operations manual

Transcription

operations manual

Rwanda Workforce Development Authority
(WDA)
Skills Development Project (SDP)
Operations Manual
Volume II
WORKFORCE DEVELOPMENT AUTHORITY – WDA
Empowering people with employable skills and entrepreneurship capacity
P. O. BOX 2707
Tel: (+250) 255113365
E-mail: [email protected]
Website: www.wda.gov.rw
Rwanda
Workforce Development Authority
The Skills Development Project (SDP)
VOLUME II
Component 1: Delivery of Quality and Relevant Vocational Training;
Component 2: TVET System Strengthening.
File: om-volume 2 - 06th september.doc
Delivery of Quality & Relevant VT and TVET System Strengthening
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Operations Manual
QUICK GUIDE
Volume I:
Background and Policy Framework, Institutional & Implementation
Arrangements
Component 1 Delivery of Quality & Relevant Vocational Training
Volume II: Component 2 TVET System Strengthening: Monitoring & Evaluation Reporting
Volume III: Component 3 Rapid Skills Delivery / Skills Development Facility (SDF)
Financial Management, Procurement Procedures and Administrative
Volume IV:
Regulations
FOREWORD
The Operations Manual (further referred to as the Manual or OM) defines policies and operating principles and provides guidance for the implementation of the Skills Development
Project. The manual was developed by a task force of the WDA comprising of outgoing Deputy Director General Corporate Affairs – Fatina Mukarubibi, HR director – Francis Twinamatsiko, Finance director – Modeste Muhire, Private Sector Partnership Expert – Denis Rugamba, Ag., Director TVET-Sam Barigye, SDP Procurement Specialist – Leocadie Mwenzikazi, SDP
M & E Specialist – Rose Uwagirisa and Senior Expert Planning & Project Management – Prof.,
Mwangi Maringa. This task force facilitated wide consultation with a cross-section of stakeholders/ implementers within the WDA that included Aime Mpamo – Curriculum Development Head, Rose Mukantabana – Assessment & Certification head, Johnson Rutayisire –
Training of Trainers head, Charles Sekanyambo – Ag., Director Schools Development and
Gerald Karamutsa representing Schools Management Systems. The task force worked under
the guidance of the outgoing WDA DG and now Minister of Infrastructure Hon., Albert
Nsengiyumva and the incumbent DG, Jerome Gasana. The Manual has been developed in
accordance with the World Bank’s policy and procedures. It benefitted from close guidance
of the World Bank Task team leader Margo Hoftijzer, with the added advice of Clemens
Romjin (an M & E consultant) and Guenter Schieske (Project and Financial consultant).
The manual was approved by the WDA in August 2011 and by the Word Bank in September
2011. It is a dynamic document and will be updated from time to time in response to
changes and developments of the project and the provisions for its implementation. It is
structured to be used by the WDA / PMPU, by other Project stakeholders, and by internal
and external auditors. This volume II of the manual sketches out the procedures and arrangements that promote effective delivery on the objectives of two of three components of
the Skills Development Project (SDP) these being: Quality vocational training and TVET system strengthening.
Date:
Date:
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Signed:_____________________________ Signed:_______________________________
WDA, Director General
World Bank
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
Operations Manual
Volume II
This manual should be read in conjunction with the project Specific
Financing Agreement and the various standard guidelines and procedures issued by the World Bank and the Government of Rwanda
referred to hereinafter.
Relevant Laws, regulations of state authorities, and Contracts supersede the Manual.
ABBREVIATIONS AND ACRONYMS
9YBE
AEAs
APEFE
BTC
CAS
CBT
CB-DD
CB-DR
CDAP
CQBS
CQS
DA
DDG
DG
DP
EA
EDPRS
ESMF
ESMPs
ESSP
FBS
FM
FY
GDP
GER
GoR
GIZ
HCSDS
IAP
Nine Years of Basic Education
Autonomous Education Agencies
Association for the Promotion of Education and Training Abroad
Belgian Technical Cooperation
Country Assistance Strategy
Competency-Based Training
Competency-Based, Demand-Driven
Competency-Based, Demand-Responsive
Country Development Action Plan
Consultant Qualification Based Selection
Consultant Qualifications
Designated Account
Deputy Director General
Director General
Development Partner
Environmental Assessment
Economic Development and Poverty Reduction Strategy
Environmental and Social Management Framework
Environmental and Social Management Plans
Education Sector Strategic Plan
Fixed Budget Selection
Financial Management
Fiscal Year
Gross Domestic Product
Gross Enrollment Ratio
Government of Rwanda
German Society for International Cooperation
Human Capital and Skills Development Strategy
Industrial Attachment Programme
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IBRD
IC
ICB
ICT
IDA
IFR
IPRC
IPSAS
ISR
JICA
KOICA
LCS
M&E
MDAs
MINECOFIN
MINEDUC
NCB
NQF
NUFFIC
OAG
OECD
OP/BP
ORAF
PAD
PBET
PBU
PDO
PMPU
PMU
PPIU
P-RAMS
PS
QBS
QCBS
RDB
REMA
RPPA
SBD
SDF
SDP
Operations Manual
Volume II
International Bank for Reconstruction and Development
Individual Consultants
International Competitive Bidding
Information and Communications Technology
International Development Association
Interim Financial Report
Integrated Polytechnic Regional Center
International Public Sector Accounting Standards
Implementation Status Report
Japan International Cooperation Agency
Korean International Cooperation Agency
Least-Cost Selection
Monitoring and Evaluation
Ministries, Departments, and Agencies
Ministry of Finance and Economic Planning
Ministry of Education
National Competitive Bidding
National Qualification Framework
Netherlands Organization for International Cooperation in Higher Education
Office of the Auditor General
Organization for Economic Co-operation and Development
Operational Policy // Bank Policy
Operational Risk Assessment Framework
Project Appraisal Document
Post-Basic Education and Training
Partnership Building Unit
Project Development Objectives
Project Management and Planning Unit
Project Management Unit
Project Planning and Implementation Unit
Procurement Risk Assessment & Management System
Permanent Secretary
Quality Based Selection
Quality and Cost Based Selection
Rwanda Development Board
Rwanda Environmental Management Agency
Rwanda Public Procurement Authority
Standard Bidding Document
Skills Development Facility
Skills Development Project
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SIL
SMEs
SOE
SRFP
SSS
STEL
STI
TA
TEVSA
TNA
ToT
TSS
TVET
TWS
UNICEF
USAID
VT
VTC
VVOB
WB
WDA
Operations Manual
Volume II
Specific Investment Loan
Small and Medium Enterprises
Statements of Expenditures
Standard Request for Proposals
Single-Source Selection
Standard Training Equipment Lists
Science, Technology and Innovation
Technical Assistance
Technical and Vocational Schools Association
Training Needs Analysis
Training of Trainers
Technical Secondary School
Technical-Vocational Education and Training
Training Workshop Specifications
United Nations Children’s Education Fund
United States for International Development
Vocational Training
Vocational Training Center
Flemish Association for Development Cooperation and Technical Assistance
World Bank
REVISIONS TO THE MANUAL
This manual will be available at the WDA website in a read-only and printable version. All
personnel are required to familiarise themselves with its contents. Test that is highlighted in
blue colour will hyperlink to the corresponding document. Proposals for change and supplements are welcome, and should be addressed to the Director Project Management and
Planning Unit (PMPU). Changes have to be approved by the Director General Workforce Development Authority (WDA).
Approved revisions
August
2011
DIVERSION FROM PAD:
 Responsibility for IAP shifted from Director Quality Assurance and Accreditation (DQAA) to Director Partnership Building (DPB) under the Private Sector Partnership Docket.
 SIGNATORIES: From the PAD’s SDP Manager, Director PMPU & Director of Finance to the OM’s DG, SDP
Manager & Director of Finance
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ADDRESSES
P. O. Box 2707 Kigali – Rwanda
Tel: (+250) 255113365, +250-788-308-785
E-mail: [email protected] , [email protected], [email protected]
Contact Person: Jerome Gasana, the Director General WDA.
PMPU
Tel: (+250) 255113365, +250-788-829-776
E-mail: [email protected], [email protected]
Contact Person: Paul Mwangi Maringa, Senior Expert Planning and Project Management
for Director PMPU.
SDP
Tel: (+250) 255113365, +250-788-303-886
Contact Person: Wilson Muyenzi, Ag., SDP Manager.
SDF
Tel: (+250) 255113365
Contact Person: XXXX, SDF Manager.
Word Bank
P. O. Box ……………………………..
Tel: ……………………………………..
E-mail: ………………………………..
Contact Person: Margo Hoftijzer, the Task Team Leader, World Bank
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TABLE OF CONTENTS
Fore matter
QUICK GUIDE ......................................................................................................................................... 2
FOREWORD ............................................................................................................................................ 2
ABBREVIATIONS AND ACRONYMS ...................................................................................................... 3
REVISIONS TO THE MANUAL ............................................................................................................... 5
ADDRESSES ............................................................................................................................................ 6
Main Text
1.
OVERVIEW ................................................................................................................................. 8
2.
COMPONENT 1: DELIVERY OF QUALITY AND RELEVANT VOCATIONAL TRAINING ... 9
2.1
BUILDING BLOCK 1: CURRICULUM DEVELOPMENT ..................................................... 14
2.2
BUILDING BLOCK 2: ASSESSMENT & CERTIFICATION............................................................. 23
2.3
BUILDING BLOCK 3: INFRASTRUCTURE, EQUIPMENT, AND MATERIALS .......................................... 29
2.4
BUILDING BLOCK 4: TRAINING OF TRAINERS ................................................................. 34
2.5
BUILDING BLOCK 5: INDUSTRIAL ATTACHMENT PROGRAMME .................................................... 39
2.6
BUILDING BLOCK 6: STRENGTHENING INSTITUTION-BASED MANAGEMENT AND DEVELOPMENT ............ 44
3.1COMPONENT 2: TVET SYSTEM STRENGTHENING.................................................................. 48
3.1
INTRODUCTION ................................................................................................. 48
3.2
MONITORING AND EVALUATION ................................................................................ 50
3.2.1
Defining monitoring and evaluation.............................................................................................. 50
3.2.2
M&E Levels, indicators, data sources and measurement instruments & responsibility
for data generation......................................................................................................................................................... 51
3.3
PROJECT SPECIFIC MONITORING AND EVALUATION FRAMEWORK ................................... 53
3.4
OPERATIONS PROCEDURES ...................................................................................... 62
3.5
IMPLEMENTING M&E FOR THE TVET SYSTEM IN RWANDA. ................................................... 65
3.6
RESEARCH AND ANALYSIS ...................................................................................... 67
3.6.1
Related to skills bottlenecks to economic growth ......................................................................... 68
3.6.2
Related to the financing of TVET: ......................................................................................................... 68
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OVERVIEW
The project comprises three components, namely
 Component 1: Delivery of Quality and Relevant Vocational Training
 Component 2: TVET System Strengthening
 Component 3: Rapid Skills Delivery
This volume of the Operations Manual describes the procedures and guidelines for Component 1 and 2, whereas component 3 is detailed in Volume III of the manual.
Component 1: Delivery of Quality and Relevant Vocational Training.
This component seeks to strengthen the TVET system through interventions aimed at improving quality and relevance of training delivery in eight selected priority occupations and
seven selected vocational training centers.
The component will finance an integrated package of inputs or “building blocks” to improve
the relevance and quality of training programs, targeting:
Curriculum Development: design and implementation of competency-based, demand responsive curricula;
Assessment: design and implementation of Competency-Based Training (CBT)
process assessments and summative assessments of trainees;
Infrastructure, Equipment, and Materials: Infrastructure rehabilitation and construction, provision of furniture, equipment and materials (including consumables);
Training of Trainers: design and delivery of training to upgrade existing trainers and
train new trainers as per the new competency-based curricula;
Industrial Attachment Program: develop and implement industrial attachment programs to promote trainee’s hands-on experience and exposure to a relevant work
environment;
School-based Management: provision of management and leadership capacity building to the VTC management and administrative staff to improve management practices for the implementation of the new competency-based curricula;
Component 2: TVET System Strengthening.
This component will:
a) Monitor and evaluate training delivery, in particular the implementation and performance of the SDP;
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b) Inform strategic policy decisions and policy reforms by providing sound analyses
concerning key aspects of the training system and the labor market; and
c) Build capacity for monitoring and evaluation and for conducting relevant research
within the WDA and TVET providers.
Component 3: Rapid Skills Delivery.
The objective of this component is to minimize skills gaps by rapidly increasing the supply of
skills in high demand in the labour market.
2. COMPONENT 1: DELIVERY OF QUALITY AND RELEVANT VOCATIONAL TRAINING
Objective and approach
This component will strengthen the TVET system through interventions aimed at improving
quality and relevance of training delivery in selected priority occupations and selected pilot
vocational training centers. It seeks to strengthen the capacity of the TVET system to align
training offerings with employer demands for skills, raise the quality of service delivery and
increase the employability and performance of training graduates.
The specific objectives of this component are therefore:
o To pilot the delivery of 8 new curricula at vocational level in 7 public training institutions, including industrial attachments;
o To demonstrate the value of an integrated set of interventions to raise the quality of
skills delivery; and
o To raise the capacity of WDA and training institutions to develop and deliver high quality skills training in priority areas.
The component will finance comprehensive interventions in a select number of sectors
(hospitality/tourism and construction) and occupations. Rather than across the board interventions on a specific aspect of training provision (such as curriculum development for a
larger number of occupations) this approach will result in improved training provision in the
selected occupations for which crucial skills gaps exist on the labor market, and in increased
public and private sector capacity in all essential elements of TVET reform which will be used
to achieve further quality improvements in other training levels, occupations and training
centers. The selected occupations will be ‘showcases’ to act as an example - and catalyst - for
reforms in other training levels, occupations and training centers.
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The objectives and activities under this component are fully aligned with the WDA’s mandate
and Action Plan, and are integrated with the WDA’s ongoing and planned activities outside of
the project, which tend to be carried out with the support of other development partners.
For example, activities related to curricula development and roll-out in this component will
use the curricula which are being developed, prior to the start of the project, with the technical and financial support of VVOB & APEFE and KOICA. The design of the curricula is well
advanced and is expected to reach completion by the end of December 2010. The Training
of Trainers (ToT) program for the targeted occupations is expected to be designed prior to
the effectiveness of the project, and will take place from two ToT-centers which will be rehabilitated and equipped outside of the scope of the project. The ‘Institutional Support
Package’ that will be offered to the targeted VTCs will be designed through technical assistance from VVO.
Scope
This component provides support to 7 Vocational Training Centers (VTCs) located in the
Western, Eastern and Northern provinces. A total of 8 vocational occupations in the Hospitality & Tourism and Construction sectors have been identified for support, as illustrated in
this table:
NAMES & LOCATION OF THE VTCs
AND THE OCCUPATIONS TO BE OFFERED
Karongi
(West)
Musanze
(North)
Gicumbi
(North)
Kinihira(North)
Kayonza
(East)
Ngoma(E)
Electrician
Carpenter
Mason
Plumber
Construction & Building Servicing
Sector
House
keeper
Receptionist
Waiter
Name of
Institution(VTC)
Cook
Location
by District
Hospitality &Tourism Sector
Total
Kibuye
Busogo
ESTB
√√
√√
√√
√√
√√
√√
√√
√√
382
√√
√√
√√
√√
√√
√√
√√
√√
382
Kibari
√
√
√
√
√
√
141
Kinihira
√
√
√
√
100
Kabarondo
√
√
√
√
100
√√
√√
√√
√√
382
√
√
√
√
100
Kibungo
Kirehe (E) Kirehe
Students enrolled per
year
√√
112
√√
175
√√
150
√√
150
250
250
250
250
1587
Beneficiaries and Stakeholders involved:
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The direct beneficiaries of this component are graduates of 9 years of basic education who
will be eligible to participate in the vocational training programs (with a duration of up to 12
months, including industrial attachment period) with a view to increase their marketable
skills, employability and income generation potential. Institutional beneficiaries include the
Workforce Development Authority (WDA), and the selected vocational training institutions
through increased technical capacity to design, implement, monitor and adjust course offerings and training programs. Indirect beneficiaries include formal and informal sector employers through the increased availability of appropriately skilled workers, increased productivity and business sales revenues.
Stakeholders who are directly and indirectly involved of this initiative are four fold: the
Regulator – WDA, the TVET providers – Integrated Polytechnic Regional Centers (IPRCs),
Technical Secondary Schools (TSSs) & Vocational Training Centres (VTCs); Industry and Employers primarily in the Hospitality & Tourism industry and the Construction & Building Servicing industry, and Policy makers especially the MINEDUC and MIFOTRA.
Technical Description
The component finances an integrated package of inputs, activity clusters or “building
blocks” to improve the relevance and quality of training programs in a selected number of
occupations and training institutions, see Figure 1 below. The selected occupations were
chosen carefully, taking into consideration economic and social criteria, information on labor
market demands, and potential for establishing industry partnerships to identify or update
occupation standards to develop new curricula.1 Participating training institutions will receive technical and management support to upgrade their capacity to deliver training using
new methodologies, establish partnerships with local industry and employers, keep track of
graduates’ transitions to employment opportunities (whether in the formal or informal sector), and to improve their income generation capabilities.
Participating Units
of the WDA
See the project’s “Economic and Financial Analysis” for a full description of the process and criteria for selection of
sectors and occupations.
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Integrated Package of Inputs, Building Blocks
Interventions
For each of the eight occupations, interventions in the following six building blocks will be
developed and offered to the seven identified VTCs which are supported by this component:

