Industrial Training Academy
A Private Public Development Partnership
A project aiming to support specialized skills development
Model Project Document
MODEL PROJECT DOCUMENT
CONTENTS
1.
Background ........................................................................................................................................... 3
2.
Project objectives, outcomes, activities, outputs, and indicators ........................................................ 4
Overall Objective....................................................................................................................................... 4
Outcomes .................................................................................................................................................. 4
Outputs ..................................................................................................................................................... 4
Activities .................................................................................................................................................... 5
Indicators and means of verification ........................................................................................................ 5
3.
Project stakeholders ............................................................................................................................. 6
Beneficiaries .............................................................................................................................................. 6
Partnerships .............................................................................................................................................. 7
4.
Sustainability ......................................................................................................................................... 9
Institutional sustainability......................................................................................................................... 9
Financial sustainability ............................................................................................................................ 10
Sustainability of training ......................................................................................................................... 10
5. Risks and mitigation ............................................................................................................................... 10
Annex 1 – Logical Framework ..................................................................................................................... 15
Annex 2. Organization of Training .............................................................................................................. 19
Set-up of training .................................................................................................................................... 19
Key staff .................................................................................................................................................. 19
Curriculum (basic mechanics) ................................................................................................................. 21
Equipment needs .................................................................................................................................... 22
Annex 3.
Budget ..................................................................................................................................... 23
Annex 4: Project Monitoring and Evaluation: Overview of Recommended Tools at Project LeveL ........... 24
2
MODEL PROJECT DOCUMENT
1.
BACKGROUND
Skills shortages are a bottleneck to economic progress for developing countries and to accessing
gainful employment for individuals living there. In the industrial manufacturing sector, as elsewhere,
the level of technical, analytical and interpersonal skills needed to remain globally competitive is
increasing. In many developing countries, there is a severe shortage of skilled technicians. This holds
back productivity and growth across the agriculture, industry and services sectors. At the same time, a
large share of the population in developing countries depends on low productivity, low paying jobs in
the informal sector.
Helping underprivileged people access better jobs is critical to raising living standards and reducing
poverty. Because of high population growth in the past, developing countries in especially Africa, the
Middle East, and some countries in Asia, are dealing with rapidly growing young work forces that need
to find employment. Helping youth and adults access more productive jobs is a powerful tool for raising
living standards, especially for the poor. However, this requires both that there is a thriving economy
able to employ more people, and that workers are equipped with the skills necessary to take up such
jobs. A good technical education can help youth access comparatively well paid jobs and increase their
living standards.
Skills shortages also hold back industrial development. At the same time, lack of adequate personnel
and know-how is a significant obstacle to the development of local industry and a deterrent for much
needed foreign investment. In natural resource rich countries, skills shortages contribute to enclave
industries and the lack of development of upstream and downstream industries and associated wider
benefits in terms of growth and jobs. Skills shortages compels firms to bring in foreign labor to fill the
gap, which in reinforces the enclave nature of many technical industries and contributes to resentment.
In addition, lack of theoretical and practical knowledge also contributes to unsustainable and dangerous
practices.
Poorly functioning education and training systems lead to low levels of skills, both technical and
others. Low levels of technical skills reflect several problems including poor levels of basic education
that prevents a majority of the population from qualifying for secondary and tertiary education as well
as underdeveloped or malfunctioning vocational training systems. Vocational training is often
fragmented across different fields, with very limited practical content, and insufficient exposure to the
world of work and to the needs of the private sector. Partly as a result of the poor reputation of training
systems, technical and vocational training is perceived as an unattractive, last resort career avenue for
youth.
Ways of providing more technical skills development, more efficiently, and with higher quality, is
therefore a priority, for many developing country governments as well as international and national
development agencies. Interventions help modernizing TVET systems and improving their attractiveness
for youth. Since the know-how regarding current and future technical requirements is vested in the
private sector, closer public private collaboration will be important to move forward and ensure
demand-driven skills development process.
Leading global manufacturers in the heavy transport industry have developed initiatives for
collaboration in skills development. To remain globally competitive and retain a leading role in
3
technology development, they rely on a competent and adaptable work force possessing the right skills.
A key component is the emphasis on practical training and exposure to internships. The training is
expected to bring students to a general level of competence where they, once employed by the private
partner or others, can be further trained in firm specific areas. Importantly, students are not obliged to
seek employment with the private partner but are entirely free to explore options, including with
other enterprises in the industry.
2.
PROJECT OBJECTIVES, OUTCOMES, ACTIVITIES, OUTPUTS, AND INDICATORS
A general logical framework, including objectives, outcomes, outputs, activities, indicators and means of
verification, is provided in Annex 1.
Overall Objective
The project(s) overall objective is to contribute to economic development by removing critical skills
shortages and generate employment opportunities, especially for youth.
Outcomes
The projects address both labor demand and supply sides. By removing bottlenecks to expanding
profitable businesses due to skills shortages, the schools will contribute to economic development and
more demand for workers. By equipping young persons with skills, the schools will increase their
employability and earnings capacity. It is also expected that the schools will demonstrate useful
approaches to training both in terms of public-private partnerships and hands-on experience in training.
The expected outcome of the project is a modern and relevant technical training school in the fields of
[operations and maintenance of heavy duty vehicles and industrial machineries], [computing],
[Mathematics, Languages], [Basic Business Skills], […]. The school provides relevant training, [including
on safety aspects in operations and maintenance], to youth, including women students, as witnessed by
high value placed on skills by hiring firms, and favorable employment outcomes for students. The school
forms part of the national vocational training system (as a private or public entity) and provides a
replicable model for private-public partnerships in vocational training.
Outputs
The expected outputs are:

A Training academy in [operations and maintenance of heavy duty vehicles and industrial
machineries], [computing], [Mathematics, Languages], [Basic Business Skills], […], is established
and operational

The academy delivers updated, recognized and private sector relevant training courses to a
minimum of {to be adapted} youth trained per year

Students are provided with career service counseling and where relevant options for gainful
self-employment/business development
4

The school is sustainable from a financial, institutional, managerial, operational and training
perspective
Activities
To achieve these outputs the main project activities are:

Repair/Refurbish premises if required including provision of additional training equipment

Develop and improve curricula and receive approval from relevant authorities for certification

Provide key trainers with technical and pedagogical skills necessary to deliver upgraded and new
training curricula

Initiate and monitor training programmes including student’s employment situation after the
programmes

Establish career service centers to link up the students with employers and where relevant help
students investigate options for gainful self-employment/business development.

Ensure project financial and institutional sustainability through (i) preparation and
implementation of a Business Plan (ii) institutional capacity building (including coaching for
management, training, etc) (iii) international certification (e.g. ISO) ) that ensures neutral and
regular certification of the quality of training and (iv) by building partnerships with the private
and public sector, as clients of training courses, as internship providers, as employers, as
collaborators in training, co-financiers, etc. (v) wider dissemination activities.
Indicators and means of verification
In parallel to the preparation of this report, UNIDO is revising its project monitoring and evaluation
(M&E) methods and approaches for PPDPs. The purpose is to establish an M&E system ensure effective
and timely project information, early warnings systems for potential difficulties, and a coherent and
effective method for collective learning around how to design, implement and ensure sustainability of
PPDPs. A preliminary suggestion for strengthening the M&E process emanating from the ongoing review
is included as Annex 4.
Project progress and success towards addressing skills shortages and increasing employability needs
to be monitored and evaluated against verifiable criteria. However, the private partner’s contribution
to economic development will not be possible to separate out from variation in other significant factors
including international business cycles and local investment climate. Key project outcome indicators will
have to focus on the direct contribution of the schools, as follows.
The school builds skills: Training is high standard and relevant for companies, including both local and
foreign companies.

A significant number of companies, foreign or local, are using school services for training
or receiving internships, training is perceived as relevant by private companies, and
companies reduce time for recruitment of qualified staff.
 These indicators will be verified through project M&E, through surveys among
enterprises on graduates’ performances as interns or employees, through surveys among
enterprises in relevant sectors, and through industry records on demand for technicians.
5
The school increases employability: The training provided helps youth, including vulnerable groups, to
improve their employment opportunities.

