aide memoire i. introduction - all documents

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BANGLADESH

SKILLS AND TRAINING ENHANCEMENT PROJECT

(Credit No. IDA-47640-BD, IDA-57360 & TF015113)

9th Implementation Support Mission, July 20-28, 2016

AIDE MEMOIRE

I. INTRODUCTION

1. An International Development Association (IDA) team 1 for Bangladesh carried out the ninth

Implementation Support Mission (ISM) for the Skills and Training Enhancement Project (STEP) from July 20-28,

2016. The mission’s objectives were to: (a) review the implementation status of project activities commenced under

the additional financing, with specific attention on progress in each component; (b) review procurement and

financial management procedures, staffing, and records; (c) update compliance with safeguards; (d) review

monitoring and evaluation and communication activities; and (e) agree on a time-bound action plan.

2. This Aide Memoire records the findings and recommendations of the mission. The mission met with

Ministry of Education (MoE), Directorate of Technical Education (DTE), Bangladesh Technical Education Board

(BTEB), Bureau of Manpower Employment and Training (BMET), Economic Relations Division (ERD), National

Skills Development Council (NSDC) Secretariat, Industrial Sector Councils (ISC); Principals of project supported

polytechnics and short-course training institutions, Bangladesh Garments Manufacturers and Exporters Association

(BGMEA); Bangladesh Association of International Recruiting Agencies (BAIRA); and officers of the STEP

Project Implementation Unit (PIU). The list of officials met and institutions visited is in Annex 11. This Aide

Memoire was discussed: (i) at a pre-wrap-up meeting on July 27, 2016, chaired by Mr. Ashok Kumar Biswas,

Director General of DTE; and (ii) at a wrap-up meeting on July 28, 2016 chaired by Mr. Sohorab Hossain, Secretary,

MoE. The Mission expresses its appreciation for the kind cooperation of the officials and representatives of various

concerned agencies/Ministry. As agreed with the Government of Bangladesh, this Aide-Memoire will be publicly

disclosed.

II. KEY PROJECT DATA

Project Data Original AF Current Ratings and Flags Last Now

Board Approval 10-Jun-2010 30-Oct- 2015 Development Objectives S S

Effectiveness 22-Aug-2010 10-Feb-2016 Implementation Progress S S

Closing date 30-Jun-2017 30-Jun-2019 Project Management S S

Credit amount SDR52.30 m SDR71.3 m Procurement S S

Disbursed (July 27, 2016)

(

SDR52.1.4 m SDR 13.6 m Financial Management S S

% Disbursed (Jul 27, 2016) 99.7% 19% Counterpart Funding S S

Multi-Donor Trust Fund US$14.8 m - Monitoring and Evaluation S HS

Disbursed (July 27, 2016) US$ 11 m -

% Disbursed (July 27, 2016) 74% -

Age of the Project 6 years 0.5 years

1The team comprised the following members: Mssrs/Mme Mokhlesur Rahman (Sr. Operations Officer, Co-Task Team Leader), Shinsaku Nomura (Sr.

Economist and Co-task Team Leader), Syed Rashed Al-Zayed (Senior Economist), Shiro Nakata (Sr. Economist), Aftab Uddin Ahmad (Consultant), Tashmina

Rahman (Consultant), Mohammad Atikuzzaman (Financial Management Specialist), Ishtiak Siddique (Procurement Specialist), Sabah Moyeen (Social Safeguards Specialist), Ferdous Jahan (Social Safeguard Consultant), Shakil Ahmed Ferdausi (Sr. Environmental Specialist); Tanvir Ahmed (Environmental

Consultant); Fariha Fairuz Chowdhury (Research Assistant). In addition, Heather McBride, (Deputy Director) and Ms. Riful Jannat (Sr. Development Advisor)

joined the mission from CANADA. Nazma Sultana and Rex Quiah (Dhaka) supported the team on logistics and Sandra X Alborta provided support from Washington DC.

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Ratings: HS=Highly Satisfactory; S=Satisfactory; MS= Moderately Satisfactory; MU= Moderately Unsatisfactory;

U=Unsatisfactory; HU=Highly Unsatisfactory; NA=Not Applicable; NR=Not Rated.

III. ACHIEVEMENT OF DEVELOPMENT OBJECTIVES

3. The Project Development Objective (PDO) is to strengthen selected public and private training institutions

to improve training quality and employability of trainees, including those from disadvantaged socio-economic

backgrounds. Progress towards achievement of PDO is rated Satisfactory as: (i) the cumulative number of stipend

recipients (KPI2 3) as of AY2016 is 144,615 against the target of 135,000, and (ii) based on data self-reported by

short-term training institutions, the employment rate of trainees after six months of completion of training is 48%

(KPI 2) against a target of 42%. The latest available pass rate (KPI 1) is 91%, 90% and 95% for overall, female,

and disadvantaged, against the revised target of 62%, 66%, and 57%, respectively3. The updated Results Framework

is in Annex 1 of this Aide-Memoire.

4. Moreover, the mission has observed, in addition to the strong implementation performance towards the

PDOs, powerful strides towards the improvement of the whole skills sector ecosystem in Bangladesh. These

outcomes are considered to lie above the PDO level since the PDO primarily focuses on the improvement of the

selected institutions. The observed areas of sector-wide contributions include: (i) building sustainable

implementation capacities and governance at all levels of skills development system; (ii) changed mind sets among

the institutions, who now initiate and lead innovations, and among students and communities towards increasing

the value of technical education in society (Annex 3); and (iii) increased harmony among formerly-fragmented

skills development stakeholders and forging global partnerships. More information in Annex 4.

IV. INITIATION OF ADDITIONAL FINANCING

5. Additional Financing (AF) for STEP for the amount of SDR 71.3 million (USD100 million equivalent) was

approved by the World Bank Board on October 30, 2015, and by Executive Committee of the National Economic

Council (ECNEC) on January 5, 2016. The Financing Agreement was signed on January 21, 2016 and became

effective on February 10, 2016. The original project, together with the Recipient Executed Multi Donor Trust Fund

(MDTF) has been extended to the closing date by one year to June 30, 2017. The closing date of the AF would be

June 30, 2019. A launching ceremony was held to initiate the implementation of the additional financing on May

8, 2016.

V. SUMMARY OF IMPLEMENTATION PROGRESS

6. Overall Implementation Status – The implementation progress rating is ‘Satisfactory’. Achievements

during the period include: (i) accelerated grant utilization up to 70 percent of allocated funds by June 2016; (ii)

signing with 12 public polytechnics and 8 public short course training institutions; (iii) signing with 62 polytechnics

for stipends, (iv) signing performance agreements with 10 new institutions for RPL assessment, 13 SSC (voc)

institutions, and (v) teacher training partnership signed with Nanyang Polytechnic International, Singapore (NYPi).

7. Disbursement: Current overall IDA disbursement is at 54%. Disbursement from the original Credit is 99.7%

and from AF is 19.0%. The recipient executed trust fund (RETF) disbursement is 74%. It is expected that US$30

million will be disbursed from the AF and RETF by June 30, 2017.

2 KPI – Key Performance Indicator 3 The Bangladesh Technical Education Board changed the examination process and requirement for passing the examination

starting 2014. Due to the change, the pass rate rose substantially across the board. The indicator will be reviewed taking account

of the policy change after new polytechnics under the AF are identified.

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8. Exchange Loss: The project has lost US$9.6 million due to currency exchange rates fluctuations. The original

credit has lost US$6.6 million, RETF hast lost US$1.9 million and AF has already lost 1.1 million. The IDA

credit is denominated as SDR and RETF is denominated as Canadian Dollar, all the currency converted to US

Dollar for disbursement which has caused the losses.

VI. COMPONENT-WISE PROGRESS

Component 1: Improve the Quality and Relevance of Training

9. Sub-component 1.1: Window-I: Support to Public and Private Institutions Offering Diploma Programs:

Key achievements include: (i) fund utilization raised to 70% of the allocated amount to existing 33 polytechnics

(Annex 5); (ii) selection completed on competitive basis and signed performance contract with beneficiary

institutions under AF, which include: 62 (3 public 59 private) diploma level polytechnic institutes for stipend; 12

public diploma level polytechnic institutes for implementation grants; and 8 public short course trainings providing

institutes; (iii) overall stipend support to extended to 144,615 students (27 percent females); (iv) extended teacher

training partnership agreement with Nanyang Polytechnic International (NYPi) of additional 1,150 teachers and

establishment of 10 starter labs on pilot basis; (v) quality enhancement activities implemented including in-house

training and workshops on capacity building, industry visits, job placement and job fair, guest speakers from

industries, and campus monitoring with web camera; (vi) greater institution involvement with industry through

formal partnerships and (vi) signed 152 MOUs with industries among 23 data-available polytechnics, facilitated by

increased engagement of Institutional Management Committees (IMC).

10. The project received 152 applications for the Institutional Development Grant (IDG) support under the AF

from the polytechnics. The project undertook multiple approach for selection of appropriate beneficiary institution.

However, the selection of remaining 12 private polytechnics is under evaluation by MoE. For each of the existing

33 grant-recipient polytechnics (25 public and 8 private), contracts were signed with 30 polytechnics for an

additional funding and contracts for 3 polytechnics are under process.

11. It was agreed that STEP/DTE would (a) sign performance contracts with the remaining selected private

polytechnics under the AF by August 31, 2016; and (b) complete all procurement packages under the original

credit by December 31, 2016.

12. Currently, 82,712 students are receiving stipend, of whom around 26 percent are female. Key achievements

under the stipend program include: (i) stipend coverage has been extended to seven newly selected government

institutions; (ii) as of June 2016, a total of 280,951 student years have been supported through the diploma level

stipend program from 100 institutions (Annex 6); (iii) a total of 28,368 newly selected students received stipend

under the latest tranche, out of which 4,552 students from the newly selected seven institutions; and (iv) 62 new

polytechnics (3 public and 59 private) under the AF have been selected. 13. Discussion was held regarding attendance monitoring pilot which aims to test possible options for

monitoring attendance of students and teachers in the polytechnic Institutions. STEP has established a team for

designing the pilot.

14. It was agreed that STEP would: (i) deploy data entry and the verification firm by September 15, 2016;

(ii) complete verification and final selection of new students for stipend program by November 30, 2016; and (iii)

disburse the next tranche by December 31, 2016.

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15. Sub-component 1.2: Window-II: Support to Public and Private Institutions Offering Short-Term Program:

Key achievements include: (i) signed performance contract with newly selected 8 public short course training

institutions under the AF on June 24, 2016; (ii) expansion of additional market driven trades in existing institutions;

(iii) trainee enrollment initiated in existing 56 institutes (out of 64) for tenth cycle (iv) 17,804 trainees completed

training since last mission (cumulative 73,753 (27% female) of whom 96.8 percent passed; (v) employment rate

increased from 42% to 48% (target 42%) as a result of increased support from job placement cells and active

engagement of IMCs; ; and (viii) quality of training continued to improve through enhancement of facilities and

equipment, industry visits/guest faculties, workshop/job fair, job counseling and industry partnerships. However,

the selection of new private short-course training institutions under the AF is under review by the MoE.

16. Bangladesh Garment Manufacturers and Exporters Association (BGMEA) trained 3,180 unskilled

laborers (26% female) and 93% of them are employed till June 2016. BGMEA is providing food and

accommodation support to disadvantaged trainees from rural areas with subsidized costs. Performance contract has

been extended with BGMEA up to December 2018. Currently, five centers under BGMEA are providing training.