Curriculum Development – Actor: Curriculum Development Unit of the WDA under
the Directorate of TVET: Competency-based, Demand-Driven (CBT-DD) curricula design; classroom implementation and subsequent revision of curricula; design, testing
and validation of instructional and teaching materials; and development of equipment, material and consumable standards and requirements to deliver the CBT-DD
curricula effectively.

Assessment & Certification – Actor: Assessment & Certification Unit of the WDA
under the Directorate of TVET: Design, test, establish and carry-out
process/formative and summative assessments of trainees to ensure they meet industry standards.

Infrastructure, Equipment, and Materials – Actor: Directorate of School Development of the WDA: Infrastructure rehabilitation; preparation of specifications of
training equipment and consumables; preparation of bidding documents; rehabilitation of infrastructure; delivery and installation of equipment; and provision of materials and consumables in targeted institutions.

Training of Master Trainers and Instructors – Actor: Training of Trainer unit of the
WDA under the Directorate of TVET: Analysis of staffing requirements; design and
delivery of instructor’s training; delivery of training to upgrade new or existing trainers; and provision of professional development for instructors.

Industrial Attachment Programme – Actor: Directorate of Partnerships of the WDA:
Introduce programmes to promote trainee’s hands-on experience and exposure to a
relevant work environment as a means to enhance their employability; develop
guidelines and operational procedures to ensure there is an effective match between
the needs of employers and trainees; develop supporting material such as guides and
log-books to standardize and keep track of trainees’ attachment progress and performance; develop induction program for trainees and employers; and deliver training modules to master trainers, instructors and institution-based industry supervisors.
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Institutional-based Management & Development – Actor: Planning & Project Management Unit of the WDA; Vocational Training Centres; Integrated Polytechnic Regional Centers: Provision of management and leadership training programs to
strengthen the capacity of administrators and instructors to improve general management practices and to adopt and support the implementation of new training methodologies and service delivery approaches; provision of technical support to develop tools to coordinate with local industry to establish partnerships; and strengthen
institution-based monitoring and evaluation mechanisms to routinely evaluate performance.
Expected Outputs and Outcomes
After a 5-year implementation period, the component expects to have achieved the following:
 Competency-based curricula in eight occupations is implemented and delivered effectively to a total of 3825graduates; assessment instruments are routinely used by
the targeted VTCs, recognized by industry and enjoying the confidence of employers;
physical facilities meet training standards and are maintained appropriately; master
trainers and instructors are equipped with pedagogical and technical skills to deliver
new CBT programs; institutional-level administrators and instructors display the
technical capacity to efficiently manage VTCs, including the maintaining of constructive relationships with local employers; and industrial attachment programs are
available to cater for the different needs of trainees and employers.

More broadly, graduates from the selected training institutions are equipped with relevant skills sets that are valued in the labor market and lead to productive employment; and employers display satisfaction with new hires coming out of the selected
training institutions.

