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July 2013SMEC International Pty Ltd.

In association with ABU Consult and CSCS

ROYAL GOVERNMENT OF CAMBODIAMinistry of Labour and Vocational Training

Strengthening Technical and Vocational Education and Training(STVET) Project

ADB Grant 0178-CAM

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CONTENTS

CONTENTS...........................................................................................................................................iii

LIST OF TABLES................................................................................................................................. iv

LIST OF FIGURES ..............................................................................................................................iv

ANNEXES ............................................................................................................................................. iv

CURRENCY EQUIVALENTS ............................................................................................................vi

ABBREVIATIONS ................................................................................................................................vi

A. INTRODUCTION AND BASIC DATA .......................................................................................1

B. PROJECT PURPOSE AND SCOPE ........................................................................................2

C. PROJECT OUTPUTS..................................................................................................................3

D. IMPLEMENTATION ARRANGEMENTS..................................................................................3

E. OVERVIEW OF ACHIEVEMENTS ............................................................................................5

F. ACHIEVEMENTS RELATED TO OUTPUT 1........................................................................10

G. ACHIEVEMENTS RELATED TO OUTPUT 2 ........................................................................15

H. ACHIEVEMENTS RELATED TO OUTPUT 3 ........................................................................23

I. ACTIVITIES PLANNED FOR THE NEXT QUARTER .........................................................33

J. CONSULTING SERVICES .......................................................................................................38

K. PROCUREMENT, CONTRACTS AWARD AND DISBURSEMENT .................................41

L. SOURCES AND USES OF FUNDS TILL END OF JUNE 2013........................................41

M. PROJECT ISSUES ....................................................................................................................43

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LIST OF TABLES

Table 1: Survey on the Use of Technology in Teaching ...…………………………………………………14Table 2: Achievements in Output 1 .............................................................................. 14Table 3: Status of Output 1 as per Design and Monitoring Framework………………………………….. 15Table 4: Achievements of VSTP Implementation ……………………………………………………….. 19Table 5: Beneficiary of Soft Skills Training Program ............................................................................ 20Table 6: Achievements in Output 2 ....................................................................................................... 22Table 7: Status of Output 2 as per Design and Monitoring Framework ……..……………………….23Table 8: Actual Physical Accomplishment Against Projection for 2013................................................. 29Table 9: Synopsis of Workshops in 2nd Quarter 2013............................................................................ 31Table 10: Achievements in Output 3……………………………………………………………………………………… 3 1Table 11: Status of Output 3 as per Design and Monitoring Framework ……………………………... 33Table 12: Activities Planned for the Next Quarter.................................................................................... 34Table 13: Status of Consultants’ Deployment ...............................................................................................................................................................40Table 14: Financial Status of the Project (as per ADB’s record)…........................................................ 41Table 15: Projected Contracts Award and Disbursement and Achievement (as per ADB’s record) ...... 41Table 16: Sources and Uses of Funds till 30 June 2013 ……….……………….................................... 42

LISTOF FIGURES

Figure 1: Target provinces for Rural VSTP Implementation ……………………..………………………..17Figure 2: VSTP Implementation Timeframe ........................................................................................... 18Figure 3: Quality Assurance Roadmap for Quality Improvement …………………………….……………28Figure 4: Quality Assurance Procedure… ................................................................................ …………29

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ANNEXES

Annex 1: Updated Design Monitoring Framework ............................................................................. 48

Annex 2: Status of Grant Covenants ................................................................................................. 52

Annex 3: Updated Good Governance Framework ..................................................................64

Annex 4: Progress against Action Plan in MoU of ADB Review Mission in April and May 2013 ..... 69

Annex 5: Summary of Achievements on Skill Standards Development ..................................74

Annex 6: Action Plan for CBLP Writing Workshop ...............................................................77

Annex 7: Teacher Retention Survey Report in June 2013 ..................................................................78

Annex 8: Training Needs Analysis Report for TVET-CDS ............................................................... 95

Annex 9: Quality Management Handbook ...................................................................................... 113

Annex 10: Draft Survey Report of Certificate Program ...................................................................... 188

Annex 11: Draft Survey Report of Benefit Monitoring and Evaluation of VSTP Phase 1 Year 1 & 2 214

Annex 12: STVET Project Physical Accomplishment ........................................................................ 242

Annex 13: Synopsis of Meetings with Counterpart .............................................................................. 246

Annex 14: Synopsis of Workshops ..................................................................................................... 259

Annex 15: Consultants' Deployment Schedule ................................................................................... 268

Annex 16: Procurement Tracking Sheet from Beginning till end of June 2013 .. . . . . . . . . . . . . . . . . . . . . . . . 269

Annex 17: Procurement Plan June 2013 .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Annex 18: Sources and Uses of Funds till End of June 2013 ........................................................... 274

Annex 19: Project Expenditure till End of June 2013 ......................................................................... 275

Annex 20: Photographs of Activities in 2nd Quarter 2013 .................................................................... 276

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CURRENCY EQUIVALENTS

Currency Unit – Riel (KR)KR 1.00 = USD 0.000245USD 1.00 = KR 4,077.00 (8 July 2013)

ABBREVIATIONS

ABU ABU ConsultADB Asian Development BankBSP Basic Skills Project (ADB)CAMFEB Cambodia Federation of Employers and Business AssociationsCAP Competency Assessment PackageCAR Council for Administrative ReformsCDS Community Development SpecialistCeBT Center Base TrainingCIEDC Cambodia India Entrepreneurship Development CenterCoBT Community Base TrainingCPMC Chamber of Professional and Micro-enterprises of CambodiaCQS Consultant’s Qualification SelectionCS Competency StandardsCSCS Cooperation for a Sustainable Cambodian SocietyCTSDC Cambodia Thai Skills Development CenterDG Directorate GeneralDTVET Department of Technical and Vocational Education and Training,

Ministry of Labour and Vocational TrainingEA Executing AgencyEBT Enterprise Base TrainingEMIS Education Management Information SystemESDP Education Sector Development ProgramEU European UnionFMIS Schools Facilities Management Information SystemGAP Gender Action PlanGDP Gross Domestic ProductI/A Imprest AccountIAG Industrial Advisory GroupICT Information and Communications TechnologyIO International OrganizationILO International Labor OrganisationINGO International Non-Governmental OrganisationITI Industrial Technical Institute, formerly Russey Keo Technical CollegeJFPR Japan Fund for Poverty Reduction (ADB)JICA Japanese International Cooperation AgencyJVC Japan Volunteer CenterKIP Kampot Institute of PolytechnicLMIS Labour Market Information SystemM & E Monitoring and EvaluationMDG Millennium Development Goals MEFMEF Ministry of Economy and FinanceMIS Management Information systemMoEYS Ministry of Education, Youth and SportMoI Ministry of InteriorMoLMUPC Ministry of Land Management, Urban Planning and ConstructionMLVT Ministry of Labour and Vocational Training

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MoP Ministry of PlanningMoSAVY Ministry of Social Affairs, Veterans and Youth RehabilitationMoWA Ministry of Women’s AffairsMRD Ministry of Rural DevelopmentMTEF Medium Term Expenditure FrameworkNA National AssemblyNAA National Audit AuthorityNCC National Centers of CompetenceNCS National Competency StandardNCSC National Committee for Support to Commune CouncilsNEA National Employment AgencyNGO Non-Governmental OrganizationNIB National Institute of BusinessNIS National Institute of StatisticsNOSS National Occupational Skills StandardNPAR National Public Administration ReformNPIC National Polytechnic Institute of CambodiaNPRS National Poverty Reduction StrategyNQF National Qualification FrameworkNTB National Training BoardNTF National Training FundNTTI National Technical Training InstituteOSS Occupational Skills StandardsOST Occupational Skills TestPAM Project Administration Manual (ADB)PAP Priority Action ProgramPCU Project Co-ordination UnitPDLVT Provincial Directors of Labour and Vocational TrainingPEEC Public Enterprise with Economic CharacteristicsPIB Polytechnic Institute of BattambangPOC Priority Operating CostPOLVT Provincial Office of Labour and Vocational TrainingPPI Preah Kossomak Polytechnic InstitutePPTA Project Preparatory Technical Assistance (ADB)PTB Provincial Training BoardPTC Provincial Training CenterQA Quality AssuranceQCBS Quality and Cost Based Select ion (ADB)RRP Report and Recommendation to the President (ADB)RTC Regional Training CenterSC Steering CommitteeSED Secondary Education DepartmentSIDA Swedish International Development AgencySMEC SMEC International Pty. LtdSWOT Strengths, Weaknesses, Opportunities ThreatsTA Technical AssistanceTENA Training and Employment Needs AssessmentTNA Training Needs AssessmentToR Term/s of ReferenceTTD Teacher Training DepartmentTVET Technical and Vocational Education and TrainingTVETMIS TVET Management Information SystemTWG Technical Working GroupUNDP United Nations Development ProgramUNICEF United Nations Children’s FundUNESCO United Nations Education, Scientific and Cultural OrganizationUSAID United States Agency for International DevelopmentVETMIS Vocational Education and Training Management Information SystemWB World Bank

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A. INTRODUCTION AND BASIC DATA

ADB Grant No. 0178-CAM (SF)PROJECT TITLE Strengthening Technical and Vocational Education and Training (STVET)BORROWER Royal Government of Cambodia.EXECUTING & IMPLEMENTINGAGENCY

Ministry of Labour and Vocational Training (MLVT) is EADirectorate General of TVET is the Implementing Agency

ESTIMATED PROJECT COST Total cost USD 27.52 Million (ADB: USD 24.5 Million; Govt.: USD3.02 Million)

PROJECT FINANCING STATUS(in USD)

RECEIVED TO DATETOTAL ADB RGC

12,217,186.95 11,741,772.48 475,414.47ADB

TOTAL MLVT I/A Direct Payment11,741,772.48 9,533,198.98 2,208,573.50

GOVERNMENT FUNDS :TOTAL MLVT I/A

475,414.47 475,414.47SPENT TO DATE

TOTAL ADB RGC11,010,747.19 10,577,669.24 433,077.95

ADBTOTAL MLVT I/A Direct Payment

10,577,669.24 8,369,095.74 2,208,573.50GOVERNMENT FUNDS :

TOTAL MLVT I/A

433,077.95 433,077.95BALANCE I/A

TOTAL ADB RGC895,215.61 853,995.63 41,219.98

ADBTOTAL Bank Petty Cash

853,995.63 853,487.45 508.18GOVERNMENT FUNDS

TOTAL Bank Petty Cash41,219.98 40,633.82 586.16

DATE OF APPROVAL by ADB 13 November 2009 (Grant Fact-finding Mission: 17 - 31 July 2009; AppraisalMission: 24 Aug- 4 Sep 2009; Grant Negotiations: 6 Oct 09)

DATE OF SIGNING 27-Dec-09DATE OF EFFECTIVENESS 26-Feb-10CLOSING DATE 30-Jun-15DATE OF LAST ADB MISSION 29 April - 10 May 2013DATES OF PREVIOUS ADBMISSIONS

7–11 June 2010 (Inception Mission), 11-18 November 2010, 8-13 May 2011,29 September – 7 October 2011, 19-23 March 2012 and 24-28 September2012

PROJECT'S PROGRESS (June2013)

Physical progress estimated at 62.44% against 67% elapsed time from loaneffectiveness

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B. PROJECT PURPOSE AND SCOPE1 The primary objective of technical and vocational education and training (TVET) is to

impart relevant knowledge, practical skills and attitudes for gainful employment inparticular occupational areas. Skills acquisition is vital for an economy to competeand grow, especially in the current era of economic integration and rapid technologicalchange. Skill needs in developing countries are not only in great demand by themodern wage sector but also by traditional and informal sectors. TVET is a mediumto provide workers with skills more relevant to the evolving needs of employers andthe economy.

2 The Government of Cambodia believes that strong, relevant Technical and VocationalEducation and Training (TVET) programs with solid links to the labor market willcontribute to social stability and inclusion, poverty reduction, and sustainable economicdevelopment. The challenge in the TVET sector in Cambodia today is how to improveTVET quality and labor market relevance.

3 The overall objective of the Strengthening Technical and Vocational Education andTraining (STVET) Project as stated in the Report and Recommendation of thePresident (RRP) is “to support Government’s strategies to reduce poverty and achievesocioeconomic development for all Cambodians through

a. Promotion of vocational and skills training to ensure continuing improvementin national productivity;

b. creation of jobs in the formal and nonformal sectors;

c. an increase in agricultural productivity to create jobs in rural areas; and,

d. the establishment of technical vocational education and training (TVET)networks to assist both men and women, especially the poor, disabledand vulnerable, to respond to labor market needs”.

4 The STVET Project will support the Government’s socio-economic developmentprogram through provision of industry-endorsed TVET system aligned with the basicand middle-level skills requirements of the formal and informal economies in threeindustry sectors, namely: mechanics, construction and business services and ICT. Theproject is expected to increase the employment-ready and qualified middle-levelworkforce both in the rural and urban areas. It is expected that there will be at least a30% increase in the number of employees holding formal TVET qualifications, andgreater employer satisfaction with employees holding new formal TVET qualifications.

5 The project is expected to produce three outputs: (i) more industry-relevant formaltraining programs in mechanics, construction, and ICT and business; (ii) expanded andbetter quality non-formal training; and (iii) strengthened institutional capacity to plan andmanage the TVET system”.

6 The potential TVET beneficiaries are those who have never entered the school system(NER is 96.4% in the primary level; only 35.1% and 19.6% in lower secondary andupper secondary levels, as per EMIS data for 2011/12), or have dropped out of theschool system (a total of 318,660 dropped out of the school system based on EMISdata for 2010/11 and 2011/12 with 3.7% against 8.7% drop-out in 2009/10 – 2010/11 inprimary, 20% against 21.6% drop-out in 2009/10 – 2010/11 in lower secondary and10.1% against 14.2% drop-out in 2009/10 – 2009/11 in upper secondary). To providethe requisite skills to this group of population to make them more employable must beone of the top priorities. Compared to the potential catchment population, theenrollment in TVET institutions is rather on the low side.

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C. PROJECT OUTPUTS7 The project aims to achieve the following outputs :

Output 1 : Formal Programs that are more Relevant to Industry

Output 2 : Expanded and Better Quality Nonformal TVET Training

Output 3 : Strengthened Institutional Capacity to Plan and Manage TVET

8 Output 1 : Formal Programs that are more Relevant to Industry : This firstoutput comprises of the following :

Output 1 Formal Programs that are more Relevant to Industry

Output 1.1 Upgrade 5 Provincial Training Centers (PTCs) to Regional Training Centers (RTCs)- Battambang, Kampot, Siem Reap, Svay Rieng & Takeo

Output 1.2 Develop training modules based on skills standards and train trainersOutput 1.3 Increase industry involvementOutput 1.4 Strengthen the National Technical Training Institute for system upgrading

9 Output 2 : Expanded and Better Quality Nonformal TVET Training : Thissecond output comprises of the following:

Output 2 Expanded and Better Quality Nonformal TVET Training

Output 2.1 Establish provincial training centers in unserved provinces - Preah Vihear andMondolkiri

Output 2.2 Extend the voucher skills training program to all provincesOutput 2.3 Develop directors and staff of provincial training centersOutput 2.4 Upgrade training on skills standards in the provincial training centersOutput 2.5 Increase accessibility to structured skills training

10 Outcome 3 : Strengthened Institutional Capacity to Plan and Manage TVET :This third output comprises of the following:

Output 3 Strengthened Institutional Capacity to Plan and Manage TVETOutput 3.1 Assess technical and vocational education and training policiesOutput 3.2 Strengthen planning capacityOutput 3.3 Strengthen management capacityOutput 3.4 Improve training and vocational education and training information systemsOutput 3.5 Develop and implement skills standardsOutput 3.6 Introduce career information systems

D. IMPLEMENTATION ARRANGEMENTS11 The Ministry of Labour and Vocational Training (MLVT) is the executing agency (EA)

and is responsible for the oversight of overall project implementation. The DirectorateGeneral of Technical and Vocational Education and Training (DGTVET) is theimplementing agency (IA), and has the responsibility to actively oversee projectimplementation. In this role, the DGTVET is the coordinating and policy-making entity,responsible for interacting with all the important project related organs, such asthe National Training Board (NTB), the Steering Committee (SC) for this project; theNational Employment Agency (NEA) to foster cooperation and establish necessarylinkages; the Project Co-ordination Unit (PCU), which is responsible for day-to-dayimplementation of the project; and the consultants, who will be advising the project onall 3 important outputs of the project to ensure that the various outcomes are achievedduring the project period.

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12 MLVT was established as a new Ministry under Sub-decree no. 52/GNK.BK dated 1April 2005. It was under this same sub-decree that DGTVET was also established.Previously, TVET affairs were the responsibility of Department of TVET, under theMinistry of Education, Youth and Sport (MoEYS).

13 The National Training Board acts as the Steering Committee and provides overallguidance to the project on policy and strategic directions, and ensures coordination withconcerned ministries and institutions. It was established under the previous ADBfinanced Basic Skills Project, was reconstituted under Sub-decree 790 dated 14October 2005, which was further revised under Sub-decree 1066 dated 15 June 2009,with H. E. Sok An, Deputy Prime Minister, as the Chairperson. The reconstituted NTBhas 35 members, including the Chairperson, five Vice-Chairpersons from MLVT,MoEYS, MoSAVY (all represented by Secretary of State), Chamber of Professional andMicro-enterprises of Cambodia and Cambodian Federation of Employers and BusinessAssociations (represented by their Chairpersons), representatives from 17 otherMinistries, and 12 representatives from employers (4), employees (2), public trainingproviders (3) and international organizations (3).

14 Three sub-committees have been established under NTB. A Labour MarketInformation sub-committee was established as per Prakas No. 134 dated 10 October2008, a Skills Standards and Testing sub-committee was established as per PrakasNo. 135 dated 10 October 2008, and the National Employment Agency wasestablished as per Sub-decree No. 67 dated 27 April 2009.

15 DGTVET has a number of important duties/responsibilities under the programmanagement arrangements described in PAM. The structure includes a new entity –which will be responsible for all standardized competency tests/examinations as well asmonitoring and evaluation and quality assurance. The duties/responsibilities ofDGTVET, with regard to the project, can be synopsized as follows:o Coordinate with NEA;o Develop and approve national (TVET) qualifications framework;o Provide and equip reasonable office space;o Inform and update NTB regularly on project goals and achievements;o Coordinate to reduce overlap and support convergence between the project and

other Ministry’s initiatives with other donors and other programs; ando Advise consultants on policy changes.

16 The Project Coordination Unit was established under Prakas no. 007/10 KB/B.Kdated 12 January 2010 in DGTVET, comprising of 26 members. H. E. Pich Sophoan,Secretary of State, MLVT, is Project Director, H. E. Laov Him, Director General ofDGTVET is the Project Coordinator, and Mr. Tep Oeun, Deputy Director General ofDGTVET, is the Executive Administration Officer. PCU has 4 units – (i) Finance (4persons), (ii) Procurement (2 persons), (iii) administration (2 persons), and (iv)Technical (15 persons). The duties/responsibilities of PCU can be summarized asfollows:o Support project implementation ensuring compliance with all ADB-MEF

procedures in procurement of goods, works and services and financial control;o Provide support in facilitating workshops and implementation processes

with DGTVET institutions;o Supervise the development of annual work plans by the consultants and

monitor the progress against work plans;o Ensure that baseline, midterm and final impact surveys are comprehensive

and carried out on time;o Supervise the completion of Quarterly Progress Reports and submit these to

ADB on time; and,o Resolve and facilitate resolution of any issue arising from project implementation

amongst stakeholders.

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17 Consulting Services: The project is supported by 600 person-months of consultants,of which 160 person-months are international and 440 person-months are national. The160 person-months are shared by 12 international consultants and the 440 person-months are shared by 11 national consultants. The PAM states that these serviceshave been provisioned to assist the project to achieve sustainable outcomes byproviding technical support for implementation, system and institutional monitoring andtraining, planning, management, delivery and staff upgrading. Ten (10) of the 12international and 9 of the 11 national consultants are to assist in skills standards andcurriculum development, management and instructor training, development ofmanagement information systems and a web site, and implementation of the VSTP.The remaining two international and two national consultants are to support the PCU inmonitoring and evaluation, finance, procurement and civil works.

18 The Consultant Services contract was awarded to the first ranked firm SMECInternational Pty. Ltd, which submitted the winning proposal in collaboration with ABUConsult and CSCS. The selection was based on the QCBS selection procedure. Thecontract was signed on 25th October 2010 at a total contract amount of USD 4,107,226.The deployment of consultants commenced from 1st of December 2010. Of the total 12originally identified international consultants, the international social and genderconsultant has had to be replaced due to the unavailability of the previously identifiedconsultant and two other positions have had to be filled up by consultants, who werealready part of the original team and are doing complementary assignments. Under thisarrangement, the 12 international positions have been combined into 10 positions. Theremaining input of one of the three VSTP national consultants has been converted totwo additional international positions as well as reallocation of 2 months to one existinginternational position. Consultants for the two new international positions – NonformalEntrepreneurial Specialist and Skills Standards Specialist, ICT/Business - wereapproved and deployed on 2 September 2012 and 9 September respectively. Threeinternational consultants have completed their assignments. One internationalTVETMIS consultant did not report back to work. One international social and genderconsultant and one international skills standards consultant for ICT/Business are to bereplaced. Two new international positions, namely TVET Qualifications and ProgramsSpecialist and TVET Communications and Marketing Specialist, were proposed duringthe last ADB Review Mission and will be deployed as soon as the proposed contractvariation is approved by ADB. Of the 10 national deployed national consultants, twoVSTP consultants resigned with both positions already replaced, and the national socialand gender specialist was replaced and deployed from November 2011. This nationalsocial and gender specialist has also resigned and is being replaced by anotherconsultant. The national community development specialist and In-service TVETTeacher Training Specialist have also resigned. The remaining inputs of the nationalcommunity development specialist has been utilized to extend the input of one of thenational VSTP consultants. The in-service TVET Teacher Training Specialist is beingreplaced. One new national TVET Qualifications and Programs Specialist is to berecruited as soon as the new contract variation is approved.

E. OVERVIEW OF ACHIEVEMENTS

19 The project was successful in contracting out the consulting contract and deploying theconsultants in a time frame of less than 12 months from the date of advertising for theexpressions of interest from interested consulting firms. The short listing, the invitationfor request for proposals, the technical evaluation of the proposals received from theshortlisted firms, the opening of the financial proposals, the consolidated technicaland financial marking, the contract negotiations, contract signing and deployment weredone very efficiently compared to the time usually taken in the recruitment process. Inspite of the above, the late deployment of the consultants did negatively impact on theprogress of the project as the disbursement in 2010 was negligible. However, with

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deployment of consultants from 1st of December 2010, the pace of progress on anumber of outputs has increased significantly. The achievement over the last threereporting quarters has been very significant as reflected from the contracts award anddisbursements, with disbursement in the 3rd quarter of 2012 USD 1.427 million, whichincreased to USD 2.755 million in the 4th quarter 2012, which further increased to USD2.886 million during the first quarter of this year. However, both contracts award anddisbursement slipped during this reporting period.

20 The updated design monitoring framework is given in Annex 1.

21 The achievements of the project in terms of compliance with the Grant Covenants isgiven in Annex 2. Nine out of the 45 covenants are one-time covenants. Forty arebeing complied with, and 5 are to be complied throughout project implementation.

22 The updated good governance framework is given in Annex 3.

23 Based on the action plan agreed during the ADB Mid-Term Review Mission 29 April –10 May 2013 and incorporated in the MoU, various activities were scheduled to becompleted during the 2nd quarter 2013. The progress of the various activities againstthe timelines is given in Annex 4.

24 The major achievements during the second quarter 2013 can be synopsized as follows,with elaboration in the appropriate sections, where the achievements in the variousoutputs are described in greater detail:

Output 1: Formal Programs that are more Relevant to IndustryThe construction of Svay Rieng and Takeo RTCs are in the finishing stages withsome small defects needing to be rectified; the other 3 RTCs in Battambang,Kampot and Siem Reap had a contract variation of one addition floor, withcompletion at 95% each;

Design of the dormitories for the 4 RTCs in Battambang, Kampot, Siem Reap andSvay Rieng has been completed and the design is being discussed with the RTCdirectors and the PCU senior management.

ICB for the supply, delivery and installation of automotive and constructionworkshop equipments for the certificate level for the 5 RTCs, NTTI and relevantNational Centers of Competency (NCCs) – ITI and PPI – was conducted, the bidswere publicly opened and the preparation of the bid evaluation report (BER) isongoing;

The bids for the supply, delivery and installation of computer laboratory equipmentfor certificate level for the 5 RTCs, NIB, NTTI, CIEDC were opened on 23 April2013 and the BER is to be sent to ADB for NOL in the beginning of July;

Validation instrument for the Task Analysis Validation Workshop by expert workershas been developed;

Task Analysis, a requirement in the writing of CBLP, for four (4) priority jobpositions Level 2 of civil construction, for three (3) priority job positions level 2 ofmechanics, and for four (4) priority job positions level 2 of business and ICT sectorhave been completed and validated by industry expert workers on 4 to 6 June;

Partial Competency–Based Learning Packages (CBLP) for automotive programswere submitted by ITI TWG members of the mechanics sector and were checked,edited and the drafts, consisting of a total of 11 Learning Outcomes from 3programs/courses of Mechanics sector, were finalized;

Format of curricular master plan for certificates 1, 2, & 3 formal programs inautomotive (mechanics) has been developed;

Format of Course Framework for the formal programs in certificates 1, 2 and 3 hasbeen drafted;

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Master plan for certificates 1, 2, & 3 formal programs for 4 priority job positions ofconstruction, 3 priority job positions of mechanics, and 4 priority job positions ofbusiness and ICT sectors were developed, reviewed and submitted;

Course Frameworks for Certificates 1, 2, & 3 formal programs for 4 priority jobpositions of construction, 3 priority job positions of mechanics, and 4 priority jobpositions of business and ICT sectors were developed, reviewed and submitted;

Draft of narrative report and presentation materials for the ADB mid-term review foroutput 1 - skills standards and curriculum development were prepared andsubmitted;

Implementation plan and structure for the delivery of new formal programs usingthe new competency-based curriculum in mechanics, construction and businessand ICT sectors were developed and submitted;

List of additional automotive equipment for 7 PTCs were prepared and submitted;

Narrative document and presentation materials for NTB meeting were drafted andsubmitted;

TWG members of ITI, PPI, NIB, PCU counterparts, and NTTI specialist teachersattended competency-based learning package writing technique workshop atKampot province;

The status of skills standards development work till the end of the reporting periodis given in Annex 5; and the action plan for CBLP Writing Workshop is given inAnnex 6;

The online Lesson plan generator and database designed in Google docs hasbeen completed;

The findings for the TVET Teacher Retention survey conducted by NTTI, is givenin Annex 7; and

The findings from the technology probe of NTTI’s pre-service teachers has beencompleted and submitted for endorsement.

Output 2: Expanded and Better Quality Nonformal TVET Training

The contracts for the buildings in the two new PTCs in Mondolkiri and PreahVihear, which were signed on 18 June 2011, have been completed and thebuildings in Preah Vihear and Mondulkiri have been handed over;

Contract variations for boundary walls for 2 new PTCs in Mondulkiri and PreahVihear and providing electrical transformer connection for PTC Mondulkiri, weresigned and the construction is ongoing;

Contracts for supply and delivery of automotive workshop equipment for upgrading21 PTCs and 3 new PTCs, which were signed on 24 July and 06 August 2012,have been completed with the equipment delivered to the sites;

The re-bidding for the delivery of basic workshop and equipment for 21 PTCs wascompleted, the bid evaluation report was finalized and submitted to ADB, whichapproved the BER on 25 June 2013, after which the contract was signed with Hi-Technology Co., Ltd on 26 June 2013;

By the end of June 2013, cumulative trainees, who have completed VSTP training,are 145,272 trainees (female 88,004, which is 61%), which constitute 68% againstinitial target 212,800 trainees; the achievement under VSTP implementation sinceApril 2011 till June 2013 is as follows;

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VSTP 1st Phase Year 1, completed at the end of 2011, trained 41,947 trainees[female 24,851 (59.2%)], against the target of 41,800 trainees, amounting to100% completion rate;

VSTP 1st Phase Year 2 and VSTP 2nd Phase Year 1, completed at the end of2012, trained 74,447 trainees [female 44,979 (60%)], which constitutes 93 % oftarget plan; and

VSTP 2nd Phase Year 2 and VSTP 3rd Phase Year 1, which is ongoing, hastrained 28,876 trainees [female 18,174 (59.5%)], which constitutes 45%against the target of 64,200 trainees, till the end of June 2013;

VSTP Mid-Term Progress Report (2011-March 2013) was prepared and sharedwith the ADB Midterm Review Mission;

Primary data of VSTP 1st Phase Year 2 has been analyzed; and the report outlinehas been drafted, and the report writing has commenced and is expected becompleted by the end of the 3rd quarter;

A series of tracer studies of VSTP have been conducted, starting in September2012, when follow-up of VSTP 1st Phase Year 1 “Enterprise-based Training (EBT)and Centre-Based Training” was conducted in target provinces, resulting in thecompletion of a Report and a Sample Success Stories Booklet;

In early 2013, another series of follow up studies of VSTP 1st phase year 2 and 2nd

phase year 1 have been undertaken; selected graduate-trainees, trainingproviders, commune council members, and employers were interviewed, and thereport is expected to be complete by the end of the 3rd quarter 2013;

The English version of the report on Training Need Analysis (TNA) of In-serviceCDS has been finalized (Annex 8); the Khmer translation is ongoing inconsultation with NTTI, counterparts and PCU members;

The Khmer version of the draft implementation guidelines on Urban/MicroEnterprise pilot VSTP has been completed and is being translated into English(60% completed);

During the last week of June 2013, related PCU members and VSTP consultantsconducted field coaching to target TVET institutions of VSTP 3rd Phase (BanteayMeanchey, Kampong Speu, Kompong thom, Mondulkiri, Preah Vihear, Ratanakiri,Ordor Meanchey, Kep, and Pailin) to provide technical support to better implementRural VSTP by additional instruction on implementation procedures, criteria fortrainees selection, the distribution of trainees by training modes with regarding toproject design, and monitoring and evaluation approach;

On 30th May 2013, VSTP consultants, in close collaboration with PCU, conductedrefresher training course on Micro-enterprise and Urban pilot VSTP todirectors/deputy directors/staff of JVC, CIEDC, and PCU senior management;

During the first week of Jun 2013, Self-Employment Generation Fund (SEGF)office of DTVETM conducted soft skills training to director/vice director and staff ofthree TVET institutions (PTC Kampong Chhnang, PTC Pursat, and PolytechnicInstitute of Battambang) with total 84 participants (20 females);

The competency profiles catalog of VSTP courses in Khmer version has beencompleted and have been circulated for comments; the comments/feedback havebeen collected and discussed for improving the development process and thefinalizing the draft of this catalog, which has been shared with PCU managementfor final comments;

The second competency profiles survey assessment methodology and planhas been proposed by targeting in 9 PTCs of VSTP 1st phase and 2nd phase(Pursat, Kandal, Siem Reap, Sihanuk, Koh Kong, Kampong Cham, StuengTreng, Takeo and Kampot);

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Field data collection for the second survey assessment on the competencyprofiles of VSTP courses had conducted at the 7 PTCs (Pursat, Kandal, SiemReap, Sihanouk Ville, Koh Kong, Kampong Cham and Stueng Treng);

7 PTC directors, 21 training teachers of the PTCs and 19 self-employedgraduates were interviewed and the data is analyzed for the secondcompetency profiles catalogue development; and

The pocket book on business set-up for self-employment has been completed anddiscussed with PCUs for comments/feedbacks for improvement and finalization.