17. Bangladesh Association of International Recruiting Agency (BAIRA) has been in discussion with STEP

for forging a partnership agreement for provision of training for migrant workers.

18. A series of discussion took place regarding the possibility of extending support towards the international

collaboration for skills certification and training for migrant workers through RPL. BMET will explore possibilities

of conducting a pilot with Middle East countries such as Saudi Arabia.

19. It was agreed that STEP would (i) sign the performance contract with the newly selected private

institutions by August 31, 2016; (ii) sign partnership agreement with the Guangzhou Industry and Trade

Technician College under the Guangdong Provincial Government of China for teachers’ training of the short-

term training institutes by October 15, 2016; (iii) assist BTEB and training institutions for starting National

Technical Vocational Qualification Framework (NTVQF) certification from, to the extent possible, 10th cycle

especially with already accredited Registered Training Organization (RTOs); and (iv) explore the possibility of

partnership with PKSF for beauty and well-being trainings.

20. It was agreed that BGMEA would: (i) increase additional three training centers by August 10, 2016; (ii)

train additional 6,150 workers by December 31, 2016; and (iii) conduct mid-level manager training needs

assessment by September 30, 2016 and share with STEP; (iv) revise partnership agreement to reflect the results

of assessment and agree on new activities. BAIRA will share a draft partnership agreement with STEP by August

31, 2016.

Component 2: Pilots in TVET

21. Sub-Component 2.1: The project has continued supporting strengthening of NSDC Secretariat (NSDCS)

and the Industrial Skills Councils (ISCs). NSDCS is responsible for coordinating with 23 ministries involved in

skills development. Among the 12 established ISCs, 9 have been registered as legal entities, and the remaining 3

are in process of registration. NSDCS has procured equipment and furniture for ISCs. NSDCS organized a seminar

on NTVQF review involving all stakeholders in collaboration with Korean International Cooperation Agency

(KOICA) (Annex 10). NSDCS assisted for completing the stocktaking study on ISCs in collaboration with the

International Labor Organization and the World Bank (Annex 7).

22. Under the AF, two ISCs (Information and Communication Technology (ICT and Light Engineering) will

be supported. The two ISCs will: (a) prepare action plans for one year, including the financial plans, staffing needs,

and expected outputs; (b) agree with NSDCS on disbursement arrangement for ISCs; and (c) start implementation

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of the activities, including commencement of developing of occupational standards, developing a roster of potential

industry assessors, and facilitating industry linkages.

23. It was agreed that: (i) ICT and Light Engineering ISCs will develop action plans by August 10, 2016

and reach an agreement with NSDCS by September 1, 2016; and (ii) ISCs will commence the implementation of

agreed tasks by October 31, 2016.

24. Sub-component 2.2: Strengthening the Secondary School Certificate (Vocational): Under the AF,

performance contracts have been signed with additional 13 Secondary School Certificate (Voc) schools (3 public,

10 private). The second year of Secondary School Certification Vocational (SSC Voc) apprenticeship pilot has been

completed. A total of 1568 students (889 in Grade 9 and 679 in Grade 10) from seven public pilot schools in 3

trades. In the second phase of the pilot, for the first time, the implementation of NTVQF has started. Three public

SSC Voc schools4 have been newly accredited as Registered Training Organizations (RTOs). A total of 252 students

have been assessed by these RTOs under the NTVQF for level 1 and 2 (223 for level 1 and 29 for level 2).

25. It was agreed that: (i) all the participating SSC (Voc) schools under the pilot would be RTO by November

30, 2016; (ii) databases of industry partners and apprentice students would be shared with IDA by September 30,

2016; and (iii) develop a plan for effectiveness assessment on the pilot and share with IDA by September 30,

2016.

26. Sub-component 2.3: Recognition of Prior Learning (RPL): Participation agreement was signed between

newly selected 10 assessment centers under the AF on June 28, 2016. The Operations Manual for RPL has been

finalized. To meet the shortage of assessors, STEP supported the training and certification of around 500 industry

assessors5 up to June 30, 2016. Data collection for an effectiveness assessment on RPL has started.

27. It was agreed that BTEB/STEP would: (i) accredit a pool of assessors for expanding the RPL in all

levels; (ii) publish RPL operations manual by August 30, 2016; (iii) print and distribute RPL posters by August

31, 2016; and (iv) complete selection of additional 10 new assessment centers under AF by January 31, 2017.

Component 3: Institutional Capacity Development

28. This component aims to strengthen the capacity of the Government of Bangladesh (GoB) to manage the

Technical and Vocational Education and Training (TVET) sector as a whole through capacity development of key

TVET institutions.

29. Directorate of Technical Education (DTE): The key achievements under this activity include: (i) 924 STEP

teachers are supported at 50 public polytechnics; (iii) 351 teachers were trained in subjective training for two

subjects; (vi) the design for Human Resource Management Information System (HRMIS) has been completed

and fifteen modules have been developed and 7 module development are progressing; (vii) a new partnership

agreement with NYPi was signed for accelerated training for teacher and establishment of starter labs; (viii) a

partnership agreement signed with Institute of Technical Education Services (ITEES) of Singapore for specialist

training in Singapore and implemented; and (ix) professional development program for Ministry of Public

Administration (MoPA) is on-going.

4 Technical School and College Barisal, Manikganj, and Gazipur. 5 Of these, UCEP-Bangladesh trained 389 at NTVQF Level 1,of whom 200 were certified as ‘Competent’; BKTTC-Chittagong

trained 621 at NTVQF Level 1, of whom 284 were certified as ‘Competent’; and additionally, BKTTC-Chittagong trained 41

at NTVQF Level 2, of whom 23 were certified as Competent.

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30. It was agreed that DTE would (i) initiate dialogue to sustain services of the STEP teachers by September

30, 2016; (ii) undertake a HR study to streamline the staffing pattern in the public polytechnics in comparison

to international standard by October 31, 2016; (iii) sign an agreement with MoPA on the professional

development program; (iv) DTE will formally request Central Procurement Technical Unit (CPTU) to get

registration for e-GP by August 16, 2016; (v) initiate discussions for a sector-wide approach by August 31, 2016.

31. Bangladesh Technical Education Board (BTEB): Key achievements include: (i) development of

digitization of affiliation and registration system; (ii) a total of 507 industrial assessors were accredited at different

levels (484 at level 1 and 23 at level 2); (iii) finalized a ToR for development of interactive e-Books; and (iv) out

of 56 courses, 12 short-courses of BMET have been synchronized and the rest are in progress.

32. It was agreed that BTEB would: (i) publish an EoI for a consultant for development of e-Books by

September 30, 2016; (ii) commission Education Management Information System (EMIS) by November 30,

2016; and (iii) train and accredit adequate number of industry assessors (at least 300 for occupations under

STEP supported RPL) for the implementation of NTVQF.

33. Bureau of Manpower Employment and Training (BMET). The key achievements include: (i) civil works

have been completed for vertical extension of one floor; (ii) development of web-based immigration database is

progressing; (iii) 25 teachers from 35 TTCs were trained by the Technical Teachers Training Institute (TTTI) at

BKTTC on intensive pedagogical training; (iv) TTTI established by STEP in February 2014 is receiving further

infrastructure support from Islamic Development Bank (USD 8.5 m) and (v) BMET and STEP is finalizing a

partnership agreement with China for teacher training.

34. It was agreed that BMET/STEP would (i) sign a partnership agreement with the Guangzhou Industry

and Trade Technician College in the Guangdong Provincial Government of China for training of the teachers

of short-term training institutes by October 30, 2016; and (ii) undertake study on the Higher Secondary School

Certificate (HSC)(Voc) by BTEB/BMET by December 31, 2016.

Component 4: Project Management, Communications, and Monitoring and Evaluation

35. Sub-Component 4.1: Project Management and Communications: Achievements under this sub-component

include: (i) the additional financing launching workshop organized on May 8, 2016; (ii) PIU is staffed with 41

personnel; (iii) 7 technical specialists deployed at PIU, and 10 more technical specialists selected under the AF; (iv)

one Project Steering Committee (PSC) and two Project Steering Committee (PIC) meetings held for the period of

January – June 2016 to guide project implementation; and (v) PIU continually providing technical, administrative

and coordination support to participating institutions and line agencies.

36. Communication and Mobilization (CM): Key achievements include: (i) organized 30 outdoors

dissemination programs for raising public awareness about TVET sector; (ii) produced and broadcasted 10 TV talk

shows and 10 radio talks/discussions about the importance of skills and TVET; (iii) developed and displayed five

billboards in strategic locations in Dhaka; (iv) published the first newsletter of the project; (v) organized 12

workshops/seminars to disseminate project information and motivate stakeholders; (vi) organized a national-level

job fair in collaboration with Campaign for Popular Education (CAMPE) engaging 28 companies; (vii) sponsoring

Ethics Advanced Technology Limited (EATL)-Prothom Alo Mobile Apps Competition 2016 to promote ICT skills

development among youth; and top three innovations of Skills Competition of 2015 was appreciated by the Prime

Minister in Innovation Fair held on July 28, 2016.

37. It was agreed that STEP would complete the following: (i) deploy all the staff and consultants approved

under the AF by October 31, 2016; (ii) ensure junior consultants for financial management and procurement

are providing hands-on support to the institutions, remaining at least 20 working days in field and share a field

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visit plan with IDA by August 20, 2016; (iii) sign performance agreements with remaining private institutions

under AF by August 31, 2016; (iv) share a communication and mobilization plan by August 31, 2016; (v)

continue to strengthen coordination among the ongoing projects/programs in TVET; (vi) undertake Skills

Competition 2016; and (vii) prepare print and media documentation on achievements of female beneficiaries

under the project by October 31, 2016.

38. Sub-component 4.2 Monitoring and Evaluation: Based on the recorded sustained high performance and

continuous improvement in M&E activities, the M&E is rated as Highly Satisfactory. Key achievements include:

(i) the seventh semi-annual progress report submitted timely, with adequate and detailed information; (ii) the results

framework updated timely based on reliable data collected from beneficiary institutions (Annex 1); (iii) a new data

collection format for polytechnics developed for collecting detailed information on achievements; (iv) a central

management committee for monitoring formulated and conducted 128 field visits; (v) data collection for the RPL

assessment study completed; (vi) data collection of tracer study on polytechnic graduates completed; (v) a report

on teacher training assessment completed and (vi) a study on female participation in diploma programs completed.

39. It was agreed that STEP would: (i) complete the RPL assessment study and tracer study on polytechnics

by October 31, 2016; and (ii) compile detailed institution-wise information on achievements of IDG by November

30, 2016.

Status of GAAP Implementation

40. The revised Governance and Accountability Action Plan (GAAP) for STEP under the AF has been updated

and discussed during the mission (Annex 9). The GAAP focuses on the following areas: (i) ensuring effective

management of IDG and stipend; (ii) facilitating proper fund utilization by ISCs and (iii) encouraging transparency,

citizen engagement and improved monitoring and evaluation. The performance of GAAP implementation has been

generally satisfactory.

Compliance with Legal Covenants

41. All covenants have now been complied with.

VII. Fiduciary and Safeguards Management

42. Financial Management: The Financial Management rating is “Satisfactory”. The annual audit of the

project has been completed satisfactorily. The project also submitted acceptable IUFRs in a timely manner. Internal

audit for the period of 2012-13 has been completed. The Bank has completed integrated fiduciary review

for FY2014-15.