In addition, it is expected that sustainable capacity will have been built within the
WDA (as well as VTCs and the private sector) to use the approaches developed and
implemented through the project, and that the Government will have started using
this capacity to design and deliver CBT-DD curricula to for additional occupations and
in other institutions using resources external to those from the project.
Risks, Flexibility and Mitigation Measures
Key risks, as reflected in the ORAF (Annex4) relate to implementation capacity and program
dependency:
Implementation capacity: quantitative and qualitative constraints related to implementation capacity exist throughout Rwanda’s public sector. Capacity constraints potentially con-
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cern all aspects of implementation (including technical, fiduciary, M&E, and safeguard aspects), particularly within the WDA because it has been relatively recently established and
has thus not yet fully developed its operational processes and systems.
The following mitigation measures have been and will be implemented to address this risk:
- The scope of project design has been substantially reduced compared to the design proposed at the PCN stage to limit implementation complexity;
- The larger share of project resources (component 1) is allocated to activities that fall
within the regular WDA activities and for the implementation of which additional WDA
staff are being recruited;
- The project will finance the recruitment of essential expertise who will support project
implementation throughout the implementation period (including project manager, FM,
procurement, and M & E specialist);
- Substantial capacity building and technical assistance is incorporated in the project design;
- GoR FM procedures will be used to harmonize accounting practices;
- Sufficient resources are expected to be allocated to allow the provision of appropriate
implementation support by the World Bank.
Program Dependencies
As project activities – particularly those of component 1 - are integrated with the activities
which are foreseen in the WDA’s TVET strategy and action plan, timely and successful
project implementation depends substantially on a number of activities conducted outside
of the scope of the project and which are, in most instances supported by other development partners. Delays or adjustments in the implementation of these activities would negatively affect project implementation.
While this risk is inherent to the integrative approach of the project, the following mitigation
measures have been and will be implemented to address this risk:
- During the design phase, consultations with development partners supporting key activities have taken place to ensure buy-in and coordination related to the project’s activities;
- WDA management intends to ensure continued close coordination and alignment of the
activities of the various development partners
- In case development partner activities which are crucial for project implementation are
delayed or otherwise altered, the Government and World Bank teams will discuss
whether the project can and should finance these activities.
2.1 BUILDING BLOCK 1: CURRICULUM DEVELOPMENT
Key responsible Actor: Curriculum Development Unit of the WDA:
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Other Actors: The Directorate of TVET that embraces the units of Curriculum Development CD (That draws in Content experts from industry in DACUM Workshops), Assessment & Certification - AC (That draws in Manpower Sector Training Councils – MSTCs during Assessment & Certification of competencies) and Training of Trainers (ToT); The Directorate of
Quality Assurance and Accreditation that includes licensing (QAA-That draw in TVET regulators-WDA, TVET Providers, Employers in the two priority sectors of Hospitality & Tourism
and Construction & Building Services, and Policy makers in setting quality standards); The
Directorate of Schools Development (SD); and the TVET providers (Vocational Training Centres – VTCs & their supervising Integrated Polytechnic Regional Centres- IPRCs). The interrelationships of these principal actors in the project cycle may be discerned through overlaps
of timelines for their inputs along the overall project cycle. The principal development partner here is NUFFIC and the Belgium Technical Corporation – Common Programme (BTC - CP)
throughout the processes of curriculum development and experimentation.
Objectives:
 Design and roll-out new Competency-Based, Demand-Driven (CBT-DD) curricula in
the Construction as well as the Hospitality & Tourism Sectors;
 Align new CBT-DD and training offerings to industry needs; and
 Attain a full cycle of on-the-job training of facilitators, didactic specialists, pedagogy
and entrepreneurial specialists in new CB-DD curriculum development.
Curriculum development is the first activity through which the entire component obtains a
basic definition of standards for training. These standards take the form of Occupation profiles (DACUM charts), Competencies standards and Course structures. Together the standards serve as the basic prescriptions and instruments with which to deliver quality vocational training.
Technical Description:
The following activities will be carried out and financed under this building block:
 Validation of experimental curricula;
 Development of validated curricula;
 Implementation of the curricula in 7 VTCs;
 Evaluation of curricula; (e) adjustment of curricula based on evaluation results.
Various activities are essential for the implementation of the actions in this building block.
These are listed separately because they are financed under other building blocks or components. These include:
 Establishment of Standard Training Equipment Lists (STEL) (Infrastructure, Equipment
& Materials);
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
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Establishment of Training Workshop Specifications (TWS) (Infrastructure, Equipment
& Materials);
Specification of entry requirements for trainers (Training of Trainers);
Provision of orientation workshops to explain use the experimental curricula (Training of Trainers);
Establishment of national assessment and certification arrangements that are guided
by the RTQF (Assessment);
Identifying training priorities and new programme to be offered (Research and Analysis component).
Expected Results:
This building block is expected to implement 3 to 4 cycles of new CBT-DD curricula for 8 occupations in 7 training centers and make any necessary adjustments. The following results
are to be achieved by the end of the project:
 Finalised full course structures for all occupations (e.g. competency units, module
titles, learning outcomes per module, credits or notional learning hours - contact &
self directed - per module, instructional methodology, procedure & strategies for assessment of effective training);
 Completed Standard Training Equipment Lists (STEL) for every occupation;
 Completed Training Workshop Specifications (TWS) for every occupation;
 Profiles for trainer’s entry requirements and qualifications;
 Arrangements for national assessment and certification that are guided by the
NTQCF; and
 Validated curricula and instructional/teaching material available on the WDA website
for free downloading by all TVET providers.
The process of curriculum development assumes the following internal cycle that is harmonized with the overall 3-phase working project cycle:
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1. PROJECT PREPARATION:
a. Research & Analysis
 Conduct of Occupational Identification &
Analysis
 Selection of Tasks for Training
 Conduct of Tasks Analysis
 Establishment of Competency Profile and
Competency Standard
POST PROJECT COMPLETION:
a. Development (after year one of Project Implementation with upgrading every other
year)
 Develop Instructional Material
 Develop Supportive Media
 Field Test/Revise Materials
3. Project Completion & Final
evaluation after 1 or 5 annual
loops of implementation
 Reviews of project performance
 Lessons learned
 Way forward
a. Design
 Determination of Training Approach (Course
Structure)
 Develop Training Specifications (STEL, TWS)
 Develop Training Plan
2. PROJECT IMPLEMENTATION (Project
Monitoring & Annual or Mid-term
evaluation)
 Initiate Corrective Actions informed by
AC processes & QAA analysis of Training Audits



Finalisation of the developed curriculum materials after experimentation
Validation of the curriculum materials
Distribution of validated curricula
Delivery of Quality & Relevant VT and TVET System Strengthening 18 of 71
2.
a.



PROJECT IMPLEMENTATION:
Experimentation
Implement Training Plan
Conduct Training
Document Training Results
(WDA)
Operations Manual
Volume II
DESCRIPTION OF THE PROCESSESS WITH BASIC ROLES AND RESPONSIBILITIES FOR BUILDING BLOCK 1: CURRICULUM DEVELOPMENT
This Curriculum Development input into the Skills Development Project (SDP) component of Quality and Relevant Vocational Training comprises of the following seven sequential
groupings of Outputs or Activities. The Interventions that deliver the mandate for each grouping are included here below in the table in order of occurrence.
DELEGATION
TIMELINE
YEAR 2011
OUTPUTS/ACTIVITIES & INTERVENTIONS
Phase 1: Project Preparation (Housekeeping only out of
the eight occupations)
A. Design
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DACUM Analysis for the House-keeping trade (Hospitality sector)
Establish Competence Standard for the Housekeeping trade (Hospitality sector)
Determine Training Approach (Course Structure) for
the House-keeping trade (Hospitality sector)
Develop Training Specifications (STEL, TWS) for the
House-keeping trade (Hospitality sector)
Specify Entry Requirements for the House-keeping
trade (Hospitality sector)
CD Facilitators
Specify Trainer Qualifications (Advice to ToT)
Phase 2. Project Implementation (All 8 occupations)
A. Experimentation
Explain appropriate training delivery to instructors
Conduct staff orientation to the use of new CBT experimental curricula
Duplication and distribution of experimental curricula
B. Monitoring, Evaluation & Validation of experimental curricula
Mentor instructors on-the-job during roll out of experimental training
Monitor & evaluate training during experimentation
Adaptation & finalisation of the curricula considering
performance during experimentation
Validation of the curricula
CD Facilitators
CD Head
CD Head
CD Facilitators
CD Facilitators
YEAR 2012
CD Facilitators
CD Facilitators
CD Facilitators
CD Facilitators
CD Facilitators
CD Head
CD Facilitators
CD Facilitators
CD Facilitators
CD Facilitators
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DELEGATION
TIMELINE
YEAR 2011
OUTPUTS/ACTIVITIES & INTERVENTIONS
Distribution of validated curricula
Phase 3. Project Completion (All eight occupations)
A. Monitoring, Evaluation & Validation of experimental curricula
Reviews of project performance
Lessons learned
Way forward
Post Project Completion (all eight occupations)
A. Development of Validated Curricula
Develop instructional/teaching material
Validation of instructional/teaching material
Distribution of instructional/teaching material
B. Implementation of Validated Curricula
Mentor instructors on-the-job during roll out of validated
curricula
Monitor & evaluate training during implementation of
validate curricula
C. Evaluation of Implemented Curricula
Initiate the corrective actions on receipt of evaluation
from AC, ToT & QAA
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CD Head
CD Facilitators
CD Facilitators
CD Facilitators
CD Head
CD Head
CD Facilitators
CD Facilitators
CD Facilitators
CD Head
CD Facilitators
CD Facilitators
CD Head
CD Facilitators
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1. PROJECT PREPARATION
A. Research & Analysis
a. Skills gap audit
i. Priority Sector identification from public policy & Development
priorities.
ii. Profiling of field of inquiry and determination of essential methodologies
iii. Preparation of field tools and methods of inquiry
iv. Field Surveys, analysis and reporting.
b. Identification & upgrading of occupation gaps
i. Industry workshops of Content Experts with WDA facilitation
ii. Validation of workshop results by industry with WDA facilitation
c. DACUM Workshop occupation & task analysis
i. Industry workshops of Content Experts acting as Technical Expert
Groups (TEGs), facilitated by trained & certified WDA DACUM facilitators
d. Occupation profiles (DACUM Charts)
i. Development of occupation analysis workshop results into a DACUM Chart that reflects a consistent ordering of the work process
into duties and tasks
e. Establishment of Competency or Training Standards
i. Duties, Tasks, Performance objectives, Performance indicators,
Knowledge, Skills, Attitudes
2. PROJECT PREPARATION
B. Design
a. Development of Course structures
i. Modules,
ii. learning units,
iii. learning outcomes,
iv. content,
v. learning resources,
vi. credits
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b. Advice Schools Development on Standard Training Equipment Lists
(STELs)
c. Advice Schools Development on Training Workshop Specifications
(TWSs)
d. Specify Entry Requirements
e. Specify Trainer Qualifications (Advice to ToT)
3. PROJECT IMPLEMENTATION
A. Experimentation
a. Explain appropriate training delivery
b. Conduct staff orientation to the use of new CBT experimental curricula
c. Duplication and distribution of experimental curricula
4. PROJECT MONITORING & EVALUATION
A. Monitoring, Evaluation & Validation of experimental curricula
a. Mentor instructors on-the-job during roll out of experimental training
b. Monitor & evaluate training during experimentation
c. Adaptation & finalisation of the curricula considering performance during
experimentation
d. Validation of the curricula
e. Distribution of validated curricula
5. PROJECT COMPLETION
B. Monitoring, Evaluation & Validation of experimental curricula
a. Reviews of project performance
b. Lessons learned
c. Way forward
6. POST PROJECT COMPLETION
A. Development of Validated Curricula
a. Develop instructional/teaching material
b. Validation of instructional/teaching material
c. Distribution of instructional/teaching material
B. Implementation of Validated Curricula
a. Mentor instructors on-the-job during roll out of validated curricula
b. Monitor & evaluate training during implementation of validate curricula
C. Evaluation of Implemented Curricula
a. Initiate the corrective actions on receipt of evaluation from AC, ToT & QAA
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Textbox: Continuous review of alignment of curricula with industry needs
Outside of the scope of this project, the WDA and the Private Sector Federation will cooperate to
ensure the continuous alignment of curricula with industry needs. The approach that will be used is
as follows:
At the close of one year of training when the Technical and Vocational Certificate 1 (TVC1) is issued
out, the sequencing of activities for occupation identification and refocusing that is illustrated here
below should come into use. It would guide future design of TVET training. This approach presumes
on reasonably well established and appropriately legislated supporting institutional arrangements
such as the Sector Skills Councils (SSCs) also variously termed the Manpower Technical Skills Councils
(MTSCs).
The SSCs would ideally be housed within such bodies as the Private Sector Federation (PSF). These
arrangements improve the desired profile of TVET as being a Demand-driven initiative. They accord
TVET relevance to the real training needs of industry and employers.
The arrangements further improve the assurance of training that attains desired competencies as
these same institutions would participate in assessment and certification with an improved sense of
ownership of the entire process of TVET. Their involvement would also release spin-offs of possible
increased cooperation in making available industry attachment practice opportunities.
Government’s Economic Policies and Initiatives
Labour Market Information
Systems (LMIS)
Interests of School
Leavers
Curriculum
Development
Demand by Industry
Feature Analysis Model (At a
later stage when WDA matures)
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

