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Myanmar – Swiss Centre of Excel-
lence for Vocational Education and
Training (MSCVET)
SDC Project no. 7F-08670.01.01
SDC Contract no. 81017372
CVT Baseline Study Mai 2014
Validation and Evaluation of CVT
Capacity Building Projects and Activities
Employability of CVT Graduates
Multiplication Ability for CVT
Validation of operational parameters
Prepared for
Prepared by
28th May 2014
MMRD Research Services | 2
Acknowledgments
The contents of this document was developed based on the reports, ideas and comments of
CVT graduates, CVT partner training companies, CVT Board Members, CVT team members at
the Yangon office, and key resource persons from professional bodies and associations work-
ing in collaboration with CVT. In particular, the assistance of Ms. Phyu Win Nyunt (Project Ad-
ministrator) in locating, coordinating and allowing MMRD access to the rich history of infor-
mation on CVT was vital in the development of this report. Acknowledgement also must be
made of the authors of previous reports, including Beat Wicki, Stefan Vogler and Claus Knoth,
on which this report has drawn a number of key insights.
MMRD Research Services | 3
Abbreviations
ASEAN Association of South East Asian Nations
CA Commercial Assistant (one of five CVT Professions offered)
CM Cabinet Maker (one of five CVT Professions offered)
CVT Centre of Vocational Training (abbreviation of CVT Myanmar school)
E4Y Education for Youth Program of CVT
EL Electrician Training (one of five CVT Professions offered)
GIP General Implementation Plan
HG Hotel and Gastronomy (one of five CVT Professions offered)
ILO International Labour Organization
MBEA Myanmar Business Executive Association
MCA Myanmar Chef Association
MES Myanmar Engineering Society
MHPA Myanmar Hospitality Professional Association
MIA Myanmar Industries Association
MICPA Myanmar Institute of Certified Public Accountants
MIEGA Myanmar Institute of Economic Graduates Association
MISA Myanmar Iron and Steel Association
MMK Myanmar Kyats, with exchange rate est. at 1,000 MMK to 1 US Dollar
MOLES Ministry of Labour, Employment and Social Security
MPAN Master of Public Administration Network
MPSWA Myanmar Professional Social Workers ‘Association
MRCS Myanmar Red Cross Society
MTMA Myanmar Timber Merchants’ Association
MW Metal Working (one of five CVT Professions offered)
MWEA Myanmar Women’s Entrepreneur’s Association
NGO Non-Governmental Organization
NPO Non-Profit Organization
NQF National Qualification Framework
NSSA National Skills Standard Authority
PTC Practical Training Centre
TTCA Tourism Training Centre Association
UMFCCI Union of Myanmar Federation of Chambers of Commerce & Industry
VET Vocational Education Training
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Table of Contents
Acknowledgments .................................................................................................... 2
Abbreviations ........................................................................................................... 3
Management Summary ............................................................................................ 5
1 INTRODUCTION ........................................................................................................ 14
1.1 Overview of CVT ................................................................................................... 14
1.2 Context of Interventions ...................................................................................... 15
1.3 Poverty Reduction ................................................................................................ 17
2 METHODOLOGY ....................................................................................................... 17
2.1 Study Objectives ................................................................................................... 17
2.2 Scope of Work ...................................................................................................... 18
2.3 Research Design ................................................................................................... 19
2.4 Fieldwork Constraints .......................................................................................... 21
3VALIDATION OF CAPACITY BUILDING PROJECTS & ACTIVITIES ................................................ 21
3.1 Overview of Vision and Impact Goal .................................................................... 21
3.2 System Level Outcome Indicators ........................................................................ 24
3.3 Institutional Level Outcome Indicators ................................................................ 35
3.4 Implementation Level Outcome Indicators .......................................................... 40
3.5 Multiplication Potential of CVT’s Dual Education Programs ............................... 43
3.6 Validation of Parameters (Indicators) for Operational CVT Business .................. 67
4 ANNEX A: ATTACHMENTS ........................................................................................... 78
Attachment 1: Organizational Chart........................................................................... 78
Attachment 2: CVT Advisory Board Members ........................................................... 79
Attachment 3: Project Risk Assessment ..................................................................... 80
Attachment 4: Project Planning Matrix ...................................................................... 82
Attachment 5: Technical, Agricultural and Vocational Training Institutes ................ 84
Attachment 6: Distribution of Students ..................................................................... 86
Attachment 7: Distribution of Companies.................................................................. 87
5 ANNEX B: STATUS OF ACTIVITIES OF INCEPTION, EXPANSION AND HANDOVER PHASES ................ 88
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Management Summary
Introduction and Rationale
The Center for Vocational Training (CVT) as launched in Yangon in 2002 by Max O. Wey, with
the objective to introduce and practice a Myanmar-adapted form of the dual apprenticeship
model of Switzerland. Students attend CVT one day a week and practice in their companies
five days a week, with additional two-week practical training courses once a year. The current
five core professions offered by CVT include: Commercial Assistant (CA), Electrician (EL), Cabi-
net Maker (CM), Hotel & Gastronomy (HG), and Metal Worker (MW). Since its initiation over a
decade ago, 597 apprentices have successfully completed the program as of April 2014 and
received a Certificate of Professional Capacity. Vocational skills development provides an op-
portunity to not only train skills, but also to upgrade general education as needed, ranging
from basic math and language to business development.
Since Myanmar’s transition to a parliamentary government in 2011, the conditions for eco-
nomic growth have begun to fall into place. The need for quality vocational education is espe-
cially and immediately relevant given the low education and skill levels, the increasing demand
due to economic growth in-country. Through its extensive network in government and with
the private sector, CVT is in a strategically strong position to promote the dual apprenticeship
model system of Switzerland as a model for meeting the urgent needs for vocational training
and education in Myanmar.
Research Objectives and Methods
The Swiss Agency for Development and Cooperation (SDC) has supported CVT since 2013 for
this Capacity Building Project that enables CVT to expand its successful services in Myanmar, as
well as by enlarging and optimizing its facilities, knowledge and expertise. In this context, CVT
Myanmar has commissioned an objective third party to evaluate the CVT project programs,
validate the baseline studies and report accordingly.
The specific objectives of this validation and evaluation survey are to provide: (i) validation of
the planned building projects and activities, if the overall goal and its outcomes can be
achieved, (ii) validation of the propose parameters from CVT and if necessary, to develop addi-
tional parameters, on which the target achievements can be measured during and after the
capacity building projects, and (iii) assessment of the multiplication ability of CVT’s dual educa-
tion programs.
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To reach these objectives, 140 CVT alumni from the graduating years of 2011, 2012 and 2013
as well as 93 employer training companies and 6 professional associations were interviewed
for a total of 239 data points for triangulation with a desk review of relevant materials. Overall,
only minor difficulties in contacting respondents were encountered, and the field teams suc-
cessfully were able to carry out the survey in the time frame stipulated.
Validation of Capacity Building Projects & Activities
The impact and outcome indicators of the capacity building projects and activities were re-
viewed and found to be met by CVT in most cases. Key findings include:
Impact Indicator: Gender disaggregated number of people graduating from dual VET system in
Myanmar. Validation Successfully achieved. CVT project statistics show that since 2010, the
number of female apprenticeships has always been more than 40% despite the fact that 3 out
of the 5 professions trained at CVT are traditionally male-focused professions such as metal
work, cabinet making and electrician.
Impact Indicator: Gender specific data on salary level of graduates. Validation Successfully
achieved. Statistics from the survey show that the reported salary level of 63% of female grad-
uates fell between 200,000 to 500,000 kyats (US$ 200 to 500 roughly), while 39% of male
counterparts pulled in the same salary range. In other words, up to the 500,000 kyats range,
more women graduates are pulling in higher salary per month than male cohorts.
Outcome 1 Indicator: Annual number of students in the dual VET system, and current
number of alumni from dual VET system. Validation The numbers of current stu-
dents and graduated alumni have risen both in gender and by profession, showing
greater demand in the market. The greatest increase of 35% in number of students en-
rolled from the school year between 2010/11 and 2011/12. As CVT facilities reached
capacity, the numbers of students increased to a maximum of 571 apprentices in
2013/14.
Outcome 1 Indicator: Option for students to continue higher VET education after dual
system is anchored in education system. Validation Students, should they have the
time, resources and desire to continue to higher VET training after the CVT dual train-
ing have options of attending government-run programs in similar subjects at Tech-
nical, Commercial, Agricultural and other such colleges and schools located in Myan-
mar.
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Outcome 1 Indicator: Salary of dual system alumni. Validation The majority of CVT
graduates are making salary levels in the range of associate and junior executive levels
and received promotions and related salary increases on completion of the dual train-
ing in comparison with their colleagues in similar positions. CVT’s partner companies
corroborated this, stating that those graduating from CVT received higher salaries than
other employees. 98 of 140 alumni (70%) received a salary raise and/or promotion on
finishing the dual VET training. Nearly a third received an increase of 41-50%, and over
20% of students had their salaries doubled.
Output 1.3: Proposals for the inclusion of the dual VET system in the Myanmar Educa-
tion System are developed and promoted, with number and participants of promotion
activities as measurable indicators. Validation Lack of recent data is a constraint in
understanding the current state of the country's education sector and in particular on
how the inclusion of a dual VET system could be integrated. However, certain initia-
tives by the government show this is an area of growth and progress. In regards to op-
tional activities, CVT has held 18 events in promotion of CVT to over 1,100 alumni and
partner companies since 2003. In 2012, a media event was held with 15 of the most
prominent print and television news outlets, and a similar event is slated for 2014 with
20 new media outlets.
Outcome 2: CVT has positioned itself as a VET Centre of Excellence and an influential partner of
the Myanmar government with respect to labour market orientation. Validation CVT is
working with 18 different professional organizations, has a Memorandum of Understanding
(MoU) with the Ministry of Labour Employment and Social Security (MoLES), a MoU with the
Myanmar Timbers’ Merchant Association, is working directly with the Skills Training Centers of
the Ministry of Labour Employment and Social Security (MoLES) to develop and implement
training programs based on CVT know-how, and has a collaboration agreement with ILO for a
Post Graduate Program (PGP) for young entrepreneurs.
Output 2.1: CVT has defined its legal status and is registered in Myanmar. Validation
CVT successfully completed registration as international NGO under the Ministry of
Home Affairs in 2013, certificate No. 0057.
Output 2.2: CVT facilities allow efficient teaching and learning and the trial of pilot
programs. Validation A MoU has been successfully signed with Ministry of Labour
for a 10-year lease of a land plot for the construction of the new building. Negotiations
with MoLES regarding the clearance of the construction site are ongoing.
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Output 2.3 Regular stakeholder events provide a broad local ownership of the pro-
grams. Validation The CVT Local Myanmar Advisory Board is composed of 12 mem-
bers, and convened officially on 18 August 2013, with a second meeting held in 3 De-
cember 2013, and a third meeting held in 21 February, 2014.
Outcome 3: Diploma, post diploma programs and tailor made trainings have enabled people
from all over Myanmar to improve their incomes and recognition. Validation CVT has devel-
oped training for 5 professions in its core program, has had an annual average of 470 trainees
between the years 2011-2014, issued 597 CVT completion certificates to successful graduates
of the program from 2002-2014, and has a distribution of training companies in 33 townships
in Yangon.
Output 3.1: Target group specific post diploma programs are developed. Validation
Three additional programs have been assessed for market potential, piloted and cur-
rently is being evaluated: (i) Instructor Training, (ii) Training Company Internal Instruc-
tors, and (iii) the Entrepreneur Program.
Output 3.2: Competency gaps and support needs in specific areas defined by the advi-
sory board have been analyzed and measures are taken to address them. Validation
The analysis of needs and gaps has been conducted by CVT in the Project Proposal,
wherein each activity under the capacity building project was assessed in terms of
needs, gaps and budgetary demands.
Output 3.3: Trainings and programs for specific target groups have been developed
and trainers have been trained. Validation The core programs of CVT have been es-
tablished for many years, and the trainings and activities for target groups have been
completed, assessed and modified on an ongoing basis since 2002 for CM, 2003 for CA
and MW, 2005 for EL, and 2008 for HG.
Output 3.4: Implementation of trainings is monitored. Validation Evaluation of the
trainings are conducted continuously at the end of every course, and is supported fur-
ther by final exams to measure the learning achieved by students, for the vocational
trainings as well for the new training programs. Teachers’ training courses are sup-
ported and provided by volunteer Experts from Switzerland, with each profession
working with its Expert group in Switzerland who come to CVT Myanmar and provide
training at least one visit a year.
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Multiplication Potential of CVT’s Dual Education Programs
The most important success factors of CVT TVET Model include its dual apprenticeship training
that offers studying of theory and practical lessons at the same time, the technical capacity of
the CVT training teachers, and the strategic location Yangon that affords a ready population
and infrastructure to support CVT’s activities. Further, CVT’s the capacities and availability of
trainers – in other words, Yangon’s placement as a hub for the highest number of businesses,
industrials, hotels and services in the country – allows for more employers/training companies
that have the required capacity to invest in an apprenticeship training program.
Regarding sustainability, the base-line study found out that 39% of partner companies are will-
ing to contribute to the CVT training program, of which 46% expressed willingness to contrib-
ute 100% of the training cost for their employee for entire training period (though it must be
noted that they did not indicate a range of what they thought would be the cost of the ser-
vice). Further, high satisfaction level of the both employer (92.6%) and employee (96.4%) also
proved the effectiveness of the CVT dual apprentice program. In this regard, there is a high
possibility to convert the current CVT donor reliance program into a sustainable mixed-funding
program, i.e. partly international donor and partly employer (trainer) funded training program
as a phase one and moving away from the international donation and establish a market ori-
ented quality training program.
Employability of the CVT graduates, the base-line study found out that, nearly all graduates
stated CVT helped make them more employable (98.6%) and the dual training was directly
applicable in the work place (98%). Over two-thirds of graduates said the program assisted
them in improving their salary (70%). Moreover 91.7% to 100% of the employee affirmed that
CVT training has increased their employability. Further the employability of CVT graduates is
reinforced on the employer side as well, with expectations met or exceeded for 95% of the
companies, and no company said that it was dissatisfied by the results of the training. On the
contrary, 87% of companies reported high satisfaction, and 99% of companies reported that
they felt CVT increased graduates’ capacity at work.
Therefore, there is a high chance for the CVT to successfully multiply current model of CVT to
other places in Myanmar. According to the desk study, Mandalay city is the first place to con-
sider in CVT expansion plan because Mandalay city checked the entire check list (i.e. six suc-
cess factors that supported success of the CVT intervention in Yangon city). Moreover 65.6% of
partner trainer companies also recommended the Mandalay city as a place for CVT expansion.
However other places such as Mon and Kayin states are still under economic developing stage
to meet the success factor criteria which can assist in the success of CVT expansion to other
regions/states.
Validation of Parameters (Indicators) for Operational CVT Business
The operational indicators for CVT are quite comprehensive already, and existent in some form
or another. The main recommendation is to make a user friendly, easily accessible file on
which to assist in the regularity of recording and updating information on indicators on human
resources, quality management, administration and finance, and training companies; as well as
add a few qualitative and quantitative indicators and mini-assessments to help in the monitor-
ing of CVT’s activities.
In the process of validating the parameters for operational monitoring, MMRD found that the
3-year duration of the CVT approach was one of the main obstacles for graduates and training
companies alike. This is reflected one of the human resources indicators, apprentices’ “drop-
out rate.” One consequence of the longer timeframe is the allowance for more changes to
occur in economic, professional and personal developments of the students’ lives while they
are in attendance at CVT. This results in higher dropout rates than a training course which is
shorter in duration. The dropout rates have steadily declined from 35% in 2009 to 18% in 2014,
however, showing that CVT has identified the issue and made steps to manage the issue.
The further conclusions for additional parameters are summarized in the table below.
Indicator for Human Resources
Measurement Comment (Red is MMRD remark)
Period
Hu
man
Res
ou
rces
Gender situation of apprentices, teacher, management & staff
%-Share of Men and Women
Already existing and needs to be more systematically recorded
yearly
Ethnics %-Share of different ethnic groups
Thus far, other ethnic groups besides Bamar have not yet been recruited for.
yearly
Fluctuation teachers
Number of leaves and entrances -Higher level of educa-tion of teachers
Partly existing and needs to be more systematically rec-orded. For instance, needs a clearly designated person to collate information, and a soft file created that is easy to locate and access by up-per management.
quarterly
Fluctuation manage-ment
Number of leaves and entrances
quarterly
Salary Teachers & Man-agement
%-Variation of Living costs and local salary development
2 x yearly
Recruiting Number of on-going recruitments
yearly
Drop-out of apprentices
-Number of leaves each profession and reason for leaving (qualitative) -%-Gender disaggrega-tion of drop outs
Already existing and needs to be more systematically recorded, for example, cur-rent dropout rate by profes-sion and gender is not readi-ly available
quarterly (monthly not recommended)
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Subject / Indicator
Measurement Comment (Red is MMRD specific remark)
Period
Hu
man
Res
ou
rces
(co
nti
nu
ed)
Graduation of ap-prentices
-Number of graduated ap-prentices by profession -%- of Alumni/Graduated students by profession and by year -Confirmed student contact information, e.g. phone, email, address
Already existing and needs to be more systematically recorded
yearly
Unemployment Number and % of unem-ployed apprentices during the apprenticeship
Recommended indicator to be added
quarterly
Average age of ap-prentices on en-trance
Number by profession Already existing and needs to be more systematically recorded
yearly
Mobility of gradu-ates’ after CVT
-%-Students moving to higher VET or tertiary education, what programs, and where -%-Students working abroad, and in what professions
Recommended indicators to be added, including qualita-tive indicators
yearly
Student to teacher/ trainer ratio
-Number of students per teacher -Number of students per class
Partly existing, and recom-mended indicators to be added
quarterly
Qu
alit
y M
anag
emen
t
Teacher & Manage-ment Trainings
-Number of teacher & man-agement training by category -%-Investment and amount of funds in training of teachers and management staff
-Partly existing and needs to be more systematically rec-orded. -Mini assessment on rele-vancy & applicability of training (qualitative) to be conducted
yearly
yearly
Quality audit Number of audits performed each profession
Partly existing yearly
Education grade apprentices
Average grade by profession Already existing yearly
NSSA recognition Number of recognized skills by profession
Partly existing. Progress towards official NSSA recog-nition needs more careful monitoring and follow-up by a designated individual.
yearly
Performance of ap-prentices
Average marks of graduated apprentices by profession
Already existing yearly
Curricula & Text-books
%-grade of accuracy by pro-fession -Dates when the curricula and textbooks have been substan-tially updated (qualitative)
Partly existing Recommended indicator to be added
2 x yearly
Teaching aids & teaching infrastruc-ture
%-grade of accuracy by pro-fession
Partly existing 2 x yearly
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Subject / Indicator Measurement
Comment (Red is MMRD remark)
Period
Ad
min
& F
inan
ce
Maintenance Plan CVT %-grade of accuracy Partly existing 2 x yearly
Maintenance Plan PTC %-grade of accuracy by profession
Partly existing 2 x yearly
Employability & satisfaction of graduates and training compa-nies for CVT
-%-Satisfaction with CVT program -%- Perceived employa-bility -%-Salary range -%-Receipt of promotions on graduating
These indicators have been incorporated the Baseline Report, and could be re-evaluated every three years using the same interview and analysis tools.
evaluation survey every
3 years
Qualifications of train-ers/teachers
Highest degree and addi-tional formal certifica-tions held/gained by cur-rent and new teaching staff (qualitative)
Partly existing and needs to be more systematic in how information is record-ed and stored. Pro-vides evidence of CVT’s quality educa-tors.
yearly
Operational costs Costs in USD Already existing yearly
Development costs Costs in USD Already existing yearly
Sustainability: Financial cost contribution from local train-ing companies
Amount in USD -%-Companies contrib-uting
To be added 2x yearly
Fundraising in Myanmar Amount in USD received by local donors
Partly existing 2x yearly
Networking Number of active mem-berships in local CVT re-lated associations
Partly existing and needs to be more systematically rec-orded. Needs desig-nated individual to build on and maintain networking potential with current, past and potential future part-ners.
