Educational Standards and Technical and Vocational Education and Training (ESTVET)
- Référence: P-BW-IAZ-001
- Date d’approbation: 19/03/2010
- Date de début: 13/01/2011
- Date d'évaluation: 19/06/2009
- Statut: En coursOnGo
- Agence d'implémentation: MINISTRY OF EDUCATION
- Emplacement: BOTSWANA
1. The Proposal
To achieve its objective, the proposal will finance well defined activities financed from the MIC Fund. These activities have been grouped in two components:
(i) Establishment of standards and indicators of quality education covering the wider education system (primary, secondary and vocational education); and
(ii) Improvement of Technical and Vocational Education and Training (TVET). Specific activities to be financed under these two components are the following:
Component I - Studies on Improvement of Educational Quality for General, Technical and Vocational Education and Training (TVET). This component will finance three studies that be designed to achieve the following:
(i) Standards and indicators for quality education for Botswana covering primary, secondary and vocational education. This will entail the engagement of a consultant to undertake the study, including consulting with all the relevant stakeholders, and producing a report that proposes the standards and indicators of quality education for Botswana.
(ii) Comprehensive information (facts and figures) for the Department of Technical and Vocational Education and Training (DTVET) to make an accurate assessment of the immediate and long-term value and relevance of the Botswana Technical Education Program (BTEP). The study will include a review of existing studies on BTEP development and delivery; interviews with stakeholders, report writing and dissemination of findings.
(iii) A set of re-organized TVET programs. The study will inform the MoE & SD on the nature of the re-organization of TVET programs so as to minimize or eliminate duplication, thereby providing coherence, clarity, diversity, improved quality of learners and optimized resource utilization (rationalization). The study will cover the 8 Technical Colleges and 39 operational Brigades in Botswana, all of which are offering similar and, in some instances, identical programs. The study will also assist in formulating a major re-alignment that will involve proper distribution of the TVET programs in Botswana.
Component II- Capacity Building for Department of Technical and Vocational Education and Training (DTVET). This component has the following two activities:
(i)Training of 70 vocational teachers and 5 staff of the DTVET. The teachers most of whom have basic technical training have not been trained ever since the program was introduced. The program provide funding for their training in local and regional institutions while the staff will be trained in externally based institutions (UK) and the selection of trainees will ensure equal participation of female lectures; and
(ii)Procurement of equipment for the science laboratory for Francistown College of Technical and Vocational Education. The list of the equipment is attached in the funding proposal as Annex 2 (b) of the Request Form.
The objective of the proposal is to help improve access to vocational education and training programs and an integrated system with close links to formal education that enhances the recognition of prior learning. This will be achieved through carrying out studies the results of which can guide actions to be undertaken, provide training of DTVET teachers and staff. The studies will involve:
(i) developing standards and indicators for quality education for Botswana;
(ii) assessing/evaluating the Botswana Technical Education Program (BTEP); and
(iii) organization of TVET programs with a view to effect a judicious re-organization of the sub-sector. Equipment to Francistown College of Technical and Vocational Education will also be provided by the proposed intervention.
The Revised Guidelines for the Administration and Utilization of the Technical Assistance Fund for Middle Income Countries (ADB/BD/WP/2005/90) allow the resources of the Fund to be used to finance capacity building and institutional strengthening activities in eligible member countries in areas that will enhance sustainable development.
This request was submitted by the GoB in accordance with the provisions of the guidelines, and arises from capacity development needs identified in the education sector. The Bank's Country Strategy Paper (CSP) of May 2009 identified two pillars:
(i) support actions to expand private sector investment; and
(ii) remove infrastructure bottlenecks to enhance competitiveness growth. In addition, the CSP extends Bank's support to efforts aimed at strengthening critical capacities in both the public and private sectors. Under the non lending activities, the CSP emphasizes capacity building activities that will enhance the ability of the public sector to provide effective service delivery.
The Bank has so far provided a total of UA 2.1 million under the MICs grant trust funds for six interventions to the country in various sectors including agriculture and governance sectors. The main lesson drawn from these is that lending opportunities can arise from studies that inform policy and/or create relevant lending opportunities. For instance the Agriculture review produced specific sector information which further led to the Pandamatenga Agriculture Infrastructure proposal.
This MIC request by the GoB is framed in a broader context of the government's efforts to improve the quality of education in the country. Under the National Development Plan No 10 (DP 10), the Ministry of Education and Skills Development aims at providing a base for an educated and trained labour force by either preparing learners for participation at the tertiary education level or providing learners with vocational and technical skills relevant for competitive participation in the labour market. In this regard three broad programs have been identified for implementation in order to improve the quality of general education, teacher development and management and tertiary education as follows:
Program 1 - General Education: Expected outputs include improvement of the quality of teaching and learning, increasing access to early childhood, primary and secondary and increasing participation in vocational education. The program also aims at increasing access to out of school children and increasing participation of disadvantaged and special needs learners. Emphasis is being placed on the development of strategies for optimal usage of ICT and technology based learning and training.
Program 2- Teacher Development and Management: The program focuses on professional development and management of teachers to implement the curriculum so as to achieve the sub-sector goal of providing quality teacher education as well as achieve improved quality of the education and training sector. Expansion of the education system, introduction of new subjects has increased demands for appropriately qualified teachers. Analysis indicates that there is need to upgrade their skills so that they can effectively deliver the curriculum as well as to boost their morale in order to reduce teacher turnover.
Program 3 - Tertiary Education: This third program aims at ensuring an adequate supply of human resource graduating from tertiary institutions and competent graduates with relevant and diversified skills and enhanced innovation and creativity. It is being implemented through partnerships with development partners and the private sector through various implementing authorities including the Tertiary Education Council, Universities, Colleges of Education, Vocational and Technical Colleges, Department of Vocational Education and Training. Details of the programs are reflected in Annex IV.
The proposed intervention will support and strengthen the government's programs. It is in line with the Bank's Medium Term Strategy (2008-2012) through its focus on technical and vocational education, which is part of the third core commitments of the strategy. By helping to improve system-wide access and quality of teaching and learning, the intervention addresses one of the strategic actions of the Bank's Education Sector Policy (1999). It is further in line with the Bank's Strategy for Higher Education, Science and Technology (HEST) because it seeks to improve the design and delivery of secondary science and technology oriented programs. The provision of grant resources from the MIC Fund forms part of the efforts by the Bank Group to establish a pipeline of operations in Botswana. It is expected that with a streamlined technical and vocational education, clear and justified investment needs in the sub-sector will be identified and Bank's financial assistance may be sought for this later on. These may involve the rehabilitation/merging and establishment of new technical colleges with supply of education materials and equipment.
The project aims to review the operations of the general education system and the TVET programmes in Botswana which reviews will result the development of unified standards for quality general education and the rationalization and re-organization of the TVET system. Ultimately this will lead to a better performance of the general education and TVET system. The science equipment will improve the learning environment in Francistown Technical College. All will thus contribute to the availability of qualified human capital for the country.
BESONG Raymond Eyoh - OSHD2