Course Demand Indicators
Success Rates
Cost of Training
Graduate Employment
Indicators
Industry Feedback
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
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
Industry Visits by WDA
Management
Manpower Skills Training
Council
Graduate Employment
Surveys (at a later stage)
Inputs from other
Government bodies
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2.2 Building Block 2: Assessment & Certification
Key responsible Actor: Assessment & Certification Unit of the WDA:
Other Actors: Industry/employers (under the umbrella of Private Sector Federation - PSF)
working together with the assessment & certification unit of the WDA set out the assessment policy, strategy and mechanisms, which are approved by WDA management and MINEDUC. The curriculum Development unit of the WDA works with its counterpart the Assessment & Certification unit to confirm assessment criteria from performance objectives
and to translate these into assessment packages for every occupation. The Schools Development directorate of the WDA guided by the SDP Procurement Specialist provides requisite
equipment and consumables to carry out assessment at both the formative level and summative stages of the training. VTCs through their trainers with intermittent strategic inputs
from industry/employers implement the formative/process and summative assessment
packages for testing competencies that are acquired by trainees. Intervention by Development partners here comes from Netherlands Institute for Higher Education (NUFFIC) and the
GIZ throughout the processes of Assessment Design, implementation and evaluation.
Objective: The objective of this Building block is to put in place and implement an assessment system for determining the extent to which vocational trainees have acquired the specified competencies in eight occupations in the selected 7 institutions.
This Building block focuses on the assessment & certification of the trainees in the entire
project VTCs and occupations (i.e. Process/formative & summative assessment). Activities
include:
 Developing a standard mechanism to develop assessments for TVET occupations;
 Developing assessments for the eight targeted occupations;
 Training assessment staff on the system;
 Developing an assessment schedule by institution and occupation; prepare a test
bank and examinations;
 Conducting actual assessment by administering the exams; grading exams and analysis of the results;
 Providing feedback on results to WDA and training institutions; and
 Issuing of certificates to graduates.
Expected Results:
 A structured process for the development and application of assessment tools to
evaluate trainees’ competency and performance in place;
 Assessment tools developed and implemented for the 8 targeted occupations in the
7 targeted VTCs; (c)trained assessment developers;
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Trained VTC staff and industry practitioners in the application of the assessment
tools;
Employer recognition of the validity of the assessment for the skills taught;
Instructors teaching the targeted occupations in the targeted VTCs are comfortable
with the use of assessment tools; and
Electronic and hard copies of test items available in databank at WDA.
o Assessment & Certification:
Assessment and Certification comes in to complement Curriculum Development in
completing the delineation of training standards. Here the thrust of activity is to develop a majority (80% +) assessment system that takes effect on a continuous basis
alongside the instruction or training (formative assessment), and a minority assessment (20% max.) at the conclusion of the training (summative assessment). This
TVET system would thereby test competencies acquired by trainees in the respective
occupations that they train for.
Assessment & Certification for component one of the SDP will be rolled out in accordance with specific sequentially arranged activities that fit into the overall project
cycle as illustrated here below:
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2. PROJECT IMPLEMENTATION:
a. Design the Overall assessment System/Framework
 Establish common CBT-TVET Assessment
& Certification (Purpose& guidelines)
o Develop policy & validate it
o Design ToR for the development of
the Assessment System
o Recruit Consultancy to design the System
o Validate this new design
a. Design Examination Mechanisms
for eight occupations including assessment packages
 Develop ToR for Examination Design for the 8 occupations
 Recruit consultants to prepare
examinations for the 8 occupations
 Design the examination mechanisms for the 8 occupations
 Validate these mechanisms


year)
 Develop Instructional Assessment Material
 Reviews of project performance
 Lessons learned
 Way forward
b. Support for the Design of Examination Mechanisms for eight occupations including assessment packages
 Identify software specifications & purchase
software
2. PROJECT IMPLEMENTATION (Project
Monitoring & Annual or Mid-term
evaluation)
 Conduct Assessment
o
o
o
o

Purchase of publication printer
Purchase of Strong box
Assessors monitoring assessment
Rental of vehicles
Collect & Process results
o Analysis of data and reporting
 Performance evaluation & adaptation
o Feedback workshop with stakeholders
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Training of Assessment Team
on new System
Training of Instructors on the
new assessment mechanisms
(with CD & ToT)
Inform stakeholders about new
assessment methodology and
its tools
Training Assessors on Approved
Curricula & Training Material
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DESCRIPTION OF THE PROCESSESS WITH BASIC ROLES AND RESPONSIBILITIES FOR BUILDING BLOCK 2: with basic ASSESSMENT & CERTIFICATION
This Assessment & Certification input into the Skills Development Project (SDP) component of Quality and Relevant Vocational Training comprises of the following six sequential
groupings of Outputs/Activities. The Interventions that deliver the mandate for each grouping are included in the table here below in order of occurrence.
DELEGATION
OUTPUTS/ ACTIVITIES & INTERVENTIONS
A: Design the overall assessment system/Framework
(including policy: Purpose/relevance and guidelines)
Design ToR for development of the assessment system (Done by WDA with NUFFIC Consultant in February 2011)
Recruit consultancy to design the assessment system (Done by WDA with NUFFIC Consultant in May
2011)
Development of the assessment system with the
consultancy
Validation Workshop on the new Design/System
Per Diem for Workshop attendance
a. Design examination mechanisms for the eight occupations including exam papers
Identify software specifications
Purchase of the Software (including training package)
Develop TOR examination design, 8 occupations
(including validation Workshops) – Done by WDA
with NUFFIC consultant in May 2011
Recruitment of consultant to prepare examination
for 8 occupations (Done by WDA with NUFFIC consultant in May 2011)
Design the examination mechanisms for eight oc-
TIMELINE
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Head AC& Proc
Head AC
Head AC& HR
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DELEGATION
cupations (To be done by WDA with NUFFIC Consultant)
Validation Workshop on the examination mechanism (To be carried out by WDA with NUFFIC consultant)
Training of Assessment Team on System (WDA with
NUFFIC Consultant)
Training for Instructors in VTCs on the new assessment mechanisms(with CD and ToT)
Inform stakeholders on assessment methodology
and tools
Consumables for System Mgt (exams, w/shops, …)
C. Training of Assessors on Approved Curricula
To be conducted under the Training of Trainers in
use of Curricula & Training material initiative
D. Conduct Assessment
Purchase of Publication Printer/Digitalized for Examinations (includes training of technicians/staff)
- includes maintenance
Purchase of a strong box for exams
Assessors Monitoring Exams
TIMELINE
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Head AC
Head AC
Head AC
Head AC
Head AC
Head AC
Head AC
Head AC
Head AC
Head AC
Head AC
Head AC
Rental of Vehicles
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DELEGATION
E. Collect and Process Results
Analysis of Data and Report Production
F. Performance evaluation and adaptation
Feedback Workshop
Workshop Materials
TIMELINE
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2.3 Building Block 3: Infrastructure, Equipment, and
Materials
Key responsible Actor: School Development Directorate (SDD) of the WDA:
Other Actors: The Schools Development Directorate working with industry experts in the
selected 8 occupations elaborates the Standard Training Equipment Lists (STELs) and Training Workshop Specifications (TWSs) provided by the Curriculum Development and Assessment & Certification units of the WDA to evolve desired standards for infrastructure,
equipment and consumables for training. Procurement of these items takes place under the
guidance of the SDP Procurement Specialist. Installation, commissioning and training of
Teachers, Trainers and workshop attendants and estate managers on use and maintenance
is carried out the suppliers under the supervision of the WDA SDD but with involvement of
the VTCS’ Management (School Managers and the Deputy Schools Managers). VTCS’ Estate
Managers will subsequently take direct charge of maintenance guided by the SDD of the
WDA.
Objective: To ensure that each pilot institution has up-to-standard rehabilitated buildings,
appropriate equipment and consumable materials and supplies for each of the 8 occupations.
Infrastructure upgrading, equipment purchase and installation followed by the acquisition of
essential training consumables serve as critical supports for effective vocational training.
Key activities for infrastructure rehabilitation include
 Survey and site inspection; (b) preparation of design proposal;
 Approval by local authorities;
 Preparation of detailed design and bills of quantities/costing; (e) tendering;
 Construction and supervision;
 Handover and final settlement. Key activities for equipment and consumables include:
 Preparation of STELs with the follow up action of:
o Development of ‘Practical Plan Document’ for maintenance of equipment and for
consumables;
o Delivery and installation;
o Development of Monitoring and servicing plan for equipment maintenance, including Consumables Replenishment Table.
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Expected Results:
 all 7 targeted VTCs have fit-for-purpose classrooms, workshops, equipment, and consumables conforming to the needs of the eight curriculums and industry;
 STELs in place for the 8 targeted occupations;
 Well-established procedures in place at WDA for rehabilitation of training centers
and the provision of equipment and consumables to training centers;
 Targeted VTCs are maintaining their equipment and are carrying out their responsibilities to ensure that adequate materials are available at the VTCs at all times.
Three basic considerations support this agenda. These considerations and their constituent
activities arranged sequentially in their natural order of occurrence for the SDP are displayed
here below diagrammatically and matched onto the SDP cycle activity flows.
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a. Building works upgrading & rehabilitation: Site
Survey & Analysis
 Prepare ToR for Land Surveyor
 Conduct Environmental and Social Assessments
 Carry out preliminary designs
 Approval of designs by local authorities
 Carry out detailed designs
 Prepare Bills of Quantities
 Carry out Tendering
a. Development (after year one
of Project Implementation
with upgrading every other
year)
 Develop formal standards of
physical facilities STELS &
TWSs
3. Project Completion after 5
 Lessons learned
 Way forward
1.
b.



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PROJECT PREPARATION:
Compliance with Environmental/Social Management Framework
Development of the ESMF Prior to effectiveness
Sensitisastion workshops for stakeholders at a central location
Capacity Building
Drafting the environmental section of a manual for the maintenance
of schools and training infrastructure
 Developing EMPS for 7 technical schools prior to effectiveness
a. Workshop Equipment
 Assessment & Audit of existing equipment
 Development of the STELs assisted by CD & ToT
 Recruit a Technical Expert for the development of Technical specifications
2.
c.