Yearly
Validation and Evaluation of CVT Capacity Building Projects and Activities
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Subject / Indicator Measurement Comment (Red is MMRD remark)
Period
Trai
nin
g C
om
pan
ies
Number of training companies
Number of Training companies by profession
Partly existing and needs to be more systematically recorded. For instance, needs a clearly designated person to collate information, and a soft file created that is easy to locate and access by upper man-agement.
yearly
Number of training companies
Number of Training companies by years of CVT cooperation
yearly
Average number of apprentices
Average number of apprentices each profession
yearly
-Size of training com-panies -Location & branches of training companies
-Number of employees each company -Contact list of location and branches of each company
yearly
Networking with com-panies
Number of company visits Needs designated individual to build on and maintain networking po-tential.
2 x year-ly
Approved training companies
Number of CVT approved train-ing companies and instructors by profession
Recommend to delete as repeats the other indica-tors already men-tioned
delete
Relevancy of gradu-ates’ skills and knowledge
Mini-survey (qualitative and quantitative) taken by training companies on current CVT trainees
Recommended to be added as part of the CVT Annual Company Training Day agenda
yearly
Validation and Evaluation of CVT Capacity Building Projects and Activities
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1 INTRODUCTION
1.1 Overview of CVT
In 2002, Max O. Wey, a Swiss national formerly employed by the Red Cross Interna-
tional, launched the Center for Vocational Training (CVT) in Yangon. CVT Myanmar has
the objective to introduce and practice a Myanmar-adapted form of the dual appren-
ticeship model of Switzerland. Key characteristics of the dual system approach are that
the private sector helps drive the training curriculum, while providing a placement for
students who work as apprentices in the workplace while attending classes. Switzer-
land is known globally for this approach. The Swiss comparative advantage and oppor-
tunity in this moment is clear.
In cooperation with a network that now includes over 500 training companies, CVT
Myanmar offers vocational education under the three-year degree program. Students
attend CVT one day a week and practice in their companies five days a week, with ad-
ditional two-week practical training courses once a year. Beneficiaries are a) young
women and men from the low-income strata, b) training companies who will profit
from an increased knowledge in working techniques and professional approaches of
their future employees, and c) society at large from having members who act and deal
competently and with a responsibility towards the community.
Since its initiation over a decade ago, 597 apprentices have successfully completed the
program as of April 2014 and received a Certificate of Professional Capacity. In review,
CVT has:
Current number of students enrolled: 570 apprentices, over 40% of which are
female in 25 classes.
Until the end of school year in 2014 there were 597 students who passed the
final exams of VET.
Current number of professions: 5 including Commercial Assistant, Electrician,
Cabinet Maker, Hotel & Gastronomy Assistant, Metal Worker
Current staff structure: 41 locals (mainly lecturers, admin and director), more
than 50% of whom are women; 2 Swiss expat as coach and coordinator1; 15
experts from Switzerland (charity work); and 7 board members in Switzerland
(charity work)
1 In the organizational structure, Mr. Stefan Vogler is the Development Director and Mr. Karl Kiser is the
President Myanmar. Both are on the CVT Advisory Board. Thus, the total number of local and interna-tional support members is 68 persons.
Validation and Evaluation of CVT Capacity Building Projects and Activities
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Current number of private sector partners: 683 training companies registered
Number of professional sectors offered: 5
Number of National Skills Standards already set:
o Hotel & Gastronomy Assistant Training program has been recognized
by the Ministry of Hotel and Tourism in 2012
o NSSAs for the Commercial Assistant under the Cooperatives College,
Metal Worker with the Ministry of Industries, Cabinet Making is under
the Ministry of Forestry, and Electrician with the Ministry of Electrical
Power, the Ministry of Labour, Employment and Social Security
(MoLES) is still deliberating under the Department or relevant Ministry
these professions may fall under.
o MoLES is the main focal point in charge of training and promoting the
body of skilled labourers. The timeframe is dependent on the Minis-
tries, who have not disclosed when they might grant recognition of the
NSSAs.
Number of facilities in 3 Locations with total 2’201 m2 including 10 classrooms,
3 teacher offices, meeting room and 2 administrational offices, 3 labs for PTC
including:
o CVT located in downtown Yangon in the Red Cross Building
o PTC-Workshop located in North Dagon Township, and
o Education for Youth (E4Y) located in Kyaik Wine Lan in Mayangone
Township
1.2 Context of Interventions
Myanmar’s transition from a centrally planned economy to a market economy began
in 1988, but was constrained by economic sanctions on the former military dictator-
ship, weak to non-existent financial and legal institutions, and poor infrastructure.
Since the transition to a (military-dominated) parliamentary government in 2011, the
conditions for economic growth have begun to fall into place, including the suspension
of sanctions and widespread financial and legal reforms, resulting in intense interest
and action from domestic and international investors.
Small and medium sized entrepreneurs such as some of those with whom CVT already
partners are working at the new openings to find their niche for growth, with open
minds and flexible attitudes including the means to access skilled labourers. A corner-
stone of national development plans includes the creation of five special economic
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 16
zones. Myanmar is a member of the Association of Southeast Asian Nations, a regional
economic grouping that plans to form a full economic community in 2015 with the free
flow of goods and services, including labour.
Meanwhile, over the last five decades, the education sector in Myanmar has seriously
degraded to the point that only 65% of boys and 66% of girls complete a primary edu-
cation through grade five. According to official statistics, 33% of the rural work force
was underemployed in 1990, but the actual current rate is likely much higher. The gov-
ernment of Myanmar is prepared to take action to respond to the wide gap between
the capacities of its labourers and the need to set positive conditions for investment.
President Thein Sein recently requested all ministries to revise their 30-year plans, in
part to be in line with the poverty alleviation goals set at the start of his presidency.
In an unprecedented initiative, the Ministry of Education is leading a Comprehensive
Education Sector Review, conducted together with UNICEF and other multilateral, bi-
lateral and NGO agencies, with a vocational skills subgroup led by the Ministry of Sci-
ence and Technology and supported by UNESCO. Rapid assessments in the first phase
of this review will lead to preliminary sector development plans as well as further in-
depth assessments. Among other sector reforms, a new education law is being drafted,
and revised labour and trade union laws were recently passed.
In Myanmar, the need for quality vocational education is especially and immediately
relevant given the low education and skill levels, the increasing demand due to eco-
nomic growth in-country, and in the face of ASEAN regional integration in which My-
anmar’s labourers risk losing out to higher-skilled labourers within the region. Voca-
tional skills development provides an opportunity to not only train skills, but also to
upgrade general education as needed, ranging from basic math and language to busi-
ness development.
CVT is well-placed to respond to the massive needs for vocational education in Myan-
mar, that have sprung from the sweeping reforms, including the transition to a market
economy, encouragement of foreign investment, and preparation for full participation
in the ASEAN economic community by 2015. Through its extensive network in govern-
ment and with the private sector, CVT is in a strategically strong position to promote
the dual apprenticeship model system of Switzerland as a model for meeting the ur-
gent needs for vocational training and education in Myanmar.
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1.3 Poverty Reduction
Through its services and products, CVT enables youngsters to gain professional practi-
cal oriented knowledge while earning a regular income. The fact that CVT students are
fully integrated in the dual model VET and earn a salary already during the three years
of studying at CVT indicates that the likelihood of children from poor families to join
the programs are increased, as many youth choose to work over additional skills and
theoretical training in order to contribute to their families’ incomes. After successfully
ended the three years apprenticeship, these junior professionals reach in general a
higher income and better job opportunities. Some of the graduates even start to open
their own business.
CVT is working on various tracks to contribute to the national development goals of
poverty reduction. With the E4Y program, a chance is offered to children between the
ages of 12-16 years old who cannot afford a regular education. All 16 graduates of the
first batch of E4Y were able to find a job or an apprenticeship at CVT or elsewhere. This
offers young people a chance to look after themselves through gaining a decent salary
in future.
2 METHODOLOGY 2.1 Study Objectives
Beginning in 2013, the Swiss Agency for Development and Cooperation (SDC) has be-
gun to support CVT for the Capacity Building project. CVT Myanmar is planning to ex-
pand its successful services in Myanmar, by enlarging and optimizing CVT facility,
knowledge and expertise. Hence, CVT is planning to strengthen its position as Swiss
Centre of Excellence for Vocational Education and Training (MSCVET) and to provide a
solid base as model school for potential expansion of its service outreach geographical-
ly inside the Union of Myanmar. CVT is also exploring to expand content-wise to in-
clude additional professions in the training curriculum, and also investigating for possi-
ble vertical expansion of service in continuing education and programs.
In this context, CVT Myanmar has conducted number of baseline studies internally to
cover all the aspects mentioned above and hence commissioning a third party research
firm to evaluate the CVT project programs, validate the baseline studies and report
accordingly.
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The specific objectives of this validation and evaluation survey are to provide: (i) vali-
dation of the planned building projects and activities, if the overall goal and its out-
comes can be achieved, (ii) validation of the propose parameters from CVT and if nec-
essary, to develop additional parameters, on which the target achievements can be
measured during and after the capacity building projects, and (iii) assessment of the
multiplication ability of CVT’s dual education programs.
2.2 Scope of Work
The tasks of the research firm covered (i) desk literature review of the base-line studies
and other reference materials provided by CVT (ii) questionnaire development and
testing on the field and (ii) improvement survey design and questionnaire (iv) conduc-
tion of full scale research and (v) evaluation the findings and validation report to the
baseline study.
Literature Review. An extensive literature review was conducted on internal reports
prepared by CVT affiliates from 2009 to present.
Data Collection. The implementation of data collection involved surveying employees
(CVT graduates), employers and professional associations (CVT training company affili-
ates) scattered throughout Yangon City in March 2014.
The data collection was completed in two stages:
The first stage involved designing pilot test questionnaire, selecting employees
and employers, and conducting the pilot test survey. The pilot included 10
companies and 30 graduates during the three-day period from 26 February to
28 February, 2014.
The result and the lesson learnt were reviewed after the pilot test and full scale
research design and the questionnaire finalized; hence remaining targets were
interviewed accordingly within the time frame.
Research Tools. The tools were developed by MMRD in consultation with CVT. The task
of the research firm was to develop the survey tools, and fine tune the tools based on
the pilot findings. The tools were developed to capture necessary information from (i)
employees graduated from last three years, and (ii) employers affiliated with CVT in
past three years.
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The tools were based in part on the qualitative (open-ended) questionnaire used by
CVT to evaluate its programs in 2010, though MMRD restructured the tools to capture
quantitative (closed ended, multiple choice) information in close collaboration with
designated CVT resource persons.
Data was collected from 3 main research tools:
Key informant interview guides with professional associations, lasting approxi-
mately 45-60 minutes each
Semi-structured questionnaires with training companies (employers), lasting
approximately 45-60 minutes each
Semi-structured questionnaires with individual graduates (employees), lasting
45-60 minutes each
In addition, interviews with key CVT staff members were conducted in order to collect up-to-date information on the parameters/indicators for monitoring and evaluation.
2.3 Research Design
The proposed research design targets employers in five different categories that are in
line with CVT training programs. Therefore employers, employees and professional
associations according to their availability in the CVT contact list from the Hotel, Com-
mercial, Metal work, Electrical work and Cabinet maker sectors were selected for in-
volvement in the survey.
In total, 140 CVT alumni from the graduating years of 2011, 2012 and 2013 as well as
93 employer training companies and 6 professional associations were interviewed for a
total of 239 data points for triangulation.
Table 1. CVT Research Design of Employees and Employers
Profession School Year Graduates
Total
Graduates
Contact
List
Employees
Final
Samples
Companies
Contact
List
Companies
Final Sam-
ples
Cabinet Maker 2002~13 58 37 25 20 13
Commercial Assistant 2003~13 195 87 64 102 23
Electrician 2005~13 70 38 28 51 21
Hotel & Gastronomy 2008~13 49 11 11 42 19
Metal Worker 2003~13 76 20 12 30 17
Total 448 193 140 245 93
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Location Selection. Location within and around Yangon city were selected accordance
with the CVT training company profiles, such as (1) Hotel (2) Commercial (3) Metal (4)
Electrical and (5) Cabinet works; hence, most of the Hotels are located in downtown
area whereas commercial companies were scattered around Yangon. Metal works,
electrical works and cabinet works companies were mostly located in outskirt and in-
dustrial zones. Further, a number of professional associations were interviewed. The
final locations of the interviews were selected accordance with the business targeted
and CVT facilitated the contact details and map of the business.
Employer Selection (Companies). Employers were selected in consultation with CVT.
The criteria was well established businesses that have been affiliated with CVT in ap-
prentice training program for more than three years, have employed graduated ap-
prentices from CVT as the employees, and were willing to cooperate with the MMRD
researchers in survey process. For logistical ease of the field teams, the locations of the
establishments were reachable within two hours’ drive from the main CVT office. All
respondents had main headquarters in Yangon, and the manager/resource person
with the most knowledge and contact with CVT students and CVT the organization was
administered the questionnaire for the employer
Employee Selection (Graduates). Employees were selected from the CVT alumni list, in
consultation with the CVT. The criteria was an employee (or) entrepreneur who re-
ceived CVT’s dual form of apprenticeship “Practice and in Theory” training within the
last three years, who was currently working (or) engaging in the line of skill training
received, and was also willing to cooperate with the MMRD researchers in survey pro-
cess. In theory simple random sampling was recommended, but in practice, the re-
search team attempted to contact and interview every CVT graduate on the list pro-
vided, which led to a total of 140 interviews due to unavailability of respondents.
Associations. The following professional associations were purposively selected for the
interviews as major stakeholders in CVT’s activities:
1. MBEA - Myanmar Business Executive Association
2. MES - Myanmar Engineering Society
3. MHPA - Myanmar Hospitality Professional Association
4. MIEGA - Myanmar Institute of Economic Graduates Association
5. MWEA - Myanmar Women’s Entrepreneur’s Association
6. MTMA - Myanmar Timber Merchants‘ Association
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2.4 Fieldwork Constraints
Overall, there were only minor difficulties in contacting respondents, and the field
teams successfully were able to carry out the survey in the time frame stipulated. The
final number of respondents maintains the statistical rigor of the study.
The original design had 150 graduates, 100 companies and 7 associations in the survey,
but due to unavailability of respondents - for example, some had moved away, was
abroad, had schedule conflicts - the final sample was slightly less than targeted at 140
graduates and 93 companies. Substitution of respondents was made when possible
until all options were exhausted.
Association members were quite busy. Thus, two groups originally intended to be in
the survey were not included due to unavailability of members contacted, including
the Myanmar Industries Association (MIA) and the ASEAN Federation Women Business
and Profession in Myanmar. MTMA was included for an additional perspective of a
professional association.
3 VALIDATION OF CAPACITY BUILDING PROJECTS & ACTIVITIES
3.1 Overview of Vision and Impact Goal
Various workshops with CVT board members have yielded the following vision state-
ment and long-term strategic objective, which has been confirmed every year since its
inception in 2009:
Vision Statement. Talented young people in Myanmar have the opportunity to success-
fully complete qualified and sound vocational training in specifically defined profes-
sions. Strengthening vocational training, in particular with the promotion of craftsman-
ship and entrepreneurship at the small and medium enterprise (SME) level, will con-
tribute to the sustainable development of Myanmar.
Overall Goal (Impact). The dual VET approach, practiced in CVT as Centre of Excellence,
is a successful tool to serve labour market needs and the starting point for a significant
Validation and Evaluation of CVT Capacity Building Projects and Activities
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number of young women and men in Myanmar to achieve a recognized and respected
professional career after a practical orientated professional education.
Impact Indicator. Gender disaggregated number of people graduating from dual VET
system in Myanmar.
Validation. CVT is successfully meeting the indicator. This achievement is particularly
notable as CVT does not an active gender management policy embedded in its strate-
gy, but gender equity has been naturally demonstrated in daily operations, from stu-
dents to staff.