Output 3: Strengthened Institutional Capacity to Plan and Manage TVETThe processes and documents related to TVET Institution Registration have beenapproved and posted in the web;The discussion on the role of DGTVET and the proposed reorganization ofDGTVET has been completed and the different options have been submitted tothe senior leaders of the Ministry for necessary action;

Additional documents related to the Cambodian Qualification Framework,comprising of 8 levels, approval by NTB in its 8th meeting on 17 February 2012are under preparation;

The firm that was selected to undertake a comprehensive baseline study

commenced its work on 16 January 2012; inception report was presented and discussed in March 2012; the first and second draft reports were submitted and reviewed in late May

2012 and late July 2012 respectively; the consultation workshop on key findings was held on 31 July 2012; a second round of data collection was conducted to fill in the missing data

and to make the report more comprehensive; the draft final report was submitted in late of December 2012; and the final report was submitted in late February 2013.

Quality Management Handbook (Khmer version) was approved by the seniormanagement, translated in English version; both Khmer and English versionshave been published in late April 2013 for dissemination to all TVET institutionsin Cambodia (Annex 9);

The Self-Assessment forms with the required documents were collected from 34TVET institutions; the QA-M&E division conducted external QA audit in all the 34public TVET institutions and the reports of QA audit result have been finalizedand sent to those 34 institutions for reviews and comments; after receiving thecomments from the institutions, the results of the Audit will be declared by theend of August 2013;The survey of certificate program (C1, C2, and C3) has been conducted from 27th

March to 2nd April, 2013; the draft report and data analysis of this survey hasbeen completed and will be submitted to senior management for comment andfeedback by end of July, 2013 (Annex 10);The survey of benefit monitoring and evaluation of VSTP program phase one,year one and year 2 was conducted from 1st to 5th April, 2013; the draft report anddata analysis of this survey has been completed and will be submitted to seniormanagement for comments and feedback by end of July, 2013 (Annex 11);M&E report for 1st quarter of 2013 was completed with physical accomplishmentof 62.44% against the target of 65.93% (Annex 12);A firm was recruited based on CQS, after second round of bidding (invitingexpressions of interest), and after rejecting the first ranked firm, which substitutedexperienced personnel with less experienced personnel, resulting in a revised

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marking below 700, which made the first ranked firm ineligible and paving the wayfor recruitment of the second-ranked firm to undertake a comprehensive policy andfinance study on “Future Directions of TVET and TVET Financing”. The progressis as follows :

o contract was signed in December 2012;o policy study commenced in early January 2013;o regular consultation meetings have been held regularly;o Inception Report was submitted and discussed in a consultation meeting

with all important stakeholders;o first national consultation workshop was held on 8 April 2013;o Second national consultation workshop was held on 17 June 2013; ando Draft final report on Policy Study has been completed and circulated for

comments for final submission by mid July 2013.The expressions of interest were sought for the second time for regional trainingpackages 1 – 4 based on new Terms of Reference and revised costing; theexpressions of interest were evaluated and the first ranked firms were requested tosubmit the technical and financial proposals; since the first ranked firms declined tosubmit technical and financial proposals for packages 3 and 4, the second rankedfirm, which happened to be the first ranked firm for packages 1 and 2, wasrequested to submit the technical and financial proposals; these proposals wereevaluated, necessary approval was obtained from ADB; contract negotiations wereundertaken and the minutes of contract negotiations and draft contract have beensubmitted to ADB for approval;

LMIS website is available online at www.cambodialmis.info;

LMIS website is being update frequently by LMIS staff;

TVETMIS modules related to Institution, Staff, Student and Short Course havebeen developed, other modules are under development;

TVETMIS system is available on live server at www.tvetmis.com;

TVETMIS: Debugging, pilot testing, bug fixing and end-user training willcommence in the 3rd quarter 2013;

The final draft of CGD manual has been completed and shared with themanagement for necessary further comments/feedbacks in order to improve thefinal CGD development; and

Several national workshops related to policy, operational planning, leadership andmanagement of institutions have been held to build up the capacity of bothDGTVET staff and senior management of the provincial departments and TVETinstitutions.

F. ACHIEVEMENTS RELATED TO OUTPUT 1

25 With regard to this output, the major thrust during this period has been the developmentof Task Analysis and writing/drafting the Competency-Based Learning Packages(CBLP) in the three defined priority sectors of (i) mechanics, (ii) construction and (iii)ICT and business sectors. The capacity building to achieve these outputs has beenconducted to all TWG members of the three sectors, NTTI specialist teachers, andsenior officers of DGTVET/counterparts.

26 The first of a series of CBLP writing workshops was conducted for six (6) days on 18-23June 2013 at Kampot province to provide direction, time, and focus on CBLP writing.The writing workshop provided the TWG members the confidence and capacity to writethe CBLP. More are being planned until all the required number of CBLP for the level 2

11

priority job positions in construction, mechanics and business and ICT sectors arecompleted and are ready for use to firstly pilot and, subsequently, implement the newcurriculum.

27 A number of CBLP has been written/drafted and subsequently checked, edited andrefined by the international and national consultants of the skills standards andcurriculum development-specialists. (summary of achievements is given in Annex 5).

28 The national In-service TVET Teacher Training consultant commenced input of 36months from 1st of December 2010. The national consultant for Civil Works andProcurement was deployed from 15 December 2010. The two international consultantsfor Skills Standards and Curriculum in Mechanics and Construction were mobilized on 1January 2011. Their first input, which was supposed to be until 23 December 2011, wasrevised till the end of November and the second input commenced on 20 May 2012 andended on 19 December 2012. The new international consultants for Skills Standardsand Curriculum in ICT/Business commenced his 3 months input on 9 September 2012and completed his assignment in the middle of December 2012. The contracts of allthree international skills standards consultants were extended from the savings fromthe leave taken by the Team Leader. The international consultant for Skills Standardsand Curriculum in Construction commenced the first two months of his 6 monthscontract extension in the beginning of March 2013 and the international consultant forSkills Standards and Curriculum in Mechanics commenced the first two months of hisextended input in the middle April 2013. The national Curriculum DevelopmentSpecialist commenced her input of 46 months from 1 January 2011. The internationalTVET Teacher Training Specialist commenced his 18 month of input on 18 July 2011and finished his first input of 11 months on 18 June 2012. He commenced his secondinput of 7 months from 1 November 2012 and completed his input at the end of May2013. The national In-service TVET Teacher Training Specialist with 36 months inputstarted his input on 1 December 2010. He resigned as of 1 April 2013. Theachievements in all the sub-outputs of the first output are described in the followingparagraphs.

29 Sub-output 1.1 : Upgrade five provincial training centers (PTCs) to regionaltraining centers. Under this sub-output, the achievements during the reporting quarterare summarized below:

30 After completing the master-plans for the 5 PTCs designated as Regional TrainingCenters and obtaining the necessary approval by the senior management, the detailedarchitectural design was completed in consultation with various specialists, taking intoaccount skills standards and gender aspects. These revised plans were also discussedwith the directors of the Institutions. The detailed working drawings, specifications, billof quantities and cost estimates were completed, necessary approval was sought fromADB to proceed with the bidding. The bids for the 5 packages of civil works for the 2ndphase construction were received on 22 December 2011. The bid evaluation reportswere submitted to ADB and after receiving ADB’s approval the contracts were signedon 15 March 2012 for a total amount of US$ 1,594,959.42. The constructioncommenced in April 2012.

31 In Takeo RTC, minor changes had to be made in the foundations taking intoconsideration the soil conditions. However, in Kampot RTC, due to the inaccuracy ofthe soil test result against the actual soil conditions, the soil testing had to be redone asthe cost of change in piling and foundation based on the actual soil conditions wasfound to be high. It was agreed that the best way forward was to redo the soil test andmake the necessary changes in the foundation design. ADB gave the no objection toredo the soil testing. The soil testing was redone, the pile foundation was redesigned,the contract variation was submitted to ADB for approval and the contract variation of $58,341.60 was signed, after which the contractor re-started the stalled pile foundationworks.

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32 The project proposed construction for one additional floor for the RTCs in Battambang,Kampot and Siem Reap due to their very constrained site conditions, because of verylimited but high value land, and taking into consideration the need for future expansion,which will severely disrupt academic activities. The ADB review mission on September2012 agreed in principle to the addition of one floor in these three sites. The detailarchitectural design, working drawings and cost estimates based on the originalcontract were completed. The contract variation reports were submitted to ADB andafter receiving ADB’s approval the contracts were signed on February 2013 for a totalamount of US$ 226,975.84. The construction of the additional floor commenced at theend of February 2013.

33 The progress of construction in the 2 RTCs in Svay Rieng and Takeo is 98% complete.The construction is expected to be completed by the middle of July 2013. The 3 RTCsin Battambang, Kampot and Siem Reap are 95% complete and are expected to becomplete by the end of July 2013.

34 The design of the dormitories for the 4 RTCs in Battambang, Kampot, Siem Reap andTakeo has been completed. The design is under discussion with the RTC directors andthe senior management of PCU.

35 The five site engineers to provide full-time site supervision were recruited following theADB prescribed procedures for recruitment of individual consultants. Contracts weresigned in the middle of March and the site engineers were deployed from 1 April 2012.The site engineers are providing full-time site supervision.

36 The project contracted site engineer, Mr. Sam Pheakdey, on 24thOctober 2011 andextended his contract on 24th October 2012 for full time site supervision of theconstruction of PTC in Mondulkiri for 16 months. With the resignation of the siteengineer in Siem Reap, and the completion of the PTC in Mondulkiri, it was proposedthat Mr. Sam Pheakdey’s contract be extended by a further 9 months from previouslyextended 31 January 2013 to supervise the completion of Siem Reap RTC andadditional 5 months to supervise one of 5 rehabilitation civil works packages to beundertaken in all the PTCs in Cambodia. This contract extension was approved.

37 The project has extended the 2 site engineers supervising the construction of the RTCsin Svay Rieng and Takeo for 7 months and the site engineers supervising the RTCs inBattambang and Kampot for 9 months to supervise the completion of the buildings thatthey are currently supervising as well as to supervise the 4 packages of rehabilitationcivil works.

38 The Pilot ICT Equipment for the RTCs has been supplied.

39 The ICB bidding documents for supply, delivery and installation of automotive andconstruction workshop equipments for certificate level courses for 5 RTCs, NTTI andrespective National Centers of Competence, were submitted to ADB and haveundergone a number of changes and revisions. ADB’s approval has been received.After effecting the final changes suggested by ADB, the ICB packages are have beenadvertised and the bid was opened on 23 May 2013. The BER for ICB have been underpreparation and is expected to be completed after receiving advice from ADB withregard to possible clarifications from the first ranked bidders for the two packages.

40 NCB bidding documents for supply, delivery and installation of computer laboratoryequipments for certificate level courses for 5 RTCs, NIB, NTTI and CIEDC wereapproved by ADB. The bids were opened on 23 April 2013. The BER has beencompleted and has been submitted to ADB for NOL.

41 Sub-output 1.2 : Develop training modules based on skills standards and traintrainer. Under this sub-output, the achievements during the reporting quarter aresummarized below.

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42 Validation of Task Analysis, a requirement in the writing of CBLP, for Level 2 of 4priority job positions by expert workers in construction, mechanics, and business andICT sectors were successfully conducted.

43 Master plans for certificates 1, 2, & 3 formal programs for 4 priority job positions ofconstruction, 3 priority job positions of mechanics (automotive) and 4 priority jobpositions of business and ICT sectors were developed, reviewed and submitted.

44 Course Frameworks for Certificates 1, 2, & 3 formal programs for 4 priority job positionsof construction sector, 3 priority job positions of mechanics (automotive) sector, and 4priority job positions of business and ICT sectors were developed, reviewed andsubmitted.

45 CBLP writing workshop plan for mechanics, construction, and business and ICT wasdeveloped and submitted.

46 Narrative document and presentation materials for NTB meeting were drafted andsubmitted.

47 TWG members of ITI, PPI, NIB, PCU counterparts, and NTTI specialist teachersattended competency-based learning package writing technique workshop at Kampotprovince.

48 Partial Competency–Based Learning Packages (CBLP) for automotive programs weresubmitted by ITI TWG members of the mechanics sector and were checked, edited andthe drafts, consisting of a total of 11 Learning Outcomes from 3 programs/courses ofMechanics sector, were finalized. The summary of achievement on skill standardsdevelopment is given in Annex 5.

49 Sub-output 1.3 : Increase Industry Involvement: Under this sub-output, theachievements during the reporting quarter are as follows:

50 The draft task analysis was presented to industry expert workers for critiquing andrefinement in 4-5 June 2013 for the mechanics (automotive) and construction sectorsand in 6 May for the business and ICT sectors.

51 Curriculum Development: The major focus in this sub-output during this reportingperiod was on submission for review, editing and finalizing the competency standardsand competency-based curriculum level 2, 3 and 4 of priority job positions ofconstruction, mechanics, and business and ICT sectors for submission to NTBscheduled on June 2013.

52 The Master Plans and Course Frameworks for certificates 1, 2 & 3 for the priority jobpositions of construction, mechanics (automotive) and business and ICT sectors withreference to the IAG endorsed and NTB approved level 2 CS and CBCs weredeveloped.

53 Sub-output 1.4 : Strengthen the National Technical Training Institute (NTTI) forsystem upgrading. Under this sub-output, the achievements during the reportingquarter are as follows.

54 Capacity sessions were scheduled twice weekly, and primarily conducted in a flexiblemanner through email correspondence and document review due to time restriction andscheduling conflicts.

55 Curriculum Development: NTTI’s general pedagogical curriculum and soft skills isundergoing development using a DACUM approach, which will be facilitated by theskills specialist scheduled in August 2013.

56 Teacher retention involves taking measures to encourage teachers to continue

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teaching. Addressing these problems, NTTI’s TWG examined through a questionnairedistributed to PTCs, RTCs and TVET institutions in Phnom Penh the factors that affectteacher retention. The purpose was to gain a thorough and accurate understanding ofthe characteristics of the TVET teacher workforce and the impact those characteristicshave on teachers’ decisions to remain in teaching. The findings are given is given inAnnex 7.

57 NTTI’s pre-service teachers were surveyed on their general use and familiarity withtechnology. This survey included 12 questions that were designed by the TWG andvalidated by STVET national LMIS specialist. Table 1 shows the percentages gatheredon 184 pre-service teachers. In-service teachers were unavailable to take the survey fora comparison.

Table 1: Survey on Use of Technology

Questions Count Percent1. Have you ever created your own web page by yourself? 82 10%2-Used a collaborative or multi-player environment, (Warcraft)? 116 14%3-Downloaded, installed, or used open source software? 63 8%4-Contributed to a public Wiki? 78 9%5-Kept a public blog? 63 8%6-Contributed to the development of any open source project? 49 6%7-Have you ever used SKYPE or any another Internet based communication tool? 96 12%8-Used a shopping website of bought something online? 60 7%9-Can you use advanced search techniques? 60 7%10. Have you ever used any social network of any kind (Facebook)? 70 8%11-Have you ever tweeted? 51 6%12-Have you ever downloaded a podcast 36 4%

824 100%

58 Capacity sessions were scheduled twice weekly, and primarily conducted in a flexiblemanner through email correspondence and document review due to time restriction andscheduling conflicts.

59 The achievements in Output 1 are synopsized in the table given hereunder :

Table 2: Achievements in Output 1Sub-outputs AchievementUpgrade fiveprovincialtraining centersto regionaltraining centers

o The progress of construction in the 5 RTCs at the end of June 2013 is 98% forSvay Rieng and Takeo RTCs and around 95% for Battambang, Kampot andSiem Reap RTCs (taking into account the contract variation of one additionalfloor in all the three RTCs).

o The pilot ICT equipment for the RTCs has been delivered.o ICB bidding documents for certificate level automotive and construction

workshops equipment for 5 RTCs, NTTI complex and related NCCs werecompleted, approved and the bidding was conducted and the bids were dulyopened; the BER is ongoing.

o NCB documents for supply, delivery and installation of computer laboratoryequipment for certificate courses for 5 RTCs, NIB and CIEDC were approved,bidding was undertaken, the bids were duly opened and the BER is ready to besubmitted to ADB for NOL.

o Design for dormitory for 4 RTCs in Battambong, Kampot, Siem Reap and SvayRieng has been completed; the design is being discussed with RTC directorsand PCU management.

Develop trainingmodules basedon skillsstandards and

o Task analyses, a requirement for CBLP writing/drafting, have been reviewed andvalidated by industry expert workers and finalized.

o Writing of CBLP level 2 for 11 job priorities of construction, mechanics and ICTand business sectors is on-going and a number of CBLP (41 Learning outcomes

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Sub-outputs Achievementtrain trainers in 18 Units) have been drafted and subsequently reviewed, edited and enhanced

by international consultant. The English and Khmer version are schedule forcompletion in October 2013 to March 2014. (Annex 6: CBLP Writing Plan)

o Writing of competency assessment packages level 2 for 11 priority job positions ofmechanics, construction and ICT & business services sectors is on-going and tobe finalized by the time the competency-based learning packages are completed.Test items for knowledge test of the competency assessment package will bederived from the CBLPs’ assessment items

Increaseindustryinvolvement

o Industry is very much involved in all critical stages of competency standards(CS) and competency-based curriculum (CBC) development, and in this periodhave been involved in the review and validation of task analysis through the“Task Analysis Review and Validation Workshop” held on 4-6 June 2013 for thethree sectors.

Strengthen theNTTI for systemupgrading

o Teacher retention data has been collected and the findings are given in Annex 7.o Lesson Observation survey data of NTTI in-service teachers has been collected

and evaluated.o Percentage data has been gathered on the perceptions of pre-service teachers to

the integration of technology into the classroom.

60 In terms of DMF, the status with regard to Output 1 is given in the following Table 3.Table 3: Status of Output 1 as per Design and Monitoring Framework

Performance targets/Indicator StatusAgainst a 2010 baseline:30% increase in the number ofstudents entering certificate programs(grade 9+) by 2015

62% (195) of students completed grade 12 and 19% completed grade 9entering certificate program, from Baseline Report (December, 2012);2,086 students enrolled in three areas (325 for construction, 1,186 formechanic, and 575 for ICT/business) at certificate level 1-3.-678 students in C1, 407 students in C2, and 1,001 students in C3-in mechanics, 4% female, construction 5% female and ICT/business has 29%female enrolment

Five upgraded RTCs established by2015a

Five RTCs buildings under construction and will be completed in the next fewmonths; NCB computer equipment bid evaluation report has been submitted toADB for NOL; ICB automotive and construction equipment bid evaluation reportis being prepared; capacity building of teachers and senior management on-going.

Three industry advisory groupsestablished and operational by end2010

Three Industrial Advisory Groups have been established and these threegroups are operational.

Industry advisory groups endorseskills standards for the three sectorsby mid-2011

Competency standards development in three sectors reviewed and endorsedby IAG as follows:Construction Sector4 job positions – Levels 3 & 4 - CS and CBC reviewed by IAG3 job positions – Level 2 - CS and CBC reviewed by IAG19 LOs in 5 units in 4 job position has been draftedMechanics Sector3 job positions – Level 2 - CS approved by NTB, CBC endorsed by NTB Sub -committee3 job positions – Levels 3 & 4 - CS and CBC reviewed by IAG4 job positions – Level 2 - CS and CBC reviewed by IAG9 LOs in 8 Units in 3 job positions has been draftedICT/Business Sector4 job positions – Level 2 - CS reviewed by IAG, CBC validated by Expert Group

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Performance targets/Indicator Status4 job positions – Level 3 - CS endorsed by NTB sub-committee and CBCreviewed by IAG3 job positions – Level 2 - CS of one job has been validated by expert group;other works are ongoing14 LOs in 5 units in 4 job positions has been drafted

Women make up 25% of industryadvisory group membership

Total members of IAG : 50 people with 5 [or 10%] females-IAG for Construction Sector: 18 people (3 females)-IAG for Mechanic Sector: 16 people (none of female)-IAG for ICT/Business Sector: 16 people (2 females)

Skills standards and skills-basedtraining modules developed throughindustry-led process for certificateprograms by 2012

CBLP under preparation and Certificate Level 1 for the three industry sectorswill be piloted from the coming academic year, October 2013- 41 Learning Outcomes in 18 Units of 11 job position in three sectors(Construction, Mechanic, ICT/Business) has been drafted

Coordinated system of professionalsupport established to improveinstructor training by 2012

The required Pre-service and In-service training is scheduled to begin from 3rd

quarter of 2013.

300 TVET instructors graduate eachyear from NTTI from 2011

Total 1,358 instructors (17% female) reported by DTVETM in 2011 withannual recruitment of 300 Instructors each year.- 2011: recruited 300 TVET Instructors- 2012: recruited 300 TVET Instructors

All instructors in the three sectorsmeet technical and pedagogicalrequirements by 2015

The upgrading of the teachers on as-and-when needed basis is ongoing.

G. ACHIEVEMENTS RELATED TO OUTPUT 2

61 In this output, the main focus is to extend the national access to non-formal TVETtraining (especially in rural areas) with a VSTP scheme aimed to increase the trainingprovision for the young and unemployed poor students (mainly female) at communitylevel.

62 The national Deputy Team Leader/Lead VSTP Specialist commenced input of 54months from 6th of December 2010. The national VSTP I specialist was deployed from1st of December 2010. The national Community Development Specialist commencedhis input of 36 months from 20 December 2010; however he resigned effective from 1st

of October, 2012. The national Deputy Team Leader/ Lead VSTP specialist resignedeffective from 18 April 2011. The national VSTP I specialist also submitted aresignation, which became effective from 21 April 2011. A replacement was found andapproved for VSTP 2. The replacement commenced work from 25 April 2011. Thenational Policy, Management and Institutional Development Specialist wassubsequently designated as the Deputy Team Leader. A replacement for the leadVSTP specialist was submitted for approval by ADB. When this replacement wasunavailable, the second ranked candidate was recommended for approval by ADB,which was duly granted. This consultant was deployed from 1 December 2011. Thesavings from the national VSTP positions have been utilized for the recruitment of twonew international positions. The national community development specialist hasresigned. The savings from this will be utilized to extend the services of the nationalVSTP consultant.

63 Sub-output 2.1 : Establish provincial training centers in un-served provinces. Thecontracts for two new PTCs in Mondulkiri and Preah Vihear were signed on 18November 2011 for a total sum of $ 482,332.59. The two site engineers to provide full-time supervision were recruited and deployed from 10 October and 24 October 2011.The construction has been completed. Mondulkiri and Preah Vihear PTCs building hasbeen officially handed over. After obtaining ADB’s approval, the contract variation for

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the boundary walls of the 2 new PTCs was signed in March 2013 and the constructionof the boundary walls commenced immediately afterwards. ADB also approved theinstallation of the transformer in Mondulkiri PTC. The boundary wall in Preah Vihearhas been completed and the boundary wall in Mondulkiri is 85% complete. Theinstallation of the transformer in Mondulkiri PTC is almost complete.

64 Sub-output 2.2 : Extend the voucher skills training program (VSTP) to all theprovinces. The achievements under this sub-output during the reporting quarter are asfollows:

65 Under the project, there are two types of VSTP, (i) Rural VSTP and (ii) Urban VSTP.

Rural VSTP, also sometime called provincial VSTP, is targeting 530 communes in145 districts in 23 provinces, grouped into three phases. Each phase is to beimplemented for two years each.

Urban VSTP, which is to be piloted under the project in Phnom Penh, has twocomponents - Micro-enterprise VSTP (MEVSTP) and Urban pilot VSTP (UVSTP).Cambodia-India Entrepreneur Development Center (CIEDC) and JapaneseVolunteer Center (JVC) in Phnom Penh will be responsible for implementation ofthese two components.

66 CIEDC is responsible for implementing MEVSTP in order to build capacity of selectedmicro-enterprises in small business management. MEVSTP will target 10 Sangkats andprovide training to 400 trainees for two years.

67 Japanese Volunteer Center (JVC) is responsible for implementing UVSTP in order toprovide skills training to 400 out-of-school youth in mechanics and automotive duringtwo years of program period.

68 Three different VSTP training modes - community-based, enterprise-based and center-based training - are applied in the implementation of Rural VSTP.

69 Figure 1 gives the map of Cambodia where rural VSTP is being implemented.

Figure 1: Target Provinces for Rural VSTP Implementation

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70 Figure 2 gives the timeframe for VSTP Implementation. Each Phase of VSTP is to beimplemented for two years. In the project period, VSTP will be implement for four yearswithin the five year project period.

Figure 2 : VSTP Implementation Timeframe

71 In 2011, VSTP 1st phase year 1 was implemented from April to November 2011covering 209 communes in 54 districts in 7 provinces (Battambang, KampongChhnang, Kampot, Siem Reap, Steung Treng, Svay Rieng, and Takeo). At the end of2011, the achievement of VSTP program implementation is shown as follows;

Trainees: The total trainees were 41,947 [females 24,851 (60%)], whichconstitute 100% against target of 41,800 trainees. Among the trainees were288 (0.6%) minority people belonging to Cham, Kouy, Pnorng, and Charaycommunities.

Training courses: The total VSTP courses were 1,585, comprising of 1,095CBT, 426 EBT, and 64 CeBT.

Training providers: The program employed 615 trainers (251 females). Thedistribution of trainers by VSTP modes were 161 (32 females) CBT, 394(females 191) EBT, and 60 (28 females) CeBT.

72 In 2012, VSTP 1st phase year 2, and VSTP 2nd phase year 1 was implemented. Theprogram targeted 401 communes in 89 districts in 14 provinces. The initial target planwas to provide skills training to 80,200 trainees, comprising of 41,800 trainees underVSTP 1st Phase Year 2, and another 38,400 trainees under VSTP 2nd Phase Year 1.

73 The cumulative achievement of VSTP implementation in 2012 (including 1st PhaseYear 2 & 2nd Phase Year 1) is as follows;

Trainees: The total trainees were 74,449 (44,979 females), which constitute93% against target of 80,200 trainees. Among them, there were 1,594 (2.1%)minority people.

Training courses: The total VSTP courses were 2,935, CBT 2,055, EBT 777,and CeBT 103.

Training providers: The program employed 1,390 trainers (498 females). Thedistribution of trainers by VSTP moods were CBT 699 (158 females), EBT 599,(299 females) and CeBT 98 (41 females).

74 In 2013, all three models of VSTP (Rural VSTP, Micro-enterprise Pilot VSTP, andUrban Pilot VSTP) are being implemented in their respective target areas;

Rural VSTP: (i) VSTP 2nd Phase Year 2, and (ii) VSTP 3rd Phase Year 1 Urban Pilot VSTP: (i) Micro-enterprise VSTP, and (ii) Urban VSTP

75 During this reporting period, VSTP 2nd phase year 2 has been implemented in all 7targeted provinces, Kompong Cham, Kandal, Koh Kong, Kratie, Prey Veng, Pursat, andSihanouk Ville. By the end of this quarter, the total number of trainees, who havecompleted the training, were 21,282 trainees (13,143 females), comprising of 21,008(13,015 females) trained under CBT, 128 (52 females) trained under EBT, and 146 (76

1st Phase, Year 1 1st Phase, Year 2 2nd Phase, Year 1

2nd Phase, Year 2 3rd Phase, Year 1 ME-VSTP Year 1 U-VSTP Year 1

3rd Phase, Year 2 ME-VSTP Year 2

U-VSTP Year 2

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females) trained under CeBT. If compared with the annual performance indicator of38,400 trainees, the program has registered 55 % achievement.