PROJECT IMPLEMENTATION
Workshop Equipment
Procurement of equipment for the all 8 occupations
Procurement of furniture for the same 8 occupations
Procurement of Consumables for the 8 occupations
a. Compliance with Environmental/Social Management Framework
 Monitoring Project implementation & Environmental Impacts
 Support to student environmental and health clubs
b. Building works upgrading & rehabilitation: Site Survey & Analysis Construction
 Recruitment of Site
Agents/supervisors for the various
sites
 Engagement of Contractors for the
various sites
 Regular Site inspections
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DESCRIPTION OF THE PROCESSESS WITH BASIC ROLES AND RESPONSIBILITIES FOR BUILDING BLOCK 3: PHYSICAL FACILITIES UPGRADING, EQUIPMENT PURCHASE & INSTALLATION AND MATERIALS ACQUISITION
This Assessment & Certification input into the Skills Development Project (SDP) component of Quality and Relevant Vocational Training comprises of the following six sequential
groupings of Outputs/Activities. The Interventions that deliver the mandate for each grouping are included in the table here below in order of occurrence.
DELEGATION
TIMELINE
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A. Building Works/Upgrading & Rehabilitation
Site survey and analysis
Land surveyor (TORs are prepared) –Done in May 2011
Environmental and Social Assessment - Done in January 2011
Preliminary designs – Done May 2011
Approval by local authority – Still awaited
Detailed designs
Bills of Quantities
Tendering (Preparation of Bidding documents (timeline in grey) + NO
objections & actual tendering – timeline in black)
Construction: (revised: 75% in 2011, 25% in 2012)
Recruitment of Supervisor of Works (North)
Construction firms (North) and Civil Works - Busogo (Musanze)
Construction firms (North) and Civil Works - Kibari (Gicumbi)
Construction firms (North) and Civil Works - Kinihira (Kinihira unit
Director Schools Development
Director Schools Development/SDP Procurement
Director Schools Devel-
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cost from .8m to .6m))
Site Inspection + SPN (2 visits/month) (5 persons*2x*3 sites*10
months)
Recruitment of Supervisor of Works (West)
Construction firms (West) and Civil Works - Kibuye (Karongi)
Site Inspection + SPN (2 visits/month)
Recruitment of Supervisor of Works (East)
Construction firms (East) and Civil Works - Kabarondo (Kayonza)
Construction firms (East) and Civil Works - Kibungo (Ngoma)
Construction firms (East) and Civil Works - Kirehe (Kirehe)
Site Inspection + SPN (2 visits/month)
Communication Allowance (OVH)
B. Compliance with Environmental/Social mgt framework
Development of the ESMF (prior to project effectiveness)
Sensitisation w/shops for stakeholders at central level (prior to
project effectiveness)
Legend for construction timelines:
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opment/SDP Procurement
New Construction
Rehabilitation of existing buildings
The Physical facilities upgrading, equipment purchase & installation and materials acquisition input into the Skills Development Project (SDP) component of Quality and Relevant Vocational Training comprises of the following three basic sequential groups of activities. These and their activities are
outlined here above in their planned order of occurrence for the SDP.
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2.4 Building Block 4: Training of Trainers
Key responsible Actor: Training of Trainers unit of the WDA:
Other Actors: The NUFFIC guides the WDA ToT unit through the development of a ToT strategy on the basis of which the GIZ assists the WDA ToT to develop a framework for institutional arrangements that brings together all players within the integrated TVET system that
assist with TVET ToT. WDA and MINEDUC will need to approve the ToT strategy that results
here. The BTC - CP then intervenes to assist the WDA ToT unit conduct a situational survey
in the Southern province. Similar Surveys even though of a sampled nature are conducted
nationally with the help of NUFFIC. While carrying out trainer evaluation to determine levels
of competencies the WDA ToT unit is partnered by NUFFIC & Volunteer Service Organisation
(VSO). The VSO follows up this action with the WDA ToT unit to develop a trainer upgrading
programme and actually implement it. The WDA training of Trainers unit is principally partnered in its mandate to monitor approaches to training delivery by the VTCs, most especially
their training wing that is headed by the deputy schools managers and their staff, the teachers, trainers and workshop assistants. ToT Unit implements the training standards that are
set by CD and AC units of the WDA and in so doing cooperates with these other two units to
determine appropriate methodologies for delivering CBT curricula and assessing the competencies that result.
Objective: To ensure that sufficient numbers of trainers are available at the targeted VTCs
who are adequately equipped to deliver the CBT-DD training program in the 8 selected occupations. Trainers will have the pedagogical and technical skills to deliver the new curricula
in a satisfactory manner, will be able to conduct continuous assessments, and will be sufficiently familiar with the industrial attachment program.
Training of Trainers fulfills the aspirations of both Curriculum Development and Assessment
& Certification in that it releases competent personnel in form of well trained and certified
instructors to roll out the training and carry out the assessment that is described its precursor building blocks or building blocks, of the WDA TVET system. Training of trainers for the
SDP is broad, given the relatively infant nature of TVET in Rwanda. It therefore addresses
basic system development before it engages into active training
Key activities include:
 Establish the number of trainers required for the selected training areas;
 Establish training standards and conduct training needs assessment (TNA) for existing trainers to deliver CBT,
 Recruit new trainers;
 Use CBT curricula to design ToT programs including industrial exposure and continuous assessment;
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Recruit master trainers and scale-up their technical and/or pedagogical skills where
necessary;
Train trainers;
Evaluate effectiveness of trained trainers, design and implement retraining program,
and redesign initial ToT program where necessary;
Monitor presence and performance of trainer trainers in targeted VTCs and ensure
the :
o Recruitment and training of trainers and placing them in the targeted VTCs in
case ‘previous’ trainers leave the VTCs.
Expected Results:
In the targeted VTCs, there are continuously sufficient numbers of trainers available who are
well- able to deliver the new CBT-DD program in the targeted occupations.
Training of Trainers for component will be rolled out in accordance with specific sequentially arranged activities that fit into the overall project cycle as illustrated here below:
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The venture to train a pool of instructors in pedagogy and technical skills to deliver competency based curricula will be steered by the following sequential activities, ordered to fit into the project cycle:
a. Establish the number of trainers required to deliver CBT in
the 8 occupations & select them from the pool of existing
trainers in the TVET system
 Prepare ToRs for the assment of Trainers in order to determine the qualification gap for all 8 occupations
 Recruit a consultant to:
o Assess the qualifications of existing Trainers in all 8 occupations
o Determine the qualification gap in all 8 occupations
o Recommend recruitment to fill in the gap in all 8 occupations
year)
1.
b.








Reviews of project performance
Lessons learned
Way forward
PROJECT PREPARATION:
Recruit new Trainers to fill the gap for CB TVET
Develop ToR for Trainers
Advertise in national news papers (depending
on Consultants’ advice on the ToT gaps)
Set up Interview panelists
Recruit Trainers (in accordance with identified
gap). The overall need for trainers for the SDP
CBT-TVET is 48
Identify and recruit workshop staff to organise
the training workshop in each training center
2. PROJECT IMPLEMENTATION (Project Monitoring &
Annual or Mid-term evaluation)
 Conduct Training & Assessment
 Collect & Process results
 Performance
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Delivery of Quality & Relevant
VT and TVET
System Strengthening
a. Identify ToT Trainers to become Master







Trainers in the selected 8 occupations from
training institutions and related industry
Recruit consultants to prepare ToR for the
Master Trainers (2 per sector)
Use profiles of the existing trainers to short
list the potential ToT and select the right 8
candidates
Develop clear guidelines for the remuneration of Master Trainers
Development Questionnaires by QA
Validate the questionnaires
Conduct of a satisfaction or pedagogical
inspection survey by consultant
Data analysis
b. Design a retraining programme



Assess the gaps in knowledge & Skills of
ToTs and plan retraining
Master Trainers to design the retraining
programme
Retraining workshop sessions
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DESCRIPTION OF THE PROCESSESS WITH BASIC ROLES AND RESPONSIBILITIES FOR BUILDING BLOCK 4: TRAINING OF TRAINERS
This Training of Trainer input into the Skills Development Project (SDP) component of Quality and Relevant Vocational Training comprises of the following six sequential groupings
of Outputs/Activities. The Interventions that deliver the mandate for each grouping are included in the table here below in order of occurrence.
TIMELINE
A. Establish the number of trainers required to deliver CBT and select
them from the existing trainers
Preparation of TORs for the assessment of trainers (qualifications and
gap)
Recruitment of Cons. To assess the qualifications of existing Trainers;
Determine the gap, and recommendation for recruitment to fill the gap
(for all occupations)
B. Recruit new Trainers to fill the gap for CBT
Develop terms of reference for Trainers
Advertisement in national papers (dependent on the cons. Report on
ToT gaps)
Interview Panelists (2 days of interviews, 5 people per committee, 2
committees)
Recruitment of Trainers (gap) (48 is the No. of trainers needed)
Identification and/or Recruitment of workshop staff who will organize
the workshops in each training center
C. Identify ToT Trainers to become Master Trainers in the selected occupation from training institutions and related industry
Recruit consultant to prepare TORs for the Master Trainer (2 persons/sector)
Use the profiles of the existing trainers to short list the potential TOT
and select the right 8 candidates
Master trainers' salaries
Development of Questionnaires by ToT
Validate the questionnaire
DELEGATION
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Head ToT unit
Head ToT unit
Head of ToT unit
Head of ToT and proc
x
Head of ToT and HR
Head of ToT and HR
Head of ToT AND Head of
teachers
Head of ToT and HR
x
Head of ToT
x
HR DIR
Head of ToT/Director QAA
Head of ToT
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TIMELINE
Satisfaction survey / data collection -pedagogical inspection survey
(Cons.)
Data analysis & reporting
E. Design a retraining program
Assess the gaps in knowledge of ToTs and plan retraining
Master trainers to design the retraining program
Retraining Workshop Sessions
Per Diem for Trainees to attend workshops
DELEGATION
J
J
YEAR 2011
A
S
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Head of ToT/Directors
VTCs
Head of ToT /Directors
VTCs
Head of TOT/Directors
VTCs
Head of ToT
Head of ToT
Head ToT/Director
Finance
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2.5 Building block 5: Industrial Attachment Programme
Key responsible Actor: Partnership Directorate of the WDA:
Other Actors: The Directorate of Partnership Building in its unit of Private Sector Partnership
collaborates with employers (through the Private Sector Federation - PSF) and the VTCs
(specifically Trainers who are trained and certified as Industry Liaison Officers) to open up
opportunity and set up modalities of trainee Industry Attachment Practice. The Japan International Cooperation Agency (JICA) is the main development Partner in this venture along
the entire process from situational surveys, policy and strategy design, through to implementation and evaluation. WDA and MINEDUC approve all policy and strategy guidelines.
Objective: To enhance the employability of trainees by ensuring that those enrolled obtain
hands-on experience and exposure to a relevant work environment during their training.
Industrial attachment is another function of TVET that complements other efforts to transfer
competencies to trainees. It works best when embedded into the TVE training, occurring at
strategically determined points in an overall training programme.
An Embedded industrial Attachment programme is included also in assessment. It constitutes part of the charge of the trainers and it should therefore feature in a ToT framework or
Training of Trainer upgrading Strategy.
Key activities include
 Design strategy, guidelines and guiding materials for industrial attachment program
(IAP), based on ongoing practices in Rwanda and on international best practice;
 Designate and train IAP liaison officers in VTCs;
 IAP included in ToT program;
 Implement IAP;
 Use IAP monitoring information to review lessons and introduce necessary changes
into systems and procedures.
Expected Results:
 IAP strategy and guidelines in place, and guiding materials developed;
 Liaison officers in targeted VTCs equipped to implement IAP for their designated occupations;
 Linkages with private sector established and IAP up and running in targeted VTCs,
providing both traditional and non-traditional industrial attachments to vocational
trainees in the targeted occupations;
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Trainers receiving basic training on the IAP through the ToT program.
Three fundamental steps are undertaken to carry through this initiative, and these are
represented in accordance with their fit with the overall Skills Development Project cycle.
These are illustrated here below in form of a diagram.
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a. Operational Research
 Review existing Industrial Attachment Programme
o Prepare ToRs for this study of the IAP
o Recruit consultant to undertake the study with a focus on
 Assessment, best practices, applicability to local context, development of tools
o Recruitment of local consultants
o Workshop with stakeholders to assess existing situation
o Seminar to prepare Action Plan on recommendations
b. Development (after year one
year)
2.
a.







