement the type of framework outlined by the ADB. However, the two Ministries can make a start on this process and the current assignment will provide the foundations for moving forward. The process of developing RBPSM system must be viewed as consisting of a number of building blocks. The purpose of the proposed workshops (to be delivered during this assignment) will help establish the building blocks. including the following: Workshop 1: Help the MLVT to understand RBPSM and to identify the initial planning foundations Back-ground information that is required: • Obtain details about the technical and vocational education and training (TVET) policy

being developed under Strengthening TVET I (STVET I) • Review the older TVET policy • Document lessons from a number of countries who have developed TVET policies Issues to be addressed in the workshop • What is result based management? • How can developed a results based management system • What are the stages or steps? • What can we learn from other countries? • Moving towards the development of a TVET policy and implementation strategy • What are the capacity requirements to support these processes, both in terms of human

and institutional requirement? Note this first workshop will involve an initial presentation on the above issues. In addition, break away groups will start the process of developing a result based matrix for their TVET plan. This will have to begin by identifying the areas for the TVET reform. Once the areas for reform have been identified by the group it will be necessary for the break-away groups to start the more complex process of developing implementation strategies, targets, indictors etc. Workshop 2: Help the MoEYS to understand RBPSM and to identify the initial planning foundations.1 Back-ground information that is required: • Obtain details about the technical education policy and current progress • Obtain information about Initiatives for supporting skills development/life skills amongst

youth • Document lessons from a number of countries who have developed technical education

policies Issues to be addressed in the workshop • What is result based management? 1 At the MoEYS, emphasis will be given to technical education. They are a key player in supporting skills

development and they will need to move towards an RBPSM system in which they start to understand their role in this process, including how it relates to that of the MLVT.

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• How can developed a results based management system • What are the stages or steps? • What can we learn from other countries? • Moving towards the development of a Technical education policy and implementation

strategy • What are the capacity requirements to support these processes, both in terms of human

and institutional requirements Note this workshop should involve an initial presentation of the above issues and facilitate break away into groups to help start the process of developing a result based matrix for planning technical education and skills development. This will have to begin by identifying the areas for reform. Once the areas for reform have been identified it will be necessary for the break-away groups to start the more complex process of developing implementation strategies, targets, indictors etc… Workshop 3: Moving forward to a results based management system – the role of funding and information systems.1 Background information required • What budget strategies exist for funding existing TVET/skills activities • To what extent are budgets linked to activities (or outcomes) • Have attempts been made to develop levy systems? • How are current activities measures? • What information systems exist? • What information is collected and analyzed?

Issues to be addressed at the workshop • How improved budgeting could be undertaken and links made between activities and

outputs • What alternative revenue mechanism could be introduced • How an information system could be developed to improve measurement of progress • What approaches could be utilized to collect and analysis information • What are the capacity requirements to support these process, both in terms of human

and institutional requirements Expected Outputs • The delivery of three or possible four workshops • The write-up of recommendations and findings from the different workshops • Identifications of ways forward for the setting-up of a RBPSM system Time Frames This assignment has a period of 30 days and the complete date is towards the end of May • The inception period lasted for around (4 days) • Meetings in Manila a further (4 days) • The gathering of information for the first workshops (4 days) • The gatherings of information for the second workshop (4 days) • The delivery and write-up of first workshop (4 days) • The delivery and write-up of the second workshop (4 days) • The gathering of information for the third workshop (4days) • Write-up of final report and recommendations (2 days) 1 Depending on the success of the first workshop, this might provide an opportunity for bringing together the two

groups, from MLVT and MoEYS. Otherwise, it might be necessary to hold two workshops.

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Appendix 5 Main Issues arising from the Ministry of Labor and Vocational Training Workshop on Planning for Sustainability: Problems and possible responses on ways forward for future action1 A full report on the conference proceeding were also written by the Ministry of Labor and Vocational Training (MLVT). At the conference a number of problems were discussed and strategies were also identified for moving forward. Amongst the most important were: • Problem: Currently, the regional training centers (RTCs) have a number of significant

resource constraints facing their operation. Most significant of these is the lack of capacity, particularly around the area of planning and how to engage more effectively with the private sector. Another constraint facing the RTCs is how to support the living costs of students and provide female students with accommodation.

• Solution: The workshop agreed that Strengthening Technical and Vocational Education and Training I (STVET I) project is currently in the process of addressing some of these issues, such as the construction of dormitories for female students. However, the main response will have to come from STVET II. However, much more support will need to be provided under STVET II, particularly on providing support for building the capacity of the RTCs, particularly around improved management and planning, as well as M&E. Other activities that will need to be supported by STVET II include improving the engagement within industry. This was discussed in length and will centre on the building the institutional capacity of the Industry Liaison Units to engage with industry through the introduction of an internship program.