76 VSTP 3rd phase year 1 is currently being implemented in four out of nine targetprovinces (Banteay Meanchey, Kampong Speu, Kampong Thom, Preah Vihea). So far,only 7594 trainees (5,031 females) have completed from CBT of VSTP. Other twotraining modes are under implementation. The program has achieved 29% incomparison with annual performance indicator of 25,800 trainees.

77 Micro-enterprise and Urban VSTP are in the final preparation stage for piloting. BothCIEDC and JVC are ready to pilot this training program from the early part of 3rd quarter2013.

78 Till the end of 2nd quarter 2013, VSTP has registered 45% achievement against annualperformance indicator. The total number of trainees was 28,876 trainees (18,174females) against the annual target of 64,600 trainees. The number of trainees by thedifferent training modalities are 28,602 (18,046 females) under CBT, 128 (52 females)under EBT, and 146 (76 females) under CeBT. In terms of target areas, 11 (69%) of 16target provinces is covered by Rural VSTP. One province (Pursat) has completelyfinished the training program for the year 2013, while the other 10 provinces are stillimplementing the training program - VSTP 2nd phase year 2 in Kompong Cham, Kandal,Koh Kong, Kratie, Prey Veng, and Sihanuk; 3rd phase year 1 in Banteay Meanchey,Kampong Speu, Kampong Thom, and Preah Vihear. The training programs stillremaining are to be implemented in the next quarter.

79 Table 4 gives the updated data of VSTP implementation in terms of trainees, trainingcourses and training providers from 2011 till the end of 2nd quarter 2013.

Table 4: Achievement of VSTP Implementation

Description Mode 2011 2012 1st & 2nd Qtr 2013 Cumulative

Trainees

CBT38,687(23,238 females)

69,754(42,599 females)

28,602(18,046 females)

137,043(83,883 females)

EBT1,590(860 females)

2,615(1,413 females) 128 ( 52 females)

4,333(2,325 females)

CeBT1,670(753 females)

2,080(967 females) 146 (76 females)

3,896(1,796 females)

Sub-total41,947(24,851 females)

74,449(44,979 females)

28,876(18,174 females)

145,272(88,004 females)

TrainingCourse

CBT 1,095 2,055 N/A 3,150EBT 426 777 N/A 1,203CeBT 64 103 N/A 167

Sub-total 1,585 2,935 N/A 4,520

TrainingProvider

CBT161(32 females)

699(158 females) N/A

860(190 females)

EBT394(191 females)

599(299 females) N/A

993(490 females)

CeBT60(28 females)

98(41 females) N/A

158(69 females)

Sub-total615(251 females)

1,396(498 females) N/A

2,011(749 females)

80 Compared to the target performance indicator (210,000 trainees to be trained underVSTP by 2015) in PAM of STVET project, the project has a cumulative achievement of145,272 trainees (69%), who have completed the training from 2011 to 2nd quarter2013). However, the actual achievement till date against the DGTVET target of 212,800trainees since 2011 to 2nd quarter 2013 is 68%.

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81 Internal Monitoring: The training programs of VSTP have been monitored regularly byrespective TVET institutions and commune councils in each of the training areas.CDSs, in collaboration with commune councils, are in charge of regular monitoring ofcommunity-based training. The enterprise-based training is also being monitored atleast once a month for every training course. The center-based training is regularlymonitored by respective TVET institutions during the training period.

82 The report on Training Need Analysis (TNA) of In-service CDS (English version) hasbeen translated from English into Khmer and circulated to related consultants, NTTIand PCUs to seek for comments. The English version of TNA report is given in Annex8.

83 Sub-output 2.3: Develop directors and staff of provincial training centers. Underthis sub-output, the achievements during the reporting quarter are synopsized in thefollowing paragraphs.

84 Directors and staff of CIEDC and JVC participated in half-day refresher training on“Urban VSTP” to build their capacity for piloting (i) Micro-Enterprise VSTP and (ii)Urban VSTP. The training took place in DGTVET meeting room on 30th May 2013 with12 participants from DGTVET senior management, related PCU members,directors/deputy-directors, staff of CIEDC and JVC, and VSTP consultants.

85 In the first week of June 2013, DTVETM organized a soft skills training for 5 days fordirectors/deputy directors and staff of three TVET institutions (PTC Kampong Chhnang,PTC Pursat and PIB). The purpose of the training was to enhance job performance ofrespective officers through soft skills application. The expected outcomes of trainingwere to (i) enhance job performance, (ii) improve soft skills related communitydevelopment works, and (iii) strengthen communication skills in an effective way. Thetraining courses were lectured and facilitated by related Senior Officers from DTVETM.The specific training contents included soft skills definition and its advantages, softskills learning approaches, and applications of seven soft skills in workplace. For thefollowing quarter, this training course will be conducted in other TVET institutionstargeted by VSTP of STVET project. Total participants were 84 people which included20 females. The details of the participants are given in Table 5.

Table 5: Beneficiary of Soft Skills Training Program

No. Target TVET Institutions ParticipantsTotal Female

1 Kampong Chhnang PTC 25 062 Pursat PTC 32 053 PIB 27 09

Total 84 20

86 External monitoring and Coaching: In late June 2013, related PCU members andnational consultants conducted field coaching to target TVET institutions of VSTP 3rd

phase in Banteay Meanchey, Kampong Speu, Kampong Thom, Mondulkiri, PreahVihear, Ratanakiri, Oddor Meanchey, Kep, and Pailin. The overall purpose was toprovide technical support to directors and staff of the respective institutions toimplement rural VSTP as well as to monitor the progress of VSTP implementation. Itwas observed that some target TVET institutions were not familiar with VSTPprocedure as well as program templates. Shortly after the visit, the directors and staff ofTVET institutions were again trained on VSTP procedures in terms of the overallprocedure, approach and criteria for trainee selection in particular, and how to useVSTP templates and forms. In addition, they were instructed about monitoring andfollow-up of EBT to enhance public awareness of training programs at each training sitevia displaying project plate name, work closely with training providers to avoid

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discrimination and labor exploitation, how to provide instruction to trainee about smallbusiness concept, and how to follow-up the training outcome of each target trainee.

87 Both Rural and Urban VSTP Implementation Guidelines are being translated fromKhmer into English by related PCU members, counterparts of VSTP and relatedconsultants. The translation is 60% complete.

88 External Evaluation: A series of tracer studies of VSTP 1st Phase year 2 and 2nd

Phase year 1 (to be undertaken six months after completing VSTP courses) have beenconducted. In April 2013, a field study was carried out to follow up with the graduatedtrainees of VSTP 1st Phase year 1 in 7 target provinces (Battambang, KampongChhnang, Kampot, Siem Reap, Steun Treng, Svay Rieng, and Takeo). Similarly,another study was done in target provinces of 2nd Phase year 1 (Kampong Cham,Kandal, Koh Kong, Kratie, Prey Veng, Pursat, and Sihanoukville).

89 The primary data of VSTP 1st Phase Year 2 has been analyzed; and some of theanalyzed data have been converted into charts, tables, and graphics.

90 Sub-output 2.4 : Upgrade training on skills standards in the provincial trainingcenters. Teachers of nine (9) PTCs were given a 5-day in-service training on thedevelopment of standard-based curriculum aligned with NTB approved competencystandards. The workshop was conducted on 14-18 January 2013 at the BattambangInstitute of Technology. It included an overview of the processes in formulatingcompetency profile, development of competency standards and competency-basedcurriculum. More training sessions are being planned to be held in September 2013.

91 All RTC and PTC teachers who have attended the 14-18 January 2013 workshop willbe given in-depth training in compliance with the sub-output on “Upgrade training onskills standards in the provincial training centers”. They will be trained to writestandard-based curricula through in-service training in the five RTCs using the NTBapproved course design and modules of instruction/training, hand-outs and PowerPointslides developed for the following workshops: a) “Skills Standards DevelopmentWorkshop”, b) “Competency-Based Curriculum Development Workshop”, c)“Competency-Based Learning Packages Development Workshop” and d) “CompetencyAssessment Packages Development Workshop”.

92 TVET curricula and learning materials for the new national competency standards level2 will be produced for the PTCs. Likewise, relevant workshops will be set up andequipment for the new curricula will be installed to meet the training requirements of thethree industry sectors.

93 Sub-output 2.5 : Increasing accessibility to structured skills training. PTC staffdirectly involved in updating or developing non-formal courses shall be trained to reviewand enrich current curriculum and aligned to Cambodia’s National QualificationFramework and new competency standards. They will also be trained to develop newcompetency standards and curricula in consultation with expert-workers and employers.Development of learning modules for the new curriculum will form part of the capacitybuilding intervention for the PTCs.

94 PTC curriculum development staff shall be trained to align current curricula toCambodia’s National Qualification Framework and NTB approved competencystandards. They will also be trained to identify and develop new competency standardsin consultation with expert-workers and employers. Development of new standard-based curricula and learning packages in accordance with the competency-basedapproach will also be included in their training course design.

95 Workshop on development and writing competency-based learning package (CBLP)was successfully conducted for all three technical working groups of the three prioritySectors – Construction (PPI), Mechanics (ITI) and ICT & Business Services (NIB)

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including senior staff of DNCS and PCU counterparts. The detail action plan for writingworkshop of CBLP Level 2 is given in Annex 6, while the summary of achievements onskill standard development is in Annex 5.

96 The following works are ongoing :

o writing English version of CBLP level 2 for construction, mechanics and ICT &business services for 21 priority job positions; and

o writing English version of CAP level 2 for construction, mechanics and ICT &business services for 21 priority job positions

97 The achievements in Output 2 are synopsized in the following table given hereunder :

Table 6: Achievements in Output 2Output Achievement

Establishprovincial trainingcenters inunservedprovinces

o The two new PTC buildings in Mondulkiri and Preah Vihear were contracted on 18 November2011 for $ 482,332.59; the construction has been completed and officially handed over.

o The contract variation for boundary walls for PTCs in Mondulkiri and Preah Vihear andelectrical transformer connection for Monduliri were signed and the construction of theboundary walls commenced soon after. The boundary wall in Preah Vihear has beencompleted. The boundary wall in Mondulkiri is 85% complete. The installation of the transformerin Mondulkiri PTC has also been completed.

o The contract for the supply of equipment for construction and automotive workshops for thenew PTCs was signed; the bidding was undertaken, the bids were evaluated and approved andthe contracts have been signed; the equipment has been delivered.

o The re-bidding of basic workshop equipment for 21 PTCs was advertised on 23 November2012; the evaluation is completed and approved by ADB; the contract is signed and thedelivery is expected by middle of August 2013.

o The design and bill of quantities for rehabilitation works for existing PTCs in Group I are to becompleted so that the bidding can be undertaken by the end of the 3rd quarter.

Extend thevoucher skillstraining programto all provinces

o The achievement of VSTP 1st phase, year 1 (2011) is as follows: 38,687 trainees (23,238 females) completed community-based training (100% completed against

target); 1,590 trainees (860 females) completed enterprise-based (101% completed against the target); 1,670 trainees (753 females) completed center-based training (99% completed against the target); Altogether 41,947 trainees (24,851 females) have completed all training programs (100%

completed against annual target).o The progress of VSTP 1st phase, year 2 (2012) is as follows:

38,236 trainees (24,716 females) completed community-based training (99% completed againsttarget);

1,680 trainees (940 females) completed enterprise-based (113% completed against the target); 1,601 trainees (641 females) completed center-based training (94% completed against the target); Altogether 41,517 trainees (26,297 females) have completed all training programs (99.3%

completed against annual target).o The progress of VSTP 2nd phase, year 1 (2012) is as follows:

31,518 trainees (17,883 females) completed community-based training (85% completed against thetarget);

935 trainees (473 females) completed enterprise-based (107% completed against the target); 479 trainees (326 females) completed center-based training (72% completed against the target); Altogether 32,932 trainees (18,682 females) have completed training (86% completed against

annual target).o The progress of VSTP 2nd phase, year 2 (2013) in this reporting period is as follows:

21,008 trainees (13,015 females) completed community-based training (59% completed against thetarget);

218 trainees (52 females) completed enterprise-based training (8% completed against the target); 146 trainees (76 females) completed Center-based training (10% completed against the target); Altogether 21,282 trainees (13,143 females) have completed training (55% completed against

annual target).

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Output Achievemento The progress of VSTP 3rd phase, year 1 (2013) in this reporting period is as follows:

Altogether, 7,594 trainees (5,031 females) completed community-based training (29% completedagainst annual target).

o The progress of Micro-enterprise Pilot VSTP, year 1 (2013) in this reporting period is asfollows: Related committee and working groups for program implementation have been set up and these are

operational; CIEDC has identified 3 potential NGOs to provide training services; The survey has been done to identify target groups and skills training needs, and reports were

produced; List of selected target groups was prepared; and Training materials for implementation have been prepared.

o The progress of VSTP Urban Pilot VSTP, year 1 (2013) in this reporting period is as follows: CIEDC has announced publicly about the program and the target group; Trainees shortlist has been prepared based on the applicants; Training providers has been selected for providing training service.

o Khmer versions of the Micro-enterprise and Urban VSTP implementation guideline have beencompleted; the translation into English is 60% complete.

o The first draft of the TNA report of In-service CDS in English has been completed; it has beentranslated into Khmer and circulated to NTTI, related PCU and consultants for comments andfinalization.

o The Report on Follow Up of selected graduates of EBT and CeBT of VSTP 1st phase, Year 1(2011) has been finalized for documentation.

o The booklet on Sample Success Stories of VSTP 1st Phase Year 1 Implementation has beencompleted and documented.

o Primary data of Tracer Study of VSTP 1st Phase Year 2 has been analyzed; and the draft reportoutline has been completed.

Develop directorsand staff ofprovincial trainingcenters

o Institute/PTC directors and CDSs implementing 2nd and 3rd phase VSTP were mentored byPCU and consultants during monitoring visits of VSTP implementation.

o The capacity of the senior management, related PCU members, directors/deputy directors andrelated staff of CIEDC and JVC has been built to pilot the new programs on “ Micro-enterpriseand Urban Pilot VSTP”

o The practical survey assessment on competency profiles of VSTP courses within the VSTPphase 1 and phase 2 (with PTC directors, teachers and self-employed graduates) has beenconducted, while second survey assessment is ongoing with another 9 selected PTCs.

o Pocket Book for business set-up of teachers and students for self-employed has beencompleted and has been circulated to the management for comments and necessaryimprovements.

Upgrade trainingon skills standardin the provincialtraining centers

o Technical teachers in Kampot Institute of Polytechnic, which is being upgraded to RTC underthe project, participated in the CBLP writing workshop and in the process learnt the techniquesof CBLP writing as well as being able to help in the process.

o This is the first of a series of writinb workshops which will be held in the 5 RTCs.Increasingaccessibility tostructured skillstraining

o The accessibility to structured skills training will improve after establishment of new trainingcenters and after implementation of the new competency based curricula.

o Second survey assessment on competency profiles of VSTP courses is initiated for another 11courses in selected 9 PTCs of VSTP 1st and 2nd phase.

98 The progress status of this output as per DMF is given in Table 7 below :

Table 7: Status of Output 2 as per Design and Monitoring FrameworkPerformance targets/Indicator Status

VSTP extended to all provinces by 2015 withnew operating guidelines

At the end of 2012, VSTP had been implemented in 14 provinces (7provinces in 2011 and another 7 provinces in 2012); in 2013, rural VSTPbeing implemented in another 9 provinces and urban VSTP is to bepiloted in Phnom Penh; therefore, VSTP will be extended in all 24provinces this year in 2013

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Skills standards and skills-based trainingmodules developed through an industry-ledprocess for enterprise- and center-basedprograms

Ongoing; the skills standards development work is being undertaken inconsultation with expert workers for validation and endorsement byIndustrial Advisory Groups (IAGs) at all major stages of developmentTask Analysis, which a very important document serving as guide/scriptin the writing of CBLPs, has been reviewed and validated by industryexpert workers.

New courses, curricula and standards tosystematize nonformal training introduced byend 2013

Draft competency profiles for 10 non-formal center based training for 10job profiles completed.

210,000 participants have completed VSTPtraining by 2015

By the end of June 2013, a total of 145,272 trainees completed VSTPtraining, which constitute 68% (female 61%) against DGTVET set targetof 212,800 trainees by the end of 2014 (PAM target is 210,000).

- 41,947 trainees completed training in 2011- 74,447 trainees completed training in 2012- 28,876 trainees completed training in the second quarter of

2013An additional 12% (600) have graduatedfrom non-VSTP courses in PTCs (from 2008baseline of 5,000)

To be determined from impact study

40% of VSTP training is enterprise- orcenter-based

In 2011 : 2,150,300 training hours (or 58.4%) spent on enterprise andcenter based training under VSTP 1st phase year 1 in 2011. This hasexceeded the target of just 40% (refer to the draft report on VSTP followup report)In 2012: 5,853,739 training hours were spent on all three VSTP trainingmodes of 1st Phase Year 2, and 2nd Phase Year 1. The proportion oftraining hours by VSTP modes were CBT 2,790,160 (48%), EBT1,705,039 (29%), and CeBT 1,358,540 (23%).Accumulative from 2011-2012, total training hours of VSTP 1st PhaseYear 1 & 2, and 2nd Phase Year 1 was 9,536,419 in which CBT4,322,440 (45%), EBT 2,778,479 (29%), and CeBT 2,435,500 (25%).Totally, 54% of VSTP training hours was EBT and CeBT trainingcourses.

80% of all trainees in enterprise- or center-based training in the three industry sectorswill earn a new certificate of competency

The trainees do get certificates of completion after completing thetraining. The certificates of competency can only be issued after the newcompetency based curricula are implemented and the trainees undergoa formal assessment procedure.

Two new PTCs have been constructed byend 2011

2 new PTC buildings in Mondulkiri and Preah Vihear were completed atthe end of 2012. Additional work - boundary walls for both PTCs andinstallation of electrical transformer line in Mondulkiri PTC – are alsonearing completion.

PTC performance improved through betterprogram planning and management, betterfinancial management and data recording,increased community outreach, and morerevenue generation by 2015b

Ongoing process. Quality audits of all public TVET institutions havebeen completed. The results have been shared, feedback requestedand the quality audit reports have been finalized. under A number ofnational workshops have been held on management and operationalplanning

All PTC instructors have completed the newteacher in-service training program by 2015c

A number of in-service training programs for the teachers have beenorganized. The in-service teacher training for the new competencybased curricula will be designed and implemented from the later part ofthis year when the new curricula are piloted.

H. ACHIEVEMENTS RELATED TO OUTPUT 399 The main objective of this output is to strengthen the institutional capacity to plan and

manage technical and vocational education and training.

100 The Policy, Management and Institutional Development Specialist/Team Leader, with54 months input, was deployed from 1st December 2010, along with the national Policy,

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Management and Institutional Development Specialist, who was also deployed at thesame time for a total input of 54 months. The savings of 7.82 person months accruedfrom the various leaves taken by the Team Leader over the past 2 years has been re-allocated to the extension of contracts of the three skills standards specialists. Another12 months have been reduced from the team leader’s input for further extension ofsome of the other positions as well as to create a number of additional positions. TheTeam Leader’s current remaining allocation is 34.18 months. After the resignation ofthe lead national VSTP consultant/deputy team leader, the national Policy,Management and Institutional Development Specialist was approved to be appointedas the Deputy Team Leader. The national ICT specialist, with input of 60 months wasalso deployed from 1st of December 2010. The international M&E specialist with 11months input was deployed from 19 December 2010. Since this international consultantcould not complete the first input and the resumption of his assignment was unclear, itwas proposed and agreed that 3 months of input of this consultant be reduced andallocated to the Project Finance Specialist, who had considerable M&E experience.This was done and the replacement completed 3 months of the input. The originallyselected national M&E specialist with input of 28 months had to be replaced, and thereplacement consultant was deployed from 15 February 2011. The input of this nationalconsultant has been extended.

101 The International Database Specialist, with only 2 months inputs, was proposed by theproject to be given the additional responsibility of VETMIS IT Systems Analyst with 4months input. After obtaining ADB’s approval, the international VETMIS IT SystemsAnalyst was deployed from 18 July 2011. In the same manner, the international LMISWebsite Specialist, with 4 months input, was proposed by the project to be given theadditional responsibility of LMIS Specialist, Development and Training, with 10 monthsinput. After obtaining ADB’s approval, the international LMIS Specialist, Developmentand Training was also deployed from 18 July 2011. The international Social andGender Specialist was also deployed from 18 July 2011. With the resignation of theinternational Social and Gender Specialist, potential candidates are being screened tofind a suitable replacement. The international Labour Market Information and StatisticsSpecialist, with 6 months input, was deployed from 1 August 2011 along with thedeployment of the international Project Finance Specialist, with 3 months input. Thedeployment of the above international consultants completed the deployment of all theinternational consultants. The national Social and Gender Specialist, who replaced theoriginal national consultant for the position, was approved by ADB and was deployedfrom 14 November 2011. This national consultant has also resigned. A suitablereplacement is being sought. There has been some re-allocation of consulting inputs sothat the two international consultants working on LMIS have 10 months each and theinternational VETMIS consultant has 2 additional months. However, the VETMISconsultant, who was supposed to be back for his remaining 1.5 months has notreturned to work and has been completely out of touch. The national ICT specialist hastaken over all the remaining works of the international TVETMIS specialist.

102 Sub-output 3.1: Assess technical and vocational education and training policies.The CQF with 8 levels was finalized by an inter-ministerial committee and approved by8th meeting of NTB on 17 February 2012. The supporting documents are beingprepared to enact the necessary sub-decree.

103 A number of reports on the TVET sector as well as the national qualificationsframework along with various presentations for both national and internationalworkshops/meetings have been completed.

104 PAM document has provision to conduct two policy studies on “Future Direction ofTVET in Cambodia” as well as “TVET Financing”. With the approval of ADB, these twostudies were combined into one study. The process of recruiting a firm for undertakingthis policy study was duly completed, including the financial negotiations and thecontract has been signed. The policy study started in mid-January of 2013. The

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Inception Report was completed and the first big consultation meeting was conducted.The first big national workshop on the Policy Study is to be conducted in the first half ofApril 2013. Under this policy study, the important policy documents such as TVETStrategic Plan, TVET Development Plan and TVET Financing Plan for 2013-2020 are tobe completed. Draft final reports have been submitted with the final reports due forsubmission by mid July 2013.

105 Sub-output 3.2: Strengthen planning capacity. Under this sub-output, theachievements during the reporting quarter are summarized as follows.

106 Baseline Study: The process of recruiting the consulting firm to undertake theBaseline Study using Consultant Qualification (CQS) modality commenced with theinvitation to submit expressions of interest by interested firms. The contract with the firstranked firm was signed on 16 December 2011 and the baseline work commenced on16 January 2012. The Inception workshop was organized on 13 March 2012. The firstdraft of the baseline study was submitted at the end of May 2012. Several meetingswere conducted with the firm undertaking the baseline survey on how to make thereport more comprehensive and more acceptable. The comments from DGTVET wereconsolidated and relayed to the firm in mid-June 2012 for further improvement of thereport. The improved second draft was submitted on 18 July 2012 and a consultationworkshop on key findings was held on 31 July 2012, with relevant key stakeholders.Based on the comments and suggestions offered by the participants and PCUmanagement during this consultation workshop, the firm conducted a second round ofdata collection and submitted its final report in December 2012.

107 Regional Training: The selection of appropriate training institutions for undertaking the5 packages of regional training and study tour using CQS modality commenced with theinvitation for submission of expressions of interest. Due to budgetary constraints forsome packages and budgetary surplus for the study tours, new expressions of interestwere sought based on new ToRs and revised costing for all regional training packages.The new EoIs have been evaluated and the first ranked firms were requested to submitthe technical and financial proposals. The first ranked firms for packages 3 and 4declined to submit the technical and financial proposals; therefore, the 2nd ranked firmfor these two packages, which happen to be the first ranked firm for the first twopackages, was requested to submit the technical and financial proposals. Theproposals were received, evaluated and submitted to ADB for approval so as toproceed with the contract negotiations. The contract for the study tour was successfullynegotiated on 6 February, approved by ADB on 21 February and the contract wassigned on 5 March 2013. The contracts for the first four packages were successfullynegotiated on 21 June and the minutes and draft contracts have been sent to ADB forNOL.

108 Sub-output 3.3: Strengthen management capacity. Under this sub-output, theachievements during the reporting quarter are as follows.

109 Registration of TVET Institutions: Considerable work on the registration of TVETinstitutions was completed, and the final set of documents have been approved and arenow available in the official website.

110 The TVET institutions, which are operating without any formal recognition, must applyfor formal registration by filling up the appropriate forms and submit with supportdocuments as indicated in the detailed registration process. The application form canbe obtained from the Office of TVET Institution Management under the Department ofTVET Management (DTVETM), at Directorate General of TVET (DGTVET) in Ministryof Labour and Vocational Training (MLVT), in Phnom Penh and/or from the ProvincialDepartment of Labour and Vocational Training (PLVT) in the provinces. The applicationform can also be downloaded from http://www.ntb.gov.kh/registration.html.

111 The registration of TVET institutions will be different according to the duration of the

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training offered and is as follows:a) Those TVET institutions offering short course training of less than 3 months must

register with PLVT;b) Those TVET institutions offering training courses for more 3 months and less than a

year period must register with Directorate General of TVET; andc) Those TVET institutions offering long term training courses of more than a year

must register at MLVT

112 Restructuring of DGTVET and Its Departments: In view of the increasingresponsibilities of the Department of TVET Management and the importance ofactivities such as policy and planning, which require a dedicated department, the seniormanagement suggested that a comprehensive situation analysis of all the threedepartments of DGTVET be undertaken with the possibility for restructuring to create amore responsive as well as effective and efficient mechanism. Accordingly, a situationanalysis of the three departments of DGTVET was undertaken and various possiblerestructuring options have been discussed and these options have been submitted tothe very top management for necessary decision. A structure with 6 departments isunder serious consideration.

113 Networking of RTCs with other TVET institutions in the regions: The role andfunction of newly designated RTCs to function as focal institutions for qualityassurance, monitoring and evaluation and upgrading of teaching and learning is beingassessed. The clustering/networking of Provincial Public TVET Institutions around eachdesignated RTCs is being proposed as follows:o Battambang RTC, Battambang Institute of Technology, Prey Konkla PTC, Banteay

Meanchey PTC, Pailin PTC, Pursat PTC, and Rolang Vocational Training School inPursat

o Siem Reap RTC, Chantiers-Ecoles de Formation Professionnelle in Siem Reap,Centre National de la Soie in Siem Reap, Kampong Thom PTC, Preah Vihear PTC,Yalay Training Center in Preah Vihear, and Oddar Meanchey PTC

o Svay Rieng RTC, Prey Veng PTC, Mondulkiri PTC, Ratanakiri PTC, Stung TrengPTC, Kratie PTC, and Kampong Cham PTC

o Takeo RTC, Kandal PTC, Kanpong Speu PTC, Kampong Chhnang PTC, andCambodia-Thai Skill Development Center

o Kampot RTC, Noeng Nimul Vocational Training Center in Kampot, Krong KepPTC, Sihanouk Ville PTC, and Koh Kong PTC

114 Quality Management Manual (Handbook) in Khmer and English version has beenapproved by the senior management. The Manual has been published in bothlanguages in late April 2013 for dissemination to all TVET institutions in Cambodia.Figure 3 gives the quality assurance road map for TVET quality improvement, in whichall 6 criteria are to be reviewed by an entity external to TVET institutions (QA-M&Edivision) as well as all TVET institutions are to undertake an internal review, which canbe termed self assessment by TVET institutions. Each of the 6 categories of qualityassurance is made up of a number of elements (sub criteria) considered critical forsuccess and quality improvement of TVET provisions in Cambodia. The structure of theassessment and quality assurance matrix is flexible and allows progressive change tomeet higher demands over time. The primary instrument is a self-assessment matrixthat will assist the senior management to identify specific systemic or institutionalweaknesses which are within their capacity to control or address, thereby empoweringthe senior management to take control of their improvement programs.

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Figure 3: Quality Assurance Roadmap for Quality Improvement

115 As a final result of the external audit, quantitative quality scores are given to the sixquality assurance criteria and sub criteria used in the quality assurance audit. Thescores are signs that are evidence of the presence or absence of particular qualities.They provide information to policy-makers to assist in policy formulation, and they alsodemonstrate accountability. Quality scores for the criteria and sub criteria are definedas the performance indicators that refer to a quality characteristic or objective andwhich would indirectly refer to the broad context of performance evaluation in whichthey operate. A quality indicator is a figure, which is helpful for the assessment of aquality characteristic or the achievement of quality objectives.

116 Quality scores also provide information about the state of particular systems. It must beremembered that quantitative scores are just that—they are indicative of a certain state,not descriptive of the entirety. Indicators are typically used as yardsticks in suchcomparisons as a series of values over time. Along with the score, the report alsoconsists of strengths and areas for improvement (weaknesses) for the six criteria. It isrecommended that TVET Institutions are required to demonstrate that they have set upquality management systems, quality assurance systems and continuous improvementmechanisms by the end of July 2013.

