Skills and Entrepreneurship
- Référence: P-ZM-IA0-006
- Date d'évaluation: 30/08/2014
- Présentation au conseil: 30/11/2014
- Statut: PipelinePIPE
- Agence d'implémentation: --
- Emplacement: Zambia
.. Proposed Activities: The proposed intervention will focus on the Infrastructure component only: Component 1: Increasing access to TEVET & ICT Development: (Rehabilitating/renovation of Lecture Theatres, E-Libraries, Workshops, Laboratories and supply of Equipment at some of the technological Institutions training middle level manpower for the communication, energy, Agriculture, Tourism and ICT sectors of the economy.
Sub- component 1.2 Increasing Access to ICT: The sub-component will help transform the TVET education sector through increased access and utilization of ICT and ensure sustainability. This will be achieved mainly through enhanced: institutional and human capacity development; connectivity; networked computing facilities and provision of ICT related services in the two target Institutions. This sub-component will provide for improvements of resource information centers in the established e-libraries in target Institutions and installation of specialized software applications in the computers. Component 2 Improving quality and relevance of HEST
Sub-component 2.1 Capacity-Building: The intervention is proposed to address the critical shortage of qualified staff in HE and TEVET Institutions. An estimated 300 under-qualified teaching staff in HE and 100 TEVET staff will have their qualification upgraded to Masters and Ph.D. levels in targeted institutions to address the challenge of quality and relevance of output of the tertiary education system in Zambia. The proposed intervention will enhance research activities and also address the gap of staff retention in HE and TEVET Institutions.
Sub-component 2.2 Provision of Equipment, Instructional & Learning Materials and ICT: Given the inadequate supply and distribution of appropriate instructional materials, laboratory, workshop and ICT equipment; the component provides for these materials and equipment, so as to enhance the quality and internal efficiency of HE and TEVET education to become accessible to large school-going population group.
Sub-component 2.3 Curricula Review and Development: The proposed intervention will undertake review of HE and TEVET curricula in partnership with the industry to make training more demand driven and able to meet the requirement of the labour market. The project will be responsible for revising and adapting HE and TEVET curricula that have not yet been revised. Component 3: Enhancing Work-Based and Entrepreneurship skills: This component will support the capacity building of at least two thousand (2,000) school leavers and out-of-school youths of which 40% will be females selected and 5% selected young people leaving with disabilities from the poorest rural communities of the 10 provinces to participate in TEVET work-based- skills transfer in construction, agriculture, manufacturing and tourism sectors which is aimed at improving the supply and the skills needed in this specific areas by labour market and industries in Zambia. The component will also build the capacity of an additional one thousand (1000) school leavers and out-of-school youths, in innovative skills in entrepreneurship and link them up to sources of funding according to their domain of expertise, for the set up and managing of their own enterprises. The impact of this broad skills development program under the Skills Development Project is expected to generate hope and increase jobs creation among the youths
Component 4: Project Management. The project will also provide the resources needed to cover operating costs and other necessary expenditures to ensure effective and timely project implementation.
The project Objective is to contribute to increased access and improved quality and equity of Technical Vocational Education Training (TVET) as well as job creation for youths.
The Government of Zambia sees the issue of skills development in Zambia as a major challenge that requires an urgent intervention. The country's National Long Term Vision 2030 and Sixth National Development Plan SNDP 2011 -2015) have human development especially skills development for the youths as one of their focus areas as it is currently being faced with high youth unemployment of 61% especially among the 15-19 yrs. The Zambia population is youthful with about 45% below 14 years of age; this demographic dividend is an asset GRZ is seeking to harness. However, due to lack of funding ( about 5% of the total funding of the Education sector before 2013 has been allocated to the Tertiary level of Education) this level of Education has been unable to absorb the over 300,000 post basic and post-secondary graduates entering the Labour market annually as a result of limited access. Consequently, GRZ is experiencing the shortage of skilled labour which is a major constraint to national competitiveness, diversification, and equitable growth in the country. Though, Zambia is seen as an attractive destination for Foreign Direct Investment (FDI) due to its economic policies and political stability; it is unable to convert this advantage to gains in economic growth with its current skills gap constraint. There is a need for GRZ and its CPs to urgently reverse this situation by designing interventions geared towards empowering the 300,000 post-basic education graduates with adequate knowledge, skills or competencies necessary to adapt to a competitive and increasing globalized economy. The Zambia Private Sector which is seen as the engine of growth cannot also grow the economy as it is projected to do; because it cannot find adequate supply of qualified skilled labour for their needs and in some cases are forced to invest heavily in training or re-training of workers and also recruitment of expatriates thereby increasing the cost of production.
The GRZ attempts in the past to address the skills gap by establishing few Technical Colleges (79) and 3 National Universities has not filled these gaps as these institutions are majorly funded by GRZ with its limited resources and little or no CP contribution to this sector. The result is that the institutions have limited infrastructure, mostly dilapidated with obsolete equipment, operating curriculum not aligned with labour market requirement and inadequate number of qualified teaching staff. Consequently, the few graduates being produced from the tertiary institutions are unable to serve the needs of the industry thereby making productivity to be low. The high rate of unemployment especially among urban youths aged between 15-19yrs is also due to lack of entrepreneurship training and skills transfer.
The Bank's intervention in Skills Development is therefore proposed to address some of the challenges regarding expansion of access in HE from its present 8% (19,086 students out of 300,000 graduate annually from post-secondary education level) absorption capacity to above 15% by 2017 and in TEVET from less than 2% of 300,000 outputs from basic and secondary education to above 15% absorption capacity by 2017. The proposed intervention is also meant to address the huge challenge of youth unemployment (15-19yrs) which stands at 63% especially among the urban residence. These youths through the work-based -learning intervention by the proposed Bank project will be given remedial second-chance and on the job training to fill this gap. This will be assisting the Government to implement its policy of access to higher institutions of learning for all qualified Zambian individuals (University Act 2011) and creation of one million jobs in five years.
GRZ, entire Zambia population especially youths in school, out- of- school including: females and people living with disabilities, teachers, staff, college administrators, managers, TEVETA, Ministry of Finance, Ministry of Education, Higher Education and TEVET graduates, labour market and firm.
EKOH Ugonma Patience - RDGS2