43. It is recommended that the annual audit report for FY 2015-16 be submitted by December 31,

2016.

44. Procurement: The Procurement management rating is “Satisfactory” given that substantial progress has

been made on procurement at the central and institution levels. The project needs keep the momentum of

procurement activities on the existing and forthcoming institutions. It was agreed that DTE would formally request

Central Procurement Technical Unit (CPTU) to get registration for e-GP by August 15, 2016;

45. Environment: The Environment rating is “Satisfactory”. The updated Environmental Management

Framework (EMF) under the AF is being implemented. The project is reviewing the newly selected beneficiary

institutions on environmental health and safety status as required. The M&E team will continue to follow up on

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these institutions to ensure full compliance with the established set of safety protocols, and conduct baseline

environmental monitoring (compliance status to established set of protocols) in newly selected institutions. It was

agreed that a separate annex will be added in the semi-annual progress report summarizing key information

related to compliance status.

46. Social: The Social Safeguard compliance is “Satisfactory. The updated Social Management Framework

(SMF) under the AF is being implemented. All female and ethnic community students are receiving stipends. In

AY2015-16 the project selected 28,368 students for stipend including 7,651 female students, 74 indigenous, 838

orphan and 1,463 students from female-headed households. Currently, 82,712 students are receiving stipend of

whom around 26 percent are female.

47. Citizen Engagement and Right to Information: Activities to ensure citizen engagement and right to

information are being maintained by the project.

48. Multi-Donor Trust Fund (MDTF): MDTF supported by Global Affairs Canada helped to introduce

universal female stipend which dramatically accelerated the gender mainstreaming efforts in TVET in Bangladesh,

and changed the lives of many female youth. Discussion with Global Affairs Canada was held for extending the

support till June 2019 through either (i) no-cost extension or (ii) extension with additional funding. It was agreed

that STEP will prepare documentation in different media on transformational effects on female TVET graduates

by October 31, 2016.

VIII. OTHERS

49. Skills Development Program: Discussion between the government and development partners in the skills

sector was held to discuss the future course of action towards the transition to Program Approach in Skills

Development. It was recommended that (i) form a Skills Program Preparation Committee; and (ii) the

government would send a request for funding for the proposed Program Approach to the skills supporting

development partners by December 31, 2016. To address the skills agenda of the government and advance the

transition to Program Approach, it is essential to review the existing NSDCS structure to strengthen its position in

the skills sector for effective coordination among all the 23 relevant ministries and development partners. It is

recommended that Executive Committee of NSDC carry out the review by November 30, 2016.

50. South Asia Skills Forum: South Asia Skills Forum event has been organized since 2014 in New Delhi

where all the SAARC country delegations and international skills experts participated. It was discussed that Skills

Development Forum even in FY2017 will be held in Bangladesh. It is recommended that STEP provides

secretariat support for the proposed event.

51. International Workshop on Skills: ILO plans to organize an international workshop on skills in December

2016. It is recommended that STEP provide support for the event.

IX. AGREED KEY ACTIONS

52. The key agreed actions are listed in Annex 2. Particular attention should be given to the following:

Sign performance contracts with the private polytechnics by September 30, 2016;

Intensify field implementation support to maximize the utilization of funds by August 31, 2016;

Ensure disbursement of stipends for old and new cohort by December 31, 2016;

Sign the teacher training partnership for BMET institutions by September 30, 2016; and

Implement NTVQF in short course training, RPL and SSC(Voc) pilots

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X. Proposed Timing of the Next Mission

53. The next mission would be implementation support mission would be field during January/February 2017.

XI. List of Annexes

Annex 1: Results Framework

Annex 2: Agreed Implementation Plan (July – Dec 2016)

Annex 3: Innovative Practices in TVET: The experience of STEP

Annex 4: An Initial Assessment STEP Contribution to the Skills Sector Development

Annex 5: Status of Implementation Grants and Expenditure

Annex 6: STEP Stipend Status

Annex 7: Summary of ISC Stocktaking Study

Annex 8: Recognition of Prior Learning (RPL)

Annex 9: Governance and Accountability Matrix: Skills and Training Enhancement Project

Annex 10: Summary of Workshop on NTVQF

Annex 11: List of Officials Met and Institutions Visited

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ANNEX 1: RESULT FRAMEWORK BY TARGET YEAR

Project Key

Performance

Indicators

Co

re

Origi

nal

Baseli

ne in

2009

Achieve

ment

as of

2015 in

the

original

project

Baseline

for AF as

of 2015

Target Values

(in Academic Years)

Data Collection and Reporting

2016

2017

2018

Frequenc

y and

Data

Collectio

n

Respo

nsibili

ty

Note

1

Pass rates of students from

supported Diploma programs

(%) (*1)

50% 64% Overall:

60%

Females:

66%

Disadvant

aged: 55%

Overall:

62%

Females:

66%

Disadvan

taged:

57%

Overall:

64%

Females:

67%

Disadvant

aged:

59%

Overall:

65%

Females:

68%

Disadvant

aged: 60%

Bi-

annual

Progress

report

STEP

PIU

*2

Baseline for 2015 is

calculated using the average

pass rate (55%) of non-IDG

stipend polytechnics in

2014.

Achievement Overall:

91%6

Female:

90%

Disadvan

taged:

95%

Data from new polytechnics

are yet to be included.

2

Employment rates for

trainees of short-term courses

within 6 months of course

completion

30% 42 40% 42% 44% 46% Bi-

annual

Progress

report

STEP

PIU

*2

Baseline as of 2015 is

calculated assuming

employment rate of 34%

(achievement of 2014) for

26 newly added providers.

6 The pass rate jumped partly as a result of changes in government regulations governing assessment and examination which are applicable starting this cohort.

The BTEB is currently in the process of upgrading their examination system. The changes so far introduced as part of the examination reform include: (i) the

change in timing of national examinations (before: semester 2, 4, 6, 8; now: semester 4, 5, 6, 7, and 8) to better prepare students for the final examination, and (ii)

the way that results of regular examinations and final examination are weighed to produce the final score (before: failing regular examinations barred students from

taking the final examination i.e. fail; now: scores from regular examinations and final examination are combined to produce the final outcome). For project

monitoring, the STEP PIU is expected to work closely with BTEB to analyze the implication of the examination reform. In particular, the team is expected to

calculate the estimated pass rates if there have been no changes in the weighting scheme between final examination and regular examination. Also in this assessment,

the PIU team is expected to analyze the robustness of their results by cross checking the performance of STEP supported institutions against average performance

over time.

11

Project Key

Performance

Indicators

Co

re

Origi

nal

Baseli

ne in

2009

Achieve

ment

as of

2015 in

the

original

project

Baseline

for AF as

of 2015

Target Values

(in Academic Years)


2016

2017

2018

Frequenc

y and

Data

Collectio

n

Respo

nsibili

ty

Note

Achievement 48% Data from new short-term

courses are yet to be

included.

3

Number of disadvantaged

students supported through

stipends selected based on

household information based

selection criteria

- 116,247 116,247 135,000 155,000 175,000 Bi-

annual

Stipend

progress

report

STEP

PIU

According to the stipend

expansion estimate.

Achievement 144,615 Stipend students are yet to

be selected in new

polytechnics.

12

Intermediate

Indicators

Original

Baseline

Achieve

ment

as of

2015 in

the

original

project

Baseline

for AF

as of

YR4

(2015)

Target Values (in Academic

Years)


Co

re

2016

2017

2018)

Frequen

cy and

Reports

Respons

ibility

Comments

1. Total project beneficiaries

students (and % of which are

female)

X 240,000

(14%)

240,000

(14%)

300,000

(15%)

360,000

(16%)

420,000

(17%) Bi-

annual

Progres

s report

STEP

PIU

Including beneficiary

students and trainees in

polytechnics, short-term

trainings, SSC (voc), and

RPL.

Achievement 295,000

(15%)

Data from new target

institutions are yet to be

included

Sub-Component 1.1

% of utilization of

Institutional Development

Grants under the Additional

Financing

2 - - 0 30 60 95 Bi-

annual

Progres

s report

STEP

PIU

Achievement 0 AF is yet to be disbursed

3. Enrollment as a proportion of

sanctioned intake capacity in

supported courses (%)

55% 98% 80% 85% 90% 95% Bi-

annual

Progres

s report

STEP

PIU

*2

Recalculated assuming 55%

for the newly included 25

polytechnics.

Achievement 99% Data from new target


included

4 Share of vacancies in

sanctioned faculty posts in

supported polytechnics

(regular and contractual)

- 2% 10% 8% 5% 5% Bi-

annual

Progres

s report

STEP

PIU

*2

Recalculated assuming

vacancy rate of 20% for

new polys.



included

13

Intermediate

Indicators

Original

Baseline

Achieve

ment

as of

2015 in

the

original

project

Baseline

for AF

as of

YR4

(2015)


Years)


Co

re

2016

2017

2018)

Frequen

cy and

Reports

Respons

ibility

Comments

5 Transition rates of students

from second to third semester

in supported courses

80% 98% 88% 90% 92% 95% Bi-

annual

Progres

s report

STEP

PIU

*2

Recalculated assuming

transition rate of 80% for

new polys.



included

6. Number of faculty in

supported courses trained

- 1,500 1,500 3,000 4,500 6,000 Bi-

annual

Progres

s report

STEP

PIU

Polytechnic and short-

course teachers to be trained

in pedagogical and subject-

based teacher training

courses

Achievement 3,578

Sub-Component 1.2

95%

7

Completion rates for trainees

in supported short-term

training courses

50% 98% 80% 85% 90% Bi-

annual

Progres

s report

STEP

PIU

*2

Recalculated assuming 50%

completion rate for 26

newly added short-course

providers



included

8 Share of girl trainees in

supported courses %

5% 30% 20% 23% 26% 30% Bi-

annual

Progres

s report

STEP

PIU

*2

Baseline in 2015

recalculated assuming 5%

female rate for 26 newly

added short-course

providers



included

Sub-Component 2.1 -

14

Intermediate

Indicators

Original

Baseline

Achieve

ment

as of

2015 in

the

original

project

Baseline

for AF

as of

YR4

(2015)


Years)


Co

re

2016

2017

2018)

Frequen

cy and

Reports

Respons

ibility

Comments

9 Number of Industry Skills

Councils functioning

supported by the project

5 5 6 7 7 Bi-

annual

Progres

s report

STEP

PIU

Original project supported 5

ISCs. AF will focus on

additional 2.

Achievement 5 Newly targeted two ISCs

are yet to receive support

Sub-Component 2.2

10 Evaluation of the SSC (Voc)

Pilot

- Operati

onal

pilot

initiated

Operation

al

pilot

initiated

Pilot

scaled-

up

Evaluation

completed

- Bi-

annual

Progres

s report

STEP

PIU

Achievement Pilot

scaled

up

11 Number of individuals

assessed for RPL in supported

centers.

- 4,292

4,292 8,000 20,000 30,000 Bi-

annual

Progres

s report

STEP

PIU

Achievement 9,628 By July 2017

Component 3

Bi-

annual

Progres

s report

12 Number of staff trained in

Leadership and Management

areas.