117 The reports of the Quality Audit of all public TVET institution have been finalized andsent to those institutions for comments and feedback by the second week of April 2013.Two institutions (such as NTTI, PPI) out of 34 institutions sent their comments andfeedback about the Quality Audit Report and the rest of the TVET institutions haveagreed on the scoring result of QA report from QA-M&E Division, DGTVET.Subsequently, the QA team started to review all criteria and supporting document fromthe two institutions in order to double check the result. After the review of all commentsand feedback, the reports have been revised and will be sent to senior management forapproval by early July 2013. The results of the Audit will be declared by mid August2013.

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Figure 4: Quality Assurance Procedure

118 The survey of certificate program (C1, C2, and C3) was conducted by end of May 2013.The aim of this study was to investigate, from the perspectives of graduates, theefficacy of certificate level courses (CI, CII and CII) in the three areas (Construction,Mechanics and Business/ICT) in relation to their effectiveness in preparing graduatesfor employment and also to identify areas of improvement in the teaching and learningprocess. The draft report and data analysis of this survey has been completed and willbe submitted to senior management for comment and feedback.

119 The survey of benefit monitoring and evaluation of the VSTP program Phase I, year 1and year 2 was conducted in early May 2013. The purpose of this study was toevaluate the relevance and effectiveness of VSTP programs (1st phase in 2011 and2012). The results of the study serve as basis and inputs in continuous VSTP programand service delivery improvements and for more relevant policies and programs for theTVET sector. Furthermore, capacity building in “SPSS Data Analysis Program, M&EProcedure, and Designing Physical Accomplishment” to QA-M&E officers has beenconducted internally in order to improve their skill in survey data analysis and how toconduct M&E for the project as well as for DGTVET.

120 The Physical Accomplishment Weighting of the project as of 30 June 2013 is 62.44%against the projected 65.93% at the end of 2013. This result identifies andquantitatively measures the physical achievements of elements of the projectcomponents. At the component level, the scores are 12.40% for formal component(Output 1), 30.69% for non-formal component (output 2) and 9.76% for the thirdcomponent (Output 3), namely strengthening capacity to plan and manage TVET, and9.60% for project management components as per the following table.

Table 8: Actual Physical accomplishment against projection for 2013Output Target 2013 Actual by end of June 2013Output 1 11.30% 12.40%Output 2 33.30% 30.69%Output 3 11.64% 9.76%Project Management 9.69% 9.60%

Total 65.93% 62.44%

121 The achievement for output 1 is 12.40%, which is above the annual target of 11.30%because the skills workshop equipment lists have been approved by ADB and the

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contract has been signed with the successful bidder. Since VSTP phase one, year 2 isalready completed and phase 2 year 1 operation is almost complete, the achievementof Output 2 is 30.69% against the annual target of 33.30%. The achievement score forOutput 3 is 9.76% against the annual target of 11.64%. The difference is mainly due tothe delay in recruitment of firms to undertake the regional training and study tourprograms. The achievement score for Project Management is 9.60% against the annualtarget of 9.69%. The difference in the achievement scores is mainly due to the delay ofsome activities in output 3. For more details, refer to Annex 12.

122 Sub-output 3.4 : Improve technical and vocational education and traininginformation systems. Under this sub-output, the achievements during the reportingquarter are as follows.

123 The Beta version of LMIS website has been made available online atwww.cambodialmis.info. The website consists of five main categories: Job Skills,Demography, Education and Work Force.

124 LMIS data is being updated regularly.

125 Four modules of TVETMIS comprising of modules for Institution, Staff, Student andShort Course have been developed. The remaining modules are being developed.

126 TVETMIS system have been made available on live server at www.tvetmis.com.

127 TVETMIS: debugging, pilot testing, bug fixing and end-user training will commenced in3rd quarter 2013

128 Sub-output 3.5 : Develop and implement skills standards : In connection with thesub-output on the development and implementation of competency standards, this hasalready been dealt with under sub-output 1.2.

129 Sub-output 3.6 : Introduce Career Information Systems. The career guidancemanual preparation is ongoing. The first draft has been reviewed and is being plannedto be finalized in consultation with counterparts and PCU Management. The newinternational Non-formal Entrepreneurial consultant was involved in reviewing the zerodraft and to finalize it so that it can be circulated to the concerned stakeholders forfurther improvement. In the improvement process, CGD manual contents and annexeshave been revised and improved in both Khmer and English versions.

130 The final draft of CGD manual has been shared and discussed with PCU Managementand counterparts for further feedback in order to finalize the CGD manual for approval.

131 Social marketing/Career Guidance & Development Information questionnaires weredeveloped for conducting interview in 7 TVET institutes by national consultant andcounterparts. Some directors of TVET institutions were selected for individual interview.Sixty-one (61) students (54% of female students) were selected for interviewing throughFocus Group Discussion.

132 Human resources development for capacity building is an important elementin the project: Weekly and periodic meetings are held between consultants andcounterparts. Workshops have also been held regularly to build up the capacity ofTVET staff working in the central offices and TVET institutions as well as provincialoffices and institutions. The pace of workshops have increased considerably over thelast year. The details of the meetings with the counterparts are given Annex 13 and theworkshops that have been held till now are given in Annex 14. The workshops thathave been held during the reporting quarter 2013, the dates, the number ofbeneficiaries are given in the table below :

31

Table 9: Synopsis of Workshops in 2nd Quarter 2013

No Description of The Workshop Date Duration(day)

ParticipantFemale Total

1Policy Study on Future Directions of TVET and TVET Financing"Presenting key issues identified and draft design vision forTVET 2025"

8-Apr 1 14 84

2 Policy Study - Finding and Actions 17-Jun 1 13 85

3Industry Consultative Workshop on Task Analysis Validation withExpert Workers for Level 2 for Priority Job Positions in theMechanics Sector

04-05June 2 1 29

4Industry Consultative Workshop on Task Analysis Validation withExpert Workers for Level 2 for Priority Job Positions in theConstruction Sector

04-05June 2 3 39

5Industry Consultative Workshop on Task Analysis Validation withExpert Workers for Level 2 for Priority Job Positions in theBusiness and ICT Sector

06-07June 2 3 34

6Competency-Based Learning Package (CBLP) WritingWorkshop by TWG member of Construction, Mechanic andBusiness/ICT Service Sectors

18-23June 6 2 45

Total 14 36 316

133 The following table shows the achievements for the third output of the project, whichdeals with the strengthening of institutional capacity to plan and manage TVET systemin Cambodia. The strategies for development of management capacity are gearedtoward achieving effectiveness of TVET in meeting the needs for competent andproductive workforce as prime mover for the socio-economic development ofCambodia:

Table 10: Achievements in Output 3Outputs Achievements

Assess technicaland vocationaleducation andtraining policies

o CQF comprising of 8 levels was finalized and approved by NTB in the 8th NTB meeting on17th February 2012. The supporting documents to enact a sub-decree are underpreparation.

o Skills standards for selected job positions in the three priority areas along with competencybased curriculum, learning packages and assessment packages for levels 2 - 4 are beingprepared under Output 1.

o A concept paper on strategic TVET roadmap for 2013-2018 and various policy relatedpapers/presentations have been prepared for national and regional workshops/seminars.

o Two policy studies on “Future Directions for TVET” & “TVET Financing” were combined intoone study; the contract was signed and this important study ommence in mid-January 2013.Draft final reports have been submitted.

o Expressions of Interest for the 5 Regional training packages/study were sought again basedon revised ToRs and revised costing; the EoIs were evaluated and the technical andfinancial proposals were sought from the 1st ranked firms; since the 1st ranked firm forpackages 3 and 4 declined to submit, the 2nd ranked firm was requested to submit theproposals; the technical and financial proposals have been received, evaluated and havebeen submitted to ADB for approval. The 5th package, comprising of the study tour, wassuccessfully negotiated on 6 Februay, approval received from ADB on 21 February and thecontract was signed on 5 March 2013. The contracts for the first 4 packages of regionaltraining were successfully negotiated on 21 June 2013.

Strengthenplanning capacity

o Action planning for this year is being monitored in all public TVET institutions.o TVETMIS and LMIS are being operationalized to improve planning and decision-making

capability.

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Outputs Achievementso M&E report for 2nd quarter of 2013 was completed with physical accomplishment 62.44%

against the target of 65.93%.o Regular meetings have been held to review the progress against the projected to improve

capacity and planning capability.

Strengthenmanagementcapacity

o The registration tools and mechanism for registration of TVET Institutions was finalized andhave been approved and are now available in the website.

o Situation analysis of the role of DGTVET has been completed and several rounds ofdiscussion have been completed on the necessary restructuring of DGTVET. Several optionshave been discussed and submitted for senior management discussion and necessary action.A structure with 6 departments is under serious consideration.

o Role and function of newly designated RTCs to function as focal institutions for qualityassurance, monitoring and evaluation and upgrading of teaching and learning is beingassessed, and as well as clustering of all provincial public TVET institutions around the 5designated RTCs has been completed.

o Good Governance Framework has been updated regularly.o Grant Covenants Framework has been also updated regularly.o Quality Management Handbook (Khmer version) has been approved by the senior

management and the English version has been translated. The Manual in both English andKhmer were published at the end of April, 2013 for dissemination to all TVET institutions inCambodia.

o The Self-Assessment forms with the required documents were collected from 34 TVETinstitutions. The QA-M&E division conducted external QA audit in all the 34 public TVETinstitutions and circulated the audit reports to the respective institutions. Based on feedbackfrom NTTI and PPI, the QA reports were revised at the end of June, 2013. The final report willbe submitted to senior management by the end of July 2013. The results of the Audit will bedeclared by mid September 2013.

o The survey of certificate program (C1, C2, and C3) was conducted from 27th to 31st March2013.

o The VSTP benefit monitoring impact survey (phase 1, year 1 and year 2) was conducted from1st April to 5th April, 2013.

o Internal training on “SPSS Program Usage, Report Writing, M&E procedure, and How toDevelop Physical Accomplishment” have been conducted to QA-M&E officers on 14th June2013

Improve technicaland vocationaleducation andtraininginformationsystems.

o LMIS website is available online at www.cambodialmis.info.o LMIS website is being update frequently by LMIS staff.o TVETMIS Institution, Staff, Student and Short Course modules have been developed, other

modules are under development.o TVETMIS system have been made available on live server at www.tvetmis.com.o TVETMIS: Debugging, pilot testing, bug fixing and end-user training will be commenced in

3rd quarter 2013.

Develop &implement skillsstandards

o These have been detailed under Output 1.2

Introduce careerinformationsystems

o Zero draft of career guide information manual has been completed and has been circulated fornecessary feedback.

o First draft of CGD manual in English was completed and shared with the PCU managementteam for further comments and finalization.

o The final draft of CGD manual has been completed and shared with the management team fornecessary comments / feedbacks for further improvement.

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134 The progress status of the output 3 per DMF is given in Table 11 below :

Table 11: Status of Output 3 as per Design Monitoring FrameworkPerformance targets/Indicator Status

Policy and road map for futuredevelopment of TVET system agreedby MLVT and NTB

The policy study on “TVET future direction and TVET financing sources”commenced in January 2013 this study will be completed by July 2013. Thedeliverables of the study are:1. TVET Strategic Action Plan 2014 – 2018, including resource requirementsand a Strategy on Resource Mobilization and its Distribution in TVETInstitutions;2. TVET Structure with defined lateral and vertical pathways from Certificate togeneral and vice versa and Higher Levels, with recognition of prior learning;3. TVET Marketing Strategy 2014-2018 and TVET Demand and SupplyScenario, including entrepreneurial and business opportunities;4. TVET Institutions Structure and Policies 2014-2018 and TVET InstitutionsManagement Plan 2014-2018;5. TVET Financing Policy Framework 2014-2018, including a TVET FinancingStrategy 2014-2018 and TVET Mid-term Expenditure Framework 2014 – 2016;6. Regulatory Framework for TVET Development and Financing

New medium-term TVETdevelopment plan developed by end2010Draft medium-term expenditureframework (2011–2015) developedfor TVET by end 2010

Annual TVET operational plans,including specific annual targets andindicators developed for 2010–2014along with annual performancereports

STVET Project has developed Annual Operational Plan from 2011 to 2015,which is being updated every December of the year.DGTVET has developed and presented TVET Operational Plan for 2012 and2013.

Computerized VETMIS designed andinstalled across all sites by moduleaccording to a specified schedule.

Four modules of TVETMIS comprising of Institution, Staff, Student and ShortCourse have been developed. The remaining modules are under development.The system is available on live server at www.tvetmis.com.Debugging, pilot testing, bug fixing and end-user training will commence in 3rdquarter 2013.

LMIS established by 2014 The Beta version of LMIS website has been made available online atwww.cambodialmis.info. The website consists of five main categories: JobSkills, Demography, Education and Work Force.Six LMIS members have being successfully trained in database design andweb application development. Microsoft curriculum courses essential fordevelopment and maintenance of the system have been conducted withmitigated success.LMIS data is being updated regularly.

NVQF constructed and approved byNTB by 2015

NQF, now known as CQF, developed and approved by NTB in February 2012.The legal framework is being worked out.

DGTVET has implementedprocedures for guiding andmonitoring PTCs and RTCs by 2012.

Quality Assurance and Monitoring and Evaluation (QA-M&E) frameworkfinalized (in both Khmer an English), piloted in 3 training institutions, 1st round ofQuality Assurance Audits of 34 public TVET institutions (excluding the 2 newPTCs) completed in March 2013.The survey of certificate program (C1, C2, and C3) at TVET institutions wasconducted from 27th – 31st of March 2013 and the survey of benefit M&E ofVSTP program Phase 1, Year1 and Year 2 was conducted from 1st to 5th April,2013.

All female mid-level DGTVET officerswill be selected for training

Those female mid-level DGTVET officers, able to communicate in English,have been selected.

30% of provincial MOLVT staffselected for regional training will bewomen

This criterion has been considered in the selection process.

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I. ACTIVITIES PLANNED FOR THE NEXT QUARTER

135 The various activities planned for the next quarter are as follows :

Table 12: Activities Planned for the Next Quarter (July to September 2013)Month Activities

July2013

Output 1 : Formal Programs that are more relevant to Industry The construction of the RTCs in Svay Rieng and Takeo to be completed and handed over by end of

July 2013. The construction work in the other three RTCs to be monitored regularly in order to ensure quality

and timely completion; certify and ensure timely payments. Contract signing for computer lab equipment for 5 RTCs, NIB, NTTI, and CIEDC procured through

NCB. BER for ICB for Automotive and Construction Workshop Equipment for 5 RTCs, NTTI and related

NCCs to be completed. Design and BoQ for additional floor(s) for dormitories for 4 RTCs in Battambang, Kampot, Siem

Reap and Svay Rieng to be completed The letter to request to proceed with bidding for soil testing for ITI mechanic workshop and

construction of training block for CIEDC to be submitted to ADB for approval. TWG to translate into Khmer the task analysis results of all validated elements identified in the NTB

approved competency standards level 2 for 11 priority jobs of mechanics, construction, ICT andbusiness sectors until 30 April 2013

TWG of ITI, PPI and NIB to develop CBLP (69 LOs [Construction 24 LOs, Mechanics 22 LOs,ICT/Business 23 LOs])

Conduct monthly meeting with site engineers and contractors.

Output 2: Expanded and better quality non-formal training Complete construction of boundary walls in PTC Preah Vihear and PTC Mondulkiri Complete delivery and installation of electrical transformer connection of PTC in Mondulkiri Sign contract for Basic Workshop Equipment for 21 PTCs Conduct National Shopping for Motorcycle for 3rd phase of VSTP target communes Conduct National Shopping for classroom furniture for 2 new PTCs Complete survey, design, bill of quantities and specification for rehabilitation works for Group I, II, III,

IV & V Complete survey, design, bill of quantities and specification for construction of workshops in the

provinces with ethnic group minority (Mondulkiri, Kratie, Preah Vihear, Rattanakiri and Steung TrengPTC)

Prepare the BoQ and Specification for equipment for 7 PTCs offering new courses Send letter to ADB to request approval to proceed with the bidding for soil testing for BIT

Battambang PTC, Kep PTC, Kampong Thom PTC, Pursat PTC, Kratie/ Kampong Cham PTC andPreah Sihanouk PTC.

Translate Rural VSTP Implementation Guidelines from Khmer into English. Develop first draft VSTP Tracer Study Report of 1st Phase Year 2. Collect feedback from PCU and NTTI on draft TNA report to review and revise and then finalize. Conduct soft skills training to respective TVET institutions in order to improve job performance. Keep implementing and monitoring Rural VSTP in target 16 provinces (2nd phase, year 2 & 3rd phase

year 1) and start piloting of Urban VSTP year 1 in Phnom Penh Follow-up and provide technical assistance to TVET institutions on VSTP implementation Collect successful story data (63 case studies) of VSTP 1st phase year 2. Share the final draft of pocket book on business set up for self-employment to PCUs for

comments/feedbacks to improve the final draft of pocket book. Revise the second survey assessment questionnaires on the competency profiles of VSTP courses

to implement the questionnaire tools / materials to collect data of competency profiles of VSTPcourses based on 11 skills of center based training.

Conduct monthly meeting with site engineers and contractors

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Month Activities

Output 3: Strengthened institutional capacity to plan and manage TVET Assist PCU and DGTVET to provide input to draft Job Descriptions of senior officials. Assist PCU and DGTVET on providing input to the Policy Study, and PPTA-STVET II. Assist PCU and DGTVET on monitoring and facilitating the development of CBLP. Monitor the progress of TVET institution registration. Publish the results of the QA audit of all the 34 institutions. Conduct 2 days national workshop on “QA-M&E Output Report of All Public TVET Institutions”. Conduct 2 days training program on ‘Internal Quality Audit’. Design and develop an internal TVET quality Auditor Handbook. Continue provide support in updating LMIS website if needed. Develop remaining TVETMIS modules. Testing and debugging TVETMIS. Review and feedback on final Policy Study Report. Contract signing of Regional Training packages 1-4.

Project Coordination and Management All the semi-monthly and monthly reports to be completed. The 2nd quarterly 2013 report to be drafted and completed. Consultant semi-monthly team meetings to be coordinated. Co-ordination of various project activities with senior management of PCU and counterparts, and

monthly meetings with senior management of PCU to be undertaken.

August2013

Output 1 : Formal Programs that are more relevant to Industry Contract for additional floor for dormitory of the RTCs in Battambang, Kampot, Sime Reap and Svay

Rieng to be signed. The construction work in the RTCs to be monitored regularly to ensure quality and timely completion

of the RTCs, certify and ensure timely payments. Contract for supply, delivery and installation of Computer Laboratory Equipment for 5 RTCs, NIB,

NTTI and CIEDC to be signed. BER for ICB for Automotive and Construction Workshop Equipment for 5 RTCs, NTTI and related

NCCs to be submitted to ADB for approval. Contract of soil testing for ITI mechanic workshop and construction of training block for CIEDC to be

signed. Survey, design, bill of quantities and specification for construction for ITI mechanic workshop and

construction of training block for CIEDC to be approved and submitted to ADB. TWG of ITI, PPI and NIB continue to develop CBLP for 3 sectors (71 LOs [Construction 26 LOs,

Mechanic 22 LOs, and ICT/Business 23 LOs]). CS & CBC level 3 & 4 for four priority job positions for 3 sectors to be submitted to NTB. CS & CBC level 2 for additional job positions for 3 sectors to be submitted to NTB Subcommittees. Conduct monthly meeting with site engineers and contractors.

Output 2: Expanded and better quality non-formal training Complete handing over of the construction for boundary walls of PTCs in Mondulkiri. Conduct National Shopping for Motorcycle for 3rd phase of VSTP target communes. Conduct National Shopping for classroom furniture for 2 new PTCs. Bidding of rehabilitation works for Group I, II, III, IV & V to be conducted. Bidding of workshops in the ethnic group minority (Mondulkiri, Kratie, Preah Vihear, Rattanakiri and

Steung Treng PTC) to be conducted. Bidding for equipment for 7 PTCs offering new course to be started. Contract for soil testing for BIT Battambang PTC Kep PTC, Kampong Thom PTC, Pursat PTC,

Kratie/ Kampong Cham PTC and Preah Sihanouk PTC to be signed. Survey, design, bill of quantities and specification for construction new building in Kep PTC to be

completed. Survey, design, bill of quantities and specification for construction dormitory for 5 PTCs (BIT

Battambang, Kampong Cham/ Kratie, Kampong Thom, Preah Sihanouk and Pursat PTC) to be

36

Month Activitiescompleted.

Translate Urban VSTP Implementation Guidelines from Khmer into English. Complete VSTP Tracer Study Report of 1st Phase Year 2. Complete TNA report of In-service CDS. Design and develop intensive training course and materials for community development skills to

build capacity of in-service CDS of VSTP and related officers Develop Sample Success Stories Booklet of VSTP 1st phase year 2. Data processing and data analysis of tracer study data of 2nd phase year 1. Continue implementing and monitoring Rural VSTP in target 16 provinces (2nd phase, year 2 & 3rd

phase year 1) and Urban VSTP year 1 in Phnom Penh. Follow-up and provide technical assistance to TVET institution on VSTP implementation. Collect comments/feedbacks of relevant stakeholders for improvement the quality of pocket book for

business set-up. Takeo and Kampot PTCs to be surveyed to develop the second competency profiles catalog of

VSTP courses. Conduct monthly meeting with site engineers and contractors.

Output 3: Strengthened institutional capacity to plan and manage TVET Assist PCU and DGTVET to provide input on draft outline for RTC and PTC. Assist PCU and DGTVET on providing input to PPTA-STVET II. Assist PCU and DGTVET on monitoring and facilitating the development of CBLP Level 2. Assist DGTVET in facilitating meetings of Coordination Working Group on TVET. Monitor the progress of TVET institution registration. Assist in preparation of NTB meeting, especially the decisions which need to be taken. Conduct training session in the 5 RTCs clusters on internal quality audit. Continue to provide support in updating LMIS website when needed. Pilot test and getting user feedback on TVETMIS. Finalize the Career Guidance & Development Manual with management team for approval. Arrange participants and training program with hosting firm of Regional Training packages 1-4.

Project Coordination and Management All the semi-monthly and monthly reports to be completed. Consultant semi-monthly team meetings to be coordinated. Co-ordination of various project activities with senior management of PCU and counterparts, and

monthly meetings with senior management of PCU to be undertaken.

September2013

Output 1 : Formal Programs that are more relevant to Industry Construction of additional floor for dormitory of the RTCs in Battambang, Kampot, Sime Reap and

Svay Rieng to be monitored. Construction work in the other four RTCs to be monitored regularly to ensure quality and timely

completion of the RTCs and certify and ensure timely payments. Contract of ICB for Automotive and Construction Workshop Equipment for 5 RTCs, NTTI Complex

and respective NCCs to be signed. The soil testing reports for ITI mechanic workshop and construction of training block for CIEDC to be

reviewed. Bidding for the office equipment and classroom furniture for 5 RTCs to be conducted. Furniture for dormitory of 5 RTCs to be prepared along with BoQ and Specification. TWG to continue writing of competency-based learning packages level 2 incorporating the results of

the validated task analysis for 11 priority job positions of mechanics, construction and ICT andbusiness sectors producing the planned outputs.

Capacity building training sessions to be continued. Facilitate/supervise CBLP writing workshop as scheduled which will be conducted at RTCs. (70 LOs

[Construction 26 LOs, Mechanics 21 LOs, and ICT/Business 23 LOs]) Involve relevant (technical) PTC teachers on Competency-Based Learning Packages Development

to design relevant training materials for a given CBC. Conduct monthly meeting with site engineers and contractors.

37

Month ActivitiesOutput 2: Expanded and better quality non-formal training Contract for Motorcycle for 3rd phase of VSTP target communes to be signed. Contract for classroom furniture for 2 new PTCs to be signed. Contract for rehabilitation works for Group I, II, III, IV & V to be signed. Bidding of workshop in the provinces with ethnic group minority (Mondulkiri, Kratie, Preah Vihear,

Rattanakiri and Steung Treng PTC) to be conducted. Bids for equipment for 7 PTCs to be opened and evaluation to commence. Final reports for soil testing for BIT Battambang PTC Kep PTC, Kampong Thom PTC, Pursat PTC,

Kratie/ Kampong Cham PTC and Preah Sihanouk PTC to be submitted. Bidding for new building in Kep PTC to start. Construction of dormitories for 5 PTCs (BIT Battambang, kampong Cham/ Kratie, Kampong Thom,

Preah Sihanouk and Pursat PTC) to start. Conduct intensive training course on Community Development to CDS and related officers Continue implementing Rural VSTP in target 16 provinces (2nd phase, year 2 & 3rd phase year 1) and

Urban VSTP year 1 in Phnom Penh Continue follow-up and provide technical assistance to TVET institutions on VSTP

implementation. Collect the comments/feedbacks from the relevant stakeholders for improvement the final draft of

training need analysis report for community development specialist in TVET institutions. Revise and consolidate the final draft of training needs analysis for community development

specialist of TVET institutions. Improve the final draft of pocket book of business set up for self-employed. Conduct the second survey assessment on competency profiles of VSTP courses in the 9 PTCs of

VSTP phase 1 and phase 2 and interview 63 stakeholders, 9 PTC directors, 27 training teachers and27 self-employed.

Conduct monthly meeting with site engineers and contractors.

Output 3: Strengthened institutional capacity to plan and manage TVET Assist PCU and DGTVET to provide input to finalize DGTVET restructuring, JD and outline of

RTC/PTC. Assist PCU and DGTVET on providing input to PPTA-STVET II. Monitor the progress of TVET institution registration. Conduct dissemination workshop on TVET Policy and TVET Financing. Follow up QA audit to all public TVET institution and help them to address their weaknesses. Continue provide support in updating LMIS website when needed. Conduct TVETMIS end-user training workshops. Conduct Regional Training packages 1-4.

Project Coordination and Management All the semi-monthly and monthly reports to be completed Consultant semi-monthly team meetings to be coordinated The 2nd quarterly 2013 report to be started Co-ordination of various project activities with senior management of PCU and counterparts, and

monthly meetings with senior management of PCU to be undertaken

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J. CONSULTING SERVICES

136 The project is supported by 600 person-months of consulting services, of which 160person-months is international and 440 person-months is national. The 160 person-months is shared by 12 international consultants and the 440 person-months isshared by 11 national consultants.

137 Compared to many projects, the selection of consultants started early, following all themandatory steps in compliance with ADB procedures, using the QCBS 80:20selection system. The whole selection process from the time of advertisement tocontract signing took a bit less than 10 months and the consultants were mobilized injust over 11 months from the first date of advertisement. The process of selection ofconsultants started when the consulting services was advertised in ADB website from22 December 2009 – 22 January 2010, even before the project had become effectiveon 26 February 2010.

138 The consulting contract was signed on 25 October 2010 and the first group ofconsultants was deployed from 1 December 2010. The last two groups of 6international consultants were deployed on 18 July 2011 and 1 August 2011. During thefirst 8 months of implementation, there were several changes in the national consultantpositions resulting from resignations or consultants not being available even after thechanges were approved by ADB necessitating replacement of the replacement. Someof the international positions also had to be replaced. Four positions in VETMIS andLMIS related positions were combined into two positions.

139 Consulting Contract Variation : With the approval of ADB, a contract variation wassigned between the Project and SMEC on 25 October 2011. This contract variationenvisaged deduction of 3 person months from the allocated input of International M&EConsultant and assigning 4.29 person months to International Finance Specialist, whowill function as the Interim M&E Specialist; deduction of 4 months from internationalLMIS Specialist, Development and Training and increasing by the same 4 personmonths to the existing 6 months of the International Labour Market Information andStatistics Specialist, resulting in 10 months inputs to the project by these twointernational consultants; and converting 31.3 months of the remaining national VSTPposition to add 2 months to international Database Specialist, and creating two newinternational positions (i) International Non-Formal Entrepreneurial Specialist, who hasbeen allocated 8 months, and (ii) International ICT/Business Skills Standards Specialist,who has been allocated 3 months. For the two new positions that have been created,the consultants have been recruited and they commenced work from early September2012. During the September 2012 ADB Mission, the project discussed aboutreallocating the savings up till now from the Team Leader’s inputs to be distributed tothe three skills standards specialists so that they can continue oversight of thedevelopment of the various skills standards works and, more importantly, supervise theimplementation of the new curricula. A contract variation (second contract variation) tothis effect was approved and the contracts of the three international skills standardsspecialists have been extended. During the

140 At the end of the last year and in the previous quarters, a number of internationalconsultants took breaks from their consulting inputs. The two skills standardsspecialists finished their inputs of 11 months at the end of November 2011 and wereback for the remaining 7 months on 20th May 2012. They have finished their 18 monthsof allocated inputs. Similarly the VETMIS consultant, who finished 4 months ofassignment has come back for the remaining 4 months of his assignment on 25th June2012. After completing 3 months, the consultant took a break and has not returned. TheTVET Teacher Training Specialist completed 11 months of his assignment in the middleof June 2012 and will be returning to complete his remaining 7 months of his

39

assignment in November 2012. The social gender specialist has also taken a breakfrom her assignment after completing 6.17 months. She has been requested to submita complete work-plan before reporting back to work. She has not submitted her work-plan and has not confirmed her return. The national CDS specialist has submitted hisresignation to be effective from 1st of October 2012. The remaining input will be addedto the limited remaining input of the national VSTP consultant. The national In-serviceTeacher Training Specialist has also resigned as of 1 April 2013.