 Lessons learned
 Way forward
PROJECT IMPLEMENTATION:
Capacity building for Industrial attachment Section
Some ToTs to become Industrial Attachment Officers (ILOs)
Prepare ToRs for hiring Trainer on the Industrial Attachment Programme
Recruit Technical Expert to carry out training
Training of ILOs on how to implement Industrial Attachment
Workshop to disseminate information to local public and private agencies
Study tour for ILOs (WDA Industrial Attachment section; one ILO form
each of the 3 operational IPRCs)
Workshop on preparing annual work programme for ILOs
 Conduct Training & Assessment
 Collect & Process results
 Performance evaluation & adaptation
b. Implementing IAP
 Needs to link up with the overall M
& E (including tools)
 Insurance for students organised by
the WDA
 SPN of students by IAPs (2 / VTC, 3
visits/yr)
 Seminar to brief students during
experimental learning
 Seminar post – IAP and sharing of
experiences with students
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DESCRIPTION OF THE PROCESSESS WITH BASIC ROLES AND RESPONSIBILITIES FOR BUILDING BLOCK 5: EMBEDED INDUSTRIAL ATTACHMENT PROGRAMME
The Industrial Attachment Programme input into the Skills Development Project (SDP) component of Quality and Relevant Vocational Training assumes the following three basic sequential dimensions or cluster of outputs/activities. The interventions within each dimension/cluster of outputs/activities are listed in the table here below according to their planned order of occurrence for the SDP.
TIMELINE
OUTPUTS/ACTIVITIES AND INTERVENTIONS
A. Operational Research
Review existing industrial attachment programme
Preparation of TORs for the study
Recruitment of consultant to undertake study (assessment, best
practices, applicability to local context, including development
of tools)
Travel & PD
Recruitment of local consultant
Situational Survey & Workshops with stakeholders to assess
existing situation
Seminar to prepare Action Plan on Recommendations
B. Capacity Building for Industrial Attachment Section
Some of the ToTs will become Industrial Liaison Officers
Prepare TORs for hiring Trainer on Industrial Attachment Programme
Recruit TA to carry out training
Travel and PD
Training of ILOs on how to implement Industrial Attachment
Consumables for the Workshops
DELEGATION
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YEAR 2011
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Director Partnership building unit/Director VTCs
Director Partnership building unit
Director Partnership building unit /HR and administration unit
Finance unit
HR and administration unit
Partnership building unit
Partnership building unit
ToT unit
Head ToT / Director partnership building unit
Director partnership building unit/HR and administration unit
Finance unit
Director partnership building unit/ Head ToT unit
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TIMELINE
OUTPUTS/ACTIVITIES AND INTERVENTIONS
A. Operational Research
Workshop to disseminate information to VTCs and private agencies
Study Tour for ILOs (WDA- Industrial Attachment ILO from the
VTCs
Workshop on preparing annual work program for ILOs
C. Implementing IAP – All Outputs/activities here start at the
end of year one of implementation
Has to link with the Overall M&E (including all the tools)
Insurance for Students (organized by WDA)
Supervision of students by IAPs (2 per VTC, 3 visits/year)
Seminars to brief students during Experiential Learning
Consumables for the seminar
Seminar post-IAP and sharing of experience with students
DELEGATION
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Director Partnership building unit/Director VTCs
Director Partnership building unit/Director VTCS
Activities in item ‘c’ take place in the year 2013 onwards for any training that takes off after January 2011.
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2.6 Building Block 6: Strengthening Institution-Based
Management and Development
Key responsible Actors: The Deputy Director General in charge of Training, School Managers of Vocational Training Centres
Other Actors: The two Deputy Schools Managers, one for Training and the other for Administration and Finance, are the intervention operatives on the ground. IPRC Principals supervise VTCs and therefore are involved in the venture to strengthen their management capacity. The School Boards will also exercise oversight responsibility over the schools’ managements. The Belgium Technical Cooperation – Common Programme (BTC - CP) is involved in a
situational survey for training needs assessment and the subsequent design of training programmes for schools managers and in the implementation and evaluation of this training.
Objective: To put in place a school management system that enables efficient and effective
delivery of CBT-DD training in the pilot institutions and occupations. Building a schools
management system to manage 7 vocational training centers is the one crucial initiative that
will help realise all the training proposals contained in the forerunner building blocks of
building blocks for the WDA-TVET. The best plans after all will come to naught without a
delivery system.
Key activities include:
 determine management functions that need to be filled in VTCs and associated task
descriptions
 Recruit VTCs staff (where necessary) and designate the various management functions to staff;
 Implement capacity building activities, including training and provision of materials
and/or equipment, in various stages and to the relevant staff in the VTCs;
 Establish Boards in each of the targeted VTCs. This building block also comprises
 The design and delivery of an information campaign to raise awareness among the
public of the changes that are being made in the delivery of VT.
Expected Results:
 Key management staff in place and all identified ‘positions’ designated to appropriate management staff and trainers, in the targeted VTCs;
 All designated staff fulfill the designated management functions in a satisfactory
manner:
 The WDA able to identify capacity building needs and arrange for the delivery of appropriate capacity building activities to VTC management.
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The fit of these activities into the SDP 3-phase cycle is also illustrated diagrammatically here
below for ease of PCM.
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a. Determine management structure and placement of staff
 Determine management capacity & practices in targeted VTCs
o Analysis of 7 VTCs underway on current management practices
b. Improving School Management
 Design & provide general management training package
o Design general management training package
a. Development (after year one
year)
 Develop formal standards of
Institutional
Management
structures & training
 Lessons learned
 Way forward
a. Determine management structure and placement of staff
 Determine management structure (staff profiles & roles)
o Round tables and workshops
 Recruit staff in targeted VTCs
o Prepare ToRs for staff
o Recruit and place the staff
b. Improving School Management
 Design & provide general management training modules
o Train mgmt of 7 VTCs (Purchase provision of the training)
o Purchase and install computers and software(tools)
 Design and provide TVTE specific training modules
o Train mgmt of 7 VTCs (Purchase provision of the training)
e. Improving School Management
 Evaluate CQI
o Essential design adaptation
c. Improving School Management
 Operationalise Boards (VTCs, Parents,
Administration, Private Sector, Civil Society)
o Local meetings to disseminate new
structure and enlist participation in
setting up the Boards
o Establishment of Boards
o Training on the role of the Boards
and their functions
 Exchange of best practices (Continuous
Quality Improvement - CQI)
o Prepare ToRs for Consultant to develop CQI for the TVET mgmt
o Recruit consultant to develop methodology and implement CQI (possibly USAID)
o Training mgmt staff in CQI
o Evaluation of CQI
d. Public Relations
 National Information Campaign (including awareness campaign for income
generating activities)
o National Public Relations (PR) campaign (funded by WDA, RDB, PSF,
Development Partners - DPs)
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DESCRIPTION OF THE PROCESSESS WITH BASIC ROLES AND RESPONSIBILITIES FOR BUILDING BLOCK 6: STRENGTHENING INSTITUTION-BASED
MANAGEMENT AND DEVELOPMENT
The venture to set in place such a system will be anchored on three sequential, mutually reinforcing activities of, School Development Improvement
& Planning, Partnerships and Products related to Income Generation/Exposure. The detailed Outputs/Activities that bring this venture into fruition
and their respective interventions are outlined here above in tabular form.
TIMELINE
STRATEGY AND ACTIVITIES
DELEGATION
A. Determine management structure and placement of staff
Determine management capacity and practices in targeted VTCs
Analysis of 7 VTCs on current mgt practices
Director TVET/Partners(VVOB/GIS
Determine management Structure (staff profiles and roles)
Roundtables and workshops
Partner(VVOB)
Recruit staff in targeted VTCs
Prepare ToR
HR/Director TVET
Recruit and place
HR/Director TVET/Districts
B. Improving School Management
Design and provide general management training modules
Design general management training package
Director TVET/Partners(VVOB)
Purchase training resources to train management staff in 7 VTCs
Director TVET /Partners(VVOB)
Purchase and install computers and software (tools)
Director TVET/Procurement/Director of ICT
Design and provide TVTE Specific training modules
Design TVET specific training modules
Train management of 7 VTCs
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Director TVET /Partners(VVOB/GIS)/Heads CD
& AC
Director TVET /Partners(VVOB)/Head ToT
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TIMELINE
STRATEGY AND ACTIVITIES
DELEGATION
Operationalise Board (VTC, parents, admin, priv. sector, civ. Soc.)
Local Meetings to disseminate new structure and requests for
participation for setting up VTC Boards
Establishment of the Boards
Training on the role of the Board and its functions
Exchange of best practices (continuous quality improvement CQI) – All planned after 2012
WDA/Districts
Prepare TORs for Cons. TA to develop CQI for TVET Mgt
Recruit Cons. To develop methodology and implement CQI (see if
USAID is interested)
Director TVET /Districts
Travel & PD TA (also linked to evaluation of CQI)
Training of Managerial Staff in CQI
Evaluation of CQI
Director TVET/Head ToT/HR /Districts
Director TVET /Please indicate those responsible
C. Public Relations
National Information Campaign (including awareness campaign
for income generating activities)
National PR campaign (funded by WDA, RDB, PSF, partners)
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Director TVET /,RDB/ PSF/Partner)
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3.1COMPONENT 2: TVET SYSTEM STRENGTHENING
3.1
Introduction
As described in the Project Appraisal Document (PAD) as composed for this project, the objective and approach of TVET system strengthening is to
 Monitor and evaluate training delivery, in particular the implementation and performance of the SDP;
 Inform strategic policy decisions and policy reforms by providing sound analyses concerning key aspects of the training system; and
 Build capacity for monitoring and evaluation and for conducting relevant research
within the WDA and other relevant stakeholders.
To achieve these objectives, as it is stated in the PAD, capacity building in the area of monitoring and evaluation (M&E) and research will occur through ‘learning-by-doing’, with the appropriate technical assistance where needed. In the area of M&E, this component is to ensure
that an appropriate M&E system is developed and rolled-out to:


Assess performance of the SDP; and
To inform adjustments in project activities to improve project performance. 2
In the PAD it has been stipulated that activities within component 2 relate to
(A) Monitoring and Evaluation (M&E)
Regarding monitoring and evaluation, the requirement is to establish project indicators including their baseline, target values and data collection mechanism before project effectiveness.
Key activities from project effectiveness onwards are to include:
 design of data collection mechanism and installation of M&E software in WDA and
targeted VTCs;
 Design and delivery of training to relevant staff in the targeted VTCs and various WDA
units on the collection and submission of M&E data;
 Regular (at least annual) collection and submission of data by ‘primary sources of data’
to WDA M&E staff;
 Processing of and reporting on collected data to WDA management;
2
One key activity in this regard will be the review of the performance of the Skills Development Facility
(Component 3) prior to inform decision-making during the project’s midterm review on necessary adjustments and the possible continuation of the Facility beyond of the project.
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
Presentation of final report to WDA and other stakeholders. As part of this component, the WDA will commission a thorough analysis of the performance of the Skills
Development Facility for discussion during the project’s midterm review. The findings
of the report will be used to review potential:
o Adjustments in the priorities of the SDF, for example through revisions in the
(number of) window of the SDF;
o Sources of additional funding for the SDF;
o Continuation of the SDF beyond the implementation period of the project, in
which case the appropriate institutional set-up will need to be agreed upon and an
action plan to move to institutionalization of the SDF will need to be determined.
(B) Research and analysis, regarding analyses of skills bottlenecks.
Key activities are:





Collection and analysis of relevant existing data and information on economic growth
trends, quantitative and qualitative labor demand for TVET trained workers, and the
extent to which the training system produces demanded skills;
Identification of areas which need to be further analyzed and areas for which additional information needs to be collected to inform WDA and other stakeholders on
how to better align their activities to resolve key skills bottlenecks;
Development of, and agreement on ToR for carrying out further data collection and
analyses;
Tendering of consultants and carrying out of study;
Discussion, validation and presentation of the report’s findings with relevant stakeholders.
Concerning the TVET system’s financing framework, key activities will include
 The development of, and agreement on, ToRs for studies related to current funding
sources and funding allocation mechanisms for training delivery;
 Funding generation options; and
 Financial allocation mechanisms;
 Tendering of consultants and carrying out of the three studies; and
 Discussion, validation and presentation of the reports’ findings with relevant stakeholders.
Finally in the PAD, expected Outputs and Outcomes are delineated that have to be achieved
after a 5-year implementation period. These are:
 A system in place to monitor and evaluate the performance of the Project producing
timely and accurate information;
 Completed evaluation of SDF performance on its cost-effectiveness as a mechanism
for rapid skills delivery - including an assessment of the feasibility and desirability to
institutionalize the SDF, with accompanying action plan.
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