The school reaches also underprivileged youth and women; a high number of graduates
are in employment after completed training, in sectors and occupations relevant
(directly or indirectly) for the sector, and have increased their income opportunities;
students are content with courses and the demand for training, from students is high.
 These indicators will be verified through project M&E including student satisfaction
surveys, through surveys among enterprises on graduates’ performances as interns or
employees, through surveys among enterprises in relevant sectors, through student tracer
surveys e.g. 6 months after graduation, and through industry records on demand for
technicians.
The school strengthens vocational training systems directly and indirectly: The school provides a visible
and replicable model for private-public partnerships in vocational training.


3.
The school successfully builds partnerships with other training institutes and with the
private sector. The school is held up as a model and inspiration for collaboration and
training approaches and mentioned as a good example in public strategies or public and
private sector discourse (speeches, presentations1, and there is manifest interest in the
school and attempt at replication.
These indicators will be taken from Project M&E.
PROJECT STAKEHOLDERS
Beneficiaries
Beneficiaries of the project(s) include:

Unemployed or underemployed youth that receive training and increase their employability

Students already registered or enrolled in the existing vocational training system

Employees of private or public companies that may upgrade their skills

Private or public companies (small, medium, large) that can draw from an increased pool of skills
for hiring into their workforce or for providing services to the companies (e.g. increased quality
of independent mechanics workshops)

Vocational training systems that are exposed to a modern, labor market relevant approach to
training involving both private and public stakeholders that can be replicated elsewhere.
It should be noted that in many developing countries, in particular sub-Saharan Africa, technical
education at post secondary level will not reach youth from the very poorest families. This is a direct
consequence of the fact that poor youth do not have the levels of education (basic education or higher
1
As an example the SAT features in a joint report by the KRG Ministry for Panning and UNDP as a good example for
vocational training that could be replicated
6
secondary) necessary to qualify for entering the technical training2, that they may not have the basic
knowledge base such as basic literacy required to benefit from the training and become functional in the
labor market (reading manuals, etc.), and that the poorest youth cannot afford not to work (and
therefore, will not be able to attend training.) Nonetheless, a student recruitment strategy needs to be
developed to draw students also from less favored socio-economic groups and individuals, including
women. Reaching out to the more vulnerable groups of potential students will require adaptations:

Where relevant, designing courses that provide skills for those with lower capacity with respect
to numeracy and literacy.

Encouraging women to enter into traditionally male dominated occupations is important to
reduce the gender earnings and opportunities inequalities. Targeted recruitment, facilities
adapted to female students, advocacy/sensitization activities, and placement services should be
considered in the strategy and budget.

Fee-based training may provide further obstacles for students from low income families. In
these cases the school may need to seek funding for a substantial bursary scheme component.
Experience from existing academies also suggests that admission should not be based only on grade
levels achieved but on student motivation and interest to reduce student attrition.
Partnerships
The partnerships will depend on the existing vocational training system, on suitable and interested
schools (private or public), on interest and strategy of the local government, on local markets and the
presence of other potential private sector partners, etc.
In settings with very low level of capacity, very strong support to project management and training
organization and presence in the school is needed. With an external implementing partner, technical
assistance personnel are likely to be present on a full-time basis as de facto managers of the school. This
approach reduces risks related to low implementation capacity locally, but may also block local
ownership and local capacity development, endanger institutional sustainability unless a smooth
transition in management is assured, and is expensive.
With stronger local capacity, a coaching model can be adopted, where the responsibility for
implementation and management lies with a local counterpart, but where an external partner
provides coaching and mentoring from the outset. The disadvantage is related to potential low capacity
for project management and a steep learning curve with the school. This set-up has the distinct
advantage of moving towards stronger local ownership and knowledge transfer and generating
synergies across different LKDF projects. It may also be a less expensive solution because of cost sharing
across projects. However, this option may require more significant front loading of capacity building as
well as more significant due diligence screening. As discussed below, the coaching model can be set up
in parallel with similar coaching models for training.
Against this background, a potential set of partnerships for the schools are as follows:

2
Project owner - A local school, private or public: will contribute to the project with a focal
resource person for the academy, will provide the facilities (possibly with upgrading financed by
the project), and trainers that will be trained by the private partner and others. The school will
In several countries, mechanics training is a post-secondary training.
7
benefit from capacity building through the implementing partner to ensure project
sustainability.

