Skills Development For Job Creation
- Reference: P-ER-IA0-001
- Approval date: 03/03/2015
- Start date: 22/09/2015
- Appraisal Date: 05/07/2014
- Status: OngoingOnGo
- Implementing Agency: MINISTRY OF EDUCATION
- Location: National territory
The project has three (3) components that focus on improving access and increasing equity to TVET, capacity building and curriculum development for TVET, and project management, respectively. The first will support the establishment of two new TVET schools, and assist efforts to provide skills training to literacy programs adult graduates, youth who are formal school drop outs, and over-age out of school children. The second will assist capacity building and curriculum development. The third component will deal with project implementation. The three components are described below:
Component 1: Improving access and increasing equity to TVET
Sub-component 1.1 - Increasing access to formal TVET This component will support the GoSE's efforts to expand access to TVET at the middle secondary level. It aims at reducing the large numbers of students completing secondary education who are unable to proceed to post-secondary education, and at the same time without employable skills. This will be achieved through the establishment of two new TVET schools (one for technical and commercial studies in Mendefera - the country's most populated area but with no institution providing TVET - and the other for agricultural studies in Gash Barka - the country's main bread providing region, but with no institution providing agriculture related TVET ). The capacity of the two schools will be about 1,400 students. These will be national schools, and students from all regions of the country will benefit from the education provided. About 50% of the enrolment will be girls.
Sub-component 1.2 - Increasing access to non-formal TVET. The sub-component will assist the Government's efforts to provide skills training to adults who graduated from literacy programs and who lack vocational skills for self or wage employment, as well as youth who are formal school drop outs and who need vocational skills for employment; and over-age out of school children who completed complementary elementary education and could not continue their education and need skills for employment. The training will be provided at all six Zobas (administrative regions) of the country and will be provided at both public and private institutions. It is expected that about 5,000 adults and youth with a gender focus (at least 50% of participant being female) will benefit from the skills training.
Component 2:Capacity building and curriculum development for TVET. The component will support capacity building and curriculum development for TVET. To achieve this, the component will provide resources for upgrading the qualifications of under qualified TVET teachers; training of TVET staff and school managers; review of the competency-based curriculum; and development of occupational standards for more trades.
Component 3:Project management. This component will provide for coordination costs and procurement of goods and services needed for implementing the overall project, capacity building, audit, as well as monitoring and evaluation.
The overall objective of SSDJC is to strengthen the country's human resources skills with a view to poverty reduction through the promotion of economic and social development.
Specifically, the SSDJC project aims at improving the employability of graduates of technical education and vocational training, through the quality of training and learning conditions, in order to facilitate their socio-economic integration. The project also aims at improving coordination between the public training institutions and the private sector.
The Bank's continued support to the education sector in Eritrea through the Support to Skills Development for Employability (SS DE ) is essential to consolidate the achievements of the two ongoing projects, namely: the support to Higher Education Development Project (HEDP), and the Support to Technical and vocational Education and Training (STVET). Given the problems that have emerged in the region during the last period, particularly on the issue of access to employment for graduates of higher education, and inclusive growth, the Bank and the other donors' support is requested to assist the Government in the definition of practical and relevant skills to develop in order to gradually offer an acceptable productive employment to the youth.
Technical benefits: The project will provide technical benefits in three main areas. The evaluation and revision of the curriculum should introduce relevant new techniques beneficiial to GoE staff. Capacity building and upgrading for teacher training will help to strengthen teachers' competencies. Co-operation between the public sector and the enterprises will be reinforced.
Socio-economic benefits: The industry sector will have a steady supply of qualified workers. This will alleviate the problem of manpower shortage. Other socio-economic benefits will be derived from targeting the vulnerable. The more schooling members of poverty-stricken social groups receive, the more able they will find jobs and generate income for their families. Provision of job skills training to the youth and adolescents, especially girls and street children, help them to succeed and contribute to their communities. Families' quality of life will be impacted on positively by the income of their relatives who qualify for jobs and get employed or become employers.
OLANG'O Susan Achieng - RDGE4