CAPACITY BUILDING FOR IMPROVED QUALITY OF THE EDUCATION SYSTEM AND SKILLS DEVELOPMENT
- Référence: P-SD-IA0-001
- Date d’approbation: 20/05/2015
- Date de début: 23/11/2015
- Date d'évaluation: 10/12/2014
- Statut: En coursOnGo
- Agence d'implémentation: --
- Emplacement: Federal and State Level
Project description Project design (components and activities) Component I - Support to Capacity building for improved governance The purpose of this component is to strengthen the strategic and operational capacity of the education and training system to sustain the major functions of planning, management and evaluation that are necessary to produce the required national human capital.
Subcomponent 1: Education policy and management development The project will upgrade the capacities of a critical number of teachers, teachers' trainers, educational planners and managers to effectively contribute towards the realization of the national education goals. The sub-component will support:
(i) the development of a sustainable model for education management,
(ii) the establishment of master's degrees in education planning;
(iii) the institutionalization of the culture of evidence-based evaluation and quality assurance to ensure that the basic education faculties and programs are meeting the minimum standards and level of quality, and
(iv) the development of up-grading training modules in education planning, gender and equity in education, ME and decentralization.
Subcomponent 2: Support to transformative in-service teachers training To enhance long term teacher professional development, the project will provide funding for the rehabilitation of the Bakht-Alrida national center for curriculum development and educational researches to host the in-service ToT and support the establishment of the Technical education faculties in the premises of the Bahri Technical College. These actions will be completed by the renovation and equipment of 06 training centers in White Nile and Northen Kordofan. In collaboration with the Bakht-Alrida Center, the Directory of General Training will be supported to develop a digital learning resources and ICT platform where teachers and trainers could access to quality training resources.
Sub-component 3: Strategic Technical assistance to the National Council for Training (NCT). This subcomponent aims at providing the NCT with expertise to assess its working tools and strategies in order to identify the gaps and further come up with an up-grading operational training plan. The NCT will also be supported in the recruitment of a technical assistant to carry out a feasibility study for setting-up a national training fund and the training of 10 NCT senior and technical management staffs in specific short courses.
Component 2 - Increasing inclusive access to quality technical and vocational training The purpose of this component is to support the Government's efforts to increase access to equitable education and training by strengthening the capacity and improving the quality of the existing technical and vocational training facilities in the most disadvantaged areas.
Subcomponent 1 - Rehabilitation and Equipment of TES and VT facilities Under this subcomponent, the project will renovate 4 technical schools, 2 vocational institutes, 4 vocational training centers in Khartoum, North Kordofan and White Nile States. The project will also finance the renovation of Bahri Technical College to establish a teacher training technical faculty. In addition to the rehabilitation works, the acquisition of equipment for laboratories, workshops and ToT centers will be procured as well as the provision of ICT equipment and devices.
Subcomponent 2- Support to curriculum and pedagogy reforms and assessment The project will also provide technical assistance to assess with a gender perspective the mid-term VET curriculum currently under development and subsequently provide advice for the construction of the remaining phase. The curriculum review will accommodate gender issues constructively and an innovative introduction of ICT in teaching and learning. The project will finance the comprehensive skills needs assessment for five trades and bring technical assistance to the standardization of qualification.
Component 3 - Project Management This component will include specific support for project coordination, management and evaluation. It will therefore provide assistance and expertise in procurement, financial management, gender and Skills upgrading for the project management team. Under this component, the project will organize training sessions on financial management and procurement for at least 108 staffs of whom 50% are female both at the federal and state levels. The project will finance the design of the monitoring and evaluation system and it will include a pilot impact evaluation on the introduction of ICT as an enabling pedagogical tool with a gender perspective in delivering ToT.
Implementation arrangements As the executive agency, the FMoGE will implement the operation through its Project Management Unit. The Bank will conduct an assessment of the existing PMU at project appraisal phase. At the State level, a small unit will be set-up to oversight the project implementation. Given the cross-sectorial nature of the project, a Steering Committee made of representatives from the Federal Ministry of General Education, the Ministry of Labor in charge of vocational training, the Ministry of Higher Education and the National Council for Training will be established.