141 During the 29 April – 10 May 2013 ADB Midterm Review Mission, additional personmonths for the 3 skills standards and curriculum specialists, 1 teacher training specialistand 2 monitoring and evaluation specialists, replacement and extension of the nationalteacher training specialist; replacement of gender specialists (international and nationalconsultants), redistribution of input of the VSTP specialists, revised terms of referenceand increase in remuneration for the ICT specialist who has taken on the work of theTVETMIS IT systems analyst, and creation of three new consulting positions –international and national experts on qualifications and programs andcommunications/marketing specialist were agreed. The contract variation to this effectis to be sent to ADB for necessary approval.

40

142 The schedule of deployment of the consultants is given in Annex 15. The status of consulting inputs till the end of the reporting period isgiven in the following table.

Table 13: Status of Consultants’ Deployment

No Name PositionUtilized Person Months Allocated

PersonMonths

Status of Deployment2010 2011 2012 1st Qtr2013

2nd Qtr2013

3rd Qtr2013 2013 Total

International Consultants

1 Dr. Sriram Bhagut Mathe Team Leader and Policy, Management and InstitutionalDevelopment 0.83 7.46 8.90 2 2.47 4.47 21.66 54 1-Dec-10

2 Antonio Alegria Skill Standards and Curriculum, Construction/Civil Technology 0 11 7.00 0 2.10 2.10 20.1 18 1 Jan- 30 Nov 11, 20 May-Dec 12, Mar-May 133 Emeterio Cedillo, Jr. Skill Standards and Curriculum, Mechanics 0 11 6.93 0.7 1.77 2.47 20.4 18 1 Jan-30 Nov 11, 20 May-Dec 12, Apr-Jun 134 Bruce Hinch TVET Teacher Training 0 5.47 7.60 3 1.93 4.93 18 18 19 July 11-18 June 12, 1 Nov 12-May 135 Geoffrey Howse/Rene Poirier VETMIS IT System Analyst 0 4 0.00 0 0.00 0.00 4 4 18 Jul-25 No 116 Michele Bruni Labor Market Information and Statistic Specialist 0 4.6 5.43 0 0.00 0.00 10.03 6 1 Aug 11 - 18 Jun 127 Sampoan Ly/Ashley Marron LMIS Specialist, Development and Training 0 4.1 1.90 0 0.00 0.00 6 10 18 July 11 - 31 Mar 128 Ashley Marron LMIS Website Specialist 0 0 4.03 0 0.00 0.00 4.03 4 18 Jun - 10 Oct 20129 Rene Poirier Database Specialist 0 0 2.54 0 0.00 0.00 2.54 2 25 Jun – Dec 201210 Diane Caroen/Mercedes Logarta Social and Gender Specialist 0 4.17 2.00 0 0.00 0.00 6.17 12 19 Jul - 30 No 11, 18 Apr-28 Jun 12

11 Indra Daroesman PCU, Project Finance Specialist 0 3 0.00 0 0.00 0.00 3 3 1 Aug-31 Oct 11Indra Daroesman PCU, Monitoring and Evaluation (M&E) Specialist 0 1.43 1.10 0 0.00 0.00 2.53 4.29 1 Nov 11-3 Feb 12

12 Dr. Pramod B. Shrestha PCU, Monitoring and Evaluation (M&E) Specialist 0.47 1 2.13 1.1 1.37 2.47 6.07 11 Dec 10- Jan 12, 2-14 Sep 12, Nov 12- Jan 13,Mar-May 13

24 Pietro Tarusella Non-Formal Entrepreneurial Specialist 3.96 0.00 0.00 3.96 8 2 Sep-Dec 1225 Rajesh P. Khambayat ICT/Business Skills Standards Specialist 3.23 0.00 0.00 3.23 3 10 Sep-Dec 12

National Consultants

13 SENG Hong National Policy Management and Institutional DevelopmentSpecialist/Deputy Team Leader 1 10.17 12.00 3 3.00 6.00 29.17 54 1-Dec-10

14 HENG Sayon In-Service TVET Teacher Training Specialist 1 12 12.00 3 0.00 3.00 28 36 1-Dec-1015 Pann Nora/UNG Kimsan Curriculum Development Specialist 0 12 12.00 3 3.00 6.00 30 46 1-Jan-11

16 Kung Ravuth/MOURK Youvealeak/Khiev Sadeth/Ouch Path Amatak

VSTP Implementation Specialist/Deputy Team Leader –resigned 0.88 7.4 12.00 3 3.00 6.00 26.28 54 6 Dec 2010 to 19 April 2011; Ouch Path Amatak

– 1 Sep 201117 Mr. IM Sam Ol VSTP Implementation Specialist (1) – resigned 1 3.67 0.00 0 0.00 0.00 4.67 36 1 Dec 2010 to 21 April 201118 Chhoeun Sopheap/LAY Socheat VSTP Implementation Specialist (2) 0 8.2 12.00 3 3.00 6.00 26.2 24 25-Apr-1119 Mr. LY Panhaphea National Community Development Specialist 0.4 11.86 9.00 0 0.00 0.00 21.26 24 Dec 10 - Sep 11

20 Sar Sothear/ So Rothavy Social and gender Specialist 0 1.57 1.72 1.87 0.00 1.87 5.16 12 Nov 11- Jan 12, Feb/Mar/Apr/ May 12, Jan/Mar13

21 Mr. HENG Dara ICT Specialist 1 11.57 12.00 3 3.00 6.00 30.57 54 1-Dec-1022 Chey Tech/SOK Chanrithy PCU, M&E Specialist 0 10.28 12.00 3 3.00 6.00 28.28 28 15-Feb-1123 Mr. RATH Sophak Civil Works and Procurement Specialist 0.57 10.87 12.00 3 3.00 6.00 29.44 48 15-Dec-10

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K. PROCUREMENT, CONTRACTS AWARD AND DISBURSEMENT

143 The progress of the project is very often measured by its financial health, in terms ofhow much has been contracted and how much has been disbursed. The procurementtracking till date is given in Annex 16. The updated procurement plan is given in Annex17.

144 The financial status of the project can be assessed from the following table, which givesthe details of the allocation, the contracts awarded so far, the disbursed amounts andthe balance still to be disbursed as per ADB’s record :

Table 14: Financial Status of the Project (as per ADB’s record)

No. CategoryCode Category Allocation Contracts Disbursed

ContractBalance to be

Disbursed1 3201 Civil Works 2,642,000 2,318,527 1,824,977 817,0232 3601 Equipment 4,030,000 1,444,301 939,308 3,090,6923 3701 Learning Materials 240,000 0 0 240,0004 3801 Training 1,794,000 404,822 297,165 1,496,8355 3101 Consultants 4,108,000 4,107,226 2,288,573 1,819,4286 3802 VSTP 6,238,000 3,841,177 3,691,179 2,546,8217 3301 Surveys & Studies 360,000 225,705 144,207 215,7938 3901 Recurrent Costs 2,598,000 539,748 485,124 2,112,8769 3902 Program Support 142,680 126,390 126,390 16,290

10 4901 Unallocated 2,347,320 0 0 2,347,320TOTAL 24,500,000 13,007,896 9,796,923 14,703,078

145 The projected contracts award and disbursement till the end of June 2013 and whathas actually been achieved so far as per ADB’s record is given hereunder :

Table 15: Projected Contracts Award and Disbursement and Achievement (as per ADB’s record)

Description 2010 2011 2012 2013 Cumulative till endof June 2013Qtr 1 Qtr 2 Qtr 3 Qtr 4 Total

Projected ContractsAward/Commitment 4.11 4.7 6 1 4 1.5 2 8.5 23.31

Achieved4.107 2.383 4.503 0.946 0.886 1.832 12.825

99.93% 50.70% 75.05% 94.60% 22.15% 21.55% 55.02%Projected DisbursementAward/Commitment 1 4 5.7 2 3 1.5 2.1 8.6 19.3

Achieved0.411 3.349 6.164 1.719 1.111 2.83 12.754

41.10% 83.73% 108.14% 85.95% 37.03% 32.91% 66.08%

L. SOURCES AND USES OF FUNDS TILL END OF JUNE 2013146 The statement of sources and uses of funds till the end of the reporting period (30 June

2013), as per our records can be summarized as follows :

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Table 16: Sources of Funds till 30 June 2013

DESCRIPTION 2010 2011 2012 2013 TOTAL1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Source of Funds (USD)Funds From ADBAdvance In I/A - WA 001 1,000,000 1,000,000.00WA 0002 – Direct Payment 410,722.00 410,722.00WA 0003 74,391.87 74,391.87WA 0004 25,369.70 25,369.70WA 0005 158,715.40 158,715.40WA 0006 178,881.96 178,881.96WA 0007 361,608.22 361,608.22WA 0008 312,966.21 312,966.21WA 0009 – Direct Payment 214,637.82 214,637.82WA 00010 190,717.47 190,717.47WA 00011– Direct Payment 320,330.43 320,330.43WA 00012 207,335.15 207,335.15WA 00013 354,256.09 354,256.09WA 00014– Direct Payment 190,549.89 190,549.89WA 00015 60,060.58 60,060.58WA 00016 198,536.27 198,536.27WA 00017– Direct Payment 69,581.26 69,581.26WA 00018 1,000,000 1,000,000.00WA 00019– Direct Payment 128,752.71 128,752.71WA 00020 181,449.71 181,449.71WA 00022– Direct Payment 104,937.99 104,937.99WA 00021 719,473.42 719,473.42WA 00023 569,138.30 569,138.30WA 00024- Direct Payment 136,400.63 136,400.63WA 00025 563,397.58 563,397.58WA 00026 428,226.15 428,226.15WA 00027- Direct Payment 109,868.44 109,868.44WA 00028 641,501.83 641,501.83WA 00029 481,968.45 481,968.45WA 00030- Direct Payment 154,712.68 154,712.68WA 00031 331,182.68 331,182.68WA 00032 136,761.54 136,761.54WA 00033- Direct Payment 76,485.17 76,485.17WA 00034 537,651.22 537,651.22WA 00035 155,830.13 155,830.13WA 00036- Direct Payment 162,474.10 162,474.10WA 00037 451,644.58 451,644.58WA 00038- Direct Payment 129,120.38 129,120.38WA 00039 212,134.47 212,134.47Sub-total ADB funds 1,000,000.00 2,455,676.23 5,456,130.85 1,181,110.52 1,648,854.88 0.00 0.00 11,741,772.48Funds From RGCAdvance from RGC –WA001 70,000.00 70,000.00WA 0003 5,943.71 5,943.71WA 0004 4,510.22 4,510.22WA 0005 3,971.97 3,971.97WA 0006 1,684.11 1,684.11WA 0007 1,255.86 1,255.86WA 0008 7,939.25 7,939.25WA 00010 3,929.28 3,929.28WA 00012 2,682.90 2,682.90WA 00013 2,416.35 2,416.35WA 00015 2,613.21 2,613.21WA 00016 20,989.03 20,989.03WA 00018 80,000.00 80,000.00WA 00020 7,174.99 7,174.99WA 00021 33,095.50 33,095.50WA 00023 13,218.19 13,218.19WA 00025 20,518.84 20,518.84WA 00026 17,178.18 17,178.18

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DESCRIPTION 2010 2011 2012 2013 TOTAL1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

WA 00029 37,514.55 37,514.55WA 00031 19,086.36 19,086.36WA 00032 11,322.20 11,322.20WA 00034 22,241.65 22,241.65WA 00035 12,565.02 12,565.02WA 00037 36,195.45 36,195.45Sub-total RGC funds 70,000.00 29,234.40 199,887.19 56,600.91 82,324.32 0.00 0.00 438,046.82TOTAL SOURCES OFFUNDS 1,070,000.00 2,484,910.63 5,656,018.04 1,237,711.43 1,731,179.20 0.00 0.00 12,179,819.30

Uses of Funds (USD)Civil Works 24,400.17 1,450,483.52 456,231.51 215,800.00 2,146,915.20Equipment 340,332.00 309,303.23 289,672.80 253,468.72 1,192,776.75Learning Materials 0 0 - 0.00Training 108,624.96 152,523.24 46,417.38 8,990.43 316,556.01Consultants 945,690.25 740,090.92 231,197.85 291,594.48 2,208,573.50VSTP 47,864.46 1,225,095.79 2,089,369.39 261,698.30 413,998.76 4,038,026.70Surveys & Studies 7,974.90 55,804.30 73,975.31 91,151.50 228,906.01Recurrent Costs 26,523.41 180,433.12 465,275.65 114,991.35 91,769.49 878,993.02TOTAL USES OF FUNDS 74,387.87 2,832,551.19 5,262,850.25 1,474,184.50 1,366,773.38 0.00 0.00 11,010,747.19

Funds AvailableCash in hand - ADB & RGCFund (Petty cash) 1,500.00 477.48 1,905.61 1,039.36 1,094.34National Bank Account ofRGC Fund 66,525.78 62,251.82 43,911.36 67,243.61 40,633.82ACLEDA Bank Account (ADBFund) 929,386.34 583,210.08 883,310.82 544,074.59 853,487.45Unliquidated Advance 301.49 32,676.00 7,026.00 15,881.00

147 The sources and use of funds till the end of June 2013 is given in Annex 18 and projectexpenditure till the end of June 2013 is given in Annex 19.

M. PROJECT ISSUES

148 Project Rating has slipped, contracts award and disbursements have to beimproved: There was encouraging improvement in both contracts award anddisbursement, starting from mid-2012. The disbursement picked up considerably duringthe 3rd quarter of 2012 and the 1st quarter of 2013, with the project rated satisfactory at0.9000 at the end of the 1st quarter 2013, with contracts award at 90.194% ($12.182million/$13.50 million) and disbursement at 88.534% ($10.093 million/$11.4 million).However, during the second quarter, the rating has slipped because the projectedcontracts award and disbursement for the second quarter have not been met. Time andagain, procurement has slipped with the deadlines given in the procurement plan notbeing met. The provision of a dedicated international procurement/finance specialistwould have provided the PCU with the necessary expert consulting support to ensuretimely execution and completion of all stages of procurement of the various works,goods and services in a timely manner. Provision for such critical input should beconsidered in the design of STVET II.

149 The results of the QA audits needs to be publicized without disclosing the namesand corrective measures need to be taken to improve the quality assurance : Thequality audits of all 36 public TVET institutions (excluding the two new PTCs in PreahVihear and Mondulkiri) were completed. The audit reports were sent to the institutionsfor their comments/feedback. The feedbacks/comments have been received. Once thereports are finalized, the results need to be publicized in a confidential manner.Corrective measures need to be taken to ensure the improvement in the performanceof the institutions and the quality assurance mechanism should be further improved.

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150 Competency Skills Standards, Competency-based curriculum, and learningpackages and assessment instruments need to be completed by the fourthquarter 2013: The Competency-Based Learning Packages (CBLP) for mechanics,construction, and ICT and business sectors were not completed as planned. This wasdue to the lack of time to complete the documents as well as the absence of theconsultants who finished their contracts. The contracts have been extended and oneinternational skills standards specialist came back in the beginning of March 2013 whilethe other international consultant skills standards specialist came back on 21 April2013. The skills standards development work needs to be expedited. Given theremaining works to be completed and the need to pilot the new curriculum fromOctober/November 2013 so as to roll out the new curricula from October 2014, theinputs of the skills standards specialists have been further extended and a series ofwriting workshops have been organized to ensure timely completion of the remainingworks. The remaining inputs of the international consultants have to be planned so thattheir inputs are when most needed and when they can be most effective. Theirremaining inputs need to be totally output-based.

151 The delay in completing the skills standards development can be primarily attributed tothe fact that most of the TWG members, who are responsible for the CBLP writing, arefully loaded with teaching, so that they do not have enough time for this very importantjob. Another reason of the delay is the unavailability of the learning materials thatconforms to the topics that are needed for the inputs/information required in everyelements/learning outcomes specified in the competency standards and competency-based curriculum.

152 Certificate Level 1 (CQF Level 2) courses need to be piloted from comingNovember 2013 and commence from the October 2014: It was proposed by theInternational consultants that the implementation of the new curriculum be piloted firstat the 3 NCCs located at Phnom Penh instead of implementing the programsimultaneously to all RTCS/PTCs (Except for Business and ICT programs which maybe piloted in any RTC who is offering the same program that has been developed).

This will allow the NCCs to concentrate in the pilot implementation allowing firsthandexperience cum training while providing the RTC/PTC teachers to be part of the pilottesting by serving as assistant or co-teachers during the process. Implementation of thenew curriculum at RTCs/PTCs will then commence after the pilot implementation ofwhich experiences observed during the pilot implementation needing adjustment will beconsidered. Other reasons piloting the implementation in NCCs are as follows:

Refurbishment and setting up of workshops in preparation for theimplementation shall be made first at RTCs/PTCs prior to implementation.(Tools and equipment procured for the RTCs is yet to be delivered).

Capacity building of RTC/PTC technical teachers to effectively implement thenew CS-based curricula will be done during the pilot testing at the NCCs aheadof the implementation at the RTCs/PTCs and get ready the technical teachersbefore the implementation.

Skills upgrading of RTC technical teachers shall commence as soon as thesetting up of the workshops and laboratories are completed and NCC leadteachers who undergo the regional training have arrived. (Regional training ofNCC teachers has yet to commence on 3rd quarter of 2013).

TWG of NCCs shall complete the writing of the English version of CBLP level 2by end of September 2013 and translation shall commence thereafter andcompletion by December 2013.

153 Adequate Pre-service and In-service teacher training need to be conducted :Adequate pre-service and in-service teacher training needs to conducted as per an

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agreed work-schedule so that the new teachers, taking up their new positions, as wellas those who are already in the teaching profession, receive appropriate trainingnecessary to fulfill their teaching responsibilities when the new certificate courses start.All the efforts of the project from now on should focus on the implementation of the newcourses, with the start-up of certificate level 1 (CQF Level 2) in the coming academicyear 2013, certificate level 2 (CQF Level) to be piloted from November 2013 andimplemented from October 2014 and certificate level 3 (CQF Level 4) to be piloted fromOctober 2014 and implemented from October 2015. The international TVET TeacherTraining specialist has completed his 18 months of input. His contract is to be extendedso that he can provide the very critical and important pre-service and in-service trainingthat will be needed to pilot and implement the new curricula.

154 Preparing Additional Teachers for effective implementation of the new curricula :There is an urgent need to organize and conduct a few short-term capacity buildingtraining programs on CBET. Such programs will help to create additional support groupof teachers, who could be trained so that they can help to expedite the writing of theremaining curriculum documents [together with Khmer translation] and subsequentpreparation for writing CBLP at all levels of the identified priority sectors. Steps alsoshould be taken to match the teachers’ qualifications with the teaching jobs available sothat there is a closer match between supply and demand of teachers in all the publicTVET institutions. If there is a mismatch, this should be corrected by redeploying theteachers from institutions, where their services are not required, to institutions, wheretheir services are required.

155 Developing group of Champion TVET Teachers : There is an urgent need to createa group of Champion TVET Teacher/Trainers in each RTC/PTC and TVET institutionsso as to assist the local teachers in better project understanding, execution and itsimpact on the local youth for developing demand driven TVET skills and employability.This group can be created from those who will avail of the regional training.

156 Development of Appropriate Learning Materials is critical to implementation ofthe new curriculum: The success of implementing competency-based approach totraining is heavily dependent on the availability of support learning materials likelearning packages. Competency-based learning packages (CBLP) development is aserious undertaking that requires technical knowhow of the tasks identified in thenational competency standards and the process of developing them. TVET teachers ofNTTI and identified RTCs in collaboration with the NCCs’ technical working groupsshould participate in the development of competency-based learning packagesprimarily to acquire the knowledge and skills in developing these learning materials andshare their practical experience and develop ownership of the learning materials in theprocess. Writing workshops are being organized in the provinces to provide the TWGmembers to work in a very focused manner, without being distracted by personal, socialand other official business so that the remaining works in completing the CBLP can becompleted in a timely manner. These writing workshops are proving to be very effectiveand should be continued not only for producing CBLP for CQF level 2 but also for levels3 and 4.

157 The contract award of Regional Training packages, which has been delayed,needs to be awarded soonest and the regional training needs to be conducted asper the Terms of Reference: The regional training packages need to be awardedsoonest and those who have to undergo the intensive 3 months or 2 months trainingmust be sent for training so that they are back in the country to pilot the start of the newcurricula from the coming academic year. Extreme care must be taken to ensure thatthe regional training program is designed as per the ToRs, otherwise the regionaltraining will become another form of study tour. The purpose of the regional training isto improve the technical competence of all the participants through a mixture oftheoretical and practical classes and, where appropriate industry immersion.

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158 LMIS website needs to be regularly updated : The LMIS website is operational, butthere are still some presentation problems and other glitches that need to be sorted outso that the LMIS is fully operational. It is most important to ensure that this website ismaintained and regularly updated.

159 TVETMIS needs to be fully operationalized soonest and regularly updated : Someof the TVETMIS modules have to be completed and the website is operational. Theremaining modules should be completed soonest so that TVETMIS can be fullyoperationalized. This system needs to be maintained and regularly updated.

160 TVET institutions need to be linked up with DGTVET to operationalize andmaintain TVETMIS : The whole purpose of TVETMIS is to provide the necessaryinformation for planners and decision-makers to arrive at informed decisions. Gettingaccurate statistics has been a problem. Operationalization of TVETMIS is to addressthe current problem of getting accurate statistics. Once this system has beenoperationalized, this system has to be maintained. All the public TVET institutionsshould be linked up with DGTVET. To ensure this, all TVET institutions should havereliable and high speed internet interconnectivity, funds should be allocated from thesavings from certain categories to ensure internet interconnectivity of all public TVETinstitutions all over the country.

161 Mismatch between Sub-outputs and Project Categories with Consultants’ Termsof Reference : The major lesson learnt so far during implementation of this project isthat the various sub-outputs (there are 15 sub-outputs) and the project categories(there are 7 project categories, excluding recurrent and unallocated) are not adequatelycovered by the ToRs of the consultants to the extent that 30% of the budget allocation,which is spent on civil works and equipment, do not have any international consultinginput. The identification of equipment, their specifications and costing requirespecialized expertise, which is lacking. These two categories along with procurement ofvarious consulting services require some intensive inputs from an experiencedinternational procurement specialist, which has not been provisioned in the project. Theprovision of full-time national consultant for civil works and procurement is notadequate, without the services of an international consultant especially as procurementis all round the year and is a major determinant of the project success or failure. In theabsence of any international input for procurement, the burden of this time-consumingjob has fallen on the Team Leader, who has had to spend considerable input on variousprocurements issues and documents, diverting him from his main responsibilities underhis ToRs. This should be taken into account in the design of STVET II. Implementationand co-ordination of all the inputs of the consultants is a full-time job. As there is nodedicated implementation specialist dealing with all types of implementation issues andfor co-ordinating the inputs from all the various consultants, the project has sufferedresulting in delays in certain activities. Therefore, the sub-outputs of the project andproject categories need to be mapped properly, detailing the responsibilities for each ofthe sub-output and project category, which need to be covered adequately byinternational and national consulting inputs, which then need to be correctly reflected inthe consultants’ terms of reference. Adequate time need to be spent on drafting aproper and adequate ToRs for all consultants.

162 Consultants’ replacement, resignations have become too frequent, which hascaused numerous problems in this project, which needs to be analyzed so thatthis situation is minimized in future projects : In this project, there have been toomany consultants’ replacement and resignations, which needs to be analyzed, as thishas negatively impacted the project and has resulted in unnecessary burden and stresson the Team Leader. This type of situation should be minimized in future projects.

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163 Quality of Outputs from International Consultants is very much dependent on thefees : There is generally a very positive correlation between fees and the quality ofoutputs. This project has suffered from comparatively low fees paid to internationalconsultants, which has negatively impacted on their overall performance, which hasalso negatively impacted on the project outputs as a whole. It is recommend thatnecessary corrective measures be taken by ADB COSO to avoid similar situation infuture ADB projects.

ANNEXES

 

Annex 1, Page 48

Design Monitoring Framework by End of June 2013

UPDATED DESIGN AND MONITORING FRAMEWORK, JUNE 2013

Design Summary Performance Targets/Indicator Status Impact

An expanded, employment-ready mid-level workforce in rural and urban areas, including both men and women

Against a 2010 baseline:

A 30% increase in employees in the formal labor force holding formal TVET qualifications by 2020

Increased employer satisfaction with the knowledge, skills and attitudes of employees holding new, formal TVET qualifications by 2020

An impact assessment is to be undertaken soon to determine the increase in the labor force of employees holding TVET qualifications as well as the increased employer satisfaction.

Outcome

An expanded, enterprise-endorsed public training system better aligned with the basic and mid-level skills requirements of the formal and informal economies in three industry sectors (mechanics, construction, and business services and information and communication technologies)

Against a 2010 baseline:

A 20% increase in enrollments in certificate and diploma programs in the three industry sectors in public institutions by 2015, from an estimated baseline of 980

40% increase in enrollment in certificate and diploma program in three industry sectors in public institutions, from baseline data of 980 in 2010 and baseline data 653 (certificate level) and 723 (Long Course) in December, 2012

A 25% increase in the number of graduates with formal TVET qualifications from public institutions by 2015, from an estimated baseline of 1,500

29% decrease in the number of graduates with formal TVET qualifications from public institutions, from an estimated baseline of 1,500 and baseline data 535 (Certificate level) and 527 (Long course) in December, 2012

A 20% increase in the number of women graduating from formal TVET courses in polytechnics, institutes, and RTCs by 2015, from an estimated baseline of 300)

40% decrease in the number of women graduating from formal TVET courses in polytechnics, institutes, and RTCs, from an estimated baseline of 300, and baseline data of 78 (certificate level) and 101 (Long course) in December, 2012

Enrollments in nonformal VSTP programs quadruple by 2015, from 53,000 in 2007/08, and 50% of participants are women

2011, 41,947 trainees (59.2% - female) in 7 provinces 2012, 74,444 trainees (60.4% - female) in 14 provinces 2013, 28,876 trainees (62.9% - female) in 11 provinces

40% of VSTP training (in terms of training hours) is through enterprise- and center-based training by 2015

2011: 3,682,680 training hours of all three VSTP training modes of 1st Phase Year 1, with 58% of them availing of enterprise and center based training. (4th Quarterly Progress Report 2011 of STVET project).

2012: 5,853,739  training hours of all three VSTP training modes of 1st Phase Year 2, and 2nd Phase Year 1. The proportion of training hours by VSTP modes were CBT 2,790,160 (48%), EBT 1,705,039 (29%), and CeBT 1,358,540 (23%).

Accumulative from 2011-2012, total training hours of VSTP 1st Phase Year 1 & 2, and 2nd Phase Year 1 was 9,536,419 with CBT 4,322,440 (45%), EBT 2,778,479 (29%), and CeBT 2,435,500 (25%)

40% of graduates from VSTP enterprise- and center-based training are in relevant full-time employment or self-employment by 2015

2011: 2,150,300 training hours (or 58.4%) went through enterprise and center based training for VSTP 1st phase and year 1. It exceeded the targeted of just 40%. (Refer to the draft report on VSTP follow up, Dec 2012). 2011: Refer to the follow up survey on VSTP graduates in 2011. Survey reported in December 2012, found that 68% of respondents who graduated from VSTP training program in 2011 are currently employed with 38% of them self-employed with an average monthly income of USD 125.41.

2012: Similar tracer survey to be conducted for the 2012 VSTP graduates

Outputs 1. Formal programs

that are more relevant to industry

Against a 2010 baseline:

30% increase in the number of students entering certificate programs (grade 9+) by 2015

62% (195) of students completed grade 12 and 19% completed grade 9 entering certificate program, from Baseline Report (December, 2012)

2,086 students enrolled in three areas (325 for construction, 1,186 for mechanics, and 575 for ICT/business) at certificate level 1-3.

-678 students in C1, 407 students in C2, and 1,001 students in C3

-in mechanics, 4% female, construction has 5% female and ICT/business has 29% female enrolment

Five upgraded RTCs established by 2015a Five RTCs building under construction with two RTCs in Svay Rieng and Takeo completed, and the other 3 RTCs in Battambang, Kampot and Siem Riep, with one additional floor through contract variation, to be completed by end of July 2013 (PTCs have been clustered with the 5 RTCs)

Annex 1, Page 49

Design Monitoring Framework by End of June 2013

Design Summary Performance Targets/Indicator Status ICB bidding of automotive and construction workshop equipment for NTTI and 5 RTCs has been conducted and the BER is in the final stage of preparation.

The BER for the computer laboratory equipment for NIB, NTTI, CIEDC and 5 RTCs is nearly completed to send to ADB for NOL.

ADB has approved additional floors to accommodate dormitories for 4 RTCs in Battamabng, Kampot, Siem Reap and Svay Rieng.

Three industry advisory groups established and operational by end 2010

The three Industrial Advisory Groups have not only been established, they have been actively involved at all important stages of skills standards development.