Local government: is an important stakeholder, either as a direct partner if the school is public,
or through relevant institutions in charge of curriculum development and approval.

The private partner: will contribute with key input to training:
 Training of teachers through the provision of a Master Trainer
 Provide a Master Trainer on a part-time basis throughout the project period (following
the coaching model for management the Master Trainer may visit the school e.g. up to
four times annually)
 Training methodologies/input for the curriculum
 Relevant and sufficient technical training equipment
 Apprenticeships/internships with local dealers/partners
 Provide liaisons with local partners as needed for sustainability

Donor partner: Beyond the resources provided by the private partner, donor organizations may
be invited to provide financing for project management and institutional strengthening as well
as premises and equipment not included in the private partner’s responsibilities. They may also
provide financing for additional components with a specific development focus including
information activities (e.g. to engage and support women students), stipends for students from
low income families), employment/career counseling services and work place and business
training.

Supporting or implementing partner: depending on the level of capacity of project owners/local
partner, a partner institution should provide support to manage and implement the project by
establishing a training academy, managing the activities, be responsible for monitoring and
evaluation and secure sustainability by providing capacity building. Ideally, the school should be
managed by local staff, with support for management and organization from a partner with
experience of project implementation (e.g. UNIDO), and for training from the private partner
and other partners.

UNIDO’s Learning, Knowledge and Development Facility can provide (i) advice in the specific
design of the project, incorporating lessons learned from other projects (ii) capacity building to
managers and trainers (iii) assist in collecting, analyzing and disseminating lessons learned
across projects. Provided that the LKD facility can secure long term financing, the projects could
be set up so that UNIDO adopts a support function, with strong presence at the outset of
projects, but with a coaching/mentoring role rather than direct management role, which is likely
to increase sustainability of projects.

Private sector partners: Other private sector companies are expected to become involved in the
projects directly, providing resources for training, and/or providing internships.
8
4.
SUSTAINABILITY
A business plan should be prepared at the outset of the projects as an essential component to an exit
strategy. The business plan needs to establish the criteria to achieve sustainability from institutional,
financial and training perspective, built on an assessment of the existing situation and expected
developments including: assessments of the key development gaps related to technical skills, existing
market for training and expected developments, key issues in skills levels, the market for skilled workers
and projected developments of the relevant industries, and the strengths and weaknesses of the
partnering school Ideally, the business plan is developed based on input from desk research and expert
input but also builds on some form of multi-stakeholder exercise.
While not all factors will be known, for example around contributing partners, a plan with milestones
should be prepared for seeking contribution/collaboration, for management hand-over (when
applicable), and for future governance set-up.
The institutional strengthening embedded within project activities should explicitly help ensure
sustainability. For example, building capacity for resource mobilization, creating sound financial
management systems and design cost-effective and financially sustainable courses should be an integral
part of the coaching/mentoring process. Moreover, dissemination activities demonstrating the approach
and outcomes of the school will help promote the expected systemic effects of the school but also help
engage other actors – private/public sector, students - to ensure its sustainability.
Institutional sustainability
As the project is conceived, it is vital that the school and the training it offers forms part of the
vocational training system and is recognized by the relevant authorities, typically those in charge of
regulating schools and curricula (e.g. Vocational Educational and Training Authority VETA in Tanzania,
Technical Education, Vocational and Entrepreneurship Training Authority TEVETA in Zambia). A dialogue
with both public and private sector should also be initiated to ensure that the school can fulfill a role as
a model for vocational training.
At the end of the project, moreover, the school must have a sustainable governance structure
including capable management that can run a modern school and adapt to new challenges as they
arise. As pointed out above, depending on context, the project may be managed by an external
implementing partner or by a local partner (such as the existing school management). In either case, a
coaching system needs to be established from the outset. With a local implementing partner, an
external partner provides management coaching and support in the preparation and start-up and
subsequently as needed. If the implementing partner is external (such as UNIDO), a coaching and handover plan is needed from the beginning to ensure that a local manager is identified and capacitated to
run a modern college. It may also be necessary to plan for a transition from “project steering
committee” to a permanent structure as a school board, involving the relevant stakeholders.
9
Financial sustainability
Related to the institutional sustainability, the school needs to secure long term financial viability.
Depending on context the options at the end of projects may include:

The school becomes a public school financed through budgetary means

The school becomes a private school financed through private sector contributions
(partnerships with private enterprises)

The school becomes a private school financed through fees charged to students and/or with fee
based side activities including training to employees of private enterprises as well as service to
private firms (e.g. workshops).