22 22 60 100 150 STEP

PIU

Staff and managers trained

in overseas training

programs

Achievement 238

Sub-Component 4.1.

15

Intermediate

Indicators

Original

Baseline

Achieve

ment

as of

2015 in

the

original

project

Baseline

for AF

as of

YR4

(2015)


Years)


Co

re

2016

2017

2018)

Frequen

cy and

Reports

Respons

ibility

Comments

13 Number of awareness raising

campaigns

10 10 18 24 30 Bi-

annual

Progres

s report

STEP

PIU

Achievement 18

14 Satisfaction Survey (Student,

Faculty, and Employers’) for

IDG recipient institutions

- - - Survey

initiated

Survey

completed

Project

life

Satisfacti

on

surveys

STEP

PIU

Achievement Not yet

initiated

Component 4 Project

Life

Studies

STEP

PIU

15 Assessment studies in TVET - 1st

Tracer

study on

short-

course

complet

ed

1st Tracer

study on

short-

course

completed

1st

Tracer

study on

polytech

nic

complet

ed;

2nd Tracer

study on

short-

course

completed

2nd Tracer

study on

polytechn

ic

complete

d

RPL

Impact

evaluatio

n

complete

d

Achievement Tracer

study on

polytech

nic on-

going

*1: Disadvantaged students refer to stipend beneficiary students at polytechnics.

16

*2: Baselines values for 2015 are calculated by including originally-supported institutions and the average of institutions that could be potentially

supported. Institutions will be selection upon competitive selection and be monitored during the AF period.

Annex 2: Agreed Implementation Plan (July – Dec 2016)

Code Agreed Actions Status/Issues Key steps/activities Completed by Responsibilities

I. Overall

A1 Selection of

institutions for the

AF

Final selection of private

institutions under MOE

review

1. Sign the performance contracts

with the private institutions

Sep 30, 2016

STEP/DTE/MoE

A2 Disbursements Current overall disbursement

is 54% for IDA credit

2. Disburse US$30 million Dec 31, 2016 STEP /DTE/ MoE

A3 Staffing 41 out of 52 staff and 16 out

of 19 TA are in place

Remaining staff and TA

needs to be onboard

3. Deploy all the remaining staff

and consultants

Sep 30, 2016 STEP/DTE/MOE

A4 Implementation

Grants 70% utilized under original

credit

4. Utilize Original Credit 95%, AF

40% and MDTF 95%)

Dec 31, 2016 STEP/DTE

II. Components

B. Component 1:To Improve the Quality and Relevance of Training in Diploma and Certificate (Short-term) Programs

B1 Drive utilization of

implementation

Grants

Need special attention to

accelerate implementation in

newly selected polytechnics

5. Complete all remaining

procurement packages of

original credit

Oct 31, 2016 STEP/DTE/MOE

6. Update procurement plans

including disbursement data of

the 33 polytechnics (under

Original Credit)

Aug 20, 2016 STEP/DTE/

7. Undertake procurement and FM

training for the newly selected

polytechnics

Oct 31, 2016 STEP/DTE

8. Assign specific institutions to

the Junior procurement and FM

consultant for technical support

and share with IDA

Aug 31, 2016 STEP/DTE

17

9. Share a field visit plan till

December 2016 for all the

consultants and share with IDA


10. Continue in-country

Training/workshop/ seminars

Ongoing STEP/DTE

11. Continue Industry Visit for all

designated programs

Ongoing STEP/DTE

12. Accelerate using Guest

Speakers from industries

Ongoing STEP/DTE

13. Prepare Guest Speakers

database and share with IDA

Sep 30, 2016 STEP/DTE

14. Prepare a database on the

Industrial Partnership with

polytechnics


15. Continue pedagogical and

subjective training for newly

hired teachers

ongoing STEP

16. Update the database on IMC ,

Job Placement Cells, Industry

Partners and share an analytical

report on industrial partnership

Nov 30, 2016 STEP/DTE

17. Arrange job fair at institutional/

regional/ central levels


18. Arrange skills innovation

competition 2016

Jan 31, 2017 STEP/DTE/BTEB

19. Ensure each Polytechnic

prepare an achievement report

and share with IDA


20. Arrange partnership between

polytechnic and neighboring

TTC for training on operations

of CNC machines to maximize

its utilization

Oct 31, 2016 STEP/DTE/BMET

21. Continue exchange Ongoing STEP/DTE

18

visit/seminar/ workshop among

the institution to share

implementation experience

B2 Timely

disbursement of

stipend to the

students

144,615 students received

stipend from 100 institutions

(27% female)

Currently 162 institutions are

selected for stipend

22. Deploy Data Entry and

Verification Firm


23. Initiate awareness and

communication program in 162

polytechnics


24. Initiate application process for

new students

Sep 1, 2016 STEP/DTE/BTEB

25. Complete data entry Oct 15, 2016 STEP/DTE

26. Provide data management

training to the STEP team


27. Complete verification and final

selection of students


28. Disburse stipend for all the

institutions


29. Explore best option for

attendance monitoring


30. Prepare a ToR for the

attendance monitoring pilot and

share with IDA


31. Undertake refresher training

DTE staff on stipend

management procedures

Oct 30, 2016 DTE/ STEP

B3 Short-course

training under

Window II

77,664 trainees enrolled

training from 64 institutes

selected

Over 27% trainees are female

Over 48% got job within six

months of training

96.7% trainees passed BTEB

exams

BGMEA trained 3,180 (26%

female) and employment rate

is 93%

.

32. Sign teacher training

partnership agreement with

China


33. Develop an action plan and cost

estimate on NTVQF

implementation from cycle 10

and share with IDA

Sept 30, 2016 STEP/BTEB/BMET

/DTE

34. Continue to strict enforcement

of trainee selection criteria in

training programs

Continue STEP/DTE/BMET





19


36. Continue increase utilization of

quality grants

Continue STEP/BMET/DTE

37. Arrange Job fair at the

institutional/regional/central

levels

Dec 31, 2016 STEP/BMET/DTE

38. Share draft ToR for PKSF MoU

with IDA

Sep 30, 2016 STEP/PKSF/DTE

39. Sign MoU with PKSF Nov 30, 2016 STEP/ PKSF/DTE

40. Explore possibility of

introducing Beauty & Well

Being Partnership with Jawad

Habib, India in association with

PKSF and BTEB

Oct 31, 2016 STEP/BTEB/PKSF/JH

41. update list of designated

officials for management job

placement center and share with

IDA

Nov 30, 2016 STEP/DTE/BMET





Nov 30, 2016 STEP/BMET

43. Prepared a draft partnership

agreement with BAIRA and

share with IDA

Aug 31, 2016 STEP/BAIRA/DTE

44. Sign Partnership agreement

with BAIRA

Sep 30, 2016 STEP/BAIRA/DTE

45. Undertake mid-level managers

training needs assessment for

BGMEA

Sep 30, 2016 STEP/BGMEA/DTE

46. Update teacher database to

prioritize selection for overseas

training

Oct 31, 2016 STEP/BMET/DTE

47. Prepare print and electronic

media documentary on female

trainees’ success stories.

Nov 30, 2016 STEP/BMET/DTE

C. Component 2: Pilots in TVET

20

C1 Supporting the

NSDC Secretariat

for capacity building

12 ISCs are functional

ISCs stock taking study is

completed

NTVQF consultation

workshop was held

Nine ISCs have been

registered

Two ISCs (ICT, Light

Engineering) are to be

supported under AF

Initiate Skills Subsector

Development Program in

consensus with GoB

ministries and Developemnt

Partners

48. Support NSDCS to agree on

action/financing plans with the

two ISCs, and share with IDA

Sept 1, 2016 STEP/NSDCS

49. Update action for FY2017 with

specific action for next months

and share with IDA

August 4, 2016 NSDC/STEP

50. Support NSDCS to establish

disbursement modality for ISCs

Sept 1, 2016 STEP/NSDCS

51. Support the two ISCs to

commence the implementation

of agreed activities

Oct 31, 2016 STEP/NSDCS

52. Hold discussions with ECNSDC

on appropriate NSDCS structure

Nov 30, 2016 NSDCS/STEP

53. Send a request to IDA for Skills

Subsector Development

Program

Dec 31, 2016 NSDCS/MOE/ERD

54. Continue quarterly coordination

meeting with all the ISCs

Ongoing STEP/NSDCS

/ECNSDC

55. Continue donor/project

coordination meetings

Ongoing NSDCS /ECNSDC

56. Undertake training/workshop as

necessary

Ongoing NSDCS/STEP

C2 Pilot SSC

Vocational The 2nd round Pilot of Grade

9 and 10 completed in 7 pilot

schools

Additional 13 pilot schools

signed performance contracts

Three pilot schools registered

as RTO

57. Initiate the pilot implementation

at the newly selected SSC Voc

Aug 31, 2016 STEP/DTE/BTEB

58. Update the Operations Manual

incorporating the lessons

learned

Aug 31, 2016 STEP/DTE/BTEB

59. Develop a ToR for effectiveness

assessment and tracer study on

the pilot, and share with IDA

Sept 31, 2016 STEP

60. Develop a database of industry

partners and students in the

pilot, and share with IDA

Dec 31, 2016 STEP

61. Register the remaining pilot

SSC Voc schools as RTOs

Nov 30, 2016 STEP/BTEB/DTE

62. Conduct field visits to all the

pilot SSC Voc

Dec 31, 2016 STEP/BTEB/DTE

21

63. Provide necessary trainings and

logistical support to the pilot

SSC Voc

Ongoing STEP/DTE/BTEB

C3 Recognition of Prior

Learning (RPL) 10 RPL centers and 8

occupations were accredited

20 batches of assessment

completed

9,628 individuals assessed

Participation agreement

signed with additional 10

centers

Need to create a larger pool

of industry assessors

RPL Operations Manual to be

published

64. Print and distribute RPL

Operations Manual to all the

centers and stakeholders

Aug 30, 2016 STEP/BTEB

65. Print and distribute RPL posters

to relevant stakeholders

Aug 30, 2016 STEP/BTEB

66. Accredit a pool of assessors for

expanding the RPL

Oct 31, 2016 STEP/BTEB

67. Complete and publish RPL

effectiveness assessment study


68. Complete the selection of 10

new centers for RPL

Jan 31, 2017 STEP/BTEB

69. Conduct awareness raising

activities and national/regional

workshops to sensitize

employers and public about

RPL

Dec 31, 2016 STEP/BTEB

70. Provide necessary technical and

logistical support to RPL

centers

Ongoing STEP/BTEB

D. Component 3:Institutional Capacity Development

D1 DTE Strengthening 924 contractual working in

50 polytechnics

351 teachers received

subjective training for two

subjects

Initiate steps to sustain the

services of STEP teachers

Publish tender notice for

vertical extension of another

3 stories.

