Second Vocational Education and Skills Development Project

The Second Vocational Education and Skills Development Project (VESD II), funded by the Asian Development Bank (ADB) and the Agency for Vocational Education and Training (AVET) started in 2013 and will be implemented until 2017. The project will build on the achievements under the first Vocational Education and Skills Development Project (VESDP). The Second Vocational Education and Skills Development Project will support the modernization of the TVET system by making it more responsive to labour market needs, develop skilled workers and craftsmen, technicians and middle-level staff, lobby for the introduction of reforms in the vocational education and training system.

BACKGROUND

The Government of the Kyrgyz Republic recently approved its Medium-Term Development Program, 2012–2014, aiming for an average growth rate of 6% per annum anchored on the robust expansion of seven priority sectors that are expected to drive the economy and create jobs for the growing number of unemployed, particularly among youths (in 2010, 17.1% of female youths and 12.2% of male youths were unemployed).
However, many enterprises experience difficulties in finding skilled workers, underscoring the mismatch between the outputs of the education and training sector and labor market needs. This shortage of skilled labor is a binding constraint on economic growth.

RATIONALE

The project will build on the achievements under the first Vocational Education and Skills Development Project (VESDP). A key achievement under VESDP was the introduction of the competency-based training (CBT) methodology in 25 assisted vocational schools for 18 priority occupations, along with the improvement of the teaching and learning environment. Training for the pilot occupation “seamstress” was completed in 9 vocational schools with a total of 211 trainees, of which 185 were assessed and 174 passed the independent assessment conducted by accredited competency assessors from the textile and garment industry. The industry hired 85% of the graduates immediately. The initial offering of modular CBT courses for all 18 occupations in 25 vocational schools started in July 2012, after installation and training on the use of the new training equipment. In addition, the VESDP supported the first step in the rationalization of the primary TVET system, consolidating 32 of 110 vocational schools in urban areas into 25 regional resource centers, focusing on the development of skills needed by local industries and overseas markets. It also supported the rehabilitation of these regional resource centers and the provision of new training equipment in 158 workshops.

PROJECT DESCRIPTION

The Second Vocational Education and Skills Development Project will support the modernization of the TVET system by making it more responsive to labour market needs. School advisory boards will be strengthened in both primary and secondary vocational schools to help institutionalize engagement with the private sector in policy formulation and help foster the entrepreneurial spirit of school management.
The project will support further development and institutionalization of the school management system for primary vocational schools, and the publication of an annual TVET Statistical Bulletin and an annual tracer study of graduates. These publications will provide an analysis on the skills mismatches in the economy and on the disparities in employment opportunities between male–female and urban–rural graduates. A skills development fund will be set up to provide a demand-driven funding mechanism. Training needs will be identified, packaged, and awarded to training providers through open tender. The project will also support gender-sensitive social marketing campaigns intended to increase enrolment and improve the image of TVET.

APPROACHES AND METHODOLOGY

  1. Develop and supervise detailed annual project implementation plans, and provide assistance for the regular monitoring and review;
  2. Assist the PIU in the establishment of a project performance management system in accordance with ADB standards, and produce reports on a timely basis;
  3. Provide professional leadership, direction and support for all consulting services extended under the project;
  4. Support and strengthen the capacity of AVE staff as Secretariat to the National Professional Skills Development Council;
  5. Assist in the establishment of sectoral councils, including preparation of policies and guidelines;
  6. Strengthen school advisory boards in vocational schools, including preparation of guidelines and templates, and annual conventions for school advisory boards;
  7. Introduce 3-year rolling business plans in allprimary vocational schools and the Resource Center;
  8. Support and strengthen the capacity of Resource Center staff;
  9. Introduce the management information system in all primary vocational schools;
  10. Assist in the develop of TVET Statistical Bulletin;
  11. Design and implement skills development fund;
  12. Design and implement selection of primary vocational schools and eligible secondary vocational schools for assistance on competitive basis;
  13. Assess teachers using TVET Teachers Qualification Framework;
  14. Design TVET Teachers Development Program;
  15. Support the implementation of the gender action plan.

IN BRIEF

ADB logo
Project duration:
Phase: 2013-2017 (48 months)

Phase budget: USD 1'202'003

Donors: Asian Development Bank (ADB), Agency for Vocational Education and Training (AVET)

Implementor:
HELVETAS Swiss Intercooperation Kyrgyzstan

Beneficiaries: Students of Primary and Secondary vocational schools, trainers and management of TVET system, the Agency for VET and Republic Scientific and Methodological Center.

Contact us: VESD II Project

HELVETAS Programme Office:
Manas Ave. 22a, 720010, Bishkek,
the Kyrgyz Republic
Tel: +996 312 214572 / 312972
e-mail:maksat.abdykaparov@helvetas.org
website: www.helvetas.kg