A combination of the above.
All options will not be available everywhere. In some countries, fee-based training is not an option as
the school belongs to the public vocational training system and as such may have to provide training for
free. In other settings, interested private sector partners may not be available. The different constraints
and opportunities should be identified in the design phase. Technical assistance should be provided so
that the business planning is in place from the outset, taking into account existing constraints and
considering possible revenue streams, marketing options for sale of courses to companies, school fees,
government subsidies, and the like. It should also ensure that management is able to design courses and
supply equipment that can be run and operated in a cost-effective manner that is within the financial
means of the institution.
Sustainability of training
The school’s success and role as a model depends on the provision of modern training material,
modern training methods/pedagogical skills, hands-on/practical work during training, and exposure
to the world of work through internships.

The private sector partners need to consider long term commitment for a period of not less than
five years after the end of the project in terms of providing up-dated curricula, up-dated
equipment, and training of trainers.

Internships places – with what enterprises, how, and for long – should be planned from the
outset.

Cost-benefit analysis should determine the length of the training sessions

Accreditation with local government/national recognition (see point on relevant authorities
related to institutional sustainability above). …
5. RISKS AND MITIGATION
Beyond political and economic context, the most significant risks around the projects center on impact
on existing markets/disturbing competition, implementation capacity, and weaknesses with respect to
training structure and outcomes. The main risks and mitigation measures are exposed in Table 1.
10
TABLE 1. RISK AND MITIGATION
MAJOR RISK
MITIGATION ACTIONS
Force majeure – political, economic, and business developments
The security context can change abruptly and Risks related to security cannot be mitigated, only
significantly.
monitored, and contingency plans made.
Strong dialogue, advocacy and dissemination of
Local governments may also change priorities in
achievements
their education and training policy, with direct
consequences for the school
Worsening investment climate
demand for technical skills
may
reduce Risk cannot be mitigated only monitored and
school intake and focus potentially adapted
It is natural for private sector companies to
engage in markets where business is thriving and
skills shortages likely to appear. However, schools
need to survive also in case business opportunities
for the private partner and other co-financing
enterprises are reduced.
There needs to be recognition from the outset
that the schools are partly a measure of a
corporate social responsibility efforts of the
investing company and “creators of good-will” and
that a long term commitment is needed
independent of the international or local business
cycle.
Collaborating with other private firms may or may
not diversify this risk (depending on whether
collaboration is with competitors or not).
Impact on markets
Competition bias: In the case of external funding,
co-funding could amount to subsidization of
private sector companies’ skills development
needs; the curriculum is influenced by private
sector partners and will directly and indirectly
benefit these private firms who otherwise would
have to train new recruits within the firm.
Training is not unique to the private partner or
other firms and transferable across many parts of
the industry and services sector
After training students may take up employment
where they choose to, including for other,
competing firms or set up their own businesses.
The program can be accompanied by employment
services or business training to facilitate such
search.
Broader partnerships with more firms around
these schools lower the risk of firm-specific
advantages.
Impact on existing markets for provision of
training: Other vocational schools will exist, and in
particular other private initiatives in training
sector may be affected by competition from the
Key purpose is to provide a (high) standard and
model for other schools:
Outreach and collaboration with other schools
(training of other schools’ trainers) is possible and
11
new schools, and the risk should be evaluated in could help raise standards
each case.
If school approach and results are disseminated,
this may lead to a replication of the approach in
other schools, reinforcing a positive effect
Implementation
Interference by political counterparts; uncertainty Dialogue and development of a clear and detailed
about roles and contributions
Memorandum of Understanding (MoU) among
collaborating partners which identifies the roles
and responsibilities as well as in-kind
contributions will be important.
Capacity constraints: Sustainable schools depend
on local ownership. At the same time, capacity to
implement complex projects and familiarity with
modern management and training techniques
may be low
Early warnings systems in place with strict and
frequent
monitoring
and
performance
assessments
Structuring the projects with strong support and
capacity building, especially in the start-up, but
also during project, will help address such
shortages.
Corruption
Screening of partners
Clear procedures for procurement, accounting and
audit. This risk will be managed automatically if
the PPDP will be implemented by an
(international) development organization with
strict operational rules in terms of procurement,
financing and internal oversight.
Monitoring and evaluation
Training and employment
Difficulties in student recruitment due to low Strength of publicity and advocacy campaigns,
value placed on technician jobs
information on potential
earnings
and
employment opportunities
Student drop-outs due to lack of motivation or Strength of application and intake process, focus
lack of aptitude
on motivation in addition to academic
achievements, rapid exposure to hands-on work
and workplaces through internships
Use of modern, attractive learning aids, such as
the LKDF Interact3
3
https://play.google.com/store/apps/details?id=com.EON.UNIDO&hl=en
12
High trainer turnover due to high demand from Strength of application and intake process, focus
private industry or other private training on motivation
institutions
Competitive conditions of work
Prepare for turnover (additional trainers), can
contribute to system upgrading
Low employability of trainees
Strength of application and intake process
Close links to labor markets through private sector
defined
curricula,
practical
training,
apprenticeships
Close follow up of labor market outcomes and
adaptation of curricula and training modes
Establishment of career service centres
13
Annexes:
1. Project Log frame
2. Training structure
3. Budget
4. Project M&E
14
ANNEX 1 – LOGICAL FRAMEWORK
Page 1. Narrative summary
Indicators
Means of verification
Assumptions
Overall objective
Contribute to economic development by removing
critical skills shortages and generate employment
opportunities, especially for youth