71. Initiate dialogue to sustain

services of the STEP Teachers

Aug 31, 2016 DTE/STEP/MOE/

MOPA

72. Provide second-shift allowance

to STEP hired teachers

Aug 31, 2016 DTE/STEP/MOE

73. Deploy a consultant for

undertaking a HR study to

streamline staffing pattern

Oct 31, 2016 DTE/ STEP/ MOE

74. Sign partnership agreement with

TTTC for teachers training

Aug 31, 2016 DTE/STEP/MOE

75. Sign partnership agreement with

BITAC for teachers training

Sept 30, 2016 DTE/STEP/MOE

76. Publish tender notice for

vertical extension of 3-floors

Oct 30, 2016 DTE/STEP/MOE

77. Continue pedagogical and

subjective training to teachers

Ongoing STEP/TTC/DTE

22

78. Ensure commissioning HR MIS Nov 30, 2016 DTE/STEP

79. Deploy contractual teachers in

the public polytechnics

Dec 31, 2016 DTE/MOE/STEP

80. Update the in-country and

overseas training plan for staff

development and share with

IDA

Sep 30, 2016 DTE/STEP

81. Continue coordination with DPs

/ agencies and other skills

project

Ongoing DTE/STEP

82. Send proposal for the proposed

TVET sector-wide program

Dec 31, 2016 DTE in consultation

with DPs and NSDCS,

MOE and ERD

83. Sign a partnership agreement

with MoPA for professional

development of MoPA officials

Aug 31, 2016 STEP/DTE/MOE/

MOPA

84. Explore the possibility of a

partnership for CBT training for

the teachers with IUT and

DUET

Nov 30, 2016 STEP/DTE/BTEB

85. Develop capacity enhancement

plan for Vocational Teacher

Training Institute (VTTTI) and

Technical Teacher Training

College (TTTC)


86. Register with CPTU for e-GP Aug 16, 2016 STEP/DTE

D2 BTEB Strengthening 507 accredited as assessor

Need to create a pool of

industry assessors across the

levels

87. Train and accredit at least 300

assessors across the QF levels in

line with RPL occupations

Dec 31, 2016 STEP/BTEB/DTE

88. Continue RPL certification Continue STEP/BTEB/DTE

89. Publish EoI for multimedia text

book EEE programs

Sept 30, 2016 STEP/BTEB/DTE

90. Deploy a consulting firm for

multimedia text book on EEE

programs

Nov 30, 2016 STEP/BTEB/DTE

91. Continue awareness programs

and administrative measures

ensuring free and fair national

Ongoing BTEB/STEP/DTE

23

examinations

92. Develop a profile database for

industry assessors for quality

assurance of assessment

Nov 30, 2016 BTEB/STEP/DTE

93. Commission the EMIS Program Oct 31, 2016 BTEB/STEP

94. Complete synchronization of

courses with BMET


95. Share action plan for improving

the capacity of printing press

Oct 31, 2016 BTEB/STEP/MoE

96. Share updated Activity Plan for

BTEB under the AF with IDA

Sep 30, 2016 BTEB/STEP/DTE

D3 BMET

Strengthening 837 teachers provided

practical/subjective training

Vertical extension is

completed

Technical Teacher Training

Institute has been established

at BKTTC

Need to sign Partnership

agreement with China

97. Share updated Activity Plan

under AF with IDA for FY2017

Aug 31, 2016 BTEB/STEP/DTE

98. Complete synchronization of

courses with BTEB

Oct 31, 2016 BMET/STEP/BTEB

99. Continue supporting training at

TTTI for pedagogy, subjective

etc.

Ongoing BMET/STEP/BTEB

100. Commission the web-based

migration database

Nov 30, 2016 BMET /STEP

101. Sign teacher training

partnership with Guangdong

Provincial Government of

China

Oct 30, 2016 BMET/STEP/

MOEWOE/MOE

/NSDC

102. Arrange regional/central job

fair

Dec 31, 2016 BMET/STEP

103. Deploy consultant for the

proposed HSC Voc Study

Dec 31, 2016 BTEB/BMET

E. Component 4 :Project Management and Communications, and Monitoring and Evaluation

4.1Project Management and Communications

E1 Project Staffing 41 staff in place

Need to deploy remaining

staff and TA under the AF

Regular PSC and PIC

meeting held

M&E unit become efficient

104. Deploy the remaining

project staff and TA

Oct 31, 2016 STEP/DTE/MOE

105. Ensure junior consultant for

procurement and FM are in the

field at least for 20 working

days

Sep 1, 2016 STEP

106. Share staff and TA field Aug 20, 2016 STEP

24

GAAP updated

visits plan/matrix with IDA

107. Sign performance contract

with the remaining private

institution

Aug 31, 2016 STEP/DTE/BMET/

MOE

108. Update staff development

plan for in-country and overseas

training and share with IDA


109. Continue joint field visits

with DTE/BTEB and STEP and

generate field visit reports and

analyze the findings for

progress report

Ongoing STEP/DTE

110. Continue project

coordination meeting

Ongoing STEP/DTE

111. Sign MoU with Ministry of

Public Administration for

providing capacity building

support under the AF

Aug 31, 2016 STEP/MOE/MOPA

112. Continue uploading project

reports and updating of project

websites

Ongoing STEP

113. Update the GAAP Dec 31, 2016 STEP

114. Continue arranging PSC

and PIC meetings

Ongoing STEP/DTE/MOE

115. Prepare print and media

documentation on achievements

of the female beneficiaries

under the project

Oct 31, 2016 STEP

116. Extend support for South

Asia Skills Forum to be

sponsored by IDA

Apr-May 2017 STEP/IDA

117. Lead the skills competition

2017

Jan 31, 2017 STEP/DTE

E2 Communication and

mobilization Strengthened communication

and mobilization

118. Update the communication

and mobilization plan and share

with IDA

Aug 31, 2016 STEP

25

4.2 Project Monitoring and Evaluation

E3 Accelerating the

M&E activities of

the project

Prepared 7th semi-annual

progress report

Developed new data

collection format

Data collection for RPL

assessment completed

Supported various studies

119. Operationalize the new data

collection formats

Sep 30, 2016 STEP

120. Complete and publish RPL

assessment study

Sep 30, 2016 STEP

121. Complete tracer study on

polytechnics

Oct 31, 2016 STEP/WB

122. Share ToR for assessment

study on SSC Voc Pilot

Oct 31, 2016 STEP

123. Share ToR for piloting

innovative attendance

monitoring system at

polytechnics

Oct 31, 2016 STEP

124. Share ToR for satisfaction

survey

Oct 31, 2016 STEP

125. Prepare a research plan for

the RPL impact evaluation

study

Nov 30, 2016 STEP/WB

126. Compile detailed

institution-wise information on

achievements in grant supported

institutions

Dec 31, 2016 STEP

127. Prepare ToR for the 2nd

tracer study on short-course

graduates

Dec 31, 2016 STEP/WB

128. Conduct field visits for

monitoring and supervision

Ongoing STEP

129. Prepare 8th semi-annual

progress report

Jan 31, 2017 STEP

PROCUREMENT MANAGEMENT AND FINANCIAL MANAGEMENT

F1 Procurement Procurement is progressing

well

IUFRs submitted on time in

compliance with Bank

requirements;

130. DTE request Central

Procurement Technical Unit for

e-GP registration

Aug 16, 2016 DTE/STEP

131. Develop a ToR for e-GP

training through Engineering

Staff College of Bangladesh


132. Share e-GP roll-out plan Aug 31, 2016 STEP/DTE

26

133. Prepare procurement plan

for newly selected polytechnics

and share with IDA


134. Update procurement plans

of existing 33 polytechnics

including disbursement data and

share with IDA


135. Provide hands-on support to

the junior consultants for assist

the designated polytechnics


136. Participate orientation on

Ban’s new procurement system

Aug 16, 2016

137. Submit updated

procurement plans for PIU

Sept 15, 2016 STEP

138. Maintain proper

documentation at the

institutional level

Ongoing STEP

139. Continue hands-on support

to project institutions to

expedite the procurement

Ongoing STEP

140. Continue procurement

oversight for the institutions

Ongoing STEP

141. Continue preparing

quarterly procurement

monitoring report and share

with IDA

Ongoing STEP

142. Keep updated procurement

documents for post-

procurement review

Continuous STEP

143. Submit IFR and WA on a

regular basis

Continuous STEP

144. Resolve remaining audit

observations

Dec 31, 2016 STEP

145. Ensure junior FM

consultants are assigned specific

institutes for hands-on support

and be at the field at least 20

working days

Sep 30, 2016 on-

words

STEP

27

146. Share FY2015-16 Audit

Report with IDA

Dec 31, 2016 STEP

147. Hire a firm to undertake

internal audit for all the

beneficiary institutions FY2014

–FY2016

Nov 30, 2016 STEP/DTE/BTEB

148. Arrange training to FM staff

at the institutional level

Regularly STEP

ENVIRONMENT

H1 Addressing

Environment issues Need to update the

monitoring report

149. Undertake screening of the

newly selected institutions

Nov 30, 2016 STEP

150. Include Env monitoring

report in the Semi-annual

Progress report

Jan 31, 2017 STEP

I1 Ensure social

safeguards Social safeguards were

complied with

151. Continue to include a

section in the Semi-annual

report on social safeguards

including IP report

Continue STEP

152. Continue reporting on

Citizen Engagement in STEP

programs

Continue STEP

OTHERS

J1 Legal Covenants Complied with 153. Include reporting on

covenants in the Progress

Report.

Continue STEP

28

Annex 3

Innovative Practices in TVET: The experience of STEP

Since inception in 2010, STEP has supported the implementation of the NSDP 2011 by operationalizing

a number of innovative activities which have placed many strategic pillars and achieved milestones in

TVET education in Bangladesh. The landscape of TVET education has seen notable improvements from

a number of activities which have embodied reforms and innovation in bringing quality skills training for

all. Some of these major activities are summarized below:

1. Supporting institution-led development for public and private polytechnics through grants: STEP

provided grants to 33 public and private polytechnics to develop and implement an Institutional Development Plans

(IDP). The IDP development process allowed polytechnic management for the first time to think through and assess

the resources and activities needed for upgrading the quality of training at their institutions and create a roadmap in

achieving their aspirations for quality TVET over the next few years.

The STEP institutional development grants (IDG) supported several quality-enhancing activities in the

polytechnics, including: (a) upgrading equipment and facilities; (b) capacity development of polytechnic

management and faculty; and (c) facilitating student training and employment services. The activities under the

IDG program have brought visible benefits to the supported polytechnics through improved teaching-learning

environment, better student learning outcomes, rising popularity of technical education among youth and better

employment opportunities for polytechnic graduates. As the grants are institutionally-managed, the polytechnic

management and teachers have also enhanced their capacity in financial management, procurement, governance

and planning through the implementation of IDPs.

2. Improving access to female skills training through universal stipend: Females have been for long under-

represented in technical education, arising mainly from economic and socio-cultural factors. In 2010, STEP

introduced universal stipend for any female enrolling in a polytechnic or short course training program. This

initiative boosted female access to skills training (female enrolments increased from less than 5 percent to 14 percent

between 2010 and 2016) and supported their transition to the workforce as skilled professionals.

3. Strengthening Institution-Industry linkages through partnerships: One of the key objectives of STEP has

been to facilitate strong institution-industry linkages, which is critical to ensuring the quality and relevance of

technical training and improving employability of polytechnic graduates. Over the past 6 years, STEP-supported

polytechnics have established over 150 formal partnerships with different industries. These partnerships facilitate

different kinds of support to the polytechnics, such as establishment of modern labs prototyping specific industry

needs, student employment placements, sponsoring free internet connection for students, availing student services

for industry maintenance and repairmen needs, etc. Additionally, the project supports diploma students’ exposure

to industry environment through guest lectures of industry experts, seminars and workshops and visits to factories

on a regular basis.