CVT project statistics show that since 2010, the number of female apprenticeships has
always been more than 40% despite the fact that 3 out of the 5 professions trained at
CVT are traditionally male-focused professions such as metal work, cabinet making and
electrician. Further, the gender equity not only is reflected in the apprentices (42%),
but also in CVT’s teachers (41%), staff (86%), school management (50%) and project
team (56%) in fiscal year 2013 to 2014.
The local management at the moment is majority women (3:1) and more than 50 % of
all staff is women. See Table 2.
Table 2. Gender Equity in Numbers
CVT
Gender 2013/14 2012/13 2011/12 2010/11
Apprentices
Male 278 279 259 192
Female 204 184 185 136
Female % 42% 40% 42% 41%
Teachers
Male 16 14 14 14
Female 11 9 9 8
Female % 41% 39% 39% 36%
Staff
Male 1 1 1 1
Female 6 3 3 3
Female % 86% 75% 75% 75%
School Management
Male 2 1 1 0
Female 2 2 2 3
Female % 50% 67% 67% 100%
Total VT
Male 299 294 274 207
Female 226 196 197 147
Female % 43% 40% 42% 42%
Project Team Male 4 -- -- --
Validation and Evaluation of CVT Capacity Building Projects and Activities
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Female 5 -- -- --
Female % 56% -- -- --
Note. Statistics on VET graduates and disaggregation by gender is not available from
MoLES at the national and Region/State levels due to lack of collection and availability
of data in Myanmar in general. Therefore, the concentration for validation of this indi-
cator will focus on CVT achievements.
Impact Indicator. Gender specific data on salary level of graduates.
Validation. CVT is successfully meeting the indicator. Up to the 500,000 kyats range,
women graduates are making more than male graduates. Past the 500,000 kyats mark,
however, more men are making higher monthly salaries than women. However, this is
higher than ILO figures which show when all jobs in all sectors are averaged; women
make 13% less than men.
Statistics from the survey show that the reported salary level of 63% of female gradu-
ates fell between 200,000 to 500,000 kyats (US$ 200 to 500 roughly), while 39% of
male counterparts pulled in the same salary range. On the other hand, nearly 10% of
males were receiving over 500,000 kyats while a mere 3.5% of females reported mak-
ing over 500,000 kyats per month. See following table.
Table 3. Gender Equity in Monthly Salary Range
Salary range per month (kyats) Both
genders Male Female
Count 140 83 57
Percentage 100.0% 100.0% 100.0%
Lower than 100,000 7.1% 8.4% 5.3%
Between 100,001-200,000 31.4% 34.9% 26.3%
Between 200,001 – 300,000 22.1% 15.7% 31.6%
Between 300,001-400,000 15.7% 13.3% 19.3%
Between 400,001 – 500,000 10.7% 9.6% 12.3%
Above 500,000 7.1% 9.6% 3.5%
No response/cannot say 5.7% 8.4% 1.8%
Note: The exchange rate is roughly 1,000 Myanmar kyats to 1 US$.
In comparison to the national average salary, according to estimates by the Interna-
tional Labour Organization (ILO), minimum average monthly wages for labour in My-
anmar are estimated at 61,131 kyats per month in 2011. The breakdown by gender
shows that male workers receive 65,088 kyats, and female workers receive 57,176
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 24
kyats per month on average. However this figures only represents average income
calculated based on the 32.5 million labourers from different levels and different sec-
tors. Nevertheless, women receive 13% lower wages than that of men according to
these ILO figures.
Table 4: Minimum Average Wage Income Reported by ILO
2010 2011 2012 2013 2014
39,980 Kyats 44,458 Kyats 49,437 Kyats 54,974 Kyats 61,131 Kyats
Male Female Male Female Male Female Male Female Male Female
42,568 37,393 47,336 41,581 52,637 46,238 58,533 51,417 65,088 57,176 Source: ILO Myanmar Report 2011
3.2 System Level Outcome Indicators
At the system level, the project organization benefits from the experienced CVT net-
work, including cooperation with different Ministries, affiliated trade associations and
companies from the wood, metal, trade, tourism, agriculture and service sector. Fur-
ther, cooperation with other Swiss and international organizations promoting VET is an
integral factor in reaching these indicators.
The interventions at this level ensure that the sustainability of the dual VET approach is
promoted and that the beneficiaries earn the required recognition in their profession
or trade. The interventions improve the status of skilled and certified Myanmar wom-
en and men in the regional ASEAN context, and have the potential to reduce the mi-
gration of skilled labour to Myanmar in the long run.
These efforts feed the local labour market not only with skilled people but also with
better trained graduates ready to take over lower or middle management positions or
to open the own SME business.
Overall Outcome 1. The dual VET approach is further developed and a systematic anchoring in the official Myanmar education system is explored.
Outcome 1 Indicator. Annual number of students in the dual VET system, and current
number of alumni from dual VET system
Validation. Statistics from CVT show that annually, the numbers of current students
and graduated alumni have risen both in gender and by profession, showing greater
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 25
demand in the market. The limitation at this point is the teachers, space and facilities
of CVT, as it is at capacity until the new building is completed and operational.
The number of current apprentices since 2010 from CVT’s dual VET system can be seen
in the following table, illustrating a greatest increase of 35% in number of students
enrolled from the school year between 2010/11 and 2011/12. As CVT facilities reached
capacity, the numbers of students have more or less remained stable with less than 5%
increase from 2012 onwards.
Table 5. Enrolled Students in Dual VET System by Gender
CVT Gender 2013/14 2012/13 2011/12 2010/11
Apprentices
Male 278 279 259 192
Female 204 184 185 136
Total 482 463 444 328
% Increase 4.1% 4.3% 35.4% na
When examining the numbers of graduated alumni, the Commercial Assistant profes-
sion has had the most number of graduates at 237 alumni, over twice as much as the
next profession. The Electrician and Metal Working professions come next respectively
with 96 and 86 graduates since May 2014. It should be noted that the numbers of
graduates is affected by how long the profession has been offered, as well as how
many batches of students have been through the program. See table below.
Table 6. Numbers of Alumni by Profession from May 2002 to May 2014
Profession Batch Graduates
Commercial Assistant 1~10 237
Cabinet Maker 1~8 68
Electrician 1~5 96
Hotel & Gastronomy 1~3 63
Metal Worker 1~8 86
Total Variable 550
Note. Statistics on VET annual number of students in the dual VET system is not availa-
ble from MoLES at the national and Region/State levels due to lack of collection and
availability of data in Myanmar in general. Therefore, the concentration for validation
of this indicator will focus on CVT achievements.
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 26
Outcome 1 Indicator. Option for students to continue higher VET education after dual
system is anchored in education system.
Validation. Students, should they have the time, resources and desire to continue to
higher VET training after the CVT dual training have options of attending government-
run programs in similar subjects at Technical, Commercial, Agricultural and other such
colleges and schools located in Myanmar.
A review of education system and laws show that according to information provided
on Myanmar Government website2, there are 7 technical institutes and 9 Technical
school functioning in Myanmar, providing technical and/or vocational education ser-
vices for technical engineering subjects (e.g. civil or mechanical engineering), technical
agricultural subjects, commercial trading skills, handicrafts and small business tech-
nical skills (e.g. tailoring, cooking) to thousands of students every year. However, the
quality of the instruction and impact is not known. The government technical schools
offer full time courses and evening classes, but do not offer apprenticeship learning
programs. See Attachment 5: Technical, Agricultural and Vocational Training Institutes
Supported by the Government.
Outcome 1 Indicator. Salary of dual system alumni
Validation. The majority of CVT graduates are making salary levels in the range of as-
sociate and junior executive levels. They are occupying mid-level positions within their
companies. Further, they reported receiving better promotions and related salary in-
creases on completion of the dual training in comparison with their colleagues in simi-
lar positions. CVT’s partner companies corroborated this, stating that those graduating
from CVT received higher salaries than other employees.
In regards to salaries, per month, 26% of graduates make between 500,000-300,001
kyats, 22% of graduates make between 300,000-200,001 kyats, and 31% of graduates
make between 200,000-100,001 kyats. 7% each of graduates is found in the extremes,
making less than 100,000 kyats or more than 500,000 kyats per month, but those
graduates are the exception.
2 The database has not been updated since 2007, http://www.myanmar.cm/myanmardata2007/17.htm
Validation and Evaluation of CVT Capacity Building Projects and Activities
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As a basis for comparison, the Career Development Consultancy (CDC)3 salary survey
mainly of semi-skilled and skilled labourers in Yangon, the average starting pay for the
entry level staff to junior executive is 80,000 Kyats to 500,000 Kyats per month, and
the average salary for mid-level staff is 500,000 Kyats to 800,000 Kyats per month. Sen-
ior level executives and managers were reported to receive an average of 1,000,000
Kyats and more.
Figure 7. Current Reported Salary of Graduates in Kyats
Note: Y-axis is the salary range, X-axis is the percentage of graduates reporting to fall under the salary
range, and base is 140 respondents.
Table 8. CDC Executive Salary Survey Grade Qualification Experience Average Monthly Salary
Assistant Level Diploma, Degree 0 ~ 1 year 80,000 Ks ~ 100,000 Ks
Associate Level Diploma, Degree 1 ~ 3 years 100,000 Ks ~ 300,000 Ks
Junior Executive Degree 3 ~ 5 years 300,000 Ks ~ 500,000 Ks
Mid Executive Degree + Post-grad Dip 5 ~ 8 years 500,000 Ks ~ 8,000,000 Ks
Senior Executive Degree + Master 8 ~ 12 years 800,000 Ks ~ 12,000,000 Ks
Manager Degree + Master 10 ~ 15 years 1,000,000 Ks ~ and up
Source: Career Development Consultancy, March 2014
Examining the data by profession, electrician (EL), cabinet making (CM), metal working
(MW) and commercial assistant (CM) dual training programs had over 10% of gradu-
ates making at least 400,001 kyats per month. Hotel and gastronomy (HG)
3 CDC is an affiliate of MMRD and specializes in recruiting and placing Myanmar nationals and returnees
in jobs offered by domestic and international businesses as well as non-Governmental organizations. A Human Resources survey on employment and salary practices is conducted annually, which this data was pulled from for the validation.
0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0%
Lower than 100000
Between 100001-200000
Between 200001 - 300000
Between 300001-400000
Between 400001 - 500000
Above 500000
Cannot say
7.1%
31.4%
22.1%
15.7%
10.7%
7.1%
5.7%
graduates reported slightly less, with salaries that peaked in reported salaried levels of between 300,000-400,000 kyats per month.
Table 9. Reported Salaries by Profession
Salary Range in Kyats ALL Commercial
Assistant Cabinet Maker
Electrician Hotel and
Gastronomy Metal
Worker
Number of respondents (count) 140 64 25 28 11 12
Col % 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Lower than 100000 Count 10 2 2 2 2 2
Col % 7.1% 3.1% 8.0% 7.1% 18.2% 16.7%
Between 100001-200000 Count 44 18 9 9 3 5
Col % 31.4% 28.1% 36.0% 32.1% 27.3% 41.7%
Between 200001 - 300000 Count 31 20 5 3 2 1
Col % 22.1% 31.3% 20.0% 10.7% 18.2% 8.3%
Between 300001-400000 Count 22 11 4 3 4
Col % 15.7% 17.2% 16.0% 10.7% 36.4%
Between 400001 - 500000 Count 15 8 1 5 1
Col % 10.7% 12.5% 4.0% 17.9% 8.3%
Above 500000 Count 10 4 3 1 2
Col % 7.1% 6.3% 12.0% 3.6% 16.7%
Preferred to not disclose/Cannot say Count 8 1 1 5 1
Col % 5.7% 1.6% 4.0% 17.9% 8.3%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
10-20 21-30 31-40 41-50 51-60 61-70 71-80 90-100
26.5%
12.2%
4.1%
28.6%
2.0% 1.0%
3.1%
22.4%
Further, the survey of CVT graduates show that of 98 of 140 alumni (70%) received a
salary raise and/or promotion on finishing the dual VET training. A quarter of gradu-
ates reported receiving 10-20% increase in salary, nearly a third received an increase of
41-50%, and over a fifth of students had their salaries doubled. Males reported receiv-
ing raises (72%) slightly more than females (67%).
Figure 10. Percentage of Graduates Receiving Pay Raise
Note: Y-axis indicates percentage of graduates reporting a particular salary raise bracket, and x-axis indicates the range of the promotion or raise.
Figure 11.Percentage of Raise Received
Note: X-axis is the salary range, y-axis is the percentage of graduates reporting to fall under the salary
range, and base is 98 respondents who reported to receive a raise.
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
10-20 21-30 31-40 41-50 51-60 61-70 71-80 90-100
26.5%
12.2%
4.1%
28.6%
2.0%
1.0%
3.1%
22.4%
Percentage ofgraduatesreceivingindicated payraise
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 30
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
500 2,000 5,000 7,000 10,000 20,000 25,000 30,000 50,000 70,000 100,000
4.3%
8.7%
4.3% 4.3% 4.3%
8.7% 8.7%
13.0%
21.7%
4.3%
17.4%
Table 12. Received Promotion on Completion of CVT Training by Gender (as reported by Graduates)
Received Raise: Both Genders Male Female
Count 140 83 57
Total Percentage 100.0% 100.0% 100.0%
Yes 98 60 38
70.0% 72.3% 66.7%
No 42 23 19
30.0% 27.7% 33.3%
In interviews with employers, companies reported that those who successfully com-
pleted the CVT program were paid more than non-CVT graduates, with 17% of compa-
nies that said the increase was as much as 100,000 kyats more in comparison. Over a
quarter of companies said they paid CVT graduates 50,000-70,000 kyats more per
month than their employees’ non-CVT counterparts.
Figure 13. Monthly Salary Comparison of CVT Graduates to Other Employees
Note: X-axis is the percentage of companies reporting to pay graduates an increased salary, and y-axis is
salary increase in kyats
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 31
Output 1.1 Current dual system approach is reviewed with regard of labour market
needs, sustainability and regional recognition (ASEAN qualification framework)
Measurable Indicators.
-Revised approach has been approved by CVT board.
-Relevant trade associations approved new programs
Validation. CVT’s revised approach has been reviewed and approved by the CVT board
through the Inception Phase and Extension of Inception Phase Proposals. Approval of
relevant Trade Associations is on-going, and the National Skills Standard Authority
(NSSA) has been carrying out the important task of setting up competency skill stand-
ards and established herewith the national qualification framework (NQF) for many
professions.
In 2011 CVT board made the strategic decision to focus on the existing five professions
and the one location in Yangon and mainly concentrate on improving the actual situa-
tion and the quality of the education delivered. Considering the recent development in
Myanmar CVT board realized that a strategic response to development is needed.
Through these processes, the following new guidelines have been established for the
development of CVT within the next 2 years:
Concentrate all activities at one location in Yangon to provide an efficient man-
agement and rollout of new combined products such as teachers and instructor
training, support to training companies, Post Graduate Programs etc.
Doubling of student numbers until 2016 and respective increase of all resources
Improvement of all CVT infrastructures to an up-to date level and to have the
school and workshop on one compound.
In short, CVT’s revised approach has been reviewed and approved by the CVT board
through the Inception Phase and Extension of Inception Phase Proposals. The revised
approach is undergoing structural and systematic changes through the Inception, Ex-
pansion and Handover Phases of the capacity building project that began in January
2013 and will continue until 2017.
Approval of relevant Trade Associations is on-going, and the National Skills Standard
Authority (NSSA) has been carrying out the important task of setting up competency
skill standards and established herewith the national qualification framework (NQF) for
many professions. For others the process still is running. For example, the Hotel & Gas-
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 32
tronomy Assistant Training program offered at CVT has been recognized by the Minis-
try of Hotel and Tourism for its high standard training program and skilled workers
produced.
Output 1.2 Roles and responsibilities of the different stakeholders have been defined
Measurable Indicators.
-Roundtable minutes
-Organizational graphic of dual education system including responsibility description
(basis in baseline study)
Validation. Roundtable minutes from stakeholder meetings have been recorded and
are available on request from the CVT office in Yangon. CVT’s organizational graphic,
responsibility descriptions, and revised approach has been reviewed and approved by
the CVT board through a series of internal reports developed by CVT in 2011-2012.
Reports describing the dual education system approach and roles of specific stake-
holders include “2011 CVT Future Report” and “CVT Capacity Building Project: Sub-
Project Preparation Base-Line Study”.
Based on the interviews conducted in March 2014 with CVT's stakeholders (employers,
employees, CVT staff, and associations), the research team found that they are well
aware of their roles and responsibilities. For example, in order to meet the require-
ment of business communities, CVT staffs have been assessing and evaluating their
approach in respond to the labour markets; employers and employees are working
collaboratively with CVT to improve their respective capabilities; and associations are
contributing towards the development of the dual education approach offered at CVT.
The research team also observed that key players for all stakeholder groups had been
identified and CVT Advisory Board was founded in June 20134. Associations such as
Myanmar Engineering Association has been taking the advisory role and facilitating
CVT in dealing with professionals from abroad in meetings. Similarly, Myanmar Hospi-
tality Professional Association has been acting as a facilitator to assist CVT in providing
training on Hotel and Gastronomy Assistant, and training trainers program to the gov-
ernmental department.
4 Project Plan – Inception Phase: Page 14
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 33
Output 1.3 Proposals for the inclusion of the dual VET system in the Myanmar Educa-
tion System are developed and promoted
Measurable Indicators. -Number and participants of promotion activities
Validation. There have been 18 events in promotion of CVT to over 1,100 alumni and partner companies. In 2012, a media event was held with 15 of the most prominent print and television news outlets, and a similar event is slated for 2014 with 20 new media outlets.
Lack of recent data is a constraint in understanding the current state of the country's
education sector and in particular on how the inclusion of a dual VET system could be
integrated. However, certain initiatives by the government show this is an area of
growth and progress. According to available data from World Bank's world develop-
ment index, progress is significant in primary education with the gross completion rate
standing at 103% in 2010.