Economic growth by sector


Unemployment rate, youth and
others
National accounts and Industry
statistics

Labor force statistics
Global economic
development is favorable
Outcomes


Skills: A school that provides high quality
and market relevant training in sectors
with skills shortages
Employment: Training that helps youth,
including vulnerable groups, to improve
their employment opportunities
The political and economic
situation is stable and
conducive for business
development

Number of companies, foreign or
local, using school graduates

Project monitoring and evaluation
(M&E)
Counterpart
commitment remains
intact

Training is perceived as relevant
by private companies


Companies reduce time for
recruitment of qualified staff
Surveys among enterprises on
graduates’ performances as
interns or employees
Sufficient capacity with
counterpart to implement
project

Survey among enterprises in
relevant sectors

Industry records on demand for
technicians

Project monitoring and evaluation
(M&E)

Base-line survey of students

Student satisfaction surveys
(during and end of training)

Tracer surveys of students (6
months after completed training

Targets: The school serves
underprivileged youth and
women
15
Page 2. Narrative summary

Outcomes: Employment, cont.:
Indicators

Student labor market outcomes




Vocational Training Systems: provide a
replicable model for private-public
partnerships in vocational training.
Means of verification
Number of graduates in
gainful employment six
months after completed
training
Type of employment (sector
and occupation)

Project monitoring and evaluation
(M&E)

Base-line survey of students

Student satisfaction surveys
(during and end of training)

Tracer surveys of students (6
months after completed training)

Project M&E

Present in public sector and
private sector discourse4

Project M&E including Business
Plan
Change in income pre/post
training

Student satisfaction

Demand for training (firms and
students)

School successfully builds
partnerships with other training
institutes and with private sector

School considered a
model/inspiration for cooperation and training

Training center established and
functional

Curricula
developed
and
approved by relevant authority
Assumptions
Outputs

A. Training academy in [operations and
maintenance of heavy duty vehicles and
industrial machinery], [basic business
skills], [Languages, Mathematics,
Computing] is established and operational
16
Page 3. Narrative summary
Outputs cont.