4. Ensuring regular progress reviews and advisory services through Institutional Management

Committees: The project supported the establishment of Institutional Management Committees (IMC) in all STEP-

supported polytechnics and short course training providers. The IMCs compose of a panel of institution

management and industry representatives, who organize meetings several times a year to review the progress of the

training provider and advise on ensuring the relevance of the training to local industry demands.

5. Organizing National Skills Competition to showcase and promote TVET: The National Skills

Competition was first organized by STEP in 2014 and then in 2015, bringing together students from 93 public and

29

private polytechnics and providing them a platform to showcase their skills and talent at the national level. The top

ten projects were presented at a national level event attended by the Honorable Prime Minister, the Education

Minister, high-level government officials, industry representatives, students, skills practitioners, development

partners among others. The event created a much-needed promotion of TVET and awareness-building among

stakeholders and general public.

6. Expanding access to employment through Employment Cells and the Skills Job Fair – The project has

supported the establishment of employment cells in all beneficiary polytechnics. These cells are tasked with the job

to provide career counseling, facilitate graduate employment, and strengthen linkages with industry, among others.

Additionally, STEP arranged the first Job Fair for polytechnic and short course training students in May 2014 with

the aim to promote the relationship between the job seekers and potential employers and help them to understand

the market demand and supply of the required knowledge and skills. Students who completed short-training courses

or job-seeking graduates benefited by communicating directly with the employers at the fair. The success of the

first event, where around 1,200 students received job offers or commitments from employers, lead to regular

arrangement of the event. To further expand of the success of this initiative, the project has also partnered with

CAMPE, a local NGO, for this year’s job fair.

7. Bringing world-class TVET to local polytechnics through Singapore partnership: Limited opportunities

for teachers’ training has been an obstacle to ensuring life-long professional development of teachers and high

quality teaching in polytechnics in Bangladesh. To tackle this challenge, STEP initiated a formal partnership

agreement with Nanyang Polytechnic International (NYPi) and Ministry of Education of Singapore, with an aim of

developing the capacity for a core group of polytechnics in Bangladesh.

Through this partnership, Bangladeshi polytechnic teachers and management have received world-class

training in the following areas: (a) technical knowledge up gradation in high-demanding technology areas for TVET

faculty; (2) management training for the ministry staff and TVET managers; and (3) special training to facilitate

infrastructure development such as specialist laboratories and integrated technology teaching and learning systems.

Beneficiaries of this program have brought back their learning and implemented several new initiatives, such as

new training aids, curriculum improvements, campus cleanliness drives, among others at their institutions. Till date,

400 teacher and 20 management have participated in the training program.

8. Certifying skills for informal workers through RPL: More than 85 percent of the labor market in

Bangladesh comprises of informal workers with little or no education. To improve job market opportunities for this

large share of workers, STEP operationalized the Recognition of Prior Learning (RPL) program in 2014, with the

aim to assess and certify the skills of workers with no prior formal training or qualifications. The RPL program was

implemented under the NTVQF framework, supporting the operationalization of competency-based skills training

as envisioned in the National Skills Development Policy 2011. The RPL program has been a huge success with over

9,000 candidates assessed, 7,533 certified competent and an overall achievement rate of around 78 percent.

9. Incorporating workplace experience in SSC (Voc): Early on workplace experience supports quality

training and employment prospects for TVET students. STEP piloted the SSC (Voc) in in 7 public institutions

across 3 trades (Electrical, RAC & Welding) in December 2014. For the first time, the students were placed in

industrial attachments to provide them with practical training experience, which substantially improved the quality

of training. Under the pilot, 87 graduates were certified ‘Competent’ and 164 graduates received a Statement of

Achievement. The assessment results signify competency based dual certification of SSC graduates for the first

time in the country, which is a ground breaking achievement for the TVET sector.

10. Creating a pool of NTVQF certified assessors: The shortage of qualified assessors under the NTVQF has

been identified as one of the impediments to conducting assessments under the new competency-based framework

by the Bangladesh Technical Education Board (BTEB). To support the development of more assessors, STEP

30

facilitated the training and certification of around 500 assessors up to NTVQF Level II in partnership with UCEP-

Bangladesh and the BKTTC-Chittagong. This pool of assessors has strengthened the STEP, BTEB and the overall

TVET sector’s capacity as a whole to deliver skills training, assessment and certification under the NTVQF

framework.

31

Annex 4: An Initial Assessment of STEP Contribution to the Skills Sector Development

The mission has observed, in addition to the strong implementation performance towards the PDOs, powerful

strides towards the improvement of the whole skills sector ecosystem in Bangladesh. These outcomes are

considered to lie above the PDO level since the PDO primarily focuses on the improvement of the selected

institutions. The observed areas of sector-wide contributions include: (i) building sustainable implementation

capacities and governance at all levels of skills development system; (ii) cultivation of the culture of self-

motivated initiatives by institutions; and (iii) increased harmony among formerly-fragmented skills development

stakeholders and forging global partnerships.

1. Building sustainable implementation capacities and governance at all levels of skills development

system: The project experienced severe capacity constraints in early years of implementation by adopting

the institutional level planning and implementation model. It required persevering efforts for building the

capacities at institutions for planning, procurement, financial management, project implementation, and

monitoring and evaluation. As a result, after five years of project implementation, institutional level

capacity has been significantly strengthened. The knowledge and experiences has been institutionalized in

the directly participating institutions and also spread across non-participating institutions due to staff and

principal transfers and knowledge exchanges. Exposures of staff in training institutions to industries and

foreign institutions, such as Nanyang Polytechnic in Singapore, have also expanded the horizons for the

mindsets of the institutions. New business model of institutional level planning and management has

emerged and the institutional capacity has crossed the threshold to start auto-pilot without handholding as

before.

2. Changed mind sets of institutions for initiating innovations and improved social perception of the

technical education in society: Through the introduction of institutional grants, institutions have

changed their behavior towards their service provision. They used to do minimal training provision as per

the order from the administrators, but now they are motivated for opening a number of industry

partnerships and introduced innovative management such as biometric attendance monitoring. This new

culture is paved by the exposure to different opportunities including foreign training and continuous

sharing of experience and knowledge across institutions and industries. The motivated institutions also

provoked students’ motivations through encouragement by skills competitions, job fairs, industry

exposures and exchanges. Such improvements in institutions have gradually changed social perceptions

among students and communities. Technical education used to be for lower performing students, but data

show that the applicants’ average secondary completion exams results has increased, indicating more of

better performing students are coming to technical education. An increasing number of female students

also find technical education as possible career paths.

3. Improved harmony of the stakeholders and forging global partnerships: The skills sector was

formerly considered as highly fragmented due to existence of more than 20 ministries involved in skills

development and a number of other stakeholders, including government partners, private sector, and civil

society organizations. The project has been successful in bringing them together and consolidating the

interests and goals for skills development sector as a whole. It also forged partnerships with various

partners. In addition to industry partnerships by institutions, the project started partnerships with foreign

polytechnics for mutual exchange and staff training – especially ones in Singapore and China. Such

global partnerships have expanded the horizons of Bangladeshi skills development stakeholders and the

envisioned training quality standard is now set for global one.

32

Annex 5: Status of Implementation Grants and Expenditures

Sl. No

Name of Polytechnic Institute

Contract

amount

(IDA)

Disbursable amount

Total disbursement upto

Dec,15

Total disbursement upto

June,16

Fund utilized up to

Dec,15

Fund utilized up to

June,16

Projected expenditures within June,16

Actual &

projected

expenditures up

t0 Dec,16

IFT/RFQ

issued within

Augst,16(

Goods receive

d & payme

nt-Dec,16)

Grand total of

utilization up to Dec,201

6

A. Public Polytechnic

Institute

Non- procure

ment

Procurement

Total

Central procurement

Goods

received but not yet

paid(Bill in hand

)

NOA/contract signed goods not yet receive

d

Bid under evalua

tion

sub-total

1 2 3 4 5 6 7 8 9 10 11 12 13 14=(10+11+12+13)

15=(9+14)

16=(8+15)

16 17=(14+15)

1

Dhaka Mohila Polytechnic Institute

70.00

70.00

66.10

70.00

26.99

32.19

2.75

-

-

-

30.66

30.66

33.41

65.60

-

65.60

2

Comilla Polytechnic Institute

70.00

70.00

66.10

70.00

52.72

57.84

3.71

-

-

6.53

1.80

8.33

12.04

69.88

0.12

70.00

3

Rajshahi Mohila Polytechnic Institute

70.00

70.00

63.00

70.00

58.69

59.37

1.20

-

-

-

1.60

1.60

2.80

62.17

2.40

64.57

4

Dhaka Polytechnic Institute

58.35

58.35

53.42

58.35

40.08

51.56

0.38

-

-

-

-

-

0.38

51.94

3.70

55.64

5

Mymensing Polytechnic Institute

70.00

70.00

66.10

70.00

30.03

45.90

10.80

-

-

-

13.30

13.30

24.10

70.00

-

70.00

6

Chittagong Polytechnic Institute

70.00

70.00

66.10

70.00

49.78

52.08

4.51

-

-

-

13.41

13.41

17.92

70.00

-

70.00

7

Pabna Polytechnic Institute

70.00

70.00

66.10

70.00

23.14

61.92

1.38

-

-

-

4.80

4.80

6.18

68.10

0.79

68.89

8

Dinajpur Polytechnic Institute

63.60

63.60

62.13

63.60

36.25

49.23

1.70

-

8.59

8.59

10.29

59.52

2.80

62.32

33

9

Bogra Polytechnic Institute

70.00

70.00

56.10

70.00

46.35

56.54

2.07

-

11.39

-

-

11.39

13.46

70.00

-

70.00

10

Rajshahi Polytechnic Institute

70.00

70.00

66.10

70.00

65.95

66.83

3.04

-

-

-

3.04

69.87

0.12

69.99

11

Kushtia Polytechnic Institute

70.00

70.00

66.10

70.00

31.13

47.97

0.20

-

0.80

8.00

8.80

9.00

56.97

1.20

58.17

12

Khulna Polytechnic Institute

70.00

70.00

46.10

65.10

35.60

44.43

3.94

-

1.00

-

20.56

21.56

25.50

69.93

-

69.93

13

Khulna Mohila Polytechnic Institute

58.07

58.07

33.36

58.07

29.64

49.51

1.33

-

-

-

-

-

1.33

50.84

-

50.84

14

Faridpur Polytechnic Institute

63.60

63.60

59.63

59.63

35.41

39.88

2.33

-

3.84

1.00

4.84

7.17

47.05

11.08

58.13

15

Bangladesh Institute of Marine Technology

68.27

68.27

12.29

12.29

3.38

3.38

0.50

-

-

0.50

3.88

45.95

49.83

16

Jessore Polytechnic Institute

70.00

70.00

66.10

66.10

31.51

40.78

0.50

-

-

-

28.00

28.00

28.50

69.28

-

69.28

17

Graphics Arts Institute

70.00

70.00

66.10

66.10

36.37

37.35

2.20

-

-

23.69

23.69

25.89

63.24

4.20

67.44

18

Rangpur Polytechnic Institute

70.00

70.00

66.50

66.50

54.24

58.66

2.90

-

4.90

-

-

4.90

7.80

66.46

-

66.46

19

Feni Polytechnic Institute

70.00

70.00

66.50

70.00

40.59

59.78

0.30

-

-

-

9.00

9.00

9.30

69.08

-

69.08

20

Habigonj Polytechnic Institute

70.00

70.00

66.50

66.50

37.55

38.20

1.50

-

-

-

21.99

21.99

23.49

61.69

-

61.69

21

Chittagong Mohila Polytechnic Institute

70.00

70.00

66.50

70.00

41.64

42.80

4.00

-

3.68

7.47

12.04

23.19

27.19

69.99

-

69.99

22

Tangail Polytechnic Institute

70.00

70.00

66.50

70.00

50.76

62.25

0.55

-

1.20

-

-

1.20

1.75

64.00

6.00

70.00

23

Barisal Polytechnic Institute

70.00

70.00

66.50

66.50

51.55

52.40

0.86

-

-

-

9.98

9.98

10.84

63.24

63.24

34

24

Narsingdi Polytechnic Institute

70.00

70.00

66.50

66.50

30.54

38.82

0.71

-

3.97

12.08

-

16.05

16.76

55.58

-

55.58

25

Sylhet Polytechnic Institute

70.00

70.00

66.50

70.00

50.94

51.83

1.33

-

14.66

14.66

15.99

67.82

67.82

Sub-Total(A)