Industry advisory groups endorse skills standards for the three sectors by mid-2011

Competency standards development in three sectors reviewed and endorsed by IAG as follow:

Construction Sector 4 job positions – Levels 3 & 4 - CS and CBC reviewed by IAG

3 job positions – Level 2 - CS and CBC reviewed by IAG

19 LOs in 5 units in 4 job positions have been drafted

Mechanics Sector 3 job positions – Level 2 - CS approved by NTB, CBC endorsed by NTB Sub -committee

3 job positions – Levels 3 & 4 - CS and CBC reviewed by IAG

4 job positions – Level 2 - CS and CBC reviewed by IAG

9 LOs in 8 Units in 3 job positions have been drafted

ICT/Business Sector 4 job positions – Level 2 - CS reviewed by IAG, CBC validated by Expert Group

4 job positions – Level 3 - CS endorsed by NTB sub-committee and CBC reviewed by IAG

3 job positions – Level 2 - CS of one job has been validated by expert group; other works are ongoing

14 LOs in 5 units in 4 job positions have been drafted

Women make up 25% of industry advisory group membership

Total members of IAG : 50 people (5 [or 10%] females)

-IAG for Construction Sector: 18 people (3 females)

-IAG for Mechanic Sector: 16 people (no female)

-IAG for ICT/Business Sector: 16 people (2 females)

Skills standards and skills-based training modules developed through industry-led process for certificate programs by 2012

Certificate level 1 for certain job positions in the three priority industry sectors to be piloted in new academic year, October 2013

CBLP under preparation and Certificate Level 1 for the three industry sectors will be piloted from the coming academic year, October 2013 - 41 Learning Outcomes in 18 Units of 11 job position in three sectors (Construction, Mechanic, ICT/Business) have been drafted

Coordinated system of professional support established to improve instructor training by 2012

Being prepared and will begin by the 4th quarter of 2013

300 TVET instructors graduate each year from NTTI from 2011

Total 1,358 instructors (17% female) reported by DTVETM in 2011 and 300 Instructors recruited each year

-2011: recruited 300 TVET Instructors

-2012: recruited 300 TVET Instructors

All instructors in the three sectors meet technical and pedagogical requirements by 2015

Ongoing

2. Expanded and better quality nonformal training

VSTP extended to all provinces by 2015 with new operating guidelines

At the end of 2012, VSTP was implemented in 14 provinces (7 provinces in 2011 and another 7 provinces in 2012); in 2013, VSTP is being implemented in the remaining 9 provinces; urban VSTP will be piloted in Phnom Penh

Skills standards and skills-based training modules developed through an industry-led process for enterprise- and center-based programs

Ongoing

Task Analysis, which a very important document serving as guide/script in the writing of CBLPs, has been reviewed and validated by industry expert workers.

New courses, curricula and standards to systematize nonformal training introduced by end 2013

10 competency job profile for non-formal center based training prepared, and another 11 competency job profile for non-formal center based training is in the process of preparation

Annex 1, Page 50

Design Monitoring Framework by End of June 2013

Design Summary Performance Targets/Indicator Status 210,000 participants have completed VSTP training by 2015

By the end of June 2013, a total of 145,272 trainees graduated from VSTP training, which constitute 68% (female 61%) against target of 212,800 to be trained by the end of 2014 (set by DGTVET).

- 41,947 trainees completed training in 2011

- 74,447 trainees completed training in 2012

- 28,876 trainees completed training in the second quarter of 2013

An additional 12% (600) have graduated from non-VSTP courses in PTCs (from 2008 baseline of 5,000)

To be determined from impact study

40% of VSTP training is enterprise- or center-based

2,150,300 training hours (or 58.4%) spent on enterprise and center based training under VSTP 1st phase year 1 in 2011. This has exceeded the target of just 40%. Refer to the draft report on VSTP follow up report

2012: 5,853,739  training hours of all three VSTP training modes of 1st Phase Year 2, and 2nd Phase Year 1. The proportion of training hours by VSTP modes were CBT 2,790,160 (48%), EBT 1,705,039 (29%), and CeBT 1,358,540 (23%).

Accumulative from 2011-2012, total training hours of VSTP 1st Phase Year 1 & 2, and 2nd Phase Year 1 was 9,536,419 with CBT 4,322,440 (45%), EBT 2,778,479 (29%), and CeBT 2,435,500 (25%).

Totally, 54% of VSTP training hours was EBT and CeBT training courses.

80% of all trainees in enterprise- or center-based training in the three industry sectors will earn a new certificate of competency

To be determined

Two new PTCs have been constructed by end 2011

2 new PTC buildings in Mondulkiri and Preah Vihear completed at the end of 2012. The construction of the boundary walls in both provinces also completed and the installation of transformer in Mondulkiri is also almost complete.

PTC performance improved through better program planning and management, better financial management and data recording, increased community outreach, and more revenue generation by 2015b

Ongoing development - capacity building through various types of workshops

All PTC instructors have completed the new teacher in-service training program by 2015c

In-service and pre-service training for the new certificate courses to start by the 4th quarter of 2013

3. Institutional capacity to plan and manage TVET is strengthened

Policy and road map for future development of TVET system agreed by MOLVT and NTB

The policy study on “TVET future direction and TVET financing sources” commenced in Jan 2013; the draft final report has been submitted, with the final report due by mid-July 2013. Deliverables from the study include:

1. TVET Strategic Action Plan 2014 – 2018, including resource requirements and a Strategy on Resource Mobilization and its Distribution in TVET Institutions;

2. TVET Structure with defined lateral and vertical pathways from Certificate to general and vice versa and Higher Levels, with recognition of prior learning;

3. TVET Marketing Strategy 2014-2018 and TVET Demand and Supply Scenario, including entrepreneurial and business opportunities;

4. TVET Institutions Structure and Policies 2014-2018 and TVET Institutions Management Plan 2014-2018;

5. TVET Financing Policy Framework 2014-2018, including a TVET Financing Strategy 2014-2018 and TVET Mid-term Expenditure Framework 2014 – 2016;

6. Regulatory Framework for TVET Development and Financing

New medium-term TVET development plan developed by end 2010 Draft medium-term expenditure framework (2011–2015) developed for TVET by end 2010

Annual TVET operational plans, including specific annual targets and indicators developed for 2010–2014 along with annual performance reports

STVET Project has developed Annual Operational Plan from 2011 to 2015, which is being updated every December of the year

DGTVET developed and presented TVET Operational Plan for 2012 and 2013

Computerized VETMIS designed and installed across all sites by module according to a specified schedule.

Four modules of TVETMIS related to Institution, Staff, Student and Short Course have been developed. Remaining modules are being developed. The system is available on live server at www.tvetmis.com Debugging, pilot testing, bug fixing and end-user training will commence in 3rd quarter 2013

Annex 1, Page 51

Design Monitoring Framework by End of June 2013

Design Summary Performance Targets/Indicator Status LMIS established by 2014 The Beta version of LMIS website is available online at

www.cambodialmis.info. The website consists of five main categories: Job Skills, Demography, Education and Work Force. Six LMIS members have being successfully trained in database design and web application development. Microsoft curriculum courses essential for development and maintenance of the system have been conducted with mitigated success. LMIS data is being updated regularly

NVQF constructed and approved by NTB by 2015

NQF, known as CQF, developed and approved by NTB in February 2012

DGTVET has implemented procedures for guiding and monitoring PTCs and RTCs by 2012.

Quality Assurance and Monitoring and Evaluation (QA-M&E) framework finalized (in both Khmer an English), piloted in 3 training institutions, quality audit reports completed. 1st round of Quality Assurance Audits of 34 institutions has been completed – March 2013 The survey of certificate program (C1, C2, and C3) at TVET institutions was conducted from 27th to 31st March 2013 and the survey of benefit M&E of VSTP program Phase 1, Year1 and Year 2 was conducted from 1st to 5th April 2013.

All female mid-level DGTVET officers will be selected for training

Female DGTVET officers with English communication skills and willing to go for the long training will be given priority; regional training contracts have been negotiated and will be submitted to ADB for no objection

30% of provincial MOLVT staff selected for regional training will be women

Female MLVT officers with English communication skills and willing to go for the long training will be given priority; regional training contracts have been negotiated and will be submitted to ADB for no objection

ADB = Asian Development Bank, DGTVET = Directorate General of Technical and Vocational Education and Training, FDI = foreign direct investment, GDP = gross domestic product, ICT = information and communication technology, ISCO = international standard classification of occupations, ISIC = international standard industry classification, LMIS = labor market information system, M&E = monitoring and evaluation, MOLVT = Ministry of Labor and Vocational Training, NIS = National Institute of Statistics, NTB = National Training Board, NTF = National Training Fund, NTTI = National Technical Training Institute, NVQF = national vocational qualifications framework, PCU = project coordination unit, PTB = provincial training board, PTC = provincial training center, RTC = regional training center, TVET = technical and vocational education and training, VETMIS = vocational education and training management information system, VSTP = Voucher Skills Training Program.

a Total civil works: 21 new classrooms, 27 classrooms upgraded, 18 new workshops, and 5 new student dormitories. b A total of 159 principals and administrators will have been trained. c Total teachers to be trained 1,025; new teacher graduates 300 per year.

Annex 2, Page 52

Grant Covenants, Updated by June 2013

STATUS OF COMPLIANCE WITH THE GRANT COVENANTS As of June 2013

No Reference in the

Grant Agreement Covenants Current Status Compliance

Sector 1 GA Schedule 4

para 5 The Recipient shall cause MLVT to ensure that policy studies on future directions for TVET and TVET financing shall be carried out in accordance with the terms of reference for those studies and the studies' recommendations are used in the development and implementation of future TVET policies and strategies. The Recipient shall cause MLVT to develop a TVET Development Plan, a Medium Term Expenditure Framework 2012–2014 and Annual Operational Plans for 2010 to 2015.

The TORs for the combined policy study on “Future Directions of TVET and TVET Financing” were drafted, approved by ADB; expressions of interest were invited, evaluated and the 1st ranked firm has been contracted and the work has commenced. The draft final policy study report has been submitted with the final report due by mid-July 2013. The TVET Strategic Plan 2014-2018, TVET Development Plan 2014-2018 and TVET Financing Plans 2014-2018 are three of a number of outputs of the policy study. The Medium Expenditure Framework will be based on the policy study. Prior to this, the Ministry had an action plan for 2009 – 2013 and annual financial plans with activities. The Annual Plans for 2011, 2012 and 2013 for the project were discussed and finalized in national workshops held on 21 December 2010, 17-18 January 2012, and 15 January 2013 respectively. National workshops will be held in December of every year to finalize the Annual Operational Plans for 2014 onward.

Being Complied

2 GA Schedule 4 para 6

The Recipient shall cause MLVT to ensure that, not later than 12 months after the Effective Date, an initial baseline survey in accordance with the Project's Design and Monitoring Framework is conducted and a detailed implementation plan for monitoring performance results throughout the Project is submitted to ADB.

M&E framework was submitted to ADB on 15 February 2011; a revised QA-M&E was submitted on 2 May 2011. Weighted physical accomplishment matrix has been finalized and the physical accomplishment till end of every quarter is being reported. The physical accomplishment till the end of June 2013 has also been completed. Revised guidelines and responsibilities of QA-M&E Division have been finalized and translated in Khmer and the Division is now operating with 10 personnel. The Quality Assurance and M&E framework with six criteria has been approved by the National Training Board. Quality Management Handbook (Khmer version) has been approved by senior management and the English version has been translated. The Quality Assurance Manual in both English and Khmer versions have been approved by

Being complied

Annex 2, Page 53

Grant Covenants, Updated by June 2013

No Reference in the Grant Agreement

Covenants Current Status Compliance

the senior management and have been printed for limited circulation. Pilot Quality Assurance (QA) Audit of 3 TVET institutions (2 public institutions-NPIC & PIB and 1 private institution-PSE) have been completed. QA Self-Assessment Report from all public TVET institutions have been submitted to DGVET for preparing a baseline QA profile of the institutions, reviewing alignment with stated training/performance goals and objectives, identifying areas of strengths and weaknesses. Based on the self assessment report of all public TVET institution, QA-M&E division has conducted the QA audit of 36 public TVET institutions. The survey of certificate program (C1, C2, and C3) at TVET institutions have been conducted from 27-31 March, 2013 and the survey of benefit M&E of VSTP program Phase 1, Year1 and Year 2 was conducted from 1 – 5 April 2013. The Baseline Study was contracted on 17 December 2011 and the study commenced on 16 January 2012 and was completed at the end of December 2012.

3 GA Schedule 4 para 9

The Recipient shall ensure that financial and operational support is provided for VSTP after Project support is completed in each province.

VSTP financial procedure and monitoring workshop was conducted on 16-17 March 2011 and financial guidelines have been finalized. Revised VSTP financial management manual produced in October 2011 The VSTP 1st Phase, 1st and 2ndyear, VSTP 2nd Phase 1st Year implementation has been completed. VSTP 2nd Phase, 2nd year, and VSTP 3rd Phase 1st year is being implemented in respected target areas. With this VSTP has covered 23 provinces. Micro-enterprise and Urban Pilot VSTP is ready to be piloted after completing the necessary preparations, including advertising, selecting training providers, identify training needs, and selecting the trainees.

Not Due

Annex 2, Page 54

Grant Covenants, Updated by June 2013

No Reference in the Grant Agreement

Covenants Current Status Compliance

MLVT proposes using existing National Training Fund (NTF) to continue support VSTP after project completion.

4 GA Schedule 4 para 10

The Recipient shall ensure that officers in relevant positions and with appropriate technical expertise and necessary language skills are selected for regional training and study tours. With the support of the Project consultants, the Recipient shall undertake capacity development for NTB, MLVT, Project Beneficiary Institutions, and the PTBs.

Candidates have been nominated by the institutions for regional training and study tours. Six capacity building national workshops on (i) Annual Operational Plan 2011/2012/2013, (ii) Inception Report (iii) Strategic Planning, Leadership and TVET Management and (iv) Operational Planning, TVET Management and Q-A and M&E have been conducted; two special leadership and TVET management training has been conducted for the directors on TVET institutions and one follow up workshop was held for all the directors of provincial training institutions on operational plan in which the yearly action plans and TVET marketing ideas were finalized. Altogether 97 capacity building workshops have been conducted with 5,094 participants, of which 625 are females.

Being complied

5 GA Schedule 4 para 11

By the end of the first year of Project implementation, the Recipient shall ensure that an industry advisory group for each targeted industry sector is established.

The Industrial Advisory Groups (IAGs) have been nominated by the National Centers for Competence (NCCs); IAGs have been established and are actively involved in all critical stages of skills standards development.

Complied

Environment 6 GA Schedule 4

para 13 The Recipient shall cause MLVT to ensure that design, construction and operation of the PTCs and RTCs shall be done in accordance with the Recipient's laws and regulations and ADB's Environment Policy (2002), including the requirements for environmental assessment (if any). All works contracts shall contain standard requirements for environmental impact mitigation.

All construction projects are comparatively small and will all be built on Ministry-owned land; these construction works do not have adverse environmental repercussions; the designs and operations will comply with existing laws and regulations. The construction of 2 new PTCs (Mondulkiri and Preah Vihear) have been completed; the contract for building the boundary walls in the two new PTCs and installing electrical transformer in Mondulkiriwere signed; the boundary walls are complete and the electrical transformer has been installed; formal handing over is expected soon. The construction of five RTCs (Battambang, Siem Reap, Svay Rieng, Takeo, and Kampot), including the additional floor, is ongoing, and expected to be completed by July

Being complied (throughout project period)

Annex 2, Page 55

Grant Covenants, Updated by June 2013

No Reference in the Grant Agreement

Covenants Current Status Compliance

2013.Additional floors in these three RTCs and Svay Rieng RTC will be planned to accommodate dormitory facilities. The design and costing of rehabilitation works for DGTVET office and Kep PTC has been completed; this will be advertised for bidding.

Financial 7 GA Article III,

Section 3.01 The Recipient shall cause the proceeds of the Grant to be applied to the financing of expenditures on the Project in accordance with the provisions of the Grant Agreement.

The proceeds of the Grant have and will be applied in accordance with Grant agreement.

Being complied (throughout project period)

8 GA Article III, Section 3.02

The Goods, Works, consulting services and other items of expenditure to be financed out of the proceeds of the Grant and the allocation of amounts of the Grant among different categories of such Goods, Works, consulting services and other items of expenditure shall be in accordance with the provisions of Schedule 2 to the Grant Agreement, as such Schedule may be amended from time to time by agreement between the Recipient and ADB.

All categories of Good, Works and Consultant Services and other items of expenditure are in accordance with the provisions of schedule 2 to the Grant Agreement.

Being complied (throughout project period)

9 GA Article III, Section 3.03

Except as ADB may otherwise agree, all Goods, Works and consulting services to be financed out of the proceeds of the Grant shall be procured in accordance with the provisions of Schedule 3 to the Grant Agreement.

All Goods, Works and consulting services to be financed out of the proceeds of the Grant have and will be procured in accordance with the provisions of Schedule 3 to the Grant Agreement.

Being complied (throughout project period)

10 GA Article III, Section 3.04

Withdrawals from the Grant Account in respect of Goods, Works and consulting services shall be made only on account of expenditures relating to

(a) Goods which are produced in and supplied from and Works and consulting services which are supplied from such member countries of ADB as shall have been specified by ADB from time to time as eligible sources for procurement; and

(b) Goods, Works and consulting services which meet such other eligibility requirements as shall have been specified by ADB from time to time.

Withdrawals from the Grant Account in respect of Goods, Works and consulting services have and shall conform to eligible sources of procurement.

Being complied (throughout project period)

11 GA Article IV, Section 4.02 (a)

The Recipient shall (i) maintain, or cause to be maintained, separate accounts for

the Project; (ii) have such accounts and related financial statements

audited annually, in accordance with appropriate auditing standards consistently applied, by independent auditors whose qualifications, experience and terms of reference are acceptable to ADB;

The accounts and financial statements are being maintained as per stipulations. The audit for FY 2010 and 2011 has been submitted. The audit for FY 2012 has been completed and this audit report will be submitted to ADB shortly.

Being complied (throughout project period)

Annex 2, Page 56

Grant Covenants, Updated by June 2013

No Reference in the Grant Agreement

Covenants Current Status Compliance

(iii) furnish to ADB, as soon as available but in any event not later than 6 months after the end of each related fiscal year, certified copies of such audited accounts and financial statements and the report of the auditors relating thereto (including the auditors' opinion on the use of the Grant proceeds and compliance with the financial covenants of the Grant Agreement as well as on the use of the procedures for imprest accounts/statement of expenditures), all in the English language; and

(iv) furnish to ADB such other information concerning such accounts and financial statements and the audit thereof as ADB shall from time to time reasonably request.

12 GA Article IV, Section 4.02 (b)

The Recipient shall enable ADB, upon ADB's request, to discuss the Recipient’s financial statements for the Project and its financial affairs related to the Project from time to time with the auditors appointed by the Recipient pursuant to Section 4.02 (a) here above, and shall authorize and require any representative of such auditors to participate in any such discussions requested by ADB, provided that any such discussion shall be conducted only in the presence of an authorized officer of the Recipient unless the Recipient shall otherwise agree.

The project shall accommodate ADB’s request, whenever it is made related to financial statements and audit reports.

No request from ADB as yet

13 GA Article IV, Section 4.03

The Recipient shall enable ADB's representatives to inspect the Project, the goods financed out of the proceeds of the Grant, and any relevant records and documents.

The project shall accommodate ADB’s request with regard to the inspection of goods procured under the project, whenever it is made.

No request from ADB as yet

14 GA Schedule 2 para 4

Except as ADB may otherwise agree, the Grant proceeds for financing Goods, Works, consulting services and other items shall be disbursed in accordance with the Loan Disbursement Handbook.

The Grant proceeds are being disbursed in accordance with Loan Disbursement Handbook.

Being complied (throughout project period)

15 GA Schedule 2 para 5 (a)

Except as ADB may otherwise agree, the Recipient shall (i) establish, immediately after the Effective Date, an imprest

account at the National Bank of Cambodia, and (ii) cause MLVT to establish, immediately after the Effective

Date, an SGIA at a commercial bank acceptable to ADB. The imprest accounts shall be established, managed, replenished and liquidated in accordance with the Loan Disbursement Handbook and detailed arrangements agreed upon between the Recipient and ADB. The currency of the imprest accounts shall be Dollars. The amount to be deposited into the imprest account shall be equivalent to the estimated expenditure to be financed through the imprest account for the next 6 months of Project implementation, but in any event shall not exceed two million Dollars ($2,000,000). The amount to be deposited from the imprest account into the SGIA shall be equivalent to the initial deposit into the

The Imprest account in the National Bank of Cambodia and SGIA account in ACLEDA Bank have already been established and are already operational. The Imprest accounts are being managed, replenished and liquidated as per ADB’s Handbook and as agreed between ADB and Recipient.

Complied Being complied (throughout project period)

Annex 2, Page 57

Grant Covenants, Updated by June 2013

No Reference in the Grant Agreement

Covenants Current Status Compliance

imprest account. Each transfer from the imprest account to the SGIA shall take place within 2 weeks of deposit into the imprest account.

16 GA Schedule 2 para 5 (b)

The statement of expenditures procedure may be used for reimbursement of eligible expenditures for any individual payment not exceeding $100,000, and to liquidate advances provided into the imprest account in accordance with the Loan Disbursement Handbook and detailed arrangements agreed upon between the Recipient and ADB.

The SOE procedure is being used for eligible payments. Being complied (throughout project period)

17 GA Schedule 2 para 5 (c)

Funds for VSTP shall be transferred directly from the SGIA to the bank accounts of the 24 VSTP implementing institutions, each of which shall be authorized to make payments and reimbursements agreed under the VSTP and provided under the VSTP Financial Handbook. The statement of expenditure procedure shall not be used by the VSTP implementing institutions, and all supporting documents including evidence of expenditures shall be retained by the PCU.

The budget of $1,209,274 for VSTP 1st Phase, 1st year in 209 communes in 7 provinces was approved by NTB on 27 December 2010 and funds were transferred to the accounts of the implementing institutions in various stages. The budget $5,314,666for VSTP 1st Phase, 2nd Year, and VSTP 2nd and 3rd Phases was approved by NTB on 23 December 2011 and initial advances of $117,000 has been transferred to the provincial accounts in 7 provinces for 2nd Phase 1st Year and $195,000 had been transferred to provincial account in 7 provinces for 1st Phase 2nd Year. Funds will be transmitted in stages, reconciled and replenished.

Being complied (throughout VSTP implementation period)

18 GA Schedule 2 para 6

Notwithstanding any other provision of the Grant Agreement, no deposit shall be made from the Grant Account into the imprest account until the SGIA has been established.

This has been complied with. Complied

19 GA Schedule 2 para 7

Notwithstanding any other provision of the Grant Agreement, the Recipient shall ensure that no withdrawal shall be made from the SGIA if a misprocurement has occurred or other procurement action by MLVT, the PCU or a Project Beneficiary Institution has been identified as irregular until such misprocurement or other irregularity has been corrected by the PCU to the satisfaction of the Recipient and ADB.

There was an issue related to the award of an equipment package, which was rebidded; no further issue should arise in future; PCU will comply with all the existing financial regulations. There has been one case of rebidding.

Being Complied

20 GA Schedule 3 para 1

All Goods, Works and consulting services to be financed out of the proceeds of the Grant shall be subject to and governed by the Procurement Guidelines, and the Consulting Guidelines, respectively.

This is an ongoing process and is and will be complied. Being complied (throughout project period)

21 GA Schedule 4 para 15

The Recipient shall ensure that the implementation arrangements and funds flow mechanisms agreed between the Recipient and ADB shall remain the same throughout the Project implementation period and shall not be affected by the Recipient's decentralization and deconcentration

The implementation arrangement and funds flow mechanisms shall remain the same throughout the project period.

Being complied (throughout project period)

Annex 2, Page 58

Grant Covenants, Updated by June 2013

No Reference in the Grant Agreement

Covenants Current Status Compliance

processes.

22 GA Schedule 4 para 16

Without limitation to the overall application of Section 4.02 of the Grant Agreement, the Recipient shall cause MLVT to ensure that (a) audit of the Project account by an independent auditor acceptable to ADB is timely undertaken using international accounting and auditing standards; (b) consolidated audit reports are submitted to ADB within 6 months of the close of the Recipient's fiscal year; and (c) the audit opinion includes: (i) an assessment of the adequacy of accounting and internal control systems regarding Project expenditures and transactions to ensure safe custody of Project-financed assets; (ii) a determination as to whether the Recipient, MLVT, and all Project Beneficiary Institutions have maintained adequate documentation for all financial transactions, specifically including the statement of expenditure and imprest account procedures; and (iii) confirmation of compliance with the Project financial management system and ADB's requirements for Project management.

Audits are being regularly undertaken Being complied (throughout project period)

23 GA Schedule 4 para 17

The Recipient shall cause MLVT to require each Project Beneficiary Institution to keep separate accounts and evidence of expenditures (the Project-related accounts) and to submit these for review to the PCU quarterly and annually. The Recipient shall cause MLVT to ensure that the PCU: (a) reviews and retains supporting documents including evidence of expenditures; and (b) undertakes spot checks on the Project-related accounts at Project Beneficiary Institutions through semi-annual audits of accounts and records. In cases where financial or other irregularities have occurred in relation to project funds, the PCU may suspend project supported activities at the institution involved until the case is resolved to the satisfaction of the PCU. Matters of funds recovery shall be determined on the advice of the PCU in collaboration with ADB.

This is being complied with. Being complied (throughout project period)

Social 24 GA Schedule 4

para 4 The Recipient shall ensure that construction of the new PTCs and RTCs shall be on the sites identified and agreed between MLVT and ADB. The Recipient shall ensure that these sites are not changed. In the event that land acquisition and resettlement is required for any activities funded under the Project, the Recipient shall ensure that land acquisition and resettlement is carried out in accordance with ADB'sInvoluntary Resettlement Policy (1995).

Has been complied already. Complied

25 GA Schedule 4 para 7

The Recipient shall cause MLVT to ensure that all civil works undertaken, including the construction of multi-story buildings, comply with relevant building and safety standards.

This has been and will be complied with. Being complied (throughout construction period)

Annex 2, Page 59

Grant Covenants, Updated by June 2013

No Reference in the Grant Agreement

Covenants Current Status Compliance

26 GA Schedule 4 para 8

The Recipient shall cause MLVT to ensure that the necessary funding and expertise shall be in place so that newly constructed PTCs and upgraded RTCs, as well as all equipment and machinery obtained under the Project, are maintained in accordance with sound maintenance practices.

This will be complied with. Not due.

27 GA Schedule 4 para 12

The Recipient shall cause MLVT to ensure that the Project shall be carried out in accordance with ADB’sPolicy on Gender and Development (1998) and ADB’sPolicy on Indigenous Peoples (1998), and that the Gender and Ethnic Minorities Analysis and Action Plan agreed for the Project between the Recipient and ADB is fully implemented, including specifically that: (a) at least 50% of the recipients of training under VSTP and at least 50% of enrollments in each PTC are women; (b) women comprise at least 30% of newly hired teaching and administrative staff at each RTC and the two new PTCs; (c) women comprise at least 50% of enrollments in business and ICT at each RTC; (d) at least 30% of teaching staff in ICT and business shall be women; (e) at least 25% of the members in each advisory group shall be women; (f) at least 25% of NTB, PTB and senior MLVT officials, and at least 50% of senior DGTVET and Project Beneficiary Institutions staff, selected as regional study tour participants are women; (g) at least 30% of provincial Labor and Vocational Training Department staff selected for regional training are women; and (h) at least 40% of enrollments at the newly constructed PTC in Mondulkiri are ethnic minorities.

GEMAP has been prepared; in 1st phase VSTP, the women constitute more than 59% of the trainees. GEMAP will be adhered to.

Being complied (throughout project period)

28 GA Schedule 4 para 14

The Recipient shall ensure that the construction contractors: (a) provide timely payment of wages and safe working conditions to all workers and are monitored by the PCU; (b) promote women's employment, where appropriate; (c) pay equal wages to men and women employees for the same kind of work; (d) do not employ child labor as required by the relevant laws and regulations of the Recipient; (e) maximize the employment of local poor people who meet the job and efficiency requirements for construction and maintenance of the Project facilities; and (f) include specific provisions to give effect to this clause in the Works contracts and strictly monitor its compliance.

The stipulations mentioned are being complied with and will be complied with in the new construction works.

Being complied

Others 29 GA Schedule 3

para 3 The methods of procurement are subject to, among other things, the detailed arrangements and threshold values set forth in the Procurement Plan. The Recipient may only modify the methods of procurement or threshold values with the prior agreement of ADB, and modifications must be set out in updates to the Procurement Plan.

The procurement plan was finalized and is regularly updated; the procurement undertaken so far comply with ADB’s stipulation on thresholds; future procurement shall also comply with the stipulations.

Being complied (throughout project period)

Annex 2, Page 60

Grant Covenants, Updated by June 2013

No Reference in the Grant Agreement

Covenants Current Status Compliance

30 GA Schedule 3

para 4 The Recipient and ADB shall ensure that, prior to the commencement of any procurement activity under national competitive bidding, the Recipient's national competitive bidding procedures are consistent with the Procurement Guidelines. Any modifications or clarifications to such procedures agreed between the Recipient and ADB shall be set out in the Procurement Plan. Any subsequent change to the agreed modifications and clarifications shall become effective only after written approval of such change by the Recipient and ADB.