B. The academy delivers updated and
private sector relevant training courses to
a minimum of {to be adapted} youth
trained per year
Indicators
Means of verification

Minimum of X trainers in
[technical skills], [computing,
language,
mathematics],
[English], [Basic Business Skills]

A minimum of {to be adapted}
youth trained per year

A minimum of {to be adapted}
internships

C. Students are provided with career
service counseling, and where relevant
options
for
gainful
selfemployment/business development

Career service established and
functional

D. The school is sustainable from a
financial, institutional, managerial,
operational and training perspectives and
independent of donor financing beyond
project closure

Business Plan developed and
implemented by project steering
committee

Certification of training
independent body, e.g. ISO
Assumptions
Project M&E including Business Plan
by
Key activities

A. Repair/Refurbish premises if required including provision of additional training equipment

B. 1. Develop and improve curricula and ensure approval by relevant authorities for certification

B. 2. Provide key trainers with technical and pedagogical skills necessary to deliver upgraded and new training curricula

B. 3. Initiate and monitor training programmes including students’ employment outcomes after the programmes

C. 1. Establish career service centers to link up the students with employers, and where relevant options for gainful self-employment/business development
17
Page 4. Narrative summary
Key activities cont:

D. 1. Development and implementation of a business plan

D. 2. Capacity building/management and training coaching

D. 3. International Certification (e.g. ISO) that ensures neutral and regular certification of the quality of training

D. 4. Building partnerships with the private and public sector (as clients of training, as co-financers/co-trainers, etc.)

D. 5. Dissemination activities
18
ANNEX 2. ORGANIZATION OF TRAINING
Set-up of training
The purpose of training is to bring students to a level where they can enter companies with a level of
technical and work place skills that permits further training. Ideally, the training offered should include:

Basic technical skills related to heavy duty equipment: mechanics, repair, operation, driving?

Where applicable, basic business/after market skills

Computer competence

Where applicable, English courses

In order to involve more vulnerable groups, and again depending on whether and what other
companies enter into partnerships around training, courses can be adapted to students with
lower basic capacity in numeracy and literacy.
The length of courses may vary considerably depending on the existing vocational training system, labor
market needs, student capacity, partner companies, etc. Academies may offer a flexible system,
beginning with short 3-month modular courses (followed by 3-month internships) that can then be build
on students who find employment and regularly come back to the school to combine skills development
with practical training at work, leading up to the equivalent of a 2-4 years technical education. However,
instead they may also offer a three year full technician education. Compared to longer courses, the
shorter modular form has distinctive advantages and disadvantages.

Modular training more flexible to adapt to student needs

Can serve cash constrained students better that can find it difficult to pay for longer periods of
training or cannot afford not working for longer periods

Ensures efficient use of limited amount of trainers, premises and equipment given high turnover
with internships.

Provides skilled youth to the labour market at a quicker pace

Broadens access; reaches a larger number of students
With a shorter formal training duration, inter-spaced with internship periods, the training period is not
viewed as an end in itself, unlike in the case of more traditional vocational training courses. The training
provided is flexible and can provide upgrading for students for several years.
Key staff

General manager (project staff) responsibilities
 Liaison with Government officials and private sector partners, in collaboration with the
private partner and others
19
 Capacity building to ensure project handover and school sustainability. This includes
assessment of management gaps and coaching functions guided by the LKD Facility.
 Implementation and coordination of the project activities, including budgeting and
reporting
 Day-to-day operations of the school, including administrative, financial and local
procurement functions
 Develop training plan and class schedule
 Staff (trainers and others)
 Project Monitoring and Evaluation, including student follow-up

Master trainer (Technical training) responsibilities:
 Develop training concept
 Develop training, presentation and learning materials
 Design and build training aids to assist with the delivery of training
 Communicate and implement standards, policies and guidelines for content
development, course packaging and offerings etc
 Plan, design and implement competency based assessments to measure participant
performance
 Conduct, analyse and prepare course evaluation reports
 Develop, improve and secure skills of the technical trainers through coaching and
ensure handover at the end of project
 Assess the technical skill levels of national trainers and design technical skills upgrading
programs as may be required

Provide technical skills training to national trainers at the schools.

A pedagogical trainer may also be required to support, occasionally, training of trainers.

Administrative support: assists the General manager with day-to-day operations, student
admission, etc.