The M&E system has been expanded moving toward covering the performance of the
TVET system as a whole;
Two reports identifying critical skills gaps that form particular bottlenecks to economic
growth completed and discussed with relevant stakeholders;
Reports on (a) current funding sources and allocation mechanisms; (b) options for increased mobilization of (non-public) resources for TVET; (c) resource allocation mechanisms that could provide incentives to raise performance by training institutions
completed and discussed with relevant stakeholders;
Below it will be indicated exactly how the M&E system as well as the research and analysis
feature of the project will be implemented.
3.2
Monitoring and Evaluation
Monitoring and Evaluation takes place on an integrated system that will be set up for all three
components. In line with the specifications so far outlined, the basic features of the M&E system will be delineated as follows:
-
-
-
A definition of M&E as well as the framework that is suggested for the M&E effort;
An introduction to the indicators will be given based on the 6 building blocks of component 1 and the elements of component 2 of the project. Volume 3 on SDF has its
own specific M & E Framework and this is where the respective indicators for SDF are
to be found. Furthermore, it will be indicated what data sources will be needed and
how these indicators will be measured.
Operations procedures will be defined, such as the role of SDP and its implementing
partners. It will also be indicated when data will be collected / measurements are to
take place;
A broad outline of the steps that will be necessary to implement the M&E system for
the TVET system as a whole in the country will be given.
A reporting format for informing policy makers of the results of the M&E effort
Lastly, a number of forms will be introduced with which measurements can take place,
data can be collected. These will appear in the appendix.
3.2.1 Defining monitoring and evaluation
The terms monitoring and evaluation are sometimes used interchangeable to describe an
evaluation process and this often leads to confusion.
In this project – in line with the accepted definition – the terms are defined as follows:
Monitoring is the routine, daily assessment of ongoing activities and progress. Monitoring
looks at what is being done in other words.
Evaluation is the episodic assessment of overall achievements. Evaluation examines what
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has been achieved or what impact has been made.
Monitoring and evaluation is concerned with the following levels of a project as shown in the
table below.
Level Description
Inputs
Outputs
Outcomes
Impacts
People, training, equipment and resources put into a project, in
order to achieve outputs.
Outputs are the activities or services delivered: In our case
Quality Rapid Training
-targeted beneficiaries enrolled in education, completing education
Employer satisfaction with graduates
3.2.2 M&E Levels, indicators, data sources and measurement instruments & responsibility for data generation
In table 1 below, for each of the 4 M&E levels, relevant indicators are defined. Indicators are a
more precise, comprehensive and operational re-statements of the objectives. They describe
the projects’ objectives in measurable terms. Indicators form the basis of the M&E system. As
can be seen from the table indicators for inputs, outputs, outcomes and expected impacts
have been defined in line with the stated objectives of the project.
As can be seen at input level indicators are for all of the building blocks of component 1.
Monitoring will be done through reviews of time and activity sheets of personnel involved.
Monitoring of the project activity budget will, furthermore, be done though audits of both
budget spending by personnel itself as well as the procurement, contracting and follow-up of
VTC’s involved in the project. Audits are not part of the current M&E exercise for components
1 or 2, but will be part of the procurement and contracting procedures with VTC’s.
At output level all indicators identified will be assessed through reviews of time- and activity
sheets of project personnel involved in implementing these activities.
At outcome level for each of the building blocks, the achievements are listed that are expected, such as the quality Competency-based demand-driven curricula in eight occupations,
quality assessment procedures etc.
At impact level indicators are the number of VTC graduates employed/self-employed six
months after graduation and employer satisfaction with graduates. Tracer studies will be
launched to measure this.
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Major registration forms / measurement instruments listed here below in the three categories of ‘input and output level’, ‘outcome level’, and ‘impact level’ has been developed. They
are featured in the appendix to this component.
At input and output level registration forms/measurement instruments:
Timesheets, activity sheets, attendance sheets.
At outcome level registration forms/measurement instruments:
(Surprise) Class room observation. Observation instruments
Registration forms
Skills measurement instruments
Document analysis item list
At impact level registration forms/measurement instruments:
Base-line and follow-up impact evaluation questionnaires
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3.3
PROJECT SPECIFIC MONITORING AND EVALUATION FRAMEWORK
Table 1 Project specific indicators, data sources and measurement instruments.
Indicator
Data source
Measurement instrument
Responsibility for data generation
IMPACT LEVEL
(The six building blocks of) component 1 of
the project.
-Employer Satisfaction with VTC graduates
(basic question: are qualifications learned in
line with those required by employers) – Ref
PDO level results indicators 1 in the PAD
Tracer studies. Within the
framework of these studies
also employers are targeted
Surveys among graduates to determine
their careers subsequent to graduation
(tracer studies).
+
Surveys of employers to determine
satisfaction and job performance of the
graduates / employed persons having
received training. Employers to be
reached through graduates
WDA staff ( M& E Person, partnership building unit, TVET Unit
Trainees, Trainers
Questionnaires, class room observation,
inspection, QA
Schools Managers.
Trainees, Trainers
inspection, QA
Schools Managers
-Number of employed persons trained
through SDF sub grants with resulting improved job performance (Ref PDO level
results indicators 2 in the PAD).
-Number of VTC graduates employed/
Self-employed six months after graduation
(Ref PDO level results indicators 3 in the
PAD)
- Persons completing vocational training
both for 7 VTCs and SDF(number of persons
and share of females)- Ref PDO level results
indicators 4 in the PAD
- Direct beneficiaries: persons enrolled in
VTCs (number of persons and share of females) - Ref PDO level results indicators 5 in
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Indicator
Data source
Trainers and Trainees
inspection, QA
School Managers
Curricula and training material validated for
occupations targeted by the project(Ref PDO
level Intermediate results indicators 2 in the
PAD)
Trainers and trainees
inspection, QA
Head of CD Unit
Adequate orientation by CD unit staff of
quality CBT curricula
Staff in training institutions
Questionnaires, class room
observation, inspection, QA
Head of CD Unit
Adequate capacity for curriculum development
Personnel in CD unit
Questionnaire
Head of CD unit
Examination mechanisms validated for occupations targeted by the project (Ref PDO
PAD)
Tools available,
tested/validated and used
Document analysis
Issued certificates for trained students
Trainees
the PAD
OUTCOME LEVEL
Component 1: Delivery of Quality and Relevant Vocational Training
Number of occupations for which training is
offered in at least one targeted VTC using
the new CBT approach (Ref PDO level Intermediate results indicators 1 in the PAD)
Building block 1: Curriculum Development
Building Block 2: Assessment
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WDA Staff ( M&E person and Head
of TVET)
Observation, document analysis
Indicator
Data source
Online publications of results of certification
Documentation
document analysis
Quality assessment instruments
Tools used, such as portfolio &
essays
Observation, document analysis
WDA Staff( M&E, Head of TVET training unit, Examination and certification unit, TOT Unit)
Quality orientation and guidance for trained
VTC staff
Documentation
Document analysis
Training Centres rehabilitated and equipped
for targeted occupations (Ref PDO level
Intermediate results indicators 4 in the
PAD)
Trainees, Trainers, School
Managers
Quality Assurance
TVET Schools Development unit,
Schools Estates Managers
Quality equipment and workshops
Trainees , Trainers
Quality assurance
Building Block 3: Infrastructure, Furniture,
Equipment, and materials
TVET School Development unit
Building Block 4: Training of Trainers
Adequately skilled trainers in place (Ref PDO
PAD)
Trainees
Observation
WDA Staff( M&E , TVET Department
:Director)
Well trained ToT personnel
Trainees
Observation
Quality training system in place
Trainers, trainees
Observation
:Director)
:Director)
Building Block 5: Industrial Attachment
Program
Quality Industrial Attachment Programme
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Indicator
Data source
responding to the needs of industry
Employers
Observation, questionnaires
Number VT graduates who carried out an
industrial attachment (Ref PDO level Intermediate results indicators 6 in the PAD)
Trainees, employers
Questionnaires
Quality trainers (Industrial Liaison Officers)
Trainers
Questionnaires
Well trained management responding to the
needs of trainers and employers
Managers, trainers, employers
Questionnaire, documentation
WDA staff ( M&E personnel ,TVET
Department)
Quality management training system in
place
Managers, trainers,
Questionnaire / Quality Assurance
WDA staff ( M&E personnel ,TVET
Department
VTCs which have annual work plan and
budget (Ref PDO level Intermediate results
indicators 7 in the PAD)
Schools Managers
Documentation
Schools Manager
M&E Reports, templates (tools)
available, minutes with recommendations and resolutions
by decisions makers.
Review of monitoring, progress reports,
evaluation reports, minutes.
SDP M&E Specialist , M&E officer for
WDA and SDP Manager, PMPU
Director
WDA Staff( M&E , Partnership Building Unit)
Building Block 6: Strengthening SchoolBased Management and Development
Component 2: TVET System Strengthening
A system in place to monitor and evaluate
TVET performance producing timely and
accurate information (Ref PDO level Intermediate results indicators 8 in the PAD)
Component 3: Rapid Skills Delivery
59 | P a g e
Indicator
Data source
Sub-grant agreements for sub project signed
(Ref PDO level Intermediate results indicators 9 in the PAD)
M & E reports, Documentation
at the SDF Secretariat
Documentation
SDF/SDP Manager
Sub projects satisfactorily completed (Ref
PDO level Intermediate results indicators 10
in the PAD).
M & E reports, Documentation
at the SDF Secretariat
Documentation
Documentation
Documentation at WDA
Document analysis
Head of CD Unit
Personnel involved in these
activities
Time and activity sheets
Head of CD Unit
(2) Hospitality and tourism, cook, receptionist, waiter/waitress, housekeeper
activities
Head of CD Unit
(3) staff orientation to new curriculum
activities
Head of CD Unit
activities
Head of CD Unit
Software and questionnaire
Head of CD Unit
OUTPUT LEVEL
Building block 1: Curriculum Development
Validated Curricula and teaching material for
8 occupations
Designing of 8 CBT curricula
Two sectors
(1) Construction and building servicing,
masonry, carpentry, plumbing, electrician
Validated mechanism for examination
Assessment and certification, publication.(Formative, summative,
Assessment packages ,Assessment system,
Assessors / instructors
60 | P a g e
Indicator
Data source
Internal and external verifiers
databanks
Head of CD Unit
activities, procurement documents
activities, procurement documents
Time and activity sheets, analysis of
documents
TVET School and Development unit
activities
TVET Training Unit
activities
Partnership Building Unit
activities
TVET Training Unit ,M&E Person
Orientation and career guidance
Rehabilitated and equipped training centers.
Effective procurement of equipment and
workshops per occupation
TVET School and Development unit
Training of trainers
Training system designed
Program
Industrial attachment program selected
Training system designed
Input level
Building Block 1: Curriculum Development
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Indicator
Data source
Personnel
Documentation on existing quality curricula
Budget
Personnel involved
Documentation
ToT in CBT
Budget
Document analysis
Training in curriculum development
Trainers
(selection of) appropriate methodology
Trainers
WDA staff from different department and stakeholders at different
levels.
Budget
Curriculum developers
Selection of personnel, selection of Technical
Assistance
activities SDP personnel,
Training of personnel and budget
Budget
Budget
Software and infrastructure (examination
safe / strong box)
documentation
Document analysis
Tests / examination / assessment instruments
documentation
Document analysis
Budget
Budget overview
Personnel involved
Lists
Observation
Budget
Personnel
Technical workshop specifications by occupation
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levels.
levels.
Indicator
Data source
Standard technical equipment lists by occupation
Lists
Observation
Selection of personnel, selection of Technical
Assistance
activities SDP personnel,
Time and activity sheets,
Selection of training system
documents
Document analysis
Training of personnel. Budget
activities ,budget
Time and activity sheets, Budget overview
activities
Budget
Selection of appropriate methodology for an
industrial training program.
Document
Document analysis
Training of personnel
activities
activities
Budget
Budget review, Document analysis
Document
levels.
Program
Selection of TA and personnel
Budget
Budget review
levels.
Selection of TA and personnel
Budget
Selection of appropriate training methodology
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levels.
Indicator
Data source
Training of personnel / managers
activities
Document analysis
Budget review , procurement reports
M&E Specialist
Reports from VTCs, quarterly, semi
annual reports and annual reports.
Reflections meetings minutes.
Head VTCs, M&E, SDP manager.
Input for M&E
Software, hardware ,