Skills mismatch continues to have a high incidence on unemployment among youth population in Sudan. The low levels of schooling and the inadequate skills which students are equipped at tertiary education are major causes of unemployment. The labour force participation rate is about 50.5% and it is especially low for the 15-24 group age for (30.9%) in comparison to 60.8% for adults (figure 4). This combined result of schooling and absent productive opportunities at this age. In 2001, the SLFS revealed that 46.2% of Sudan's working-age population had a level of education of equivalent to less than primary education and hardly 23.7 per cent of the population was recognized with the equivalent of basic education attainment. As highlighted in figure 5 (Annex 5), those people whose level of education is less than primary are the most vulnerable to unemployment along with girls in tertiary education. Additionally, the majority of the working population is concentrated in subsistence agriculture (44%) or is engaged in non- substantial jobs in the informal sector (51.4%). At the State level, the SDLS found the highest vulnerable employment rates in Southern Darfur (74%), Southern Kordufan (72.6 %) and Northern Kordufan (72.2%).
The lack of innovation, updated pedagogies, teachers' motivation and efficiency of teacher and administrators training system leads to poor students' performance and high leakages. As reported by the FMoGE in 2011, 1 out of 4 students of grade 1 at secondary school drop out before entering grade 2 and 23% drop out in grade 3 before graduate. This resulted from a continuous depletion of trained teachers, trainers, and inspectors affecting quality of service delivery and the competitive ability of the education system to retain qualified teachers especially in remote and deprived areas. As a matter of fact, 85% of teachers are bachelors' degree holders and 44% of them are not equipped with the adequate pedagogical skills to teach in schools and hardly 30% student-teachers are admitted to basic education programs. In 2012/2013, the number of basic and secondary education teachers who needed training was estimated respectively at 5,343,948 and 893,108.
Government and development Partner's investment in TEVT is very low and negative perception/experience of TEVT still prevails especially for girls. TEVT continues to suffer from insufficient resources allocation, unequal budget distribution amongst States and a disconnection from the labor market. The public budget allocation to TEVT was hardly 1% of the expenditure on general education in 2011. The quality of TEVT remains therefore very poor due to a number of factors: the obsolescence of the equipment, weak managerial capacity, poor learning environment and the irrelevant curricula. Also, the current TEVT system tends to confine girls to gender-stereotyped roles in a set of low profitable training schemes such as sewing and other forms of handicrafts. It is therefore paramount to provide innovative and attractive training programs equally accessible to both girls and boys, programs against sex segregation both in TVET and in the labor market, and lead to equal employment opportunities (refer to point 3 on education and gender equity-annex 5). Safety in the schools and in the way to schools needs to be supported. Some schools also do not have appropriate infrastructure -such as toilets - for girls and women which contribute further to the gender gaps. The route to school is also amongst the factors of dropout Such as an appropriate number of women teachers, and the lack of a system of mentorships.
To address the country's current fragility, the project takes into account of the Bank and Republic of Sudan's Development policy framework. Development of skills and Technology is the corner-stone of the Bank Human Capital Development strategy 2014-2018) as well as pivotal pillar of the Bank Ten-year Strategy and the Gender Strategy. The Republic of Sudan National Development Plan 2012-2016 highlights policy interventions that underscore the importance of building knowledge based economy and building capacities of the public institutions. In focusing on skills and technology, the project will therefore strongly support the implementation of these development avenues.
The project beneficiaries are teachers, trainers, education planners and administrators, students and the people of Sudan in general. The Direct project beneficiaries are students, teachers and education administrators in White Nile and North Kordufan. These two States have been selected in regard to the poor education indicators, their fragility because of their proximity to South Sudan and the priority given by the Federal Government to them.
GUEYE Mouhamed - OSHD2