Trainers: delivers training to students

Monitoring and evaluation consultant:
 Setting up the monitoring IT system (harmonized across the LKD Facility PPDPs)
 Training of the school staff to collect data
 Verification of the data validity

Career service consultant:
 Setting up a career service centre in the school or relevant government organisation
20
 Organization of soft skills trainings: CV development, interviewing techniques, work
readiness etc.
 Liaising with the private sector to actively seek for employment opportunities for
students
 Where relevant,
competencies
consider
strengthening
of
self-employment/entrepreneurship
Curriculum (basic mechanics)
The basics components of the curriculum for basic mechanics training include:
Safety
Basic electrics

voltage, resistance, battery, etc.
Basic engine

Steam engine, turbine engine, internal combustion, otto cycle, diesel
engine, 2 stroke engine, 4 stroke engine, Wankel engine, etc.
Basic transmission

Clutch, gearbox, torque convertor, axles, gears, planetary gears,
propeller shaft, differential, hub, hub reduction, etc.
Basic pneumatics

Pressure, gas compressor, air dryer, pneumatic valves, actuators
21
Equipment needs
Depending on the level of technical training, a smaller technical centre or a full scale technical centre
may be needed. The cost of computer equipment, premises, furniture, etc., may vary depending on
circumstances. However, a minimum set of technical equipment (excluding computers) for a small scale
technical center is likely to include:

Engines

Gearbox

Central gear

Hub reduction

Steering gear

Electrical training kit

Electronic training kit

Pneumatic/hydraulic training kit

Brake system trainer

Diagnostic training software and vehicle interface

Truck

Tool trolley with Tools

Special tools with boards

Component stand
22
ANNEX 3.
BUDGET
As discussed above, project costs will depend entirely on set-up, available partners, local costs, etc.
However, certain posts will by necessity be included in the budget, although their amount is not possible
to evaluate beforehand (Annex Table 1).
Annex Table 1: Budget posts and main responsibilities
Budget post
PERSONNEL
Project personnel
1. Center manager
2. Administrative support
3. Training experts (Master trainer)
4. Monitoring and evaluation consultant
5. Career service consultant
Center training personnel
1. Senior trainers
2. Junior trainers
TRAINING
Training of trainers
1. Locally
2. In regional academy
Training (students)
1. Stipends
2. Training supplies
EQUIPMENT
1. Technical equipment
2. IT equipment
3. Furniture
4. Vehicle for project staff
OPERATIONAL COSTS
1. Building
2. Utilities
3. Internet and communications
4. Vehicle (insurance, maintenance, fuel)
5. Project Steering Committee Meetings etc.
6. Communications and advocacy for project
TRAVEL
1. Travel for project staff
2. Travel for private partner’s team
REHABILITATION OF PREMISES
Main responsibility
Local/Public/
Private sector
Development
partners
partners
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
23
ANNEX 4: PROJECT MONITORING AND EVALUATION: OVERVIEW OF RECOMMENDED TOOLS AT PROJECT LEVEL
M&E Tool
How often?
How?
Who?
How long?
Business plan for VTC with
country and project baseline
Once, before the start of the
project
Desktop research, expert
input,
multi-stakeholder
workshop
Consultant in collaboration
with Facility, VTC and
company
About 4-6 weeks, human
resources
from
all
stakeholders
Individual PPDP baseline for
every course of the project
Once, at the start of the
project
Survey
among
students,
making use of registration
forms
VTC‘s trainers at school get
trained by LKD Facility M&E
expert
1 week for survey, 1 week for
data entry, 1-2 weeks for
analysis & report
Monitoring
projects
Bi-annually or when a course
ends; with IT solution:
whenever data is measured
Measure a few indicators and
send it via email in EXCEL
(later IT solution)
VTC, companies
Once
the
measurement
system is in place, very little
time
Monitoring report of country
projects
Bi-annually
Report
based
on
the
monitoring data; same report
goes to other donors
VTC
A couple of days; much less
once the IT solution is
established
Evaluation of country projects
6 months after end of project
Interviews and surveys
External consultants
1-2 weeks to gather data, 3-4
weeks to write report
Impact stories and end line
6 months after end of course
Interviews with selected
students to learn about the
impact on their lives/ survey
among all students
LKD Facility team, donor
project manager, external
consultants
1 week to gather data, 1 week
to enter data, 2 weeks to
write reports
of
country
24