So far, seven bidding documents for national shopping of goods, one national shopping of works, five national competitive bidding of goods and seven NCB documents for civil works for 1stand 2nd phases have been approved by ADB and updated to the new SOP. ICB bidding document have been approved by ADB. Additional bidding documents for goods and works are being prepared. All bidding has and shall comply with the Procurements Guidelines and Procurement Plan, which will be amended from time to time as required.

Being complied

31 GA Schedule 3 para 5

The Recipient shall not award any Works contract financed under the Grant until it shall have confirmed that no land acquisition or resettlement is required at the relevant Project site.

All construction works are on MLVT owned property and as such there is no land acquisition and resettlement issue.

Being complied (throughout construction period)

32 GA Schedule 3 paras 6 and 7

Except as ADB may otherwise agree, the Recipient shall apply quality- and cost-based selection for selecting and engaging consulting services. The Recipient may apply Consultant's Qualification Selection (CQS) for selecting and engaging the following consulting services, in accordance with, among other things, the procedures set forth in the Procurement Plan: (i) conducting policy studies on the development and financing of the TVET sector; (ii) conducting baseline, midterm and final Project evaluations; and (iii) providing out-of-country training and study tours. The Recipient shall recruit individual consultants as needed in accordance with procedures set forth in the Procurement Plan.

QCBS was applied for selection of the main consulting contract. CQS was used for selection of consulting firms for baseline survey and policy study. CQS hasalso been used for recruitment of consultants for regional training packages.

Complied Being complied (throughout project period)

33 GA Schedule 3 para 8 (a)

The Recipient shall ensure that all Goods and Works procured (including without limitation all computer hardware, software and systems, whether separately procured or incorporated within other goods and services procured) do not violate or infringe any industrial property or intellectual property right or claim of any third party.

This has been and will be complied with. Being complied (throughout project period)

34 GA Schedule 3 para 8 (b)

The Recipient shall ensure that all contracts for the procurement of Goods and Works contain appropriate representations, warranties and, if appropriate, indemnities from the contractor or supplier with respect to the matters referred to in subparagraph (a) of this paragraph.

This has been and will be complied with. Being complied (throughout project period)

35 GA Schedule 3 para 9

The Recipient shall ensure that all ADB-financed contracts with consultants contain appropriate representations, warranties and, if appropriate, indemnities from the consultants to ensure that the consulting services provided do not violate or infringe any industrial

This has been and will be complied with. Being complied (throughout project period)

Annex 2, Page 61

Grant Covenants, Updated by June 2013

No Reference in the Grant Agreement

Covenants Current Status Compliance

property or intellectual property right or claim of any third party.

36 GA Schedule 3 para 10

All contracts procured under international competitive bidding procedures, the first two sets of bidding documents for Goods and Works contracted through national competitive bidding procedures, the first contract for Goods and Works procured through Shopping, and all contracts for consulting services shall be subject to prior review by ADB, unless otherwise agreed between the Recipient and ADB and set forth in the Procurement Plan.

The procurement of consulting services was reviewed by ADB at all critical stages, the mode of procurement services is 1 QCBS, 7 CQS. 7 site engineers were recruited; 7 sets of national shopping of goods, 1 national shopping of works, 5 NCB document for goods 7 NCB document for civil works have all been approved by ADB. The ICB for certificate level equipment for construction and automotive workshop equipment for NTTI Complex and five RTCs has also been approved by ADB, prior to bidding.

Being complied (throughout project period)

37 GA Schedule 4 para 1

MLVT shall be the Project Executing Agency for the Project responsible for the overall implementation and coordination of the Project. The Secretary of State, MLVT shall be the Project director, and shall oversee Project implementation.

This has been complied with. Complied

38 GA Schedule 4 para 2

DGTVET shall be the implementing agency, and shall establish a PCU within it. The PCU shall be headed by a project coordinator (the Director General, DGTVET), who shall be responsible for day-to-day Project implementation, planning and budgeting, procurement, disbursement, monitoring, supervising, overseeing of implementation in the training institutions, and submitting required reports to the Recipient and ADB. The Project coordinator shall be supported by an executive administrative officer. The PCU shall have at least 15 staff members, including specialists in procurement, finance, monitoring, and reporting, and administrative staff. Technical specialists from each department of DGTVET shall support the implementation of the Project's technical programs. PCU activities shall be assisted by an international finance consultant, an international and national M&E consultant, and a national consultant in civil works and procurement.

This has been complied with. Complied

39 GA Schedule 4 para 3

The NTB shall act as the Project Steering Committee. The NTB is chaired by a Deputy Prime Minister and includes senior representatives of all ministries involved in economic development and training, and private sector membership. It shall provide guidance to the Project on general policy and strategic directions, and ensure coordination with the concerned ministries and institutions.

This has been complied with. Complied

40 GA Schedule 4 para 18

The Recipient shall cause MLVT to ensure that the PCU prepares and submits to ADB and DGTVET quarterly reports on the status and progress in Project implementation, and use of funds in Project

Inception Report, all the quarterly reports for 2011 and 2012 as well as 1st Quarterly report of 2013 have been submitted to ADB, DGTVET and other stakeholders.

Being complied (throughout project period)

Annex 2, Page 62

Grant Covenants, Updated by June 2013

No Reference in the Grant Agreement

Covenants Current Status Compliance

implementation, within 1 month of the completion of each quarter. The reports shall be in a format acceptable to ADB and indicate: (a) progress made against established targets; (b) status of performance against stated indicators; (c) financial and procurement-related information; (d) problems encountered and remedial actions taken; (e) compliance with Grant covenants; and (f) proposed program of activities for the following quarter. The Recipient shall ensure that within 3 months following the physical completion of the Project, MLVT shall prepare and submit to ADB a Project completion report in the agreed format.

41 GA Schedule 4 para 19

During Project implementation, the Recipient shall apply, and cause MLVT and DGTVET to apply, ADB’s Anticorruption Policy, it being understood that ADB reserves the right to investigate directly, or through its agents, any possible corrupt, fraudulent, collusive or coercive practices relating to the Project. To support these efforts, the Recipient shall ensure that (a) MLVT includes in the bidding documents for the Project, and in all contracts financed by ADB in connection with the Project, the provisions specifying the right of ADB to audit and examine the records and accounts of MLVT, the PCU, Project Beneficiary Institutions and all contractors, suppliers, consultants and other service providers as they relate to the Project; (b) periodic inspections of the contractors’ activities related to fund withdrawals and settlements under the Project are carried out; and (c) the Project auditors have the right to conduct random or spot audits for contract implementation activities under the Project. The cost of this auditing shall be borne by the Project. The Recipient shall ensure that MLVT complies with all provisions of the Good Governance Framework agreed to with ADB for the Project in a timely manner.

The project is complying with all the requirements so that the procedures and implementation are transparent and accountable.

Being complied (throughout project period)

42 GA Schedule 4 para 20

Within 12 months of the Effective Date, the Recipient shall cause MLVT to create a Project webpage linked to the MLVT and/or NTB website to disclose information about various matters on the Project, including procurement. Information on the list of participating bidders, name of the winning bidder, basic details on bidding procedures adopted, amount of contract awarded, and the list of Goods, Works and services procured shall be disclosed on the Project webpage.

STVET project website is established and operational, and contains a lot of information related to project activities; the website is being regularly updated. Procurement details are also being uploaded and regularly updated. The website can be reviewed at www.ntb.gov.kh/stvet/

Being complied (throughout project period)

43 GA Schedule 4 para 21

Within 12 months of the Effective Date, the Recipient shall cause MLVT to ensure that there is a grievance redress mechanism at the PCU, RTCs and PTCs to review and address stakeholder grievances and reports on misuse of funds and other irregularities in relation to the Project, any of the service providers, or any person responsible for carrying out the Project and shall ensure that the existence of this mechanism is publicized. The Recipient shall also ensure that the existence of ADB's

The grievance redress mechanism is incorporated in all bidding documents and a grievance mechanism has also been uploaded in the website.

Being complied (throughout project period)

Annex 2, Page 63

Grant Covenants, Updated by June 2013

No Reference in the Grant Agreement

Covenants Current Status Compliance

Office of Anticorruption and Integrity, which investigates allegations of fraud, corruption and abuse in ADB-financed projects, is widely publicized within Project Beneficiary Institutions and MLVT.

44 GA Schedule 4 para 22

The Recipient shall cause MLVT to ensure that a comprehensive and gender-disaggregated project management and evaluation system shall be designed for the Project. The PPMS shall be operated throughout Project implementation to: (a) examine the Project's technical performance; (b) evaluate delivery of Project facilities; (c) assess achievement of the Project's objectives; and (d) measure the Project's social, economic, financial, and institutional impacts. The PCU shall be responsible for carrying out PPMS activities. The PCU shall establish a PPMS baseline based on surveys to be conducted in the first year of Project implementation. Annual PPMS reports shall be prepared by the PCU and submitted to ADB.

This is being complied with. Being complied (throughout project period)

45 GA Schedule 4 para 23

The Recipient and ADB shall jointly review the Project’s progress and MLVT's use of funds at least twice a year. The Recipient and ADB shall jointly undertake a midterm review shortly after the PCU’s submission of the third annual report. The midterm review shall focus on overall project strategy and achievements, which may require adjustments of targets and processes and reallocation of resources. Specifically, the midterm review shall (a) review the Project scope, design, implementation arrangements, institutional development, and capacity building; (b) assess Project implementation against projections and performance indicators; (c) review compliance with Grant covenants; (d) identify critical issues, problems, and constraints; and (e) recommend changes in Project design or implementation. The Recipient shall ensure that 1 month before the review, the PCU shall submit to ADB a comprehensive report on each of these issues.

7–11 Jun 2010 Inception Mission Review missions have been conducted on: 11–18 Nov 2010 8–13 May 2011 29 Sep–7 Oct 2011 19–23 Mar 2012 24–28 Sep 2012 29 April – 10 May 2013

Being complied (throughout project period)

Annex 3, Page 64

Good Governance Framework, updated in June 2013

GOOD GOVERNANCE FRAMEWORK By the end of June 2013

No. Issue Action to Mitigate Risk Responsibility Target/Frequency Compliance

Element 1: Procurement 1.a Corruption and fraud in the procurement

process: Collusion during bidding process Biased bid evaluation Suppliers/contractors offering

incentives for favorable treatment

The Project will strictly apply the Government’s Standard Operating Procedures (SOP) and Procurement Manual (PM) mandated on 26 February 2007, both of which are in line with ADB guidelines.

Ministry of Labor and Vocational Training (MLVT) with ADB approval

Throughout project duration.

Being Complied

1.b Procedures and thresholds

The Project will strictly follow SOP/PM and procurement instructions stated under the implementation arrangement paragraphs 66-71 of Report and Recommendation of the President (RRP)

MLVT with ADB approval

Throughout project duration.

Being Complied

The Project will strengthen in the Project Administration Manual (PAM) to detail project administration procedures, including implementation arrangements, implementation schedule, procurement, disbursement procedures, monitoring and evaluation, reporting requirements, auditing requirements, assurances, key persons involved in the Project, and anticorruption.

MLVT with ADB approval

Inception mission Complied

1.c Weak procurement capacity A procurement capacity assessment was undertaken as part of the project preparation technical assistance for preparation of the Project. The assessment found that DGTVET is experienced in the procurement of goods but less experienced in procuring works, services and consultants, and site management and monitoring of civil works.

Training and mentoring will be provided to strengthen capacity, specifically in the preparation of bid documents for civil works, bid evaluation and preparation of bid evaluation reports for civil works, training of PCU staff and Procurement Review Committees on procurement regulations and ADB Guidelines, preparation of detailed lists and technical specifications of equipment, and selection and contracting of consulting services.

The Project will be monitored, and where necessary, additional measures will be incorporated to improve procurement procedures.

As procurement process is beyond the award of contract, the Project will organize frequent monitoring visits to work sites in order to ensure that the construction works will meet quality standards in line with desired specification.

The Project will recruit a national civil works and procurement specialist (48 months) to build capacity of MLVT staff in designing, managing, and the evaluation of the civil works and procurement plan.

MLVT with ADB approval

Throughout project duration.

Being Complied

1.d Inadequate or delayed procurement plans

The Project will prepare a procurement plan as guided by ADB's Procurement Guideline and SOP/PM.

MLVT and ADB

First year plan completed by appraisal mission.

Complied

Annex 3, Page 65

Good Governance Framework, update in June 2013

No. Issue Action to Mitigate Risk Responsibility Target/Frequency Compliance The Project will prepare an annual Procurement Plan tied to the annual work plan and budget. MLVT with ADB

approval

In October/ November 2010, and annually thereafter

Being Complied

1.e Informal payments by contractors, suppliers and consultants

All contractors, suppliers and consultants—firms or individuals, national and international—bidding for contracts under the Project shall sign the Declaration on Ethical Conduct and Fraud and Corruption in the SOP/PM, and be subject to the sanctions specified in the ADB’s Procurement Guidelines.

MLVT with ADB approval

Throughout project duration.

Being Complied

1.f Potential project staff-contractor collusion over volumes and build quality

The Project will strengthen project monitoring and introduce technical audit and the midterm- review to clarify structures, authorities, and effectiveness of project management.

MLVT with ADB approval

Inception mission. Being Complied

Element 2: Financial Management (FM)

2.a Weak internal controls

The Government will strengthen the financial management system and internal audit function of MLVT, and provide capacity development through the extension of the PFM reform program to MLVT.

The Project will apply internal control procedures specified in SOP and Financial Management Manual (FMM), both of which are consistent with ADB guidelines, including in the areas of:

financial policies and standards; elements of internal control; financial accounting system, ledgers, journals; bank accounts and credit/grant withdrawals; project expenditure, payroll, petty cash, advances; and financial management reports, audit, counterpart funds withdrawals.

MLVT and Ministry of Economy and Finance (MEF)

Throughout project duration.

Being Complied

2.b Cash transactions The Project will ensure that payments to contractors, suppliers and consultants – firms, individuals, national and international – are made by cheque or transfer to bank accounts, and will retain evidence for audit and donor supervision missions.

MLVT Throughout project duration

Being Complied

2.c Inconsistent allowances paid to Government staff attending training, workshops and study tours

The Project will follow MEF’s Instruction Letter No. 2000 dated 23 April 2007 on standard daily subsistence and travel allowances.

MLVT with ADB approval

Throughout project duration

Being Complied

The Project will establish an Annual Training and Workshop Plan.

MLVT

Throughout project duration as per annual work plan.

Being Complied

The Project will set eligibility rules for attending training, workshops and study tours. Attendees must: be engaged in work relevant to the training be competent in the language used after return, report on and share their experiences for the benefit of the project

MLVT

Throughout project duration as per annual work plan.

Being Complied

The Project will ensure that training, workshops, study tours and other similar activities: are in line with project aims and objectives

MLVT with ADB approval

Throughout project duration as per

Being Complied

Annex 3, Page 66

Good Governance Framework, update in June 2013

No. Issue Action to Mitigate Risk Responsibility Target/Frequency Compliance

meet identified needs within the sub component plans have budget in line with planned expenditure approved by MLVT. Project to seek MLVT prior

approval if any significant changes or departures.

annual work plan.

The Project will set cost guidelines for selected training/workshop activities: venue rental with refreshments/meals sound and projection equipment hire stationery/hand-outs project-specific training and workshop materials simultaneous translators photocopying, .

MLVT, MEF with ADB approval.

Throughout project duration as per annual work plan.

Being Complied

The Project will define evidence to be submitted by attendees for reimbursement of expenses which may include:

proof of attendance for period claimed with signed statement by the workshop, training or study tour organizer or host;

proof of travel by air-ticket stubs, travel agent’s receipt, airline boarding passes, airport taxes; receipted hotel bills (for proof of stay); receipts for incidental traveling expenses; receipted invoices for venue rental, food and beverage, sound/projection equipment, hire of

simultaneous translator, stationery and handouts, use of photocopying facilities.

MLVT, MEF with ADB approval

Throughout project duration as per annual work plan.

Being Complied

The Project will reimburse against receipts except where covered by fixed allowances in MEF’s Letter No. 2000.

The Project financial officers

Each occasion

Being Complied

The Project to retain evidence of payment of attendees’ per diem and allowances. The Project financial officers

Each occasion

Being Complied

2.d Delayed or non-existent reconciliation of advances for operating costs and expenses

The Project will reconcile advances of operating expenses of staff or field offices within one week of the end of each month.

The Project financial officers

Each occasion Being Complied

The Project to ensure that no further advances are paid until previous advance reconciled and cleared against documentary evidence.

The Project financial officers

Throughout project duration

Being Complied

Element 3 : Disclosure

3.a Conflict of interest among project staff

The Project will minimize conflict of interest through disclosing of private and public affiliations or personal interest before becoming involved in any project related transaction such as contract award.

MLVT Throughout project duration.

Being Complied

Annex 3, Page 67

Good Governance Framework, update in June 2013

No. Issue Action to Mitigate Risk Responsibility Target/Frequency Compliance 3.b Enhance transparency through greater

public disclosure of project information The Project will disclose on MLVT's website, with hard copies available for public inspection if requested, at a minimum: project name, objectives, original and revised amount, sources of funding, effectiveness date,

number of extensions, name and address of MLVT, name of ADB officers in charge, list of Project Steering Committee (PSC) members and contact information in the MEF-ADB unit, contact information for ADB office in Cambodia, and contact information and mandate of ADB's Office of Anticorruption and Integrity;

details of project components, percentage completion, data on performance indicators; annual Work Program and Procurement Plan, identifying contracts to be procured in the next

12 months, nature of each contract, cost estimate, location, method of procurement, means of advertisement, bidding period, location where bidding documents and RFP’s can be inspected, expected date of availability, and cost of bidding documents;

consultant long and short lists; bidding documents and RFP’s to be available for inspection; bid closing dates, names of bidders and their bid prices at opening; list and details of contracts awarded, names of losing bidders and, if their bid prices were

lower than the winning bidder, the reason for their rejection; six month progress reports; planned and actual disbursements by sub component; annual financial statements and audit opinion; other specific reports prepared by the Project complaints remedies and mechanism; criteria and procedure for selection of candidates for scholarships; and code of ethical conduct once signed by all staff.

MLVT and ADB to agree final list

Agreed at grant negotiation.

Being Complied

Element 4: Complaints and Remedies Mechanism

4.a Inadequate complaints and remedies mechanisms

The Project will prepare a remedy mechanism to address complaints, including establishment of a grievance redress mechanism at Project Coordination Unit (PCU), Provincial Training Centers (PTC), and Regional Training Center (RTC) to receive complaints/grievances from communities, contractors, etc.

MLVT with ADB approval

Reviewed and updated regularly

Being Complied

Procedures regarding procurement complaints are to follow process set out in the Grant Agreement and SOP/PM

MLVT and MEF Throughout project duration

Being Complied

Element 5: Code of Ethical Conduct

5.a Poor enforcement of the Code of Conduct for civil servants

The Project will provide copies of the relevant laws and articles on Code of Conducts for civil servant to all Project staff, including contracted staff. Project will maintain signed declaration of receipt of these documents by all Project staff, including contracted staff.

MLVT Inception mission Being Complied

Element 6: Sanctions

6.a Inadequate sanctions for fraudulent and corrupt activity by project staff, contracts, suppliers and consultants.

The Project will identify and apply sanctions available under current law and regulations of Cambodia. Sanctions for individuals may include transfer of duties, retaining, suspension, dismissal, re-

MLVT

Throughout project duration

Being Complied

Annex 3, Page 68

Good Governance Framework, update in June 2013

No. Issue Action to Mitigate Risk Responsibility Target/Frequency Compliance grading, prosecution under Cambodian Law. Sanctions for firms may include: termination of contract, debarment, blacklisting, and prosecution under Cambodian Law.

Element 7: Project Specific Elements

7.a Risk of low quality construction and supervision.

The Project will recruit a national civil works and procurement specialist (48 months) to assist the project staff in preparing and costing a design for civil works package; monitoring procurement connected with civil works; supervising the construction and renovation of PTCs and RTCs.

See also 1 f. above.

MLVT and ADB approval

Throughout project duration

Recruited; stipulated tasks being carried and construction being supervised

7.b Risk in abuse in resettlements of affected people over appropriate compensation

The Project to ensure that no rehabilitation or construction of facilities for PTCs, RTCs and hostels will involve involuntary resettlement according to ADB’s Policy on Involuntary Resettlement (1995) and the relevant Government regulations. Ensure that monitoring of the implementation of any Resettlement Plan is done by External Monitor.

MLVT, Inter-Ministerial Resettlement Committee, NGOs, and ADB approval

Agreed at grant negotiation Before issuance of civil work contracts

Complied

Annex 4, Page 69

Progress Against Action Plan from June to November 2013

PROPOSED AGAINST ACTION PLAN IN MOU OF ADB MTR, JUNE TO NOVEMBER 2013

PLANNED ACTIVITY Time line Status

Formal programs Competency-Based Learning Package (CBLP) Development Validate task analysis results for elements of CS level 2 for CBLP in priority

job positions in the three target industry sectors with industry expert workers

22-23 May 2013 Completed

Write English version of CBLP level 2 for priority job positions in the three target industry sectors through series of writing workshops

22 April to 28 June 2013

On-going

Write Khmer version of CBLP level 2 for priority job positions in the three target industry sectors through series of writing workshops

01 July to 30 Aug 2013

Not due yet

Update contents and time allotment (nominal duration)for all modules of instruction of CBC level 2 for priority job positions in the three target industry sectors through series of writing workshops

19-30 August 2013

Not due yet

Provide graphics required in each learning element of the CBLP level 2 for priority job positions in the three target industry sectors through series of workshops

01-31 August to 01-30 Sept 2013 Not due yet

Printing and publication of CBLP level 2 for priority job positions in the three target industry sectors needed for the initial implementation 14-25 Oct 2013 Not due yet

Conduct task analysis of all validated elements of CS level 2 for CBLP in additional job positions in the three target industry sectors through series of workshops (both in Khmer and English version)

02 Sept to 31 Oct 2013

Not due yet

Conduct task analysis of all validated elements of CS level 3 for CBLP in priority job positions in the three target industry sectors through series of workshops (both in Khmer and English version)

02-30 Sept to 01-31 Oct 2013

Not due yet

Implementation of the New Competency-Based Curriculum (CBC) Design new course framework (Master Plan) for certificate and higher

diploma programs in the three target industry sectors aligned with the new CBC through series of workshops

17-30 April to 02-08 May 2013

Completed

Make daily and monthly training session plans for the implementation of the new CBC level 2 for priority job positions in the three target industry sectors through series of workshops

05-16 Aug 2013 Not due yet

Prepare training plan for the hands-on/practical training of RTC and PTC technical teachers in the actual workplace relevant to their area of specialization through series of workshops

05-16 Aug 2013 Not due yet

Implement training plan for the hands-on/practical training of RTC and PTC technical teachers in the actual workplace relevant to their area of specialization

02 Sept to 29 Nov 2013

Not due yet

Plan the refurbishment of training area/workshops for training and assessment purposes as required by CBC for levels 2, 3 and 4 through series of workshops

09-30 Aug 2013 Not due yet

Refurbish training area/workshops for purposes of training and assessment as required by CBC for levels 2, 3 and 4

02-30 Sep to 01-31 Oct 2013

Not due yet

Estimate and prepare list of materials and consumables needed for the conduct of the new CBC level 2 training for priority job positions in the three target industry sectors through series of workshops

02-13 Sept 2013

Not due yet

Prepare preventive maintenance program for tools, machines, training equipment, and work area/workshop through series of workshops 16-27 Sept 2013 Not due yet

Conduct initial implementation of the new CBC level 2 for priority job positions in the three target industry sectors

01 Oct 2013 to 31 July 2014

Not due yet

Monitor and evaluate the initial implementation of the new CBC level 2 for priority job positions in the three target industry sectors

01 Oct 2013 to 31 July 2014

Not due yet

Competency Assessment Package (CAP) Development Write CAP level 2 for priority job positions in the three target industry sectors 01-31 October 2013 Not due yet

Annex 4, Page 70

Progress Against Action Plan from June to November 2013

PLANNED ACTIVITY Time line Status

Capacity Building of RTC and PTC Directors and Technical Teachers Orient directors of RTC, PTC and selected Phnom-based TVET institutions

on the development and implementation of competency-based education and training to TVET through series of workshops

12-16 August 2013 Not due yet

Train RTC & PTC teachers on functional and job analysis to formulate competency profile for a specific job through series of workshops

26 to 27 August 2013

Not due yet

Train RTC & PTC teachers on skills standards development to identify units of competencies, elements, performance criteria and other components of CS for a given job position through series of workshops

28 to 30 August 2013

Not due yet

Train RTC & PTC teachers on CBC development to translate CS into course design and modules of instruction/training through series of workshops

09 to 11 September 2013

Not due yet

Train RTC & PTC teachers on CBLP development to design relevant learning materials for a given CBC through series of workshops

12-13 September 2013

Not due yet

Conduct skills upgrading training of RTC and PTC technical teachers relevant to the approved CS through series of workshops

October to December 2013

Not due yet

Train RTC & PTC teachers on the use and maintenance of the new tools and equipment provided by the project through series of workshops

2 weeks after delivery of equipment

Not due yet

Prepare training plan for the hands-on/practical training of RTC and PTC technical teachers in the actual workplace relevant to their area of specialization through series of workshops

05 -16 Aug to 12-13 September 2013

Not due yet

Implement training plan for the hands-on/practical training of RTC and PTC technical teachers in the actual workplace relevant to their area of specialization through series of workshops

October to December 2013

Not due yet

TVET Teacher Training Completion and validation of CS for TVET teacher through series of

workshop- Aug 19th to Sept 30, 2013 19 Aug – 30 Sept

2013 Not due yet

Completion and validation of CBC for TVET teacher through series of workshops

01-31 Oct 2013 Not due yet

Completion and validation of CBC for TVET teacher through series of workshops

16 Sept – 29 Nov 2013

Not due yet

Completion and validation of CAP for TVET teacher through series of workshops

02-31 Dec 2013

Not due yet

Conduct training seminar on “effective Skills Teaching/Learning for TVET teachers

16-20 Sep & 7-11 October 2013

Not due yet

Conduct training seminar on Quality education on TVET system 11 – 13 Nov 2013 Not due yet Prepare impact evaluation survey and workshop evaluation reports and

submit for approval 15 – 31 Nov 2013 Not due yet

Non-Formal programs (VSTP) VSTP Refresher Training course on Urban and Micro-enterprise pilot VSTP 20 May 2013 Completed Implement Urban Pilot VSTP Year 1 23 May 2013 To commence in

July Implement Micro-enterprise Pilot VSTP Year 1 23 May 2013 To commence in

July Field coaching to target TVET institutions 27 May 2013 On going Refresher training course on Rural VSTP Implementation 10 June 2013 Postponed to 26

August 2013 Tracer Study of VSTP 2nd Phase Year 1 (six months after completing

training) 14 June 2013 Completed

Data processing and data analysis of VSTP 1st phase year 2, and 2nd phase year 1 (three months after completing training)

17 June 2013 Completed

Annex 4, Page 71

Progress Against Action Plan from June to November 2013

PLANNED ACTIVITY Time line Status

Data processing and data analysis of VSTP 1st phase year 2, and 2nd phase year 1 (six months after completing training)

12 July 2013 Not due yet

Complete tracer study report of VSTP 1st phase year 2 (three months after completing training)

31 July 2013 Not due yet

Complete successful stories booklet of VSTP 1st Phase year 2 (three months after completing training)

15 August 2-13 Not due yet

Complete tracer study report of VSTP 2nd phase year 1 (three months after completing training)

06 September 2013 Not due yet

Complete successful stories booklet of VSTP 2nd Phase year 1 (three months after completing training)

10 October 2013 Not due yet

Complete tracer study report of VSTP 1st phase year 2 (six months after completing training)

26 November 2013 Not due yet

Complete successful stories booklet of VSTP 1st Phase year 2 (six months after completing training)

30 December 2013 Not due yet

Non-Formal Entrepreneurial Pocket book of seven steps to become self-employed to be finalized and

approved 20 May 2013 Postponed to 12th

August 2013 Pocket book of seven steps to become self-employed orientation training

will be conducted at the PTCs 31 May 2013

Postponed to 24th

August 2013 Finalize the competency profiles catalogue of VSTP courses

13 June 2013

Postponed to 15th January 2014

Orientation training workshop on competency profiles catalogue to be conducted for the PTCs

30 July 2013 Postponed to 12th March 2014

Second survey assessment on competency profiles of VSTP courses of the 1st phase and 2nd phase to be conducted in 9 selected PTCs

15 August 2013 Not due yet

Data processing and analysis of the data of second survey on competency profiles of the selected 9 PTCs (VSTP 1st phase and 2nd phase)

26 September 2013 Not due yet

Complete the second competency profiles catalogue of VSTP courses (English version)

30 October 2013 Not due yet

Translate the second competency profiles catalogue of VSTP courses into Khmer version

29 November 2013 Not due yet

Finalize the Khmer version of the second competency profiles catalogue of VSTP courses