Budget
Timely and quality reports at all levels
Training activities for personnel to be involved in this, both for the side of the SDP as
well as the VTCs
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Document
Budget
activities
Template ,forms for monitoring
Minutes.
3.4
Operations procedures
The operations procedures apply to the following:
(1) The process of implementing the M&E system. This entails:
a. The steps needed to set up the M & E system and make it operational, vis:
i. Clarification of indicators with their baseline and target values and determination of necessary approaches for measurement.
ii. Develop related usable templates/forms and tools that will help track indicators
iii. Determine responsibility for data collection within the WDA and with other
partners of the SDP.
iv. Develop lines of data transmission and communication of information that
results from the analysis to and between all partners in the SDP.
v. Identify essential administrative facilitation (Accountability and supervision
or reporting lines and also ICT instruments/systems as described in volume 1
and here below with specific regard to data collection and transmission to
the M & E specialist within the required timelines) within the project and
the WDA for efficient operation of the M & E system that will ensure cooperation from all partners within and outside the WDA in for instance tracking implementation, gathering and transmitting such information as it is gathered .
vi. Sensitise all partners through workshops on their roles and responsibilities
within the broader M & E system and the need for prompt continuous collection and delivery of all information needs. This should take place within
the first month after effectiveness.
vii. Provide basic training in workshops on planning of activities that will result
in action plans for all partners regarding their respective roles of data collection and transmission, vis:
1. The combined effort of the M & E specialist working under the guidance
of the SDP Manager and in consultation with the PMPU Director will be
necessary to carry these activities through ahead of the implementation of SDP activities.
2. The normal procedure of WDA to organize such training is for the specific unit heads to propose their work plans and workshop needs in
form of concept notes for approval by the DG especially in terms of
providing venue support and needed financing.
3. Target partners for this training are mainly the heads and directors who
are responsible for the implementation of the building blocks of component 1, and the School managers and other essential staff in the VTCs
65 | P a g e
that are targeted by this component. The SDF secretariat will receive
training separately on the M&E of component 3.
4. The DDG for training will coordinate their availability for all planned
trainings in collaboration with the M & E Specialist.
5. Training on M & E systems should start once the consultant who is engaged to design the M & E system has completed that task. A possible
start date could be 4 months after project effectiveness and conclude in
a month as planned for in the master costing.
b. The steps necessary to implement the M & E system to be able to evaluate the
project itself, vis:
i. Design of data collection mechanisms and installation of M & E software in WDA and targeted VTCs
ii. Design and delivery of training to relevant staff in the targeted VTCs
and various WDA units on the collection and submission of M & E data.
c. The steps to run the system, vis:
i. The M&E specialist is responsible for the research (impact assessment)
and monitoring at output level (especially QA through observation of
ii.
iii.
iv.
v.
vi.
vii.
courses delivered).
Implementing partners are 7 VTC’s, they are responsible for implementing the
registration forms.
Each implementing partner reports results every month using the registration
forms.
These data are checked and verified at least every six months by the M&E officer of the SDP.
The officer produces summary reports of aggregate activities every six
months, using a simple, structured progress report form.
SDP personnel concerned and the 7 VTC’s, meet every six months to review
M&E reports, to identify key lessons learned and to make strategic recommendations and decisions.
The M&E officer and implementing partners update this M&E manual and
procedures based on lessons learned.
The steps necessary to gradually expand and implement the M& E to cover the whole
of the TVET system in the country are described in section 3 below the key activities
are the collection
(2) The roles and responsibilities in the M&E process of staff in the WDA and of implementing partners.
In addition to the M&E Specialist who works under the guidance of the SDP Manager, key
actors in the monitoring and evaluation of project implementation are the WDA’s project implementing partners (VTCs for component 1 and sub-grant beneficiaries for component 3), as
66 | P a g e
well as WDA heads off units and directorates who are responsible for implementing building
blocks of component 1, and the SDF Manager.
The M&E specialist has a central role both in data collection and management (including ensuring that forms are provided, duly collected, and subsequently stored) and in data analysis
and reporting. However, full cooperation is needed from both implementing partners and key
WDA staff to receive input and contributions.
In the VTC’s, key staff are the School Managers of the 7 VTC’s. They coordinate inputs from
their staff, particularly the Deputy School Manager in charge of Training (where in place) and
the Trainers (Teachers, Instructors, Technicians and Workshop assistants), as well as the Deputy School Manager in charge of Administration and his/her Estates Manager responsible for
infrastructure and equipment maintenance. The Registrars in VTCs are responsible for filling
in the registration forms and in doing this they are directly accountable to the Deputy Director General in charge of Training.
Inputs from WDA units, including the SDF Secretariat, will complement those of the VTCs and
sub-grant beneficiaries. The Directorate of Quality Assurance of the WDA will also bring its
inputs to bear on those of the VTCs.
The M&E Specialist in the SDP clarifies their own role to coordinate data collection and dissemination for the SDP & SDF. S/he will coordinate M&E, aggregate and analyze data. Concerning the development of the M&E system, the M&E specialist is responsible for guiding the
engagement of Technical assistance to design the system and to oversee the subsequent design of data collection mechanisms and data collection training. The specialist will also organize and oversee delivery of training of all participants on suitable data collection approaches.
This specialist will also prepare necessary template for data collection. Concerning the implementation of the M&E system, the M&E Specialist is responsible for the impact assessment
and monitoring at output level (from data that emerges from the Quality Assurance unit
through observation of courses delivered).
The M&E Specialist ensures that each implementing partner understands what his/her key
responsibilities are in the M&E of the project.
Each implementing partner (primarily VTCs and sub-grant beneficiaries) for components 1 &3
reports results every month using the registration forms. Similarly, responsible heads of unit
and directorates ensure that the data collection and reporting under their responsibility is
carried out in compliance with established guidelines and timelines. The time-log sheets are
filled in more regularly (daily with weekly aggregates). Other forms of data are obtained in
critical periods in the TVET delivery process in accordance with unique structure of the particular activity. Information gathering on the SDF operations for sub-grant management within
the secretariat similarly will be obtained regularly (in periods that coincide with the grant re-
67 | P a g e
lease cycles) from the SDF functionaries and transmitted to the SDP M & E specialist on a
monthly basis.
These data are checked and verified at least every six months by the M&E Specialist of the
SDP.
The M & E Specialist produces summary reports of aggregate activities every six months, using a simple, structured progress report form/template that is developed by the specialist and
approved by the SDP Manager and the Director General.
SDP personnel concerned and the 7 VTC’s, meet every six months to review M&E reports, to
identify key lessons learned and to make strategic recommendations and decisions. The recommendations and decisions are shared with all project participants/actors identified in the 6
building blocks of component 1 and also to the sub-grant beneficiaries in component 3. The
Management of WDA is also kept in the information loop. School Managers of VTCs are critical implementers who also receive the recommendations and decisions and they will be expected to brief their staff accordingly, with accountability to the Director of TVET. The information is also transmitted to principal stakeholders (World Bank and MINEDUC and when
necessary MINECOFIN)
The M&E Specialist and implementing partners update this M&E manual and procedures
based on lessons learned.
3.5 Implementing M&E for the TVET system in Rwanda.
The M&E system as implemented for the project serves of course as a good pilot for the implementation of the M&E system for the entire TVET system. While the SDP does not finance
the expansion beyond the VTCs and occupations that are targeted by the project, the WDA is
expected to plan and initiate such an expansion after the system is sufficiently functional, and
during the lifetime of the project. The below provides guidance on how to plan the expansion.
The best way of implementing the M&E systems for the RWANDA TVET system is in the following steps.
a. First M&E is to be expanded to the other curricula the 7 VTCs are offering.
b. Second a further batch of VTCs is then approached and made familiar with the
system and asked to implement it.
c. Third, further batches are subsequently introduced to the system and asked to
implement it until all VTCs use the system.
The batches of VTCs for extending the system should be kept as small as possible, say two or
three at the same time.
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It is advised to only start extending the M&E system after the second year of implementation
of the M&E system for the project itself and limit this extension to VTCs that are formally accredited by the government.
Below indicators, data sources and potential measurement instruments are given that could
serve in an M&E system for the entire TVET system in the country.
Table 2 General TVET indicators, data sources and measurement instruments.
Indicator
Data Source
Measurement Instrument
Tracer studies.
Within the
framework of
these studies
also employers
are targeted
Surveys among graduates to determine
their careers subsequent to graduation
(tracer studies).
Impact level
-Number of VTC graduates employed/
Self-employed six months after graduation
-Employer Satisfaction with graduates (basic question:
are qualifications learned in line with those required by
employers)
+
Surveys of employers
to determine satisfaction and job performance of the graduates / employed
persons having received training. Employers to be reached
through graduates /
trained employees
targeted in the tracer
study.
Outcome level
Curricula in all TVET institutes
Number of persons enrolled and share of females in
69 | P a g e
Trainers and
employers
Head Counts
(Surprise) Class room
observation instrument/ Survey among
employers. Visitation
Registration forms
Indicator
Data Source
Measurement Instrument
this.
Head Counts
Registration forms
Number of persons completing training
Trainees
Skills measurement
instruments
Study achievements at the end of the curricula
Output level
Output associated with M&E
(data collection, management) and reporting
Personnel involved in implementation of
these activities
Time and Activity
Sheets
Input level:
TVET system
Teachers, infrastructure, budget
M&E effort
Documentation, Questionnaires
Management
Input necessary for the implementation of the M&E
system such as procuring software / hardware and poss- Personnel inible training activities.
volved in the
project, budget
WDA personnel responsible for M&E, project activity
review
budget.
3.6
Time registration by
project personnel,
audits.
Research and analysis
The project includes research and analysis to (i) support evidence-based adjustments in the
WDA’s policies and activities; (ii) develop capacity within the WDA to conduct further research beyond the life of the project; and (iii) generate awareness of the importance of sound
analyses to serve as a basis for strategic and policy decision making. Research activities will
focus on two key issues, namely skills bottlenecks to economic growth; and approaches to
strengthen financial sustainability and efficient delivery of TVET.
70 | P a g e
During the project implementation period, two reports on skills bottlenecks will be commissioned, completed, and discussed with stakeholders. On financing, three reports will be commissioned, completed and discussed with stakeholders concerning, respectively, (1) current
funding sources and allocation mechanisms; options for increased resource mobilization; and
3) resource allocation mechanisms that provide incentives to improve performance of training providers.
Led by the project manager, the following steps are involved in the generation of the reports:
3.6.1 Related to skills bottlenecks to economic growth
1. Collect and analyze relevant existing data on economic growth trends, quantitative and
qualitative labor demand for TVET trained workers, and the extent to which the training
system produces demanded skills;
2. Identify areas in need of further analysis
3. Development and agree with WDA Management Team and other identified relevant
stakeholders (e.g. private sector, RDB, development partners) on ToR for carrying out further data collection and analyses;
4. Tender consultants and carry out study;
5. Discuss, validate, and present the report’s findings with relevant stakeholders.
3.6.2 Related to the financing of TVET:
1. Develop and agree with identified relevant stakeholders (e.g. private sector, MINECOFIN,
development partners) on ToRs
2. Tender consultants and carry out the study
3. Discuss, validate, and present the reports’ findings with relevant stakeholders.
71 | P a g e

operations manual

Transcription

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