• Problem: The specific details surrounding planning and implementation process, particularly around the area of income generation activities were discussed. The participants at the workshop said that they did not have experience of conducting planning for sustainability at the regional level, nor did they understand how it would link to national policy frameworks. The delegates at the workshop also said that would need to be able to ensure that their RTCs were more active in income generation activities.

• Solution: Various solutions were discussed about moving forward with the area of planning and it was agreed that a common approach would be required for all RTCs. This could be achieved through the development of a planning template for use by all RTCs and this could be supported under the capacity building component under STVET II. Similarly, the same capacity building component of the STVET II project could provide the RTCs with an understanding of how to use their resource and current advantage to raise income, whether through training with production activities, the delivery of courses to new client groups or the selling of other services.

• Problem: The main issue raised at the MLVT workshop centered on funding reform and proposed introduction of a levy grant system. The issue from government perspective was the need to introduce a more sustainable system in the light of increased and the recognition that employers should play a role in supporting this process since they ultimately benefit from skilled labor produced by the Technical and Vocational Education and Training (TVET) system. While from the employers perspective there was recognition that a levy grant system could be introduced in the future, but there was a need for much more detailed discussions about the finer detail. In addition, employers

1 These problems and solutions were the main issues raised at the workshop. All of these issues have been

incorporated into the different sections of the current report and findings.

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expressed concern over how the collected resources should be utilized, particularly around the need to ensure that the resources are used to support enterprise based training and not just public sector TVET.

• Solution: Possible solutions to the above problems were discussed at the conference and these centered on the need to have a more detailed consultations between MLVT and employers over the next two to three years. It was agreed that the MLVT should arrange such consultations. In addition, it was argued by the employers that there is a need for a lengthy study to be conducted on the levy in order to determine the benefits, limitations, as well as how the levy could be introduced. With regard to the later issue the employers were keen that they flow of funds from the levy should flow back to the employer. These issues are being investigated in the current project preparatory technical assistance.

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Appendix 6 Main Issues Arising from the Ministry of Education, Youth and Sport Workshop on Planning for Sustainability: Problems and possible responses on ways forward for future action1 Main issues to raise from the workshop at the Ministry of Education, Youth and Sport (MoEYS) included the following: • Problem: One of the most central issues discussed at the workshop was the actual

sustainability of the Secondary Resource Centers (SRCs). The costs of supporting the SRCs were discussed and the directors of schools commented asked where the resources will come from once the ADB project finishes?

• Solution: One of the Ministers confirmed at the conference that this would not pose a problem since the Ministry would account for the costs of the SRCs in their annual budget.

• Problem: Despite the fact that the operational costs of the SRCs will be covered by the Ministry the delegates at the workshop pointed to the continued problem of transportation costs and also insurances costs. The former issues were identified as significant problems for schools, as well as pupils who needed to access the SRCs – which in most cases are 30 miles away. While if the teachers use their own transportation they do not have the appropriate insurance cover for using their vehicle at work. This raised the question of how could they generate their own income or use resources in a more effective way.

• Solution: A number of solutions were identified to the above problems, including (a)The current ADB consultant working on the ADB’s Enhanced Education Development Quality Program could provide the capacity that was needed to help the SRCs develop a plan for sustainability. This would involve a check list of what needs to be done in order to help improve resources utilized, as well as engage in income generation activities.

• Problem: The way in which the SRCs are management need to be improved. At the workshop it was agreed that the SRCs need to be managed in a more effective manner, particularly in they want to improve their resource utilization and income generation activities. This related to the problem identify above, particularly around the capacity of senior managers.

• Solution: The workshop agreed that one of the solutions would involve be for improved links between Kampuchean Action of Primary Education (KAPE) and MoEYS, particularly what lesson can be gained from the successful education outcomes of KAPE. At the workshop KAPE provided a presentation about their strategies, particularly around the links between their management approach and their educational outcomes. It was agreed that senior managers at the SRCs and linked schools could benefit from visits to KAPE, and that the Ministry would investigate the setting up of such a visit.

• Problem: Participates at the workshop who work at the SRCs said that they did know how to forge links with the community or other stakeholders outside of the education

1 The discussions at this workshop were minimal despite having a significant number of participants from the

SRCs and link schools. This probably reflects the fact the whole concept of sustainability is relatively new to the SRCs and this was one of the first time that they have heard about these ideas. Nevertheless, a number of important problems were identified and the workshop provided the opportunity to discuss solutions. All of these issues were incorporated into the findings and recommendations of this report.

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system. They recognized that the local community could play an important role in helping the SRCS move towards sustainability, but lack the experience or knowledge of how to improve engagement

• Solution: The managers at the SRCs said that they need practical capacity building or support to carry out such activities. They said that they already have guides produced by the ADB, but don’t know how to practically implement the recommendations and that support is required from the ADB in terms of technical assistance.