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The operation is an investment project which will assist in financing the implementation of agreed reform to increase access and quality of TVET delivery in Eritrea.
The specific objectives of the project are: (1) Expanding equitable access to TVET, (2) Improving relevance, and quality of TVET, and (3) Improving management at the coordination and school levels. To achieve these objectives, the project will have three components.
B2. Project Components and Costs
B2.1 The project will have three components namely
(i) expanding equitable access to TVET,
(ii) building human and institutional capacity for TVET, and
(iii) project management. The project will be implemented over a period of five years with the following outputs: . oUpgrading and re-equipped of 3 existing government technical schools o re-equipped of 3 existing private technical schools oAssorted reference materials and text books o180 instructors and 10 School Directors trained. The focus will be entrepreneurship training. oInstitutionalization of tracer studies in all technical institutions oLabour market study undertaken oThe scope of HIV advocacy by ministry of health expanded oSupport for project management provided.
Component I - Expanding equitable access to TVET
In view of the inequitable access to TVET provision in the country, this component aims to support the GoSE's efforts to expanding equitable access to TVET at intermediate level .This will be achieved through the upgrading and re-equipping of three existing Government technical schools and re- equipping of three existing private technical institutions. The upgrading at the existing schools will involve the construction of; workshops and laboratories, sanitary facilities for girls and boys, and dormitory facilities for students where they are inadequate. The project will also undertake target rehabilitation of facilities that are found to be fit for rehabilitation. In addition, all schools will be provided with the requisite range of modern equipment and human resources and be more functionally linked with industry and the appropriate segments of both the formal and informal sectors of the job market. The linkages with the specific productive sectors of the economy will be encouraged through participation of industry in curriculum development and industrial attachment programmes, as well as the deliberate combination of training and production activities. In order to promote equity, in addition to TVET being free, the government will continue implementing selection criteria that favors female students and those for disadvantaged areas of the country. Given the large areas these schools will serve, dormitories will be provided in schools were they are inadequate to reduce on walking distances and allow attendance of students particularly female students from other parts of the country who chose to study in these institutions. The schools will also be used in a flexible manner to allow for use of both time based and modular courses.
Component II - Building Human and Institutional Capacity for TVET
The aim of this component is to support the enhancement of the capacity of the Directorate of TVET in the areas of; development of policy, quality control and management of TVET delivery. The main activities under this component will consist of targeted support to the Directorate of TVET related to: expanding the scope of EMIS by making provision for tracer studies, selected training in policy, budgeting and planning TVET systems and support to quality control inventions of the directorate through the development and mainstreaming of competence based tests for students in technical schools that will gauge the requisite skills students graduating from TVET institutions have attained. The component will also support the ministry of labour to organize and undertake labour market studies to guide the future intake of students into TVET institutions. At the technical school level, capacity development activities will involve; support to management training as it relates to developing/managing demand driven technical training, human resources management, budgeting for maintenance activities and maintaining linkages with industry. In addition, the component will involve the upgrading of the skills of instructors who will teach in both the public and private technical institutions. The focus of instructor training will be entrepreneurship training. Moreover, the scope of the training will also be expanded to meet both the current and future needs of the TVET subsector.
Component III - Project Management
The project will provide the required resources for the annual auditing of the project and operating costs required for routine administration such as communications and local travel.
The total project cost is estimated at UA 13.35 million. These cost estimates are based on August 2011 prices. For the purpose of costing, all items have been priced in United States dollars and converted into UA at the exchange rate applicable for the month of August 2011.
The specific objectives of the project are: (1) Expanding equitable access to TVET, (2) Improving relevance, and quality of TVET, and (3) Improving management at the coordination and school levels.
The rationale for the proposed interventions in TVET hinges on the need to assist the country improve the quantum and quality of its human capital critical for growth and poverty reduction. Investing in TVET is timely because: (1) growth projections for Eritrea indicate that the GDP for the country in the medium term will increase to 17% largely on account of the lucrative mining sector specifically the mining of gold and (2) the shares of industry and services of the GDP are increasing i.e. 23.2% and 59.5% respectively and agriculture 17.3 %. This composition requires intermediate technical skills to facilitate economic growth.
The objective of the project is thus consistent with the priorities of the Interim Poverty Reduction Strategy Paper (IPRSP) of 2004, which puts emphasis on the development of the country's human capital. It is also consistent with the Bank Group's Interim Country Strategy Paper (ICSP) for 2009-2011 which seeks to assist the country address human resource challenges through activities that will contribute to the country's efforts to build the optimal level of human capital stock required to achieve sustainable growth. The intervention is also consistent with the Education Sector Development Plan and the Road Map for Development of Different Levels of Education in Eritrea (2008). The planned intervention is therefore aligned to the priorities of IPRSP, ICSP and addresses a key development issue of increasing the stock of human capital needed for development
The Support to Technical Vocational and Education Training Project (STVET) has the follwing benefits
(1)Improving equitable access, quality and relevance of Technical Vocational Education and Training (TVET) in the country. The outcome of the project is to increase the supply of high quality middle level technicians needed by the Eritrean economy.
2) Improving relevance, and quality of TVET, and (3) Improving management at the coordination and school levels.
Particularly, the project will increase the number of graduates from existing TVET institutions from 750 in 2011 to 1300 in 2014 through the equipping of six TVET institutions of which three are private; extension of workshop space in three government institutions; mainstream entrepreneurship training in TVET institutions and finally, institutionalize tracer studies to be undertaken by the Directorate of TVET, which will help measure the external efficiency of training systems. The project will be implemented over a five year period and funded by an ADF grant of UA 12.02 million, with a Government contribution of UA 1.33 million.
ELAHEEBOCUS Bibi Nawsheen - RDGE2