The Myanmar central government is working closely with the World Bank on increas-
ing school enrollment, reducing education costs for parents, improving the learning
environment and improving resources management by involving the school and its
broader community in the school financial management and oversight5; as well as with
the United Nations International Children’s Education Fund (UNICEF) on decentralizing
education to the township level and improving access and quality of formal and non-
formal education through its Quality Basic Education Program (QBEP) and a compre-
hensive sector review in late 20126.
Besides the development of the governmental educational system, with a raise of
graduates by more than the factor five from 1996 to 2010, many private organizations
have started to launch educational programs. Most of them are committed into short
term skills courses. Most of the offers are focusing IT, business/management or hotel
and tourism industry. Beside this there are also tailored programs for the need of spe-
cific companies provided. The three years model offered by CVT answers not to the
immediate need for vocational education in the fast changing economy but there is a
5 Potential project assessment slated for January 2015 based on discussions between MMRD and World Bank in
early March, 2014. 6
For more details on QBEP and UNICEF’s Multi-Donor Education Fund (MDEF) partnership, please refer to http://www.unicef.org/myanmar/overview_20839.html
Validation and Evaluation of CVT Capacity Building Projects and Activities
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growing need in the market for broader education and consequently CVT graduates
get qualified jobs.
In light of these sweeping changes in the Myanmar Education System, this is an oppor-
tune time to promote and integrate CVT‘s dual VET system into the current education-
al framework. According to interviews with stakeholders such as employers, employ-
ees and associations that CVT affiliated with, the dual vocational education training
programs offered at CVT are beneficial for both employees and business communities,
and is contributing towards the labour market with much needed skilled workforce. In
addition, MMRD research team has also observed that CVT has been providing voca-
tional education in Yangon since 2002. In interviews with CVT employees, they spoke
of activities on promoting the inclusion of the dual VET system in the Myanmar Educa-
tion System.
For the promotion activities, a CVT Annual Information Dissemination Meeting was
held once a year since 2002-2008 in October and February for current and potential
training companies to generate awareness of vocational education. Starting in 2009 to
the present, two events were held: the Annual Information Dissemination as well as
Training Company Day. The latter aimed to gain feedback from partners on what was
working and what could be improved, including how to update and modify the curricu-
lum to meet the needs of the current situation. In addition, a Media Day event was
started in December 2012, focusing on promoting public awareness of the CVT’s pro-
gram and vocational trainings.
Thus, in sum, the total number of promotion activities and participants include:
12 Annual Information Dissemination Meetings held in February of every year.
In each meeting, an estimated 75 participants attended; thus, the estimated
number of total participants have is estimated to be 900 since 2003 to 2014,
but this is overlapping participants from year to year.
5 Training Company Days held in October of each year. An estimated 200 cur-
rent and potential training companies participate each year, for a total of
roughly 1,000 participants in this promotion activity since 2009-2014.
1 Media Day held in December 2012 with representatives from 15 major jour-
nals, newspapers and magazines including Myanmar Times, New Light of My-
anmar, Mirror, Eleven Journal, Fashion Image, Education Digest, Seven Days
News Journal, Yangon Media, Myanmar Television 4 (MRTV 4), MRTV 3, SkyNet,
Flowers Journal, Opportunity Journal, Favorite Journal, Modern, Trade Times,
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Internet Journal, HR Journal and Union Daily. A Media Day is planned for 2014
December to include representative from 20 news outlets.
23 issues of the quarterly newsletter have been sent out to an estimated audi-
ence of 1,000 alumni and company partners. Starting in 2013, the newsletters
have been reduced to twice a year.
Output 1.4 Options for future replication of CVT-like training institutions in SDC-
focused Myanmar economic development zones are assessed
Measurable Indicators.
-Baseline study on replication options geographic-, content- and vertical-wise
-Concrete other projects during project phase
Validation. Findings of this study indicate that replication of CVT is possible and likely
to be successful. For more details, refer to Chapter 3.6 on the multiplication potential
of CVT.
CVT has begun the Capacity Building Project after it received a support from SDC in
2013. As part of the project, CVT has set out to review its current dual approach with
regard to labour market needs, sustainability and regional recognition, particularly
through the ASEAN qualification framework.
Concerning the labour market needs in Myanmar, CVT has taken a proactive approach
in analyzing the trend of Myanmar's economic landscape. Based on its internal evalua-
tion of the situation in Myanmar, CVT has shown that it is fully aware of the fact that
there is an urgent and growing demand for skilled people in Myanmar, particularly in
tourism, construction, and service sectors.
3.3 Institutional Level Outcome Indicators
A decisive factor to the achievement of the goal and for the successful implementation
of the project and the provision of services to the beneficiaries is the positioning and
status of CVT in Myanmar, which partially relies on the infrastructure available. In oth-
er words, crucial to the success of the project are facilities and resources at a state of
the art level. Therefore, the institutional capacity and the facilities of the CVT in My-
anmar need to be further developed to ensure sustainability and continuation. A set of
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highly professional local staff needs to be employed and further developed, to be able
to develop VET visions and programs for the economic sector (labour market) and the
Government.
Training facilities need to be enlarged and adjusted for training of teachers and instruc-
tors, company internal instructors, skills programs and other development. The main
target groups at this level are the CVT staff, small and medium enterprises and interna-
tional companies present in Myanmar that shall cooperate with the institute in the
future. In a wider sense this will support labour market of Myanmar.
Outcome 2. CVT has positioned itself as a VET Centre of Excellence and an influential
partner of the Myanmar government with respect to labour market orientation.
Measurable Indicators.
-Invitations by government and private sector to participate in strategy development
-Other centers are based on CVT know-how
Validation. CVT is working with 18 different professional organizations, and has a col-
laboration agreement with ILO and Swisscontact. CVT has a MoU with the MOLES since
August 2013, a MoU with the Myanmar Timbers’ Merchant Association, and is in work-
ing directly with the Skills Training Centers of the Ministry of Labour to develop and
implement training programs based on CVT know-how.
CVT already has formal and informal connections to various partners. A Memorandum
of Understanding (MoU) with the Ministry of Social Welfare exists since 2009. Another
MoU is signed with the Myanmar Timbers’ Merchant Association (MTMA). CVT has
established positive working relations with the Ministry of Labour, Employment and
Social Security (MOLES), which has encouraged CVT to increase its efforts to provide
vocational training and to support the certification process.
Further, MoLES has extensive relations with the private sector companies that help
drive the dual system approach, and conducts vocational training as well as setting
standards and certification of skills through the National Skills Standard Authority.
Recognizing that infrastructure is a constraint, MoLES has offered CVT the use rights to
a well-situated property in Yangon to build a quality training center.
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The launch of the inception phase saw the key activity to monitor the pulse of the
highly dynamical economic and political environment of CVT. CVT has maintained its
position as an upstanding and competent training partner. Consequently, CVT has con-
centrated efforts on maintaining current contacts while building new relationships
with professional bodies and associations.
Over the years, the CVT has managed to place members in the following organizations:
1. ASEAN Federation Women Business and Profession in Myanmar
2. MBEA - Myanmar Business Executive Association
3. MCA - Myanmar Chef Association
4. MES - Myanmar Engineering Society
5. MHPA - Myanmar Hospitality Professional Association
6. MIA - Myanmar Industries Association
7. MICPA - Myanmar Institute of Certified Public Accountants
8. MIEGA - Myanmar Institute of Economic Graduates ‘Association
9. MISA - Myanmar Iron and Steel Association
10. MPAN - Master of Public Administration Network
11. MPSWA - Myanmar Professional Social Workers ‘Association
12. MRCS - Myanmar Red Cross Society
13. MTMA – Myanmar Timber Merchants’ Association
14. MWEA - Myanmar Women Entrepreneurs ‘Association
15. NSSA - National Skill Standard Authority
16. Skill Upgrading Training and Certification Management Committee
17. TTCA - Tourism Training Centre Association
18. UMFCCI - Union of Myanmar Federation of Chambers of Commerce & Industry
CVT has a collaboration agreement with ILO and developed a concept for a Post Grad-
uate Program (PGP) for young entrepreneurs and designing a program to support them
in opening the own business with ILO inputs. The intention of PGP is to equip the My-
anmar young entrepreneurs and fresh graduates with knowledge and skills of entre-
preneurship development and business management for small and medium enterpris-
es. CVT completed an information exchange session with ILO regarding students’ text-
book development in November 2013, piloted the PGP course in February 2014, and
finalized the development of teacher’s handbook and teaching aids in April 2014.
In terms of other centers developed based on CVT know-how, this is planned by CVT
for the coming years. As mentioned previously (refer to, Outcome Indicator 1: Option
for students to continue to higher VET education), there are vocational training schools
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and programs run by governmental, non-governmental and private sector individuals
and groups, but more short term and of unknown quality. There is currently no pro-
gram incorporates a dual VET program in the same approach and timeframe as CVT
does.
CVT plans to cooperate with Skills Training Centers of MoLES developing and imple-
menting programs in the skills sector. Company meetings and alumni organizations are
planned to strengthen the liens to the beneficiaries of the project. Further co-
operations to other NGO’s in the VET sector like Swisscontact are in place and is a
partner of CVT. With the registration of CVT as international NGO in Nay Pyi Taw, the
organization has set the base for additional cooperation with governmental and non-
governmental organizations.
Output 2.1 CVT has defined its legal status and is registered in Myanmar
Measurable Indicator.
-Official registration papers
Validation. CVT is successfully registered in Myanmar as an international NGO.
CVT completed registration as international NGO under the Ministry of Home Affairs in
2013, certificate No. 0057.
A MoU with MoLES for further collaboration was also signed in in 2013.
Output 2.2 CVT facilities allow efficient teaching and learning and the trial of pilot pro-
grams
Measurable Indicators.
-Pre-project and construction planning of new facilities approved by CVT Board
-Construction work finalized on time
-Handover to CVT in time
Validation. All activities plans have been approved. Timeframe of the construction and
handover is updated in the Gantt Chart.
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A memorandum of understanding has been successfully signed with Ministry of Labour
for a 10-year lease of a land plot that measures about 4’400 m2 for the construction of
the new building. The pre-project and construction plan has been approved and re-
leased by CVT Board as of 31 August 2013, with G+S Architects selected as architect
team and contract signed in September 2013. Negotiations with MoLES regarding the
clearance of the construction site are ongoing.
Output 2.3 Regular stakeholder events provide a broad local ownership of the pro-
grams
Measurable Indicators.
-Local board has been appointed and works on continuous basis
-Approval of board
Validation. The CVT local Advisory Board members have been appointed and ap-
proved, with regular meetings held since its inception on August 2013.
The CVT Local Myanmar Advisory Board is composed of 12 members, and convened
officially on 18 August 2013, with a second meeting held in 3 December 2013, and a
third meeting held in 21 February, 2014.
The composition of the Board is as follows:
1. Daw Kathy Naing, Chairperson of the Myanmar Hospitality Professionals Asso-
ciation, and General Manager of Yuzana Garden hotel.
2. Mr. Heinz Ludi, CEO of Myan Shwe Pyi Tractors
3. Ms. Lilli Saxer, Managing Director of Diethelm Travel Myanmar
4. U Myin Maung Tun, Managing Director of Malikha Power Engineering
5. Dr. Khin Ko Latt, Chairman of the Myanmar Forest and Timber Merchants‘ As-
sociation, and Managing Director of Hla Bayin Furniture Business
6. Daw Khin Mar Aye, Director of the Skills Training Center of the Ministry of La-
bour, and Principal of Employment and Social Security
7. U Min Swe Oo, Human Resources Manager of Myan Shwe Pyi Tractors
8. Ms. Carin Salerno, Counsellor of the Swiss Agency for Development and Coop-
eration, and Director of Cooperation for SDC
9. U Nay Myo Zaw, National Program Officer for the Swiss Agency for Develop-
ment and Cooperation
10. Dr. Kari Kaiser, President (Myanmar) of CVT Myanmar
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11. Daw Yin Yin Aye, Operations Director of CVT Myanmar
12. Mr Stefan Vogler, Development Director of CVT Myanmar
Meetings are held regularly to assess development project activities, operations and
improvements.
3.4 Implementation Level Outcome Indicators
Whereas the system and institutional levels describe means to achieve the goal, the
VET implementation level describes the fundamental nature of the operations. To es-
tablish a functioning and meaningful dual VET system, respective approaches have
been developed and trailed. The content of programs and trainings are regularly eval-
uated and adjusted to the target groups, and the needs of the labour market and skills
gaps of potential employees are continuously assessed and identified.
The beneficiaries of this objective are directly the women and men, young people, mi-
norities and other groups specified during the inception phase in the focus areas de-
fined by the Advisory Board. The main focus of the project is the development of pro-
grams (diploma and post diploma, non-academic) the preparation of the human re-
sources (training of teachers and instructors, training of company internal instructors),
the trial and improvement of trainings, and the identification and empowerment of
implementing partners in specific areas (public, private, NGOs).
Outcome 3. Diploma, post diploma programs and tailor made trainings have enabled
people from all over Myanmar to improve their incomes and recognition. (Implemen-
tation Level)
Measurable Indicators. -Number of trainings developed -Number of trainees
-Number of certifications
-Distribution of trainings in Myanmar Validation. CVT has developed training for 5 professions in its core program, has had
an annual average of 470 trainees between the years 2011-2014, issued 550 CVT com-
pletion certificates to successful graduates of the program from 2002-2014, and has a
distribution of training companies in 33 townships in Yangon.
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The dual model of Swiss vocational training has enabled students to earn a decent
salary during studying and they have been able to improve their status and establish
themself in leading positions such as supervisors or even business owners. Some re-
sults achieved by CVT include:
A total of 597 apprentices have undergone the 3 year apprenticeship and have
been graduated as of April 2014
Curricula and textbooks for each profession have been established, in Burmese
and English versions.
PTC workshops have been equipped
The school is run entirely by local school-management, teachers and instruc-
tors
Provision of regular teachers trainings
Growing support to training companies
For the distribution of trainings in Myanmar, please see Attachment 6: Distribution of
Students and Attachment 7: Distribution of Companies.
Output 3.1 Target group specific post diploma programs are developed (teacher / in-
structor, company internal instructor, entrepreneur, skills etc.)
Measurable Indicators.
-Number of additional programs established
-Market success of the programs assessed
-Program concepts established and piloted
Validation. Three additional programs have been assessed for market potential, pi-
loted and currently is being evaluated.
Three additional programs in Instructor Training, Training Company Internal Instruc-
tors, Entrepreneur Program have been conceptualized and are undergoing the first
pilot courses and evaluation phases at this time. The market success of the new activi-
ties cannot be assessed at this time as there are limited number of participants in the
pilot and no graduates as of yet. However, the potential was evaluated before dedicat-
ing resources to the development of these three programs and all pilot courses were
fully booked out by the first students’ intake.
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Further, CVT has done a comprehensive research on the market needs before it set out
to develop post diploma programs. More than 260 respondents from entrepreneur-
ship background had taken part in the market research. The aim of the research was to
collect information in order to use in formulating new curricula. It is further observed
that the development of the contents of post diploma courses such as Business Admin-
istration, HR Management, and Financial Management, Sales Essentials, Marketing
Management has been done.
Output 3.2 Competency gaps and support needs in specific areas defined by the advi-
sory board have been analyzed and measures are taken to address them.
Measurable Indicators. List of gaps and needs Validation. The analysis of needs and gaps has been conducted by CVT.
In the Project Proposal, each activity under the capacity building project was assessed
in terms of needs, gaps and budgetary demands. Please refer to the Project Proposal
(121120 Proposal V33) for more details.
The research team also found that with the introduction of the advisory board to its
management mechanism, CVT is able to introduce new programs such as young entre-
preneurs, company instructor education and training of trainers courses based on its
analyses in order to facilitate businesses to meet the ever increasing demand for
skilled labour.
Output 3.3 Trainings and programs for specific target groups have been developed and
trainers have been trained
Measurable Indicators.
-Program layout existing
-Number of courses provided
Validation. Program layout and exact number of courses on hand at CVT.
The core programs of CVT have been established for many years, and the trainings and
activities for target groups have been completed, assessed and modified on an ongoing
basis since 2002 for CM, 2003 for CA and MW, 2005 for EL, and 2008 for HG.
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Trainers/teachers are offered refresher training every year for two weeks. In addition,
6 teachers are involved in the NSSA training of trainers, and 2 staff members are in-
volved in an English language course or Computer training course as means to develop
staff capabilities, as illustrated in the table below.
Table 14. Training of Teachers/Trainers of CVT Course Who How long
Teachers' training All Teachers 2 weeks/year
NSSA master training 6 teachers 3 weeks
English language 1 staff 6 months
Computer training 1 teacher 3 months
Output 3.4 Implementation of trainings is monitored
Measurable Indicators. On-going evaluation of the trainings by participants, trainers and boards Validation. An evaluation of the trainings is conducted continuously at the end of eve-ry course.
At the end of each training course, course participants provide feedback, and course
responsible person (teacher/trainers) summarize the findings and report to the Project
Director. This is done on a continuous basis.
In addition, the program validation is supported further by final exams to measure the
learning achieved by students, for the vocational trainings as well for the new training
programs. Teachers’ training courses are supported and provided by volunteer Experts
from Switzerland, with each profession working with its Expert group in Switzerland.
The Experts from Switzerland come to CVT Myanmar and provide training at least one
visit a year.
3.5 Multiplication Potential of CVT’s Dual Education Programs
The assessment of the multiplication ability of CVT’s dual education programs aims to meet the following objectives:
To provide an external evaluation of the most important success factors of CVT
TVET model and sustainability
To review the relevance of the dual vocational training approach within the VET
landscape of Myanmar
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To assess the employability of graduates and satisfaction of companies on the
dual vocational training approach
To evaluate options for future replication of CVT-like training institutions in
SDC-focused Myanmar economic development zones (Mon, Kayin States) via
desk research
To provide an external evaluation of the most important success factors of CVT TVET
model and sustainability
The most important success factors of CVT TVET Model include its dual apprenticeship
training, technical capacity, strategic location, trainers’ capacities and trainers’ availa-
bility. In addition, the strategic location in Yangon affords a ready population and infra-
structure to support CVT’s activities.