18 December 2013 Not due yet

Institutional Development TVET Institute management National workshop on TVET policy and TVET financing 12 June 2013 Completed Dissemination workshop on TVET Policy and TVET Financing 26 Sept 2013 Not due yet Feedback workshop on leadership and TVET institution management 31 October 2013 Not due yet National workshop on annual operational plan 2014 19-20 Dec 2012 Not due yet TVET Systems Development TVETMIS coding and developing remaining Modules 30 June 2013 to be completed

by mid of September

TVETMIS testing and debugging 31 July 2013 Not due yet TVETMIS pilot test and get user feedback 31 August 2013 Not due yet TVETMIS end user manual and training material development 15 Sept 2013 Not due yet TVETMIS end user training workshop (6 workshops) 16 Sept 2013 Not due yet TVETMIS deployment - piloting 16 Oct 2013 Not due yet TVETMIS full scale deployment 1 Nov 2013 Not due yet TVETMIS maintenance manual 30 Nov 2013 Not due yet LMIS & Database LM Reports to be uploaded in the website 31 July 2013 Not due yet Update data and produce new report 31 December 2013 Not due yet

Annex 4, Page 72

Progress Against Action Plan from June to November 2013

PLANNED ACTIVITY Time line Status

Improve by adding new features to back-end (admin page) of LMIS website 31 December 2013 Not due yet M&E Conduct 2 days national workshop on “QA-M&E Output Report of All

Public TVET Institutions” 20-21 June 2013 Postponed to End

of July, 2013 Conduct 2 days training program on ‘Internal Quality Audit’ 27-28 June 2013 Postponed to End

of July, 2013 Design and Develop an Internal TVET Quality Auditor Handbook 31 July 2013 Not due date Conduct 5 training sessions at the 5 RTC clusters on internal quality

auditing 1-31 August 2013 Not due date

Design and develop a standard TVET M&E Toolkit to be used by all TVET institutions

25 October 2013 Not due date

Conducting ISO Internal Auditors Training program for about 75 staff from TVET institutions and DGTVET

1 Nov - 31 Dec 2013 Not due date

Social and Gender Gender relate outreach activities to formularize female on TVET in three

priority sectors Aug to Sep 2013 Not due yet

Sensitize workshop on business set-up Aug 2013 Not due yet Career Guidance Finalize the first draft of CGD manual in Khmer version 30 May 2013 Completed Discussion the CGD manual at the central and provincial level

15 June 2013 Postponed to 17th September 2013

Approval of the CGD Manual 23 July 2013 Not due yet Organize dissemination workshop on CGD Manual 13 August 2013 Not due yet Train TVET institutions (RTCs, PTCs and other TVET institutions) on the

use of the CGD manual 13 September 2013 Not due yet

Follow-up survey on CGD implementation 16 October 2013 Postponed to 12th January 2014

Procurement Civil Works Completion of construction for RTC in Svay Rieng 31 May 2013 Completed Completion of construction for RTC in Takeo 31 May 2013 Completed Start bidding process for rehabilitation of Group I (DGTVET=1, Kandal=1,

Kampong Speu=1, Prey Veng=1 and Kampong Chhnang=1 PTCs) 31 May 2013 Postponed to

September 2013 Start bidding process for rehabilitation of Group V (Steung Treng=1,

Rattanakiri=1, Kratie=1, Kampong Cham=1 PTCs) 31 May 2013 Postponed to

September 2013 Contract variations signing for dormitories in 5 RTC 15 June 2013 Postponed to

September 2013 Start bidding process for rehabilitation of Group III (Pursat=2,

Battamabng=2, Bantey Meachey and Pailin=1 PTCs) 30 June 2013 Postponed to

September 2013 Start bidding process for rehabilitation of Group IV (Siem Reap=2, Odar

Meanchey=1, Preah Vihear=1 and Kampong Thom=1 PTCs) 30 June 2013 Postponed to

September 2013 Start bidding process for rehabilitation of Group II (Kep=1, Kampot=1,

Preah Sihanouk=1, and Koh Kong=1 PTCs) 30 June 2013 Postponed to

September 2013 Start bidding for dormitories for existing PTCs offering certificate courses 30 June 2013 Postponed to

October 2013 Start bidding construction in Kep, Mondulkiri, Preah Vihear, Steung Treng,

ITI and CIEDC 15 July 2013 Postponed to

September 2013 Completion of construction of boundary wall for PTC in Mondulkiri 31 July 2013 Completed Completion of construction of boundary wall for PTC in Preah Vihear 31 July 2013 Completed Completion of construction included additional one floor for RTC in

Battambang 31 July 2013 Not due yet

Completion of construction included additional one floor for RTC in Kampot 31 July 2013 Not due yet Completion of construction included additional one floor for RTC in Siem 31 July 2013 Not due yet

Annex 4, Page 73

Progress Against Action Plan from June to November 2013

PLANNED ACTIVITY Time line Status

Reap Goods Contract signing of Basic Workshop Equipment for 21 PTCs, P2-Lot1 31 May 2013 Completed Contract signing of Computer equipment for NTTI,CIEDC, NIB, and 5 RTCs 15 June 2013 Completed Award of certificate level construction and automotive workshop equipment

for NTTI, relevant NCCs and 5 RTCs 15 July 2013 Not due yet

Contract signing of Motorcycles for 3rd phase of VSTP target communes 15 Aug 2013 Not due yet Contract signing of classroom furniture for 3 new PTCs (Included Takeo) 15 Aug 2013 Not due yet Contract signing of classroom furniture for 5 new RTCs 31 Aug 2013 Not due yet Contract Delivery for certificate level computer laboratory for NIB and 5

RTCs 15 Sep 2013 Not due yet

Delivery of classroom furniture and office equipment for 3 new PTCs (Included Takeo)

30 Sep 2013 Not due yet

Delivery of classroom furniture and office equipment for 5 RTCs 31 Oct 2013 Not due yet Delivery of certificate level construction and automotive workshop

equipment for NTTI, relevant NCCs and 5 RTCs 31 October 2013 Not due yet

Services Contract sign for the 4 Regional Training Packages 15 June 2013 Postponed to July

2013 Complete of Policy Study 15 July 2013 Completed Start 4 Regional Training Packages and International Study Tour 15 August 2013 Not due yet

Annex 5, Page 74

Summary of Achievements on Skill Standards Development

SUMMARY OF ACHIEVEMENTS ON SKILL STANDARDS DEVELOPMENT FORMAL PROGRAMS

(CS, CBC, CBLP &CAP)

BY JUNE 2013

Sectors Job Positions NQF CS CBC TASK ANALYSIS CBLP CAP CIVIL CONSTRUCTION

1 Mason 2 Promulgated by NTB Review & Approved by NTB- Sub

Review & validated by Expert workers

finished draft 8 LO / 41 LO

not yet done

3 Review & Approved by NTB- Sub

Review & Approved by NTB

4 Review & Approved by NTB- Sub

Review & Approved by NTB-Sub

2 Steel Fabrication & Fixing

2 Promulgated by NTB Review & Approved by NTB-Sub

Review & validated by Expert workers

finished draft 3 LO / 29 LO

not yet done

3 Review & Approved by NTB-Sub

Review & Approved by NTB-Sub

4 Review & Approved by NTB-Sub

Review & Approved by NTB-Sub

3 Rough Carpentry 2 Promulgated by NTB Review & Approved by NTB-Sub

Review & validated by Expert workers

finished draft 4 LO / 22 LO

not yet done

3 Review & Approved by NTB- Sub

Review & Approved by NTB-Sub

4 Finishing Carpentry 2 Promulgated by NTB Review & Approved by NTB-Sub

Review & validated by Expert workers

finished draft 4 LO / 42 LO

not yet done

3 Review & Approved by NTB-Sub

Review & Approved by NTB-Sub

4 Review & Approved by NTB-Sub

Review & Approved by NTB-Sub

5 Building Electrical wiring

2 Review & Endorsement by IAG

Review & Endorsement by IAG

6 Steel structural Erection

2 Review & Endorsement by IAG

Review & Endorsement by IAG

7 Plumbing

2 Review & Endorsement by IAG

Review & Endorsement by IAG

Annex 5, Page 75

Summary of Achievements on Skill Standards Development

Sectors Job Positions NQF CS CBC TASK ANALYSIS CBLP CAP MECHANIC

1 Automotive Servicing

2 Promulgated by NTB Review & Review & Approved by NTB-Sub

Review & validated by Expert workers

finished draft 3 LO / 41 LO

not yet done

3 Review & Approved by NTB-Sub

Review & Approved by NTB-Sub

4 Review & Approved by NTB-Sub

Review & Approved by NTB-Sub

2 Automotive Electrician

2 Promulgated by NTB Review & Approved by NTB-Sub

Review & validated by Expert workers

finished draft 3 LO / 24 LO

not yet done

3 Review & Approved by NTB-Sub

Review & Approved by NTB-Sub

4 Review & Approved by NTB-Sub

Review & Approved by NTB-Sub

3 Auto Air Conditioning

2 Promulgated by NTB Review & Approved by NTB-Sub

Review & validated by Expert workers

finished draft 3 LO / 16 LO

not yet done

3 Review & Approved by NTB-Sub

Review & Approved by NTB-Sub

4 Review & Approved by NTB-Sub

Review & Approved by NTB-Sub

4 Moto cycle Services

2 Review & Endorsement by IAG

Review & Endorsement by IAG

5 Automotive body painting

2 Review & Endorsement by IAG

Review & Endorsement by IAG

6 Automotive body repairing

2 Review & Endorsement by IAG

Review & Endorsement by IAG

7 Automotive Engine rebuilding

2 Review & Endorsement by IAG

Review & Endorsement by IAG

Annex 5, Page 76

Summary of Achievements on Skill Standards Development

Sectors Job Positions NQF CS CBC TASK ANALYSIS CBLP CAP ICT & BUSINESS

1 Computer Services

2 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

Review & validated by Expert workers

finished draft 4 LO / 23 LO

not yet done

3 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

4 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

2 Administrative Services

2 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

Review & validated by Expert workers

finished draft 3 LO / 26 LO

not yet done

3 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

4 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

3 HR. Services

2 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

Review & validated by Expert workers

finished draft 3 LO / 30 LO

not yet done

3 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

4 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

4 Customer Services

2 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

Review & validated by Expert workers

finished draft 4 LO / 29 LO

not yet done

3 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

4 Review & Approved by NTB- Sub

Review & Approved by NTB- Sub

5 Visual Graphic Designer

2 Review& endorse by IAG

Review& endorse by IAG

6 Marketing Services

2 Review & Endorsement by IAG

Review& endorse by IAG

7 Sale Services

2 Review & Endorsement by IAG

Review& endorse by IAG

STVET ProjectCBLP WRITING PLAN (Levels 2, 3 & 4)2013 ‐ 2014

U LO U LO U LO U LO U LO U LO U LO U LO U LO U LO U LO U LO U LO U LO U LO U LO U LO U LO U LO U LOCONSTRUCTION 69 383 4 17 7 20 6 20 7 22 6 23 6 22 6 20 5 22 4 19 4 19 4 17 4 19 5 19 4 19 6 28 9 38 8 39

1a 6 1b 2 2b 1 4a 4 4b 3 6 5 8 4 1 5 3a 3 3b 5 4b 1 6 4 7b 3 1 4 3 4 5 3 7 42a 4 3a 5 3b 4 5a 5 7a 3 7b 3 2a 3 2b 5 4a 3 5 5 7a 2 8 4 2 4 4 5 6 5 8 6

1a 4 1b 3 3a 3 4 4 1 5 2 5 3 4 4 52a 3 2b 3 3b 2

1a 4 1b 2 2b 4 3a 4 3b 5 4a 5 4b 3 5b 5 6 7 1 6 2 6 3 9 4 8 5 7 6 7 1 4 5 32a 2 5a 2 2 4 6 6

3 4 7 44 5 8 6

1a 3 1b 4 2a 4 3a 3 4a 3 4b 2 5b 4 1a 4 1b 4 2 5 3 5 4a 4 4b 1 5b 4 1 4 4 5 7 42b 1 3b 2 5a 2 5a 3 2 4 5 3 8 6

3 4 6 5

MECHANIC 64 266 5 17 7 26 7 30 6 24 7 32 7 31 7 29 5 19 4 17 3 13 3 13 2 7 2 81 4 2 5 3 6 5 4 8 5 1 4 3 4 5 5 7 4 1 4 4 4 7 4 9 4

6 5 4 4 7 3 9 5 2 4 4 4 6 3 8 5 2 4 5 4 8 3 10 49 4 3 5 6 5

1 3 2 3 4 5 1 4 3 5 5 4 4 5 6 3 8 43 3 5 3 7 3 2 5 4 4 2 5 4 5 7 4

6 4 1 4 3 5 5 41 4 3 3 5 3 3 4 1 4 3 4 5 3 7 42 3 4 3 1 5 4 4 2 5 4 5 6 4

2 4

ICT/BUSINESS 78 314 5 15 6 17 4 16 5 16 6 16 6 17 4 18 5 17 6 16 5 14 6 16 7 18 6 20 7 18 7 18 7 16 5 17 6 18 3 111 4 2 5 3 4 4 4 5 4 1 5 2 4 3 4 4 4 5 4 6 4 1 3 2b 3 3b 3 4a 2 5 5 6a 6 6b 1

2a  2 3a 2 4b 2 7 38 2

1 3 3 3 4a  5 4b 3 5b 3 6b 3 1a 5 1b 4 2b 4 3b 3 4b 2 5b 1 7 5 1 4 2b 3 3b 1 5b 2 7 32a 1 2b  2 5a 2 6a 2 7 2 2a 1 3a 1 4a 2 5a 3 6a 4 2a 1 3a 2 4 3 6 3 8 3

5a 11a 4 1b 1 2b 4 3 4 4a 4 4b 2 6 5 1 4 2 2 3b 2 4 2 1 3 2b 2 3b 1 5 3

2a 3 5b 2 3a 2 5 2 2a  1 3a 2 4 3

1a 3 1b 3 1c 3 2a 3 2b 2 3b 3 4 4 5 4 1a 3 1b 3 2a 3 2b 4 3 6 4 3 5b 3 7 3 2b 2 4 6 5 33a 1 5a 3 6 3 1 2 3 4 6 5

2a 1 7 3

211 963 14 49 20 63 17 66 18 62 19 71 19 70 17 67 15 58 14 52 12 46 13 46 13 44 13 47 11 37 13 46 16 54 13 56 6 18 3 11

LEGEND:

Level 2 (Certificate 1)

Level 3 (Certificate 2)

Level 4 (Certificate 3)

U         ‐ Unit/Module

LO     ‐ Learning Outcome

AUTO 2

AUTO 3

ICT 1

BUSI 1

BUSI 3

BUSI 2

CODE

CONS 1

CONS 3

CONS 4

CONS 2

AUTO 1

Administrative Sercices  19 86

Course/ProgramTitle TOTAL

HR Services   22 90

Customer Services 18 58

Automotive Air Conditioner Servicing

16 62

Computer services  19 80

Automotive Servicing 28 119

Automotive Electrical Servicing

20 85

Rough Carpentry 8

OctAug SepJune Oct May

127

18 122

Jun JulDec Jan Feb2013

Dec2014

Masonry

AprNov Mar Nov

TOTAL

Steel Fabrication and fixing

July Aug Sep

22 93

21

41

Finishing Carpentry

Annex 6, Page 77

Plan for Writing CBLP

1, Teacher Retention Survey Report in June 2013

MINISTRY OF LABOUR AND VOCATIONAL TRAININGSTVET/ADB PROJECT GRANT No.0178-CAM

Report on the Results of theTVET TEACHER RETENTION SURVEY

Report prepared by

Bruce A. Hinch

TVET Teacher Training Specialist

June 7, 2013

Annex 7, Page 78

2, Teacher Retention Survey Report in June 2013

ACKNOWLEDGEMENTMany people deserve special thanks for their continuous support through thisstudy. Dr. H.E., YOK Sothy, Director of NTTI, for his guidance, support, and time.He not only provided guidance, but provided direction and motivation. Specialrecognition goes to members of the Technical Working Group (TWG), Mr.Khemarin, Mr. Somach, and Mr. Sorphorn for their insights into theorganizational culture of NTTI and TVET institutions in genera. Thanks to Mr.Muth Sopheak for his tireless efforts at collecting and entering data.

Annex 7, Page 79

3, Teacher Retention Survey Report in June 2013

TABLE OF CONTENTSACKNOWLEDGEMENTS……………………………………………………………………………..2LIST OF TABLES…………………………………………………………………………………………3EXECUTIVE SUMMARY……………………………………………………………………………….4PURPOSE OF STUDY……………………………………………………………………………………4HERZGBERG DUAL FACTORY THEORY…………………………………………………………5METHODOLGY…………………………………………………………………………………………….5CONCLUSION AND RECOMMENDATIONS……………………………………………………..6

LIST OF TABLES

Table

Table 1 Sample of Participating Survey Respondents………………………………………………7

Table 2Non-participating TVET Institutions………………………………………………………………7

Table 3 Number of Respondents by Years of Teaching Experience……………………………..8

Table 4Factors in Survey Identified as Motivators or Hygiene Factors…………………….…9

Table 5Percentage of Responses from beginning teachers…………………………………………9

Table 6 Percentage of Responses from Teachers with 4-9 Years’ ………………………….……9

Table 7Top 5 Ranked reasons for Teachers remaining as teachers…………………………..10

Annex 7, Page 80

4, Teacher Retention Survey Report in June 2013

EXECUTIVE SUMMARYThis report describes the results of the Teacher retention survey conducted with TVETteachers in RTCs, PTCs and TVET institutions within Phnom Penh.An assessment of the factors that affect teacher retention of new teachers and teacherswith 4-9 years experience were examined through a questionnaire modified by the TWG. The factors were defined according to hygiene or motivator factors as outlined byFrederic Herzberg in his Dual Factor Theory. The objective is to identify the motivator orhygiene factors that have more holding power on beginning teachers, and teachers from4-9 years teaching.On this survey, 7 questions were categorized as hygiene factors and 7 were categorizedas motivator factors. Data findings reveal that four of the five top ranked reasons givenby new teachers for remaining in the profession were hygiene factors. The four lowestranked reasons for new teachers were all motivational factors. Contrasted with teachersfrom 4-9 years’ experience who ranked motivational factors as their top reasons forremaining in the field.Thus far 529 teachers responded from a population of approximately 1358 (39%) TVETteachers in Cambodia (source: Dr. Pramod Shrestha, 2011 survey of TVET institutions).Additionally, 29 of the 38 providers have responded for a response rate of 76%.Theresults of the questionnaire could be used to assist the National Technical TrainingInstitute (NTTI) in institutional improvement efforts to retain teachers.Purpose of the Study:The purpose of this study was to determine the factors that motivate new teachers toremain as TVET teachers. This study determined which motivator or hygiene factorshad significant impact on beginning teacher’s to remain in the classroom. Identifiedfactors could provide insight into what could be done to strengthen TVET teachingprofession, and to ultimately, make much more rewarding careers for beginningteachers.

Annex 7, Page 81

5, Teacher Retention Survey Report in June 2013

Herzberg’s Dual Factor TheoryFrederick Herzberg developed the Dual Factor Theory of Motivation. It was also calledMotivation-Hygiene Theory, and it was first put forth in 1959 (Department of BehavioralScience and Military Leadership. 1988; Herzberg, Mausner & Snyderman, 1959). Hecollected data on job attitudes from which assumptions about human behaviour weremade. He and his associates at the Psychological Service of Pittsburgh interviewedapproximately two hundred engineers and accountants from eleven industries in thearea. They wanted to know what things about their job made them happy or satisfied,and what was it about their jobs that caused them to be dissatisfied. When people weredissatisfied with their job, they were dissatisfied with something about the environmentin which the work was done. He called these factors “hygiene”, or maintenance”, factors.They were related to intrinsicfactors related to the environment in which one works,such as working condition, salary, and supervision. Wages, physical working conditions,overall company policy and administration, status, job security, efforts on personal life,interpersonal relationship and fringe benefits were all considered to be hygiene factors.Motivator factors related to the job itself. These were called “motivators”, because theyaffected people by propelling them to superior performance. Motivators includedintrinsic factors, those related to the work itself, such as success, felling of achievement,professional growth, and recognition that can be found in jobs offering challenges andscope. Motivators also included feeling of accomplishment and achievement,opportunities for advancement, potential for personal growth, responsibility, a sense ofjob and individual importance, new experience, challenging work and recognition.MethodologyThe descriptive research design was used in this study. Factors important in theretention of beginning teachers (1-3 years), and experienced teachers (4-9 years) wereidentified with a questionnaire given to TVET teachers in RTC’s, PTC’s, and TVETinstitutions. These factors were classified as either motivators or hygiene factors,according to Herzberg’s Theory. The top factors of the beginning teachers wereidentified, and compared to the top factors of the experienced teachers. Samplecharacteristics of survey respondents are represented in the following tables. Table 1.shows the TVET institutions returning the Retention Teacher survey. Table 2. depictsthe institutions not returning the survey.Table 1

Annex 7, Page 82

6, Teacher Retention Survey Report in June 2013

Sample of Participating Survey RespondentsProvider Number of SurveysKIP-RTC 50NTTI 47BIT 47CTSDC 43S.Rieng RTC 31S.Reap RTC 28ITI 27Yalay VTC 24PIB 23K.Speu PTC 21Pailin PTC 21K.Cham PTC 19Takeo RTC 17P.Veng PTC 15B.Meanchey PTC 13B.Nimol VTC 12PsihanoukPTC 11Rolang VTC 10Kandal PTC 9S.Treng PTC 8Pursat PTC 8JVC 7P.Vihear PTC 7K.Chhnang PTC 7K.Kong PTC 6K.Thom PTC 6CND(Siem Reap) 5O.Meanchey PTC 4Modulkiri PTC 3

Table 2.

Non-participating TVET InstitutionsProvider Number of SurveysNPIC 0PPI 0NIB 0CIEDC 0Kep PTC 0Kratie PTC 0Ratanakiri PTC 0CEFP VTC 0P.Konkhla VTC 0

Annex 7, Page 83

7, Teacher Retention Survey Report in June 2013

Table 3.indicates the years of experience represented by the 529 respondents included62% teachers with 1-3 years’ experience, 29% teachers with 4-9 years of teachingexperience, 6% respondents with 10-15 years of teaching experience, and 2%respondents with 20+ years of experience.Table 3.Number of Respondents by Years of Teaching Experience

Number of Respondents Years of TeachingExperience

327155315

11

1 - 34 – 910 – 1516 – 2020+

This survey included 14 items and utilized a 5-point Likert Scale. The scaleran fromvery important, important, somewhat important, mildly important and not important.The survey was designed by the TWG of NTTI, and items were designed to identify themotivators and hygiene factors what would influence new and experienced teachers tostay in the profession. 7 of the 14 items were classified as hygiene factors and 7 wereclassified as motivators. Respondents were asked to identify the reasons that wouldinfluence their decision to remain in teaching. Responses were categorized as 5 for veryimportant and 1 for not important.Table 4

Factors in Survey Identified as Motivators or Hygiene Factors

Factors Motivator HygieneAn interesting Job MotivatorA good Boss HygieneRecognition and appreciation for the work I do MotivatorThe opportunity for advancement MotivatorA satisfying personal life HygieneA prestigious or status job HygieneJob responsibility MotivatorSleeping Accommodations HygieneSensible policies and procedures HygieneGrowth opportunity MotivatorA job I can do well and succeed MotivatorJob security HygieneA high paying salary MotivatorA salary that covers basic needs Hygiene

Annex 7, Page 84

8, Teacher Retention Survey Report in June 2013

Table 5Percentage of Responses from beginning teachersFactors 5 4 3 2 1An interesting job 44 48 7 0 0Good Boss 43 45 9 3 0Recognition 27 36 35 2 1Opportunity 26 45 25 4 1Personal Life 29 53 16 2 0Status Job 30 58 9 3 1Job Responsibility 48 39 10 3 1Sleep Accommod. 40 40 12 5 2Policies 52 35 11 2 0Growth 30 57 10 2 1Do well on Job 65 13 16 4 2Job Security 24 32 24 14 6High Salary 34 46 18 2 0Basic needs salary 21 21 24 7 3

Scale: 5-very important, 4=important, 3=important, 2=mildly important, 1=Not important

Table 6Percentage of Responses from Teachers with 4-9 Years ExperienceFactors 5 4 3 2 1An interesting job 28 63 10 1 0Good Boss 45 43 12 0 0Recognition 14 69 12 4 1Opportunity 26 45 25 4 1Personal Life 40 30 22 8 1Status Job 37 36 22 3 2Job Responsibility 29 65 5 1 1Sleep Accommod. 45 20 26 6 3Policies 30 53 17 0 1Growth 60 25 11 3 1Do well on Job 8 75 14 3 1Job Security 12 67 12 7 3High Salary 53 32 13 1 1Basic needs salary 19 43 22 7 3

Scale: 5-very important, 4=important, 3=important, 2=mildly important, 1=Not important

Table 7Top 5 Ranked reasons for Beginning and Experience Teachers remaining as TVET Teachers

Beginning Teachers 4-9 Years Teaching Exp.1-An interesting job2-A good boss3-Status Job4 Policies5-Satisfying Personal lifeMotivatorHygieneHygieneHygieneHygiene

1 Job responsibility2 An interesting job3 A good boss4 Opportunity to grow5 RecognitionMotivatorMotivatorHygieneMotivatorMotivator

Conclusions-Recommendation

As previously reported in this study, the purpose of this investigation was to shed light on whatfactors impact on retaining TVET teachers in Cambodia. If factors relating to retention wereidentified, administrators’ ability to create conditions conducive of retaining competent andqualified new teachers would be enhanced. Factors in this survey were classified as motivatorfactors or hygiene factors.

Annex 7, Page 85

9, Teacher Retention Survey Report in June 2013

Many important factors lead to teacher retention, and it is important in maintaining qualityteachers to help ensure student achievement. A total of 529 teachers returned the survey out of1,358 total, therefore 39%. Findings from the study indicated that hygiene factors are veryimportant in the efforts to attain beginning teachers as shown in Table 7. In contrast,experienced teachers four out of five factors are motivator factors. In this study the 3 factorsthat were the least important to beginning teachers for remaining in teaching weremotivator factors. Perhaps, as teachers acquired more years within the educationalsystem, motivator factors become more important in their decision to remain inteaching. Experienced teachers are more satisfied if they received recognition(motivator). Interestingly enough, salary factors ranked low for teachers coming intothe professions, and for experienced teachers.Since beginning teachers are drawn to the teaching profession because they areextrinsically motivated, administrators must provide care in working conditions, andsupervision. Administrators would serve the beginning teachers best by providing apositive school climate, and carefully making school assignments, so that beginningteachers can experience a year of teaching that closely matches their expectations;monitor the beginning teacher’s progress by conducting periodic assessments to see ifthey are providing the supporting conditions that are needed. A caring atmosphereshould also be provided when evaluations are conducted, so those beginning teacherswill recognize the aid provided is to help them improve and become even betterteachers.As reported in this study, the primary reasons reported by experienced teachers forremaining in the profession were motivator factors, including job responsibility,opportunity to grow and recognition. Experienced teachers should receiveadministrative support and recognition for work well done. Allowing teacher exchangesthrough teacher talk sessions, visiting teachers’ classroom, and allowing teachers inputinto staff development are some ways that experience teachers can be valued.Teacher retention is a complex issue. Factors that are important to beginning teachersand experienced teachers have been identified. An important issue when facingretention is whether or not the strategies that address these issues have been put intopractice.

Annex 7, Page 86

10, Teacher Retention Survey Report in June 2013

Annexes:

Annex A.: Teacher Retention SurveyAnnex B: Teacher Retention Survey –SPSS Code BookAnnex C: Previous Retention Survey

Annex A

National Technical Training Institute

Quality Efficiency Ethics

Department of Educational Science, Technical andVocational Training (DESTVT)

TVET Teacher Retention SurveyFebruary 2013

Annex 7, Page 87

11, Teacher Retention Survey Report in June 2013

Introduction Letter

TVET Teacher Retention Survey

You are invited to take part in a Questionnaire about TVET teacher’sPerceptions of Factors that contribute to teachers leaving the profession.You were chosen for the study because you are a new teacher with three orless years of experience or a veteran teacher with four or more years ofexperience in the teaching profession. Please read this form and ask anyquestions you have before filling out the required information.

Background Information:

This questionnaire is being conducted by STVET International and NationalConsultants, Bruce A. Hinch, and Hem Sayon under the direction ofDirector Yok Sothy and the Technical Working Group (TWG) of theNational Technical Training Institute (NTTI).

Finding ways to support and retain teachers is an issue for students, parents,teachers, administrators, teacher educators, and policymakers. NTTIDirector, Yok Sothy, reports that schools must balance their efforts ofrecruiting and preparing high quality teachers with strong retentionstrategies. As a result, the purpose of the study is to explore the impact thatspecific factors have on teachers in their decision to stay in the teachingprofession by identifying factors, as identified by teachers, which areassociated with their retention in the teaching profession.

As a participant in this study, their are no known risks or direct benefits offilling out the questionnaire; however, the knowledge received may be ofvalue to the TVET teaching profession by identifying key factors, whichmay assist in the retention and development of future educators. It may alsoidentify factors that are positive and may assist others as guidelines forretention of staff.

Confidentiality:

The information collected will be kept confidential. The consultants orNTTI will not use your information for any purposes outside of the STVETproject. Also, the researchers will not include your name or anything elsethat could identify you in any reports of the study

Annex 7, Page 88

12, Teacher Retention Survey Report in June 2013

TVET Teacher Retention Survey

Part I: Teaching experienceHow many years of experience in teaching do you have?[ ] 1-3 years [ ] 4-9 years[ ] 10-15 years [ ] 16-20 years[ ] 20+ years

Part II. Procedures1. Begins by completing the following questionnaire.2. Rate the following 12 job factors according to how important each is to you