1,711.90

1,711.90

1,512.92

1,625.24

990.84

1,201.48

54.69

-

26.14

30.72

223.08 279.94

334.63

1,536.11

78.36

1,614.47

B. Private Polytechnic Institute

-

-

-

-

-

1

Bangladesh Polytechnic Institute,

70.00

63.00

60.49

62.49

31.80

48.06

0.34

-

-

-

14.60

14.60

14.94

63.00

-

63.00

2

SAIC Institute of Management

70.00

63.00

59.84

62.96

59.99

62.10

0.90

-

-

-

-

-

0.90

63.00

63.00

3

Shyamoli Ideal Polytechnic Institute,

69.19

62.27

58.60

62.31

62.31

62.28

-

-

-

-

-

-

-

62.28

62.28

4

Bangladesh Institute of Information

70.00

63.00

60.49

62.49

57.48

56.96

2.59

-

0.93

-

0.93

3.52

60.48

2.00

62.48

5

Grassroots College of Technology,

70.00

63.00

56.87

56.87

57.70

56.80

5.00

-

-

-

-

5.00

61.80

61.80

Sub-Total(B) 349.19

314.27

296.29

307.13

269.28

286.20

8.83

-

0.93

-

14.60 15.53

24.36

310.56

2.00

312.56

Grant-Total(A+B):

2,061.09

2,026.17

1,809.21

1,932.37

1,260.12

1,487.68

63.52

-

27.07

30.72

237.68 295.47

358.99

1,846.67

80.36

1,927.03

C. Private Polytechnic Institute(Trust Fund)

-

-

1

National Polytechnic Institute(NPI), Dhaka

70.00

63.00

60.00

63.00

60.21

63.00

-

-

-

-

-

-

-

63.00

63.00

2

National Institute of Technology, CTG

70.00

63.00

60.00

62.00

61.05

59.66

1.75

-

-

0.70

-

0.70

2.45

62.11

62.11

3

Institute of Science, Trade & Technology

70.00

63.00

40.00

40.00

27.32

35.64

1.00

-

-

-

26.00

26.00

27.00

62.64

-

62.64

35

Total=C

210.00 189.00

160.00

165.00

148.58

158.41

2.75

-

-

0.70

26.00

26.70

29.45

187.86

-

187.75

Grand Total={(A+B) +C}

2,271.09

2,215.17

1,969.21

2,097.37

1,408.70

1,646.09

66.27

-

27.07

31.42

263.68 322.17

388.44

2,034.53

80.36

2,114.78

% of allocation 89% 95% 92% 95%

% of disbursement 72% 84% 97% 101%

36

Annex 6: STEP Stipend Status, as of June 30, 2016

Year 2011 2012 2013 2014 2015 2016 Total

2011 35670 35670

2012 30828 15380 46208

2013 25649 13484 24407 63540

2014 9573 11967 20085 20872 62497

2015 11822 19842 20620 19918 72202

2016 17262 18558 18524 28368 82712

Total

Student 35670 51050 75457 96329 116247 144615

Total

student

Year 101720 52653 81596 60050 38442 28368 280951

37

Annex 7: Summary of Preliminary Findings of Industry Skill Councils (ISCs)

A study titled 'Industry Skills Council in Bangladesh: Basic Information, Challenges and Opportunities' was

conducted by the project in collaboration with the World Bank and the International Labor Organization (ILO). The

main objective of the report was to identify the precise needs, challenges and opportunities of the existing ISCs and

to support the government in TVET strengthening process.

Currently, there are 12 ISCs encompassing 12 key industry sectors of Bangladesh.7 The research method

undertaken for the report included: (a) literature review of national and international studies and reports as well as

pertinent records on ISCs; (b) questionnaire survey of the 12 ISCs; (c) consultation and interview with representatives

of all ISCs; and (d) secondary data collected from relevant agencies, including the NSDCS, DTE.

The preliminary findings of the report reveal the current status of the ISCs in terms of formation and legalization,

capacity assessment, programs and services offered and financial status. These 12 ISCs have been formed in between

the timeframe of 2009 to 2014 facilitated by a number of development projects.

Summary of Key Preliminary Findings

Registration Status: Till date 9 ISCs have already completed their registration and 3 ISCs are in the process

of completion. Among these 9 registered ISCs 5 ISCs hold formal bank accounts and 4 newly registered ISCs are

expected to open bank accounts soon.

Office Space and Logistics: All the ISCs are currently working from temporary offices with inadequate

staffing. Limited logistic support for offices has been received by few ISCs including Agro Food, Leather, Light

Engineering, Construction, Tourism and Hospitality under development projects including STEP.

Establishment of Center of Excellences: Four Center of Excellence (CoE) has been established but at

present only 2 CoE (Leather and RMG) holds a functioning status. The report states that presently the ISCs are in

the process of preparing a business plan and are expected to submit it to National Skills Development Council

Secretariat (NSDCS).

Financial Status: Financial constraint has been identified as one of the biggest challenges for the ISCs to

function. Currently there is no fund available for office and program operations. Previously, ILO financed a few

ISCs for the purpose of occupation selection and competency development. However, at present, funding remains a

challenge till the ISCs come up with a sustainable finance mechanism for themselves.

The report has identified 4 key challenges faced by the ISCs that deserve immediate attention; these are-

office setup, staffing, preparing a business plan and generating a sustainable financial mechanism. The scope

and opportunities are enormous for this platform in contributing to the nation, provided they function effectively.

Annex 8: Recognition of Prior Learning (RPL)

7 The 12 sectors are: Agro food, Construction, Leather, RMG, ICT, Light Engineering, Transport, Tourism and Hospitality,

Furniture, Ceramic, Pharmaceutical and Informal industry.

38

The Recognition Prior Learning (RPL) is a mechanism to provide credit for competencies gained through non-formal

training or learning and work or life experience as part of skill assessment. It formally recognizes the skills and

knowledge that a person already possesses against competencies in the National Training and Vocational

Qualifications Framework (NTVQF). The STEP initiated the RPL program in September 2014 as a pilot.

The certification of the skills provided by RPL enhanced the employability and opened up pathways to formal skills

training for those who had no access to formal skills training. By the end of the pilot, RPL assessments up to NTVQF

Level- 1 were being conducted in 8 occupations in 10 assessment centers. The response to the call for RPL

assessments increased gradually to large numbers. Till date, the number of assessments conducted for eligible

candidates during is 9628 of which 22.32 percent were females. Among these assesses, 7533 (78%) were declared

Competent while the rest 2095 (22%) were provided with Achievement (SoA) Certificates on the units they were

found competent (Table A). A breakdown of the RPL assessment across different levels is provided in Table B.

Under the AF, the RPL will be a regular program and conducted in 30 Assessment Centers to assess 30,000 eligible

applicants. The assessments will be conducted up to minimum NTVQF Level 2 in about 15 occupations.

Newly selected 10 assessment centers for conducting RPL under the AF have signed participation agreement with

STEP on June 28, 2016. The Operational Manual for RPL Assessments was finalized and is being printed.

Plans Ahead (July - Dec, 2016)

Two RPL assessments, one at Pre-Voc Level 2 and the other at Level 1, will continue to take place each month

across the assessment centers. STEP will initiate RPL at higher NTVQF levels, including Level 2.

Selection and participation agreement with additional 10 new assessment centers to be completed by December

31, 2016.

Training to meet the assessor needs for RPL program will continue.

STEP will take initiative to ensure that assessment centers will be fully equipped and maintain quality in

conducting the RPL programs.

Data management plan of RPL program will be developed by STEP and BTEB.

A Sustainability Plan for RPL will be developed by STEP, DTE and BTEB.

Initiatives for building linkage with industry sector will be undertaken.

RPL awareness will continue at regional and national level.

Table A: Summary of RPL assessment (September 2014 – June

2016)

Total Appeared

9628

Total Competent

7533

Total SOE

2095

39

Table B: Summary of RPL assessment across different levels

Sl.no Occupation Candidates Appeared Declared Competent Candidates Appeared Declared Competent

Pre-Vocational 2 Pre-Vocational 2 NTVQF Level 1 NTVQF Level 1

Male Female Total Male Female Total Male Female

Total Male Female

Total

1 Electrical Installation & Maintenance

2989 38 3027 2220 15 2235 345 4 349 243 1 244

2 Plumbing 1546 2 1548 1318 2 1320 238 0 238 196 0 196

3 Sewing Machine Operation 329 826 1155 257 604 861 72 136 208 54 86 140

4 Block & Batik 110 367 477 103 337 440 0 0 0 0 0 0

5 Tailoring & Dress Making 191 661 852 170 517 687 30 100 130 18 65 83

6 Motor Cycle Servicing 1205 2 1207 1010 2 1012 164 0 164 145 0 145

7 Welding 0 0 0 0 0 0 131 3 134 71 0 71

8 IT Support 0 0 0 0 0 0 129 10 139 91 8 99

9 Total 6370 1896 8266 5078 1477 6555 1109 253 1362 818 160 978

40

Annex 9: Governance and Accountability Matrix: Skills and Training Enhancement Project

Issue Risk Mitigating Actions

Already Taken or

Included

Additional

Mitigation Actions

Proposed,

[Responsible

Agency]

Schedule and

Milestones of

GAAP

Actions

Update (as of June 2016)

Stipend Management

Selection of

new entrant as

recipient of

stipend

Selection of

wrong

candidate for

granting

stipend;

Based on

HIE 2010 new

application format has

been developed.

Strong

communication

activities on stipend

program prior to

application timing to

ensure all relevant

students are aware of

the facility.

Third party

is carrying out

household verification

survey on prospective

students.

Continuous

review of the

selection process

[STEP]

On-

going

Selection process reviewed.

Female candidate selected directly

other candidate selected based on

PMT variable

Technique of verification of new

entrant reviewed and updated

Web-based on line data process is

being developed

100% house hold verification

done by the third party of preliminary

selected students

Project continuously monitor the

hold verification activities

After verification project

excluded ineligible for stipend

students and again runs the PMT and

finally selected the students

Awareness building via: letter to

principals, leaflets and posters for

institutions and students, workshops

administrative officials.

Disbursement

of stipend as

per agreed

schedule

Updated

data not

reached at

project

office from

institutes on

time

Data collection

method in place for

facilitating the stipend

disbursement system

Building awareness

and motivation

among concerned

Institute personnel by

arranging periodic

workshops [STEP]

On-going Periodic workshop arranged with

principals & related teachers

Maintain regular communication

over phone to ensure data is sent

timely

Collect information through the

workshop

Visit to the institutes for

monitoring and also collected data

Continuously communication to

the Bank Manager to ensure

disbursement

Web-based on line data process is

being developed

Data collection through

workshops and visits to institutions

Access to and

maintenance of

correct &

update record

of stipend

holder’s

information

Poor

maintenance

of record for

stipend

holder’s

information

Manual record

keeping system in

place to maintain

stipend holder’s

information in

Use of ICT/Database

in record keeping

system and introduce

easy updating

mechanism [STEP] Process for

establishment

of a `Web-

based MIS’ at

DTE is

progressing

Interactive web based established

for Long course and short courses

Data base established and updated

by the institutions

Interactive web based MIS has

been updated as per need

Incentive for best performing

institutes has been introduced

Stipend

compliance

The

compliance

provisions

Unannounced

institution visits and

review of stipend

Undertake a stipend

compliance study to

identify the issues.

On-going Conducted stipend compliance

monitoring visits to institutions

across all divisions.

41


Already Taken or

Included

Additional

Mitigation Actions

Proposed,

[Responsible

Agency]

Schedule and

Milestones of

GAAP

Actions


for stipends

recipients

may not be

maintained

recipients’ records

undertaken. Before disbursement project

always collect the stipend recipient

information and reviewed

Project withheld the stipend for

not compliance

Institutional Development Grants (IDG)

Selection of

new

institutions

under IDG

Non-

awarded

Institutions

may

question

fairness of

the selection

process

Selection and

eligibility criteria will

be set in the

operations manual

(acceptable to the

Bank) for all applicant

institutions.

All stages of the

awarding process will

be widely

communicated

through STEP website

and other public

platforms.

Workshops on IDG

application process

and selection

processes with

relevant stakeholders

may be held.

Online submission of

proposals will be

encouraged

-

Within 2

months of

effectiveness

Process for awarding IDG is well

established under original financing.

Information has been verified

through different way

Before selection, institutes was

physically verified by the official

33 eligible polytechnics have

received IDG under original

financing.

Industry Skills Councils (ISCs)

Fund

utilization by

ISCs

Some ISCs

are yet to be

registered as

legal

entities.

Inadequate

staffing of

FM and

procurement

staff.

Support will be

provided for ISC

registration.

Funds will be

allocated to the ISCs

through the NSDC

Secretariat. FM and

procurement support

will be also provided.

Coordination meeting

between ISCs, NSDC

Secretariat and

project will be held

regularly for

supervision and

implementation

support.

On-going STEP will hire a consultant to

supervise the ISC work.

Coordination meeting going on

regularly

Citizen Engagement

Voice and

Accountability

Inadequate

mechanisms

for

beneficiaries

to engage

with project

Development of

website to ensure

constant information

flow between the

project and

beneficiaries.

Regular workshops

and seminars with

beneficiaries to inform

on project activities.

Introduction of

periodic student,

faculty and Employer

satisfaction surveys

under the project.

Strengthen

communication and

mobilization

activities.

Baseline

survey to be

conducted

within six

months of

effectiveness

of AF.

On-going

STEP website is developed, fully

functional and up-to-date

Regional consultations are

conducted regularly.

Grievance

Mechanism

Proper

mechanisms

for

addressing

issues at the

beneficiary

level may

not be in

place.

Grievances may be

placed forward

through direct

communication, via

phone or email, with

the project unit and in

the institutions.

Focal Points in STEP

and Institutions

identified and

trained; list

established and

published on the

website.

Building awareness

through strong

communications

Within 3

months of

effectiveness.

On-going

STEP website is up-to-date with

information on activities and their

processes

Contact information, including

phone and email, available on all

printed materials, website and other

public documents.

42


Already Taken or

Included

Additional

Mitigation Actions

Proposed,

[Responsible

Agency]

Schedule and

Milestones of

GAAP

Actions


Right to Information

RTI on project

activities

Need to

introduce

mechanisms

for RTI are

in place.

Project website will

include a section on

RTI for citizen

information and will

serve as the repository

for all disclosable

information relating to

project activities.

Project will designate

an officer for attending

queries on the project

under the RTI.

Building awareness

among project staff

and other

stakeholders on RTI

Act 2009

On-going STEP website is up-to-date with

information on activities

Project always arrange

dissemination workshop

Consultation meeting are going

on regularly

Monitoring and Evaluation

Lack of

experience of

results oriented

M&E

Less

experience

of result

oriented

M&E

System

M&E capacity is

being enhanced to

develop data

collection and analysis

M&E format has

been developed and

sent to Institutions.

Adequate measures is

being taken to

training the

concerned officials

Several M &E

workshops

were

organized and

planned many

refresher

training.

Workshop cum training on M&E

arranged for polytechnic institutes

(both grant recipient and stipend

holder institutes), short-course

training providers and branch

manager of Agrani Bank (total 250

participants).

Refresher workshops arranged by

STEP for principals and related

teachers of grant recipient providers

and short-course training providers.

M&E unit always collected the

data from the field and compared with

the result and prepared and updated

result based framework.

Continuous field visit undertook

by the project staff, DTE, BTEB,

BMET, MoE and DPs.

M&E unit also undertook various

study to know the situation of the

project activities.

43

Annex 10: Workshop on NTVQF Review

A workshop reviewing the National Technical and Vocational Quality Framework (NTVQF) was organized at

National Skills Development Council Secretariat (NSDCS) on February 2, 2016. The aim of the workshop was to

share the experience of different stakeholders of NTVQF as well as to discuss the challenges and scope of

improvement. The workshop was attended by various group of stakeholders including training providers, industry

representatives, regulators as well as policy makers8. A keynote presentation was made by Dr. Yong Shik Kim,

Education Specialist, KOICA.

A summary of the discussion is provided below:

The NTVQF is a comprehensive and flexible framework for the skills development system. Participants

agreed that the aim of the framework provides easy access to a system that can qualify and certify TVET graduates

for readiness of the labour market.

There is a great market demand for Competency Based Training and Assessment (CBT&A) graduates in

Bangladesh. A large share of Bangladeshi workforce work in the informal economy (more than 80 percent) with

no formal education or qualifications. This large number of population in informal sector can be greatly benefitted

by CBT&A. Participants agreed that the new framework provides opportunity for skilling the population, graduating

them to formal sector employment as well as improving their labor market outcomes, e.g., negotiations of higher

wages and job progression with the employers. The NTVQF also has the potential to improve job market value of a

worker in the global labour market.

8 A total of 90 participants attended. Some of the mentionable participants were: BTEB, BMET, NSDCS, DTE, Bangladesh Employers

Federation, UCEP Bangladesh, Industry Skill Council representatives, Bangladesh Atomic Energy Commission, Islamic University of

Technology, Principals of different polytechnic institutes, SDC (Embassy of Switzerland), KOICA, IOM, BRAC, ILO, ADB, World Bank.

The panel of representatives has been divided into 5 group for the ease of group discussion and experience sharing. These 5 groups were:

Policy group, Regulator group, sponsor group, industry group and training provider group.

44

However, female participation in CBT&A remains low. The panel discussed on gender equity and social

inclusiveness aspects of the framework. The panel concurred that gender concerns and inclusiveness require to be at

the center of NTVQF implementation.

Challenges remain in implementing the NTVQF. Some of the major challenges identified by different

groups of stakeholders include: shortage of trainer and assessors certified in NTVQF, inadequate tools and equipment

for assessment, lack of monitoring mechanism, lack of readiness of the institutions, and lack of private sector

involvement.

45

Annex 11: List of Officials Met and Institutions Visited

Ministry of Education

Mr. Sohorab Hossain, Secretary

Mr. A S Mahmud, Additional Secretary (Dev)

Mr. Mahmudul Islam, Joint Secretary (Dev)

Economic Relations Division

Mr. Kazi Shofiqul Azam, Additional Secretary

Mr. Rabbi Mia, Deputy Secretary

Directorate of Technical Education (DTE)

Mr. Ashok Kumar Biswas, Director General

Mr. Dr. Sheikh Abu Reza, Director (Planning & Dev.)

Bangladesh Technical Education Board (BTEB)

Dr. Md. Mostafizur Rahman, Chairman

Bureau of Manpower, Employment and Training (BMET)

Mr. Md. Salim Reza, Director General

Mr. Md. Khalilur Rahman, Director (Training)

National Skills Development Council-Secretariat (NSDC)

Mr. A.B.M. Khorshed Alam, Additional Secretary & CEO

Mr. Rezaul Karim, Deputy Secretary

Mr. Md. Quamruzzaman, Deputy Director

Skill and Technical Enhancement Project (STEP)

Mr. Md. Emran, Project Director

Mr. Md. Fakhrul Kabir, Deputy Project Director

Mr. Joydeb Chandra Saha, Deputy Project Director

Mr. Md. Abdur Rahman, Deputy Project Director

Mr. Md. Aktar Hossain, Deputy Project Director

Dr. Jahangir Hossain, Program Officer

Dr. Nazrul Islam, Program Officer

Ms. Indrani Dhar, Program Officer

Mr. Mohammad Alamgir Hossain, Program Officer

Mr. H.M. Kabir Hossain, Program Officer

Engr. Shamsuddin Ahmed, Program Officer

Engr. Mohammad Nuruzzaman, Program Officer

Mr. Aminul Islam, Financial Management Specialist

Mr. Mir Zahid Hassan, Procurement Specialist

46

Mr. Md. Zillur Rahman. Communication and Mobilization Specialist,

Ms. Shabina Shakhawat, M&E Specialist

Mr. Mohammad Ali, TVET Specialist

Mr. Md. Anowar Hossain, Attached Officer

Mr. Johurul Haque, Attached Officer

Engr. Nusrat Jahan Shimul, Attached Officer

Mr. Mohammad Tauhidur Rahman, Junior Procurement Specialist

Mr. Md. BahauddinPalash, Junior IT Consultant

Mr. Md. Atiqur Rahman, Junior Consultant Accounts & Finance

Mr. Taneq Ahmed , Junior Consultant Accounts & Finance

Mr. Md. Salah Uddin Junior Consultant Accounts & Finance

Mr. Md. Golam SarwarPatwary Junior Consultant Accounts & Finance

Mr. Rezaul Kabir Junior Procurement Specialist

Mr. Muhammad Anisur Rahman Junior Procurement Specialist

Mr. Md. Shakhawat Hossain Khan Junior Communication Consultant

BGMEA

Mr. Ehsan ul Fattah, Secretary General

Ms. Nabila Jamal Rusha, Deputy Secretary

Mr. Md. Rafiqul Alam, Assistant Secretary

BAIRA

Mr. Mohammad Abdul Hye, Chairman, Greenland Group

Mr. Shameem Ahmed Chowdhury Noman, Proprietor, Sadia International

Institutions Level

Principal/Principal In charge/Director, 45 Grant Recipient Polytechnic Institutions

Principal/Principal In charge/Director, 64 Short Course Providing Institutes

Principal/Principal In charge/Director, 20 RPL Centers

Principal/Principal In charge/Director, 20 SSC (Voc) Piloting Institutes

aide memoire i. introduction - all documents

Documents