Dual Apprentice Training Program of CVT. The Switzerland model dual train-
ing/working program has met the urgent needs for vocational training and educa-
tion in Myanmar for both employer and employee. This is shown in how 92.5% of
Employer and 96.4% of trainee respondents are highly satisfied with CVT trainings.
Moreover 98.6% of employee respondents answered CVT training helped im-
proved their skills and also increased their employability.
CVT Technical Capacity. The technical Capacity and supporting facility of the CVT
also plays an important role in the success of the training, as most of the employer
and trainees are satisfied with the trainings. 96.4% of trainees are highly satisfied
with technical capacity of the CVT trainers, further 97.9% of trainees and 94.6% of
employers answered that CVT technical trainings exceed (or) met their expecta-
tions.
Strategic Location. CVT training centre is strategically located in Yangon, Yangon
was the capital city of Myanmar since 1886 until 2008 and Yangon is still the big-
gest city and a commercial centre of Myanmar as a second most populated state
who are fairly educated and skillful, relatively better off infrastructure especially in
electricity power supply, and also having highest numbers of industrial/commercial
zones, hotels and service industries, moreover most of the large scale industries
are also centralized in Yangon area (please refer to table X), furthermore Yangon
accommodated 17 industrial zones, 158 wholesale/retail markets and 204 hotels.
Employers (Trainers) availability and capacity. Good numbers of employers are
available in Yangon area, as 2026 large, 1616 medium and 2410 small industries
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 45
are operating in Yangon, who have the capacity to employ trainee staffs (appren-
tices), who also understands the importance of workplace training program and
are willing to cooperate with CVT (please refer to following tables).
Table 15: Number of registered Industries by State & Division (2012) No. State/Region Large Medium Small Total
1 Ayeyarwaddy Region 391 657 5046 6094
2 Bago Region 223 723 3626 4572
3 Chin State 1 4 475 480
4 Kachin State 31 98 1038 1167
5 Kayah State 11 184 88 283
6 Kayin State 94 47 740 881
7 Magwe Region 123 260 2169 2552
8 Mandalay Region 1107 2218 4689 8014
9 Mon State 121 236 1811 2168
10 Rakhine State 52 75 1904 2031
11 Sagaing Region 270 725 3163 4158
12 Shan State 177 342 2988 3507
13 Tanintharyi Region 134 88 1030 1252
14 Yangon Region 2026 1616 2410 6052
Source: Myanmar Industry Directory (2013-14)
Table 16. Classification of Small, Medium and Large industrial enterprises
Type of Industry Manpower Horse Pow-er
Annual Gross Prod-uct
Investment
Cottage Industry Up to 9 Less than 3
Small Scale Pri-vate Industrial Enterprise
Up to 50 From 3 and up
Up to 2.5 million kyat
Up to 1 million kyat
Medium Scale Private Industri-al Enterprise
Above 50 and up to 100
Above 25 and up to 50
Above 2.5 million and up to 10 million kyat
Above 1 million kyat and up to 5 million kyat
Large Scale Pri-vate Industrial Enterprise
Above 100 Above 50 Above 10 million kyat
Above 5 million kyat
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Population size of Yangon. It is estimated that over 9.2 million people are living in
Yangon Region and our of which some 7.2 million people are in Yangon that consist
of about 668,3347 people working age group (15 to 24); hence, the work force
population is considerable and will create a market demand.
Infrastructure readiness of Yangon. Infrastructure in Yangon is considered relatively
better than most part of the country, especially in electricity and water supply,
communication infrastructure (telephone and internet), and (air, rail, road, sea)
transportation (inland and outland) as well, which is the major attraction for the
most of the businesses and industries.
The sustainability of CVT needs to take into account its current technical model, busi-
ness model, and feasibility of moving towards collecting contribution from its training
company partners. As of May 2014, currently, there is no contribution model in place,
though CVT has a few local donors who contribute sporadically or on a request-basis.
Technical Model. CVT has already proved that current technical model of CVT is a
success technical model that can provide high satisfaction to both employer and
trainees (92.5% of Employer and 96.4% of trainees). Hence it can be concluded that
sustainable technical model is already established.
Business Model. According to the current Business Model of CVT shows that CVT is
relying 100% on the donor funding as it is providing 100% free service in vocational
trainings (except from some small contribution of the some employers). In this re-
gards, there is a risk for the sustainability of the continuous program once the do-
nor funding is stop. Therefore CVT should consider developing sustainable business
model of CVT program that will enable CVT to move away from donor reliance to
independent profitable business model, perhaps phase by phase in five years’ time.
At the very least, the operational business should be financially covered by local
funding or similar locally sourced means.
Moreover, a substantial majority, 89% of partner training companies in fact, are
confident and satisfied enough in the results of the long-term CVT training to pay
their employees normal wages during the training, and 60% expressed willingness
to pay a further fee for the service. When compared with actual current contribu-
tions, however, less than half (42%) currently financially contributes to CVT activi-
7 2011 Statistical Year Book
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MMRD Research Services | 47
ties, and the range of the amount was wide, from 10,000 kyats to 1 million kyats
for the entire duration of the three-year CVT apprenticeship training. The most re-
ported amount of contribution was 30,000-50,000 kyats reported number of com-
panies (13%).
Figure 17 & 18. Employees Are Paid during the Practical Training Course (left); and Willingness of Employees to Pay for Service (right)
Figure 19. Amount of Current Contribution by Employers (For total duration of 3-Year CVT Training)
Note: The base is 40 companies that reported yes they contribute. Y-axis is the amount contribut-ed, and X-axis is percentage of companies that reported roughly that amount.
According to the following table, 46% to 50% (of 39.8%) of the employers are willing to
contribute 100% of the training fees, of the training cost to the CVT in order to train
their employees. The partner companies did not indicate what amount they felt would
be sufficient, only that whatever the fee rate was, they were willing to contribute
89.2%
10.8%
Yes
No
39.8%
60.2%
Yes
No
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%43.6%
25.6%
2.6% 2.6%
7.7% 5.1%
2.6% 2.6% 2.6% 2.6% 2.6%
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based on their satisfaction of past and current graduates of CVT. Therefore it is con-
cluded that, there is a possibility of converting non-profit business model of CVT dual
training program into a sustainable business model.
Table 20. Percentage of Training Fees that Partner Companies are willing to contribute to the CVT program by (39.8%) of the employers Contribution proportion in training fees
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
CA 5% 20% 5% 15% 5% na na na 50%
CM 6.7% 6.7% 30% 6.7% 6.7% 6.7% na na na 46%
EL 6.7% 6.7% 13.3% 6.7% 13.3% 6.7% na na na 46.7%
HG 6.7% 20% 6.7% 13.3% 6.7% na na na 46.7%
MW 6.3% 12.5% 6.3% 18.8% 6.3% na na na 50%
Source: CVT/MMRD baseline study
To review the relevance of the dual vocational training approach within the VET
landscape of Myanmar
The study has found that there are 16 Government managed vocational schools oper-
ating throughout the country and 318 privately managed vocational schools operating
in Yangon region. However none of the schools have offered CVT style long term dual
apprentice training program (according to MMRD desk research). Although success
and satisfactory level of other schools were not able to cover by this research, the desk
research finding proves that CVT is the only vocational school offering proven success
vocational training program (i.e. dual apprentice training program) giving the high level
of satisfaction obtained by both employer (92.5%) and employee (96.4%). Moreover
70% of trainees are promoted (or) given a pay raise after the graduation (CVT/MMRD
baseline survey).
Demand on Employer Side. According to the Myanmar Industrial Development Com-
mittee, Myanmar is planning to develop nine new industrial zones within 2014 and
2015, one in Bago region, two in Kayin State, three in Mandalay region, one in Mon
State, one in Shan State and one in Rakhine State. Moreover three SEZ Special Eco-
nomic Zones are also planning to develop, one in Thiliwa (Yangon), one in Dawei
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(Tanintharyi Region) and one in Kyauk Phyu (Rakhine State), Furthermore due to the
Tourism sector development in Myanmar, hundreds of new large hotels are under
construction stage in strategic tourism locations, 302 new hotels in Mandalay and 238
new hotels in Yangon.8 Furthermore FDI Foreign Direct Investment to Myanmar has
reached to 4.1 billion dollars during 2013-2014 and hence 45% of the investments are
for labour intensive manufacturing sector, thus it is expected that new FDI projects will
create 90,000 new jobs9.
Demand on Employee Side. According to MoLES, there are 39.6 million workers in My-
anmar engaging in some form of paid employment, however also according to the
MoLES, 64% of them does not have regular job because they are unskilled (or) semi-
skilled workers10. In this context, industrial demand for high skilled labourers will be
increased dramatically, hence consequently the demand for high quality vocational
trainings (i.e. CVT style quality education) is expected to increase from both employer
and employee side.
When looking at the relevancy of the training in regards to the training profession at-
tended at CVT, correlated with the graduates’ current sector of employment, the fol-
lowing tables show that the a high percentage of graduates are working in a directly or
indirectly related sector of employment. For the HG graduates, there was 100% rele-
vancy as all 12 graduates reported that they work in a hotel or restaurant. The majority
of MW graduates who participated in the survey also reported working in closely re-
lated fields, except for one graduate each who reported working in the logistics, interi-
or design or rice grinding sectors.
Table A. Hotel and Gastronomy Graduates
SN Current Sector of Employment (11 respondents) Frequency Percent 1 Hotel and Restaurants 11 100% 2 Total HG graduates 11 100%
8 Source: Ministry of Hotels and Tourism http://www.traveldailynews/more-hotels-arrive-to-myanmar
(accessed 7th May 2014) 9 Source: Myanmar Investment Commission http://www.mmtimes.com/fdi-tops-us$4-billion-on-
manufacturing-boost.html (accessed 7th
May 2014) 10
MOL April 2012/ December 2013 figures
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 50
Table B. Metal Worker Graduates
SN Current Sector of Employment (12 respondents) Frequency Percent
1 Metal minerals 3 25%
2 Machine and Machinery 3 25%
3 Logistic services 1 8%
4 Construction business 2 17%
5 Interior Design 1 8%
6 Lathe 1 8%
7 Rice grinding services 1 8%
8 Total MW graduates 12 100%
Reviewing CM graduates in the survey, 48% were working directly in furniture making.
The remaining, majority of graduates worked in either unrelated or distantly related
fields, including timber, machinery production, retail, construction, interior design or
education sectors. The exact nature of the work and the level of relevancy to gradu-
ates’ training cannot be wholly inferred from the current data.
Table C. Cabinet Maker Graduates
SN Current Sector of Employment (25 respondents) Frequency Percent
1 Timber business 3 12%
2 Machine and Machinery 1 4%
3 Furniture 12 48%
4 Retail 1 4%
5 Construction business 2 8%
6 Interior Design 5 20%
7 Education service (teaching CM at CVT) 1 4%
8 Total CM graduates 25 100%
The same can be said for the EL profession, wherein the obvious non-related sectors of
employment for graduates include banking, timber and clothing (a combined 25%), yet
the remaining 75% of graduates may be applying their skills in relevant ways in the
other jobs they reported, though the current level of detail does not allow a better
understanding of how and to what degree.
CA graduates, as the training can be widely applied, reported a range of sectors they
currently work in, as is appropriate for its field.
Validation and Evaluation of CVT Capacity Building Projects and Activities
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Table D. Electrician Graduates
SN Current Sector of Employment (28 respondents) Frequency Percent
1 Clothing 1 4%
2 Timber business 2 7%
3 Machine and Machinery 3 11%
4 Electrical products 6 21%
5 Electrical Installation 1 4%
6 Lighting 2 7%
7 Computer services 2 7%
8 Construction business 4 14%
9 Interior Design 2 7%
10 Education service (teaching EL at CVT) 4 14%
11 Banking 1 4%
12 Total EL graduates 28 100%
Table E. Commercial Assistant Graduates
SN Current Sector of Employment (64 respondents) Frequency Percent
1 Food and Beverages industry/production 5 8%
2 Clothing 1 2%
3 Timber business 5 8%
4 Publishing, Printing and Media 2 3%
5 Non-metal minerals 1 2%
6 Machine and Machinery 4 6%
7 Retails 2 3%
8 Whole Sale 3 5%
9 Computer services 6 9%
10 Hotel and Restaurants 5 8%
11 Logistic services 5 8%
12 Transportation business 4 6%
13 Education service 2 3%
14 Communication 2 3%
15 Travel and tour 5 8%
16 Export and Import 2 3%
17 Banking 2 3%
18 Pharmacist import 3 5%
19 Farming company 1 2%
20 Non-Governmental Organization 4 6%
21 Total CA graduates 64 100%
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0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
CVT help inemployability
Improved salary Applicable at work
98.6%
70.0%
97.9%
1.4% 30.0%
2.1%
Yes
No
Therefore, considering all the facts uncovered in the baseline study and the desk re-
search, it can be concluded that CVT dual vocational training approach is one of the
most relevant approaches in vocational education training landscape in Myanmar. This
will be further explored in the section following.
To assess the employability of graduates and satisfaction of companies on the dual
vocational training approach
Employability of CVT Graduates. The benefits of the dual approach compared to non-
dual approach can be examined through the perspectives of employees and employ-
ers. For employees/graduates of CVT, nearly all graduates stated that CVT helped
make them more employable (98.6%) and the dual training was directly applicable in
the work place (98%). Over two-thirds of graduates said the program assisted them in
improving their salary intake (70%).
Figure 21. Did CVT Training Benefit in the Following Ways for Graduates
When examining the opinions of graduates by profession, those graduating from the
CM, EL, and HG programs were unanimous in reporting that the dual training system
increased their employability. The CA and MW profession graduates were slightly low-
er at 98% and 92 % respectively on perceived better employability, but still quite high
nonetheless.
Validation and Evaluation of CVT Capacity Building Projects and Activities
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Table 22. Did CVT Assist in Your Employability (Graduates’ Responses)
TOTAL
Commercial Assistant Training
Cabinet maker
Training
Electrician Training
Hotel and Gastronomy
Training
Metal worker Training
Count 140 64 25 28 11 12
Col % 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Yes Count 138 63 25 28 11 11
Col % 98.6% 98.4% 100.0% 100.0% 100.0% 91.7%
No Count 2 1 1
Col % 1.4% 1.6% 8.3%
The majority of respondents, over 95% by profession, also reported that the dual train-
ing system was directly applicable and advantageous to them at their workplace. In
fact, CM, ET, HG and MW respondents were as high as 100% in claiming this.
Table 23. Dual Training System Provided by CVT Is Applicable at the Workplace
TOTAL
Commercial Assistant
Cabinet Maker
Electrician Training
Hotel and Gastronomy
Metal Worker
Count 140 64 25 28 11 12
Col % 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Yes Count 137 61 25 28 11 12
Col % 97.9% 95.3% 100.0% 100.0% 100.0% 100.0%
No Count 3 3
Col % 2.1% 4.7%
Further, graduates reported that they felt they were more efficient at work (70%), had
better salaries (49%), held better positions in their companies (35%), and was making
more progress in their personal career advancement (22%) in comparison to their non-
CVT counterparts at work. A very low percentage, 2%, reported that they received
overseas training opportunities as a result of their time with the CVT course.
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 54
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%
Efficient atwork
Salary Good positionat work
Careeradvancement
Overseastraining
opportunity
Don't know
70.0%
48.6%
35.0% 22.1%
2.1% 0.7%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%
Related to work
To gain technical skills
Because CVT is a well know training centre
Good teaching
Employability
To be able to secure good position at work
To become Junior Professional
To get promoted at work
Encouraged by employer
It is my Hobby
Because it is free
Interested
Because I find it useful
62.9%
26.4%
20.0%
5.7%
5.0%
5.0%
3.6%
2.9%
2.9%
2.1%
1.4%
0.7%
0.7%
Figure 24. CVT Graduates’ Advantage in Comparison with Other Workers
When asked why they attended CVT over other vocational training centers, the most
common answer was because the graduates thought the courses were relevant to
their current work (63%). They also desired to gain technical skills (26%) and felt that
CVT was a reputable and well-known training institution (20%), more so than other
vocational training centers. Other minor reasons (less than 10% reported by graduates)
for attendance at CVT included strong teachers and teaching, desire to improve their
employability, to win promotions, or they were encouraged by employers to do so.
Figure 25. Why Graduates Attended CVT
Graduates’ expectations of the dual training were more than met, with 61% saying that
CVT far exceeded their expectations. Only 2% of graduates said CVT did not meet their
expectations, citing reasons such as s/he had just received the completion certificate
so could not know yet; that the theoretical and practical training was not delivered by
same lecturer; and that there was no specific subject course offered. Those who said
their expectations were met cited reasons such as the ability to apply theoretical and
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 55
60.7%
37.1%
2.1%
ExceededexpectationMetexpectationDidn't meetexpectation
practical aspects of training in their work, learning how to socialize with peers and col-
leagues better, and gaining improved English skills.
Figure 26. Did Training Meet Expectations of Graduates
Table 27. How Training Met Expectations of Graduates Reason for Meeting Expectations Count Percent
Met because I have learnt to apply theoretical and practical aspects of training in my work
32 22.8%
Exceeded expectation in accounting 26 18.6%
Met because of lesson on how to socialize with peo-ple
18 12.9%
Met because English skill improved 16 11.4%
Met because I learnt theoretical aspect of training 11 7.9%
Met my expectation because I learnt to do job 11 7.9%
Exceeded in electrician training program 9 6.4%
Exceeded because I have learnt a lot about me 7 5.0%
Met because I have learnt a lot about extra courses 6 4.3%
Met because I have learnt how to apply computing knowledge
5 3.6%
Met because Hotel course at CVT is in line with American Hotel and Logistic Association
5 3.6%
Met regarding my performance on Marketing 5 3.6%
Exceeded because I have learnt a lot about inde-pendent decision-making and philosophy
4 2.9%
Met because I have learnt about administration 3 2.1%
Met because I have learnt accountancy up to LCCI Level 3
3 2.1%
Met regarding the Design course 3 2.1%
Exceeded because I have greatly improved skills 2 1.4%
Exceeded because I have learnt a lot about trainer skill
2 1.4%
Met because I have learnt detailed knowledge 2 1.4%
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 56
96.4%
3.6%
High
Medium
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%
Teach in systematic way
Sharing knonledge in the class
Teaching method with open type
Lectures are delivered by the top ten ranked lecturers in My
It is good because you can ask things that you don't know
provides teaching support materials in practical training co
it is good because you teach you about how to communicate wi
It hard to know whether students can catch up with lectures
had a chace to learn up-to-date issues
Perfer only one lecture to deliver both theoretical and prac
Delivered good lecture in Economy and Management
Because it can deliver a complete lecture in a given time ,
Assist job seekers with hunting job
It is good because we could discuss what we had been experi
It is good because of its tough discipline
because Theoretical aspects of training program is good
77.1%
25.7%
9.3%
7.1%
6.4%
2.9%
2.1%
1.4%
1.4%
1.4%
0.7%
0.7%
0.7%
0.7%
0.7%
0.7%
Met with regard to AutoCAD program 2 1.4%
*Other 5 3.5%
Total 140 100 *Note: “Other” category had only 1 respondent (0.07%) each reporting the following: Exceeded because
there are teaching support; Met regarding Decoration lesson; Didn't meet my expectation because just
received completion certificate; Didn't meet because theoretical and practical training not delivered by
same lecturer; Didn't meet my expectation because there is no specific professional subject course
No graduate reported dissatisfaction. In fact, nearly all graduates reported high satis-
faction with the trainers and lecturers (96%), and a small handful reported medium
levels of satisfaction (4%). They felt trainers used a systematic approach in their teach-
ing, successfully shared their knowledge with students in the class, and had an open
type of classroom that encouraged questions from students.
Figure 28. Graduates’ Level of Satisfaction with Trainers
Figure 29. Graduates’ Cause of Satisfaction with Trainers
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 57
87.1%
12.9%
High
Medium
98.9%
1.1%
Yes
No
The employability of CVT graduates is reinforced on the employer side as well, with
expectations met or exceeded for 95% of the companies, and no company said that it
was dissatisfied by the results of the training. On the contrary, 87% of companies re-
ported high satisfaction, and 99% of companies reported that they felt CVT increased
graduates’ capacity at work.
Figure 30 & 31. Employers’ Level of Satisfaction with Graduates after CVT Training
(left), and Employers Feel CVT Training Increased Graduates’ Capacity (right)
Significantly, 100% of the partner companies stated that they were aware of the bene-
fits of dual training system over other training programs, which was consistent
throughout all five professions.
Table 32. Awareness of Employers on Dual Training System
TOTAL Commercial
Assistant Cabinet Maker
Electrician Training
Hotel and Gastronomy
Metal worker
Count 98* 29 13 19 18 19
Col % 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Yes Count 98 29 13 19 18 19
Col % 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
No Count 0 0 0 0 0 0
Col % 0% 0% 0% 0% 0% 0% *Note: The total number of companies responding in this section is over 93 because some companies have sent more than trainees to more than 1 profession course type.
The benefits of the CVT graduates over other graduates can be demonstrated in the
numbers of employees granted promotions on completion of the CVT course, which
ranged from over half of the CVT graduates in the CA and CM professions (62% and
54% respectively), to over a third of EL, HG and MW graduates (47%, 39% and 37%
respectively).
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Table 33. Companies Promote CVT Graduates on Completion of Training
TOTAL Commercial
Assistant Cabinet Maker
Electrician Training
Hotel and Gastronomy
Metal worker
Count 93 29 13 19 18 19
Col % 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Yes Count 44 18 7 9 7 7
Col % 47.31% 62.07% 53.85% 47.37% 38.89% 36.84%
No Count 49 11 6 10 11 12
Col % 52.69% 37.93% 46.15% 52.63% 61.11% 63.16%
This is especially notable in light that the majority of companies (53%) are selective in
sending only 1-2 of their employees to a training program in a year. Multiple trainees
are less common, with 19% and 17% of companies respectively sending 3-4 or 5-6 em-
ployees to a training program. Only about 11% of companies send ten or more em-
ployees to training programs.
The most reported type of training that companies said their employees attend include
private training centers (78%), trainings held by government departments (17%), and
trainings through commercial and industrial associations including the Union of My-
anmar Chamber of Commerce and Industries (UMFCCI), training within the company,
or non-governmental or external short-term training (NGO) led training (14% each).
CVT was cited by 8% of companies as where they send their employees.
The top reasons why employers send workers to training programs include to improve
workers’ capacity, help employees gain more knowledge, to increase their efficiency
and improve English skills. These reasons are similar and repeated when companies
are asked why, specifically, do they choose CVT over other training programs, yet it’s
notable that improved efficiency for workers is the most oft cited reason by 28% of
the companies when speaking of CVT in particular. Also, companies said employees
were keen to join themselves and initiated the process, that CVT requested the com-
pany to provide trainees, and because CVT offered more in depth training with both
practical and theoretical perspectives.
Validation and Evaluation of CVT Capacity Building Projects and Activities
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Figure 34. Number of Employees Permitted to Join Training per Year by Company
Figure 35. Types of Training Employees Attend
Table 36. Reason Employees Are Sent to Training Reason Count Percent
To improve trainees capability 9 25.7%
To gain more knowledge 6 17.1%
Useful for work 5 14.3%
To be efficient at work 5 14.3%
To develop business 4 11.4%
To improve their English language skills 3 8.6%
To help employee to improve their life 3 8.6%
To be efficient at communication skills 2 5.7%
Because of effective teaching method at CVT 1 2.9%
Training provided by the governmental department is better
1 2.9%
To get promoted 1 2.9%
Useful for employees 1 2.9%
Can't provide training on Hotel by ourselves 1 2.9%
To learn more new technical skills 1 2.9%
Effective to invite professional trainer to train employee at 1 2.9%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
1 to 2 3 to 4 5 to 6 10 Above
52.8%
19.4% 16.7% 11.1%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%
Private training centres
Government departments
Commercial and industrial associations
Internal training program
Other organisations/associations
CVT
Don't Know
77.8%
16.7%
13.9%
13.9%
13.9%
8.3%
2.8%
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 60
work
Because it is compulsory for civil servant 1 2.9%
To be skillful at computing 1 2.9%
To be skillful at accountancy 1 2.9%
Because there is nothing left to learn, and also it is cheap 1 2.9%
To be able to manage systematically at work 1 2.9%
Don't prefer long term course to pursue 6 months ac-counting
1 2.9%
Total 50 100
Table 37. Reason Employees Are Sent to CVT Reason Count Percent
To be efficient at work 26 28.0%
Because employees are keen to join 13 14.0%
To be knowledgeable 10 10.8%
Because CVT requested 8 8.6%
Beneficial to students 7 7.5%
To be skillful at both theoretical and practical knowledge 7 7.5%
Because more detailed training provided at CVT 6 6.5%
Because it is related to work 6 6.5%
To be effective and efficient 6 6.5%
More job opportunities 5 5.4%
Because one should know about these skills 4 4.3%
To improve English speaking skill 3 3.2%
Because it is what is needed in Myanmar 3 3.2%
To be systematic 3 3.2%
Because it is an international standard institution 3 3.2%
Useful for work 3 3.2%
Because trainings are Swiss standard 2 2.2%
To know more about technical skills 2 2.2%
To know more about communication skills 2 2.2%
To improve staff productivity 2 2.2%
Because it is a well-known institution 2 2.2%
Because want them to know about hotel sector 2 2.2%
Because there are other module related to Air-condition 1 1.1%
To be effective in management 1 1.1%
Because I am CVT alumni 1 1.1%
Prefer training programs offered by CVT 1 1.1%
Because it is beneficial for both employer and employee 1 1.1%
Because one met admission requirement 1 1.1%
Because it is an institution that improve trainees' live 1 1.1%
To improve employability 1 1.1%
Employees attended course at CVT on their own 1 1.1%
Because one want to opens the door of opportunities for youths in Myanmar
1 1.1%
Because it doesn't interrupt work even though it has a long 1 1.1%
To access employee capability 1 1.1%
Validation and Evaluation of CVT Capacity Building Projects and Activities
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26.9%
67.7%
5.4%
Exceed my expectation
Meet my expectation
Doesn't meet my expectation
It all good because they teach systematically 1 1.1%
Total 138 100
Efficiency at work is an important goal for employers, as this was mentioned again and
half (50.1%) reported that it was the main expectation for workers on completion of
CVT coursework. Employers also hope the graduates improve knowledge on in their
fields, develop better communication skills, and improve in confidence, technical
knowhow and critical thinking skills. Of the partner companies interviewed, 68% cited
that expectations of CVT graduates were met, and 27% had their expectations exceed-
ed.
Figure 38. Companies’ Expectations of Employees after CVT Training
Figure 39. Did CVT Meet Companies’ Expectations
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
will be efficient at workplace
their capabilities will be improved
will gain confidence
improvement in critical thinking
their English will be improved
will be useful and efficient at work
will know more about social knowledge
know more about computing
will know more about electrical knowledge
50.5% 38.7%
28.0% 10.8%
9.7% 9.7%
8.6% 4.3%
3.2% 2.2% 2.2% 2.2% 2.2%
1.1% 1.1% 1.1% 1.1%
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 62
The main aspect of the dual training system to change, according to interviews with
companies, was to increase the number of training days in order to reduce the overall
training period. This was cited by 37% of partner companies. When asked to explain
what they meant, training companies suggested that instead of offering 1 practical
training day a week, the PTC component should be increased to 2 or 3 days a week in
order to reduce the overall 3-year training period to 2 or 1.5 years, with the under-
standing that companies would provide salary for the trainees during the duration.
Figure 40. Aspects of CVT to Change
In conclusion, the benefits of the dual training approach as compared to traditional
stand-alone vocation training are multifold and can be summarized as thus:
The students are provided training while they work and are paid (Figure 17). In
contrast, if they are attending an intensive vocation institution in which they
must take classes full-time and without practical training and work experience,
they are losing income for the duration of the training. The training fees with
the loss of income would likely make the training too expensive for the majority
of the labour force.
The dual training system, because it is offered simultaneous to actual employ-
ment, was cited by graduates (Figure 18) to have made them more efficient at
work (70%) and gave them a better salary than their colleagues (49%) and
higher/better positions (35%).
For employees/graduates of CVT, nearly all graduates stated that CVT helped
make them more employable (98.6%) and the dual training was directly appli-
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%37.6%
34.4%
8.6% 8.6% 6.5%
2.2% 1.1% 1.1% 1.1% 1.1%
Aspects of CVT to Change
Validation and Evaluation of CVT Capacity Building Projects and Activities
MMRD Research Services | 63
cable in the work place (98%), giving them better working experience (Figure
21) in their fields of employment. When viewed by profession, employability
was reported the highest (100%) by graduates of CM, EL, and HG. MW and CA
professions were still quite high, with over 91% reported by each group of
graduates (Table 22).
In a short-term vocational training course, graduates are taken out of the em-
ployment market and will not have benefited from connections they main-
tained during a dual training system such as CVT. Thus, they will have to enter
the company at a lower starting range of salary. In contrast, up to 67% of com-
panies reported that a promotion or raise is given on completion of the dual
training for the CA profession, and between 54% to 37% of graduates were giv-
en a promotion it the company for the other professions of CM, MW, HG and
EL (Table 33). Further, 100% of training companies stated that they were aware
of the benefits of the dual training system regardless of the profession they
sent their employees (Table 32).
94.6% of CVT partner companies reported that the dual training system met or
exceeded their expectations. (Figure 40). The main aspect they recommended
for change was to increase the number of practical training days to decrease
the overall training length from 3 years (Figure 40).
To evaluate options for future replication of CVT-like training institutions in SDC-
focused Myanmar economic development zones (Mon, Kayin States) are assessed via
desk research.
Considering six factors that lead to success of the CVT TVET program in Yangon, the
second most possible location to replicate CVT approach is clearly the Mandalay city,
however Mon and Kayin states are also compared in the following table:
Table 41. Options for Future Replication Success fac-
tors
Yangon Mandalay Mon Kayin
1 Dual Appren-
tice Training
Program of CVT
Succeed High possibility Moderate possibility Moderate possibility
2 CVT Technical
Capacity
High satisfactory High possibility High possibility High possibility
3 Strategic Loca-
tion
14 Industrial Zones,
International Airport,
International Seaport,
Domestic Hub for Inland
Air, River, Road and
Railways, Main Interna-
tional Commercial Hub
of the Country
3 Industrial Zones,
International Air-
port, Domestic Hub
for Inland Air, River,
Road and Railways,
Main I Commercial
Hub of the Upper
Myanmar
1 Industrial zone
and another one in
planning stage, one
of the inland trade
hubs between Thai-
land and Myanmar,
Facilities for road,
railways and sea
transportations.
1 industrial zone in
planning stage, one
of the inland trade
hubs between Thai-
land and Myanmar,
Facilities for road,
railways transporta-
tion.
4 Employers
(Trainers)11
Availability and
Capacity
69,005 businesses and
232 Hotels are operat-
ing in Yangon
34,568 businesses
and 104 Hotels are
operating in Manda-
lay
2168 industrial en-
terprises and 15
hotels are operating
in Mawlamyine
881 industrial enter-
prises and 7 hotels
are operating in Hpa-
An
5 Population
Size12
9.3 million (Yangon Re-
gion)
11.2 million (Man-
dalay Region)
4.1 million (Mon
State)
2.4 million (Kayin
State)
6 Infrastructure - International Airport
- International Sea Port
- Roads and railways
connected to all parts of
the country in all direc-
tions
- 24 hours electricity
and clean water supply
- Best communication
infrastructure in the
country
- International Air-
port
- Roads and railways
connected to all
parts of the country
in all directions
- 24 hours electricity
and clean water
supply
- Second best com-
munication infra-
- International Air-
port
- Roads and railways
connected to Yan-
gon, Kayin State,
Tanintharyi Region
and Thailand
- 8 Hours electricity,
no water supply
- Average communi-
cation infrastructure
- Domestic airport
- Roads and railways
connected to Yan-
gon, Mon State,
Tanintharyi Region
and Thailand
- 8 Hours electricity,
no water supply
- Average communi-
cation infrastructure
- One new industrial
11
Source: Myanmar Industrial Development Committee – Press released (2013) and Myanmar Tourism Statistic Leaflet (2013) by Ministry of Hotel & Tourism 12
Source: MMRD calculation based on Myanmar Statistical Year Book 2011, information on population by cities is not available except Yangon
MMRD Research Services | 65
40.9%
59.1%
Yes
- Well established com-
mercial zones and in-
dustrial zones
- Highest number of
Universities, schools and
training centers
- Well established trade
networks
structure in the
country
- Well established
commercial zones
and industrial zones
- Second highest
number of Universi-
ties, schools and
training centers
- Well established
trade networks
- Recently estab-
lished one industrial
zone under devel-
opment
- One university,
schools and some
small training cen-
ters
- Well established
trade network
zone is under devel-
opment
One university,
schools and some
small training center
- Newly established
trade network
The partner companies responded similarly, with 41% of companies recommending
CVT to expand to other States/Regions based on CVT’s current leader position in the
market. When asked where specifically should CVT focus on its immediate expansion,
Mandalay (65.6%) was by far the most recommended based on companies own expan-
sion and the economic activity in the region, followed by Nay Pyi Daw (17%) and Shan
State (13%). Mon State and Kayin State were recommended by less than 10% of the
business respondents.
Figure 42. Recommendation for CVT Expansion to Other States/Regions
MMRD Research Services | 66
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%
Mandalay Region
Nay Pyi Taw Council
Ayeyawaddy Region
Shan State
Mon State
Kayin State
All States and Regions
No comment
Bago Region
Tanintharyi Region
Chin State
Rakhine State
Magway Region
Kachin State
Sagaing Region
Yangon Region
Kayah State
65.6%
17.2%
15.1%
12.9%
7.5%
5.4%
5.4%
5.4%
4.3%
4.3%
4.3%
3.2%
2.2%
2.2%
1.1%
1.1%
1.1%
Recommended Potential CVT ExpansionSites
Figure 43. Recommended Potential Expansion Site for CVT by Partner Companies
Table 44. Businesses in Yangon
Type No of Enterprise
Production 2,312
Retail & Wholesale 35,249
Service 29,998
Trading 1,446
Total 69,005
Source: Yangon Directory 2013
Table 45. Businesses in Mandalay
Type No of Enterprise
Production 2,608
Retail & Wholesale 13,414
Service 16,852
Trading 1,694
Total 34,568 Source: Mandalay Directory 2013
Note: There is no directory for Mon or Kayin States.
3.6 Validation of parameters (indicators) for operational CVT business
According to the validation of the project activities, MMRD proposes to implement a
monitoring and evaluation system for the operational business based on the following
indicators based on human resources, quality management, administration and fi-
nance, and training companies.
Human resources. Indicators on human resources are existing (Table 46), yet the
method of collecting and updating the data needs to be more clearly defined, e.g. who
is the responsible person, when should the data be reviewed and by whom, where will
the file be located, and so forth. During the interviews, MMRD found that many of the
current human resources monitoring indicators have scattered locations, though all
the information was available in some form already. The recommendation is to make a
single accessible and clearly formatted file on which to assist in the regularity of re-
cording and updating information on the students, alumni and staff.
Furthermore, several additional indicators are suggested to be incorporated in the cur-
rent framework, based on MMRD’s experience through conducting the survey. Chang-
es in the original indicators for operational management include (designated in red in
Table 46):
To add percentage of Alumni/Graduated students by profession and by year
added, rather than just number
To add confirmed student contact information, e.g. phone, email, address
To add indicator on the mobility of graduates
o Percentage of alumni/graduated students moving to higher VET or ter-
tiary education (in order to help verify Outcome 1: Option for students to
continue higher VET education after dual system is anchored in education
system). A data point (qualitative) for this indicator would be what kinds
of tertiary education students are entering.
o Percentage of alumni/graduated students moving abroad due to overseas
opportunities afforded after gaining skills through CVT. Currently this is
estimated to be less than 5% of all alumni by CVT management. More in-
formation could be collected on what opportunities students are finding
abroad (qualitative) as well as numbers and percentage of students by
profession who are working abroad after the completion of their pro-
grams at CVT.
One measure of quality education is the student and teacher ratio. Additional
indicators, then, could be the ratio of student to teacher, and the number of
students in a given class within one of the five professions offered by CVT.
Table 46. Human Resources Indicators Subject / Indicator Measurement Comment Period
Hu
man
Re
sou
rces
Gender situation of apprentices, teacher, management & staff
%-Share of Men and Women Already existing and needs to be more systematically recorded
yearly
Ethnics %-Share of different ethnic groups Thus far, other ethnic groups besides Bamar have not yet been recruited for.
yearly
Fluctuation teachers Number of leaves and entrances -Higher level of education of teachers
Partly existing and needs to be more systematically recorded. For instance, needs a clearly designated person to collate information, and a soft file creat-ed that is easy to locate and access by upper management.
quarterly
Fluctuation management Number of leaves and entrances quarterly
Salary Teachers & Management %-Variation of Living costs and local salary development
2 x yearly
Recruiting Number of on-going recruitments yearly
Drop-out of apprentices -Number of leaves each profession and rea-son for leaving (qualitative) -%-Gender disaggregation of drop outs Already existing and needs to be more
systematically recorded, for example, cur-
rent dropout rate by profession and gender is not readily available
quarterly (monthly not recommended)
Graduation of apprentices
-Number of graduated apprentices by pro-fession -%- of Alumni/Graduated students by pro-fession and by year -Confirmed student contact information, e.g. phone, email, address
yearly
Average age of apprentices on entrance Number by profession yearly
Mobility of graduates’ after CVT
-%-Students moving to higher VET or ter-tiary education, what programs, and where -%-Students working abroad, and in what professions
Recommended indicators to be added, including qualitative indicators
yearly
Student to teacher/trainer ratio -Number of students per teacher -Number of students per class
Recommended indicators to be added quarterly
Unemployment Number and % of unemployed apprentices during the apprenticeship
Recommended indicator to be added quarterly
Another important indicator to add is unemployment (last indicator in Table 46). CVT
currently has no concrete records in place regarding unemployment rates during or
after the apprenticeship. Available information is anecdotal at best, e.g. a few individ-
uals, who were unemployed a short period of two to four months maximum during the
training as reported to teachers. In the survey, every graduate interviewed by MMRD
was employed, so if taking the unemployment rate of the sample size in the research
design, unemployment is 0%. Recall, however, that the field team was not able to
make contact with every graduate (only 140 out of the planned 150 alumni, or 93%).
The 7% of alumni not reached could have been unemployed or employed overseas, or
had their contacts changed and merely unavailable. Unemployment may be experi-
enced by a number of individuals at different points of graduates‘professional lives,
and not all graduates will be continuously in touch with CVT about this. A practical rec-
ommendation, then, would be to at least track unemployment rates of current appren-
tices while they are studying with CVT.
Moreover, in the process of validating the parameters for operational monitoring,
MMRD found that the 3-year duration of the CVT approach was one of the main ob-
stacles for graduates and training companies alike. The longer timeframe of dual ap-
prenticeship approach, versus a shorter 3-month or even year-long vocational course,
allows for more changes to occur in economic, professional and personal develop-
ments of the students’ lives while they are in attendance at CVT. This element has sub-
sequently led to a number of drop outs from the five professions. Recall that drop-out
rates are mentioned as the seventh indicator in Table 46 on Human Resources Indica-
tors.
Taking special note of this indicator, the drop-out rate was reviewed and found to be
as high as 35%, or 114 students out of 328 students, in the school year from 2009 to
2010. This is partly explained by the internal management changes CVT underwent
following 2008. The duration of the training was mentioned several times as a limiting
factor. Most of the drop-outs occur in the first year of the three-year, as students are
less committed and are only beginning to understand the approach of CVT and its re-
quirement for full commitment of the three-year coursework.
Related to the training duration, additional explanations for the voluntary cessation of
students’ training include:
Personal family issues or challenges. Myanmar families are large and close knit,
structured with employable members working to support extended family mem-
MMRD Research Services | 70
bers beyond the nuclear family. Social security and public services are rare in the
country; thus, if an economic shock occurs, this depletes the resources available to
the family and can radically change the situation of a CVT trainee. For example, if a
family member falls ill and requires dedicated treatment or medical care, this is
costly in terms of finances (to pay for treatment) as well as social resources as a
student may choose to interrupt his or her studies to care for the ill family mem-
ber.
Financial challenges. This is linked to the vulnerability of some Myanmar families to
absorb and respond to an economic shock. Beyond the example of an unexpected
illness above, the economic strain can come in the form of poor business year for a
family-run business, rising costs of living overall, loss of crop profits for a farmer
family after poor weather conditions, and so forth.
Tight schedules. Some apprentices face seasonal schedule demands, such as those
in the hotel and tourism sectors, where the tourist high season impacts their avail-
ability and ability to maintain the CVT classes. Some apprentices reported receiving
promotions that came with more demanding responsibilities and tasks, which
caused a need to drop the CVT coursework in order to better concentrate on their
work and performance.
Declined Interest in the lessons. Apprentices expressed decreased interest in les-
sons due to two extremes: either they were expecting more challenging course-
work and found the content to be too easy; or they lacked primary education in
order to keep up in the lessons.
Changes in the employment. Some apprentices moved companies in pursuit of bet-
ter salary or positions, but the new company did not have an established relation-
ship or knowledge of CVT in order to allow continuance the training. Some training
companies were asked to relocate to Nay Pyi Daw (especially in EL and CM profes-
sions), and the apprentices lost their placements. Trainees in the HG profession
show a high rate - roughly a third of apprentices, according to one CVT manage-
ment member - of students moving abroad for work, in places like Dubai or Thai-
land.
The rates have steadily dropped from 2009 to 2013, however, showing that CVT has
identified the issue and made steps to manage drop-out incidence. Some of the rea-
sons for leaving the program are socially embedded, such as family issues or unex-
MMRD Research Services | 71
pected economic shocks (the majority of the agrarian Myanmar population is poorly
equipped and resourced to deal with major economic upheavals), and could not be
controlled. Further, a level of drop out is expected for a program as long as CVT’s. In
light of this, the falling rate from 35% in 2009 to 18% in 2014 is commendable.
Table 46B. CVT Myanmar's Drop Out Rates of Apprentices from 2002-2014 School Year Start Dropout Year End Graduated Drop out %
2009-10 328 114 214 51 35%
2010-11 373 95 278 39 25%
2011-12 444 98 346 73 22%
2012-13 463 73 390 107 16%
2013-14 482 89 393 102 18%
Total or Average 2,090 469 1,621 550 23%
One course of action to manage drop-out rates employed by CVT includes its strong
relationship building between students and teachers/trainers. Once a student has ex-
pressed that s/he has an issue at home, or is facing any difficulties at work or other-
wise, an instructor will visit the apprentices' workplace/training companies and their
homes as necessary to discuss possible mediation measures.
CVT also has a dedicated CVT Apprentices Support Team, also known as ‘CAST,’ which
is a pool of funds contributed by CVT teachers and staff. The funds can be used to sup-
port apprentices from disadvantaged backgrounds, e.g. low income households, lost
their placement at a training company, or faces serous family health issues, etc. The
CAST funds are used on an ad hoc and temporary basis, but can be in some cases
enough support to allow time for apprentices to mobilize other resources. The CAT
funds, combined with the close moral support from teachers/trainers, have resulted in
a number of cases where the problem was resolved and apprentices were able to con-
tinue the education. However, this cannot be applicable for every case and every stu-
dent who considers dropping out.
One recommendation to reduce dropouts is for CVT to consider offering a shorter
termed course, for example a merit certificate offered after one year of study, for stu-
dents cannot commit to a full diploma. This is a practical option, especially in light that
CVT should move towards asking training companies to contribute to their employees’
training fees. Some companies will not be willing to invest in an employee for three
years. A shorter training course would be more attractive for the companies, particu-
larly as they see it as better value for money, e.g. they can invest in 3 employees in 3
MMRD Research Services | 72
years rather than 1 employee for 3 years. Recall that in Figure 40 (page 59), a third of
training companies recommended a shorter course.
Quality management. A similar situation exists for indicators on quality management,
and the recommendation for a more systematic method of collecting and updating the
information applies for these indicators as well. Additional recommendations for the
quality management indicators are as follows, with a summary in Table 47:
For the teacher and management trainings, the percentage of investment and
amount of funds in training of teachers and management staff should be recorded.
Moreover, a ‘mini self-assessment’ on relevancy and applicability of training to cur-
rent work is recommended to allow for qualitative information. The mini self-
assessments should be brief and succinct, for instance, a list of all possible trainings
offered in the year, and a Likert-scale (1 lowest and 5 highest, for example) in which
staff members can rank on usefulness and applicability. The results could be used to
determine which trainings to continue, to exclude or to expand upon in the next
year. This should be done on a yearly basis.
The NSSA recognition, because of the necessity of working closely with government
officials, calls for a recommendation to have a more clearly designated person to
push its progress. Dealing with Myanmar officials requires intensive relationship
building and continuous follow-up in order to reach the goal of certifying all profes-
sions within a short a timeframe as possible. This should be a priority for CVT as for-
mal qualification enhances CVT’s status as a leading institution for dual VET pro-
grams.
As mentioned previously in, ‘Output 3.4 Implementation of trainings is monitored,’
CVT’s teaching staff undergo continuous evaluation at the completion of every class.
However, what is done with the evaluation results is less clear and likely on an ad-
hoc and individual basis. Certainly, the instructors modify the class content based on
the student feedback, but if substantial changes are made – as they should be from
time to time in order to respond to the technical advances or changes in each indus-
try – this should be duly noted. Thus, the inclusion of dates when curricula and text-
books have been substantially updated is a recommended qualitative indicator to
add to the monitoring scheme.
The qualifications of the teaching staff are recommended to be more carefully moni-
tored. Thus far, CVT hires very good teachers, and with the expansion of student and
teaching bodies, a clear record of the highest degree(s) and additional formal certifi-
cations held/gained by current and new teaching staff provides qualitative evidence
that CVT is indeed state of the art in its human resources and delivery of training
courses. This information partly exists already through the teachers’ curriculum vi-
taes, and could be made more systematic in how information is recorded and stored.
Table 47. Quality Management Indicators Subject / Indicator Measurement Comment Period
Qu
alit
y M
anag
em
en
t
Teacher & Management Train-ings
-Number of teacher & management training by category -%-Investment and amount of funds in train-ing of teachers and management staff
-Partly existing and needs to be more system-atically recorded. -Mini assessment on relevancy & applicability of training (qualitative) to be conducted
yearly
yearly
Quality audit Number of audits performed each profession Partly existing yearly
Education grade apprentices Average grade by profession Already existing yearly
NSSA recognition Number of recognized skills by profession Partly existing. Progress towards official NSSA recognition needs more careful monitoring and follow-up by a designated individual.
yearly
Performance of apprentices Average marks of graduated apprentices by profession
Already existing yearly
Curricula & Textbooks %-grade of accuracy by profession -Dates when the curricula and textbooks have been substantially updated (qualitative)
Partly existing Recommended indicator to be added
2 x yearly
Teaching aids & teaching in-frastructure
%-grade of accuracy by profession Partly existing 2 x yearly
Maintenance Plan CVT %-grade of accuracy Partly existing 2 x yearly
Maintenance Plan PTC %-grade of accuracy by profession Partly existing 2 x yearly
Employability & satisfaction of graduates and training com-panies for CVT
-%-Satisfaction with CVT program -%- Perceived employability -%-Salary range -%-Receipt of promotions on graduating
These indicators have been incorporated the Baseline Report, and could be re-evaluated every three years using the same interview and analysis tools.
evaluation survey every
3 years
Qualifications of train-ers/teachers
Highest degree and additional formal certifi-cations held/gained by current and new teaching staff (qualitative)
Partly existing and needs to be more systemat-ic in how information is recorded and stored. Provides evidence of CVT’s quality educators.
yearly
Administration and finance. Much of the administration and finance indicators already exist. Areas for improvement include:
MMRD Research Services | 74
Sustainability measurement of the contribution from local training companies (which at the moment, is at zero percent contribu-
tion), and the percentage of companies out of the total participating training companies that make a contribution. This can be in-
troduced via a sliding scale based on companies’ size, profitability, number of CVT trainees taken in per year, and graduates em-
ployed, etc. There is need to avoid training companies treating CVT students as ‘low cost labour’, and requesting contribution from
companies will enhance the value of the students.
In regards to networking with other vocational and non-formal training institutions, private or NGO, it was found in the interviews
that the majority of the partner companies were recruited through word of mouth, past relationships or the Annual Information
Dissemination Meeting or Training Companies Day. Therefore, it is recommended to invest senior resources to maintain and ex-
pand the network with professional associations like NSSA, MIA, Myanmar Engineering Society, other NGO’s, and other identi-
fied institutions.
Table 48. Administration and Finance Indicators
Subject / Indicator Measurement Comment Period
Ad
min
& F
inan
ce
Operational costs Costs in USD Already existing yearly
Development costs Costs in USD Already existing yearly
Sustainability: Financial cost contribution from local training companies
Amount in USD -%-Companies contributing
To be added 2x yearly
Fundraising in Myanmar Amount in USD received by local donors Partly existing 2x yearly
Networking Number of active memberships in local CVT related associations
Partly existing and needs to be more systematically recorded. Needs desig-nated individual to build on and main-tain networking potential with cur-rent, past and potential future part-ners.
Yearly
Training companies. A similar situation exists for indicators on training companies, and
the recommendation for a more systematic method of collecting and updating the
information applies for these indicators. Additional recommendations for the training
companies are as follows, with a summary in Table 49:
Enhance current system of monitoring overall by developing a master file on
training companies, including number of companies by profession, number of
companies by CVT cooperation, and number of employees in each company. A
regularly updated list of contact information (address, phone, email, website)
and braches of partner training companies should also be included.
Again, linked with the administration and finance indicator on networking stat-
ed previously, to invest senior resources to maintain and expand the network
with professional associations and other identified VET institutions.
Lastly, a mechanism for reviewing the relevancy of the skills gained by CVT
trainees as perceived by their employers can be integrated in to the CVT Com-
pany Training Day that is already held once a year. This can be a quick survey of
1-2 pages measuring how applicable certain skills (for example: technical
knowledge, personal development, and general knowledge on a 5-pont Likert
scale) have been for the company. The continuous input and feedback from
employers is important else CVT risks training students in outdated professions
or providing them with skills that are not relevant for future jobs. Employers’
engagement in CVT assessment is mutually beneficial as their participation
helps them to better understand the training system, as well as have higher
buy-in for CVT programs. Further, the information can be used to validate the
effectiveness of CVT training, and can be used to identify changing training
needs in the labour market.
Table 49. Training Companies Indicators
Subject / Indicator Measurement Comment Period
Trai
nin
g C
om
pan
ies
Number of training companies
Number of Training companies by profession
Partly existing and needs to be more systematically recorded. For instance, needs a clearly designated person to collate information, and a soft file cre-ated that is easy to locate and access by upper management.
yearly
Number of training companies
Number of Training companies by years of CVT cooperation
yearly
Average number of apprentices
Average number of apprentices each profession
yearly
-Size of training com-panies -Location & branches of training companies
-Number of employees each company -Contact list of location and branches of each company
yearly
Networking with com-panies
Number of company visits Needs designated individual to build on and maintain network-ing potential.
2 x year-ly
Approved training companies
Number of CVT approved train-ing companies and instructors
Recommend to delete as re-peats the other indicators al-
delete
MMRD Research Services | 76
by profession ready mentioned
Relevancy of gradu-ates’ skills and knowledge
Mini-survey (qualitative and quantitative) taken by training companies on current CVT trainees
Recommended to be added as part of the CVT Annual Company Training Day agenda
yearly
In conclusion, CVT’s dual education approach has been recognized as superior by train-
ing companies and professional associations. Some direct quotations from the survey
interviews can be found below:
We believe in CVT. Courses from CVT are beneficial for the companies since
they can get skilled workers. CVT students differ from average workers in many
areas such as communication, knowledge, and hard working. Students under-
stand starting from the roots to the top in a tree. They understand what can
happen if they cut a particular part of the tree. Companies also allow their em-
ployees to attend CVT because they really learn from classes. We believe in CVT
since the skills of the students really improved.
– Vice President, Myanmar Timber Merchants Association
We act as a facilitator to facilitate CVT in providing training on Hotel and Gas-
tronomy Assistant, and training trainers program to the governmental depart-
ment. Both training course content and training duration [of CVT] are good. It
also depends on their [the students’] merit and hard work. Most [graduates]
have a better chance of landing a job than non-CVT graduates because they
have on the job training experience and qualification.
– Vice Chairman, Myanmar Hospitality Professional Association
CVT graduates have a higher chance of landing a job than others because they
have both practical and theoretical knowledge about their specialized area. It
[CVT] is good because it has the dual education system, and it increase gradu-
ates' employability.
-Secretary General, Myanmar Women Entrepreneurs' Association
MMRD Research Services | 77
Myanmar lacks skilled workforce that are efficient in the construction sector.
We need workers who have an advanced knowledge of welding, masonry, car-
penter and steel fibers. CVT uses the dual education approach, so that students
have a chance to learn both theoretical and practical aspects of training pro-
gram. The most crucial thing is the outcome of the training; it doesn't matter
whether it is a short or long term. It takes many factors to learn a subject.
–Vice Chairman, Myanmar Engineering Society
Yes, [graduates have a higher chance of securing a job than others] because
they had internship during in CVT, they are well-known about work environ-
ment and [have] good communication. Therefore, they can easily adapt in work
place. They also received certificate…. I want CVT to open branches in different
parts of Myanmar.
-Chairman, Myanmar Business Executive Association
CVT should open branches in all states and regions in Myanmar if possible. I
want villagers to attend the CVT training course so that there will be communi-
ty development in every state and region. Companies and organizations have
trust on CVT based on the CVT graduates performance in a work place.
– General Manager, Myanmar Institute of Economic Graduates Association
27th May, 2014.
Yangon, Myanmar.
4 ANNEX A: ATTACHMENTS
Attachment 1: Organizational Chart
CVT Development
CVT Operations
Media Commission School Management
CVT Board (Vorstand)Heini Portmann (President), Beat Wicki, Ann-Veruschka Jurisch,
Karl Kiser, Esther Portmann, Reto Spichtig, Stefan Vogler
Director OperationsYin Yin Aye
Director DevelopmentStefan Vogler
Head of VTKyaw Myat Khaing
Head of E4YHla Hla Hnin
Head of F&AHtut Thiri Win
Teacher s DelegateHtein Win
CM: Zaw Min HtutMW: Htein WinEL: Htet Aung Linn*CA: May Thu KyawH&G: Yee TunSchool Secretary
Standard 1Standard 2Standard 3Standard 4E4Y Administration
FinanceHRAdministrationHousekeeping
Teachers
PR OfficerThu Rein
Media OfficerYamin Aye
MembersYin Yin Aye
Htet Htet Ye WinMay Thu Han
Htein Win
Swiss ExpertsReto Spichtig (Chair)
President MyanmarKarl Kiser
New BuildingStefan Vogler
IT and Data MgtMin Min Aung
Instructor TrainingKarl Kiser
Training CompanySteven Kyaw Thu
PDG EntrepreneurYin Yin Aye
Baseline StudyStefan Vogler
Advisory BoardKathy Naing (President)
*Deputy Head of Profession
Attachment 2: CVT Board Members
Name Board Function Background
Heini Portmann lic. oec. HSG
President Con-troller
Many years of experience in controlling and man-agement of which 13 years abroad, retired and still open minded to interesting projects as CVT, Presi-dent of Obwaldner Kantonalbank.
Kari Kiser Dr. sc. Nat.
President (My-anmar)
PhD in Biology, CAD in Sustainable Development, more than 30 years of teaching experience, retired as teacher, since foundation of CVT as friend and mentor on board, delegate of the board for coaching of the local management in Yangon
Ann-Veruschka Ju-risch Dr.
Member Managing Director of Schmidheiny Stiftung, Repre-sentative of foundation (since 2005 one of the main sponsors of CVT), former responsible for Myanmar and Vietnam for BMZ and other expertise in devel-opment cooperation
Beat R. Wicki MSc ETH
Member More than 20 years of teaching experience on vari-ous levels, 6 years as CEO of a Swiss Hotel Manage-ment School, experienced in establishing schools and educational programs all over the world, expe-rience in VET projects in Switzerland
Esther Portmann Member President of CVT Supporter Association, more than 20 years delegate of ICRC, since 2006 member of corps for humanitarian aid with various operations for SDC, since foundation board member of sup-porter association with extended knowledge about Myanmar through one longer stay.
Reto Spichtig Wood Technician HF VET teacher
Representative of Swiss Profes-sional Experts
Cabinet Maker, Wood Technician HF and graduated VET teacher in Switzerland, many years of profes-sional experience in Switzerland and abroad, board member of Swiss Carpenter Educational Association (www.bin.ch) and project manager of the new car-penter practitioner EBA textbook.
Stefan Vogler
Member Mechanic EFZ, Mechanical Technician HF, Industrial
Engineer FH, MBA, many years of professional expe-rience in several functions in the industrial field, specialist for work safety, occupational health pro-tection and quality management, Expert for CVT Metalworker since 2008.
MMRD Research Services | 80
Attachment 3: Project Risk Assessment
In a context of change as it is observable at the moment in Myanmar any investment
takes considerable risks. CVT assessed internal and external risks as part of its project
planning, which is summarized as below:
Political environment and economic reforms: The risk of a halt to the political
and economic reforms cannot be ignored, as although the reforms are far-
reaching, the process is still fragile. Lifting of western sanctions has been a
boost, but could be reversed. While this is not likely, it would have high impact
on the development of the private sector and the labour market, including the
relations to ASEAN.
Government capacity: Despite their obvious enthusiasm, the government ca-
pacity to instate and implement the policy reforms that would incorporate dual
system is still weak (Ministry of Education and Ministry of Labour). This is an
endemic problem in Myanmar as in other emerging democracies.
Private sector surpasses CVT capacity: If the private sector grows rapidly and
large companies in-state their own short-term limited skills training programs,
it may be difficult to find partner entrepreneurs; the private sector may lose in-
terest in the ‘time cost’ of a long-term program.
CVT institutional capacity is unable to absorb a considerable engagement at
high levels, and will not be able to upgrade its management and governance to
face the new challenges.
In the following, the risks are estimated according to a four point scale towards the di-mensions probability and impact.
Summary Table of Risks
Risk
Pro
bab
ility
Imp
act
Political stability: Present reforms can be stopped through various 2 4
MMRD Research Services | 81
internal or external reasons, it is still a climate of uncertainty
Continuation of political and economic opening 2 4
Political will to reform the VET sector not given: at the moment there
are no signals received that this could happen
1 4
Legal establishment of new institutions not possible: even if not eve-
rything is well organised the recent experiences lead to optimism in
this topic
2 2
New competitors supported by foreign huge investment weaken
CVT’s position: one more reason to look for co-operation with interna-
tional partners as well
3 2
Access to selected areas not possible: enrolment of courses and pro-
grams in other regions still possible
3 1
Government is not ready for accreditation of trainings and certifica-
tion of trainees: the experience made with the first accredited pro-
gram of CVT tends in another direction
1 2
Accreditation and certifications provided are widely accepted in the
market: all is still young and newly set up, therefore time is necessary
and the Diploma on Swiss Level issued also helps to validate the My-
anmar Certificate
2 2
Current relationship of CVT with trade associations cannot be main-
tained and transferred to the project: really good relations at the
moment and a supportive atmosphere
1 2
Stakeholders are not willing to invest in participatory approach: sig-
nals received tend into a supporting direction
1 2
Unforeseen construction problems can occur: expertise from abroad
has to be contributed during planning and construction phase
3 2
CVT as project owner must establish a project controlling to keep the
overview and guarantee the on-going communication between all
bodies: since the controller of CVT is also President of a Swiss Bank the
expertise and experience as available
1 2
Unclear official framework for new programs: could be a problem in
accreditation but CVT is experienced in following its path and being
flexible enough to integrate its activities into new give frameworks.
1 1
As the board represents various stakeholders there could be different
interests for support: by the seniority of CVT board there are enough
people to handle such a situation
1 1
MMRD Research Services | 82
Attachment 4: Project Planning Matrix Narrative Summary Measurable Indicators Means of Verification Assumptions / RIsks
Overall Goal (Impact) The dual VET approach, prac-tised in CVT as Centre of Excel-lence, is a successful tool to serve labour market needs and the starting point for a significant number of young women and men in Myanmar to achieve a recognised and respected professional career after a practical orientated professional education.
Gender disaggregated number of people graduating from dual VET system in Myanmar
Salary level of fresh gradu-ates (gender specific data)
Project statistic and/or statistics from Ministry of La-bour (MoLES)
Statistics from trade organi-sations/ or yearly survey if data are available
Political stability
Continuation of political and economic opening of the country
Accepting the dual VET approach as one of the mod-els in the new system
Outcome 1 The dual VET approach is further developed and a systematic anchoring in the official Myanmar education system is explored.
Annual number of students in the dual VET system
Number of alumni from dual VET system
Option for students to continue higher VET educa-tion after dual system is an-chored in education system
Starting salary of dual system alumni
Statistics from MoLES or others
Statistics from MoLES or others
Regular review of education system and laws
Survey ofCVT alumni’s as an indicator
Political will to reform the VET sector not given
Short term skills courses are more common in Asia
Outcome 2 CVT has positioned itself as a VET Centre of Excellence and an influential partner of the Myan-mar government with respect to labour market orientation.
Invitations by government and private sector to partici-pate in strategy development
Other centres are based on CVT knowhow
Number and quality of memberships in committees and working groups
Number of other centres and programs according to CVT model
Legal establishment of new institution not possible or very difficult
New competitors supported by foreign huge investment weaken CVT’s position and/or the dual VET approach
Outcome 3 Diploma, post diploma programs and tailor made trainings have enabled people from all over Myanmar to improve their incomes and recognition.
Number of trainings devel-oped
Number of trainees
Number of certifications
Distribution of trainings in Myanmar
Access to selected areas not possible
Government is not ready for accreditation of trainings and certification of trainees
Accreditation and certifica-tions provided are widely ac-cepted in the market
Output 1.1 Current dual system approach is reviewed with regard of labour market needs, sustainability and regional recognition (ASEAN qualification framework)
Revised approach is ap-proved by CVT board
Relevant trade associations approved new programs
Current relationship of CVT with trade associations can be maintained and expanded to additional ones
Output 1.2 Roles and responsibilities of the different stakeholders have been defined
Roundtable minutes
Organisational graphic of dual education system in-cluding responsibility de-scription (basis in baseline study)
Stakeholders are willing to invest in participatory ap-proach
Output 1.3 Officials are not willing to
MMRD Research Services | 83
Narrative Summary Measurable Indicators Means of Verification Assumptions / RIsks
Proposals for the inclusion of the dual VET system in the Myanmar Education System are developed and promoted
Paper on inclusion of dual system in education system (baseline study)
Number and participants of promotion activities
commit
Commitment to conventional skills training
Output 1.4 Options for future replication of CVT-like training institutions in SDC-focussed Myanmar eco-nomic development zones are assessed
baselinestudy on replication options geographic-, con-tent- and vertical-wise
Concrete other projects during project phase
Results of the study will show factors of success and possi-bilities
No interest on dual model provided at CVT
Output 2.1 CVT has defined its legal status and is registered in Myanmar
The centre is registered as an INGO
Official registration provided The legal framework for an
official registration is not clearly defined yet
Output 2.2 CVT facilities allow efficient teaching and learning and the trial of pilot programs
Pre-project and construction planning of new facilities ap-proved by CVT Board
Construction work finalised on time
Handing over to CVT on time
Pre-project approved
Blueprints approved
Handover in time
Unforeseen construction problems can occur
Efficient controlling necessary
Output 2.3 Regular stakeholder events provide a broad local ownership of the programs
Local board has been appointed and work on con-tinuous basis
Approval of board
CVT as project owner must establish a project controlling to keep the overview and guarantee the on-going com-munication between all bodies
Output 3.1 Target group specific post diploma programs are developed (teacher/instructor, company internal instructor, entrepreneur, skills etc.)
Number of additional pro-grams established
Market success of the programs assessed
Programmes concepts established and piloted
Number of programs
Number of participants, graduates
Evaluation of the programs
Unclear official framework for programs
Output 3.2 Competency gaps and support needs in specific areas defined by the advisory board have been analysed and measure are taken
List of gaps and needs
As the board represents various stakeholders there could be different interests for support
Output 3.3 Trainings and programs for specific target groups have been developed and trainers have been trained
Program layout existing
Number of courses provided
Output 3.4 The implementation of trainings is monitored
Ongoing evaluation of the trainings by participants, trainers and boards
Evaluation reports
Attachment 5: Technical, Agricultural and Vocational Training Institutes Supported by the Government
I. Technical Insti-tutes
1 Government Technical
A 1161
1562
3374
8572
8005
2878
10158
6045
7999
10137
Institutes P 1040
1551
3342
8480
7325
2325
8669
4611
6780
8464
2 Government Technical
A
-
11672
-
2068
-
-
-
-
Institutes (Even-ing)
P
-
11288
-
1561
-
-
-
-
3 Agricultural Institutes
A 460
179
388
671
845
-
1126
1074
654
739
P 458
179
381
647
826
-
1124
1052
635
739
4 Education Col-lege
A 1113
1923
6876
9488 (r) 9147 (r) 8644 (r) 22014 (r) 11569 (r) 7297
5607
(Grade I/JATC) P 1113
1923
6870
9488 (r) 9147 (r) 8644 (r) 22014 (r) 11569 (r) 7297
5607
5 Education Col-lege
A 2859
3826
4632
12312 (r) 10910 (r) 7946 (r) 12579 (r) 11655
4393
1399
(Grade II/PATC) P 2806
3787
4626
12312 (r) 10910 (r) 7946 (r) 12579 (r) 11655 (r) 4393
1399
6 Commercial Colleges
Yangon A -
-
136
92
402
320
812
602
570
582
P -
-
133
92
402
320
812
587
514
570
Others A -
-
327
543
622
718
375
447
564
523
P -
-
326
541
620
714
375
447
562
507
7 Myanma Lac-quer ware
A 7
15
10
50
21
24
25
36
23
30
College P 7
15
10
50
21
24
25
36
23
30
II. Technical Schools
1 Government A 1408
1260
2124
-
-
-
-
-
-
-
MMRD Research Services | 85
(Student Number)
Technical
High Schools P 1102
1165
1674
-
-
-
-
-
-
-
2 Agricultural High
A 355
163
503
-
-
-
-
-
-
-
Schools P 332
162
497
-
-
-
-
-
-
-
3 Commercial School
A 422
52
274
720
542
542
993
781
751
442
P 316
48
230
702
449
500
975
757
718
394
4 Computer Op-erator
A -
-
92
1311
339
694
538
382
150
223
course P -
-
88
1311
339
694
538
363
148
221
5 Engineering Technology
A 252
-
306
-
-
-
-
-
-
-
Evening Classes P 214
-
264
-
-
-
-
-
-
- 6 Handicraft A 263
460
1929
894
862
733
414
380
410
419
P 193
368
1524
707
566
519
319
266
337
342
7 Weaving Schools
A -
369
106
296
264
209
180
188
187
198
P -
369
106
296
264
209
180
188
187
198
8 Fishery Schools A 50
82
-
447
227
74
243
232
739
588
P 50
79
-
447
227
74
243
232
739
588 9 Others A 4681
3551
8211
2495
1917
1850
2175
2155
2978
2445
P 3897
2771
6413
1713
1428
1429
1944
1938
2612
2319
Note: Years refer to academic year, which varies depending on the type of course. Yangon Commercial Collage award bachelor degree, since 1999-2000 while other Collages (Phaunggyi, Mandalay and Sagaing) give diploma. A= Appeared, P = Passed. Sources: http://www.myanmar.cm/myanmardata2007/17.htm
S.N. Institutes 1985-86 1990-91 1995-96 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
Attachment 6: Distribution of Students
MMRD Research Services | 87
Attachment 7: Distribution of Companies
MMRD Research Services | 88
5 ANNEX B: STATUS OF ACTIVITIES OF INCEPTION, EXPANSION AND
HANDOVER PHASES
The project technically will be implemented in a total of three phases: in the inception
phase the whole organization of the project is set up and all open questions are clari-
fied; during the implementation phase instruments, methods, processes and programs
will be developed and construction planning will be finalized; the hand over phase will
see responsibilities passed to the respective local partners.
The objective of the inception phase was to prepare all conception input for the pro-
ject. During the inception phase, CVT also aimed to establish and deepen the working
relationship with stakeholders, to establish the project organization and advisory
board, to conclude contracting arrangements, to hold inception workshop(s) where
necessary, to further clarify, review and revise project plans and project documents
and to establish the monitoring and evaluation systems.
The expansion phase began with the development of instruments, methods, processes
and programs. CVT intends cooperating where ever possible with local partners, and if
this is not possible, other partners with the respective competences and experiences
will be approached. During this phase the project, as part of CVT’s institutional devel-
opment and expansion, has established itself and has assured the required support
and ownership on the partner side. Therefore the project will launch as many as possi-
ble initiatives and activities addressing the main stakeholders and directly serving the
beneficiaries.
The detailed planning and construction of the new infrastructure is an essential ele-
ment of this phase as this is the critical basis for all growing activities of CVT. In terms
of finances this will also be a major part of the project. Besides the capacity building on
a “hardware-level” the development and pilot run of the previewed programs for
teachers/instructors, company internal instructors and other offers according to the
market needs will be provided. The motivation, selection and training of additional
companies interested in the VET are also a part of the project in this phase.
During the handover phase the project, as part of CVT’s institutional development and
expansion, has established itself and has assured the required support and ownership
MMRD Research Services | 89
on the partner side. Therefore the project will launch as many as possible initiatives
and activities addressing the main stakeholders and directly serving the beneficiaries.
A critical point in the handing-over will also be the restructuring of the funding of the
CVT as a VET-centre which is currently provided fully by sponsors from Switzerland.
Upon opening of the new facilities, studying at CVT will become payable. The fees per
student will be borne either by the students, employers, trade associations or govern-
ment. Swiss sponsorship shall step by step be reduced to scholarships for less well-off
students.
The following sub-chapters provide a summary of the current situation and update the
progress of action paths set in the “Project Plan - Inception Report” and “CVT Exten-
sion Inception Phase”13. For each activity, a main person of the core team is defined to
take responsibility for reaching the goals. The output of each major action path is
linked to the Project Planning Matrix of the project proposal (See Attachment 4).
The overview, outputs, mile stones, on-going and planned activities are described on
the following subjects of the capacity building project:
Actions 3.1 to 3.3
Project Organization
Registration of CVT
Setting up Advisory Board
Setting up the local Board
Subprojects 3.4 to 3.9
New Building
IT & Data Management
Instructor Training Program
Training Company Internal Instructors
Post Graduate Program for Young Entrepreneurs
Preparation of Baseline Study
New Activities 3.10 & 3.11
NSSA recognition
Intermediate Capacity Building
13
Document names, respectively, are “Inception Phase _V41” and “20131114 CVT Extension Inception Phase”
MMRD Research Services | 90
Project description will be provided on demand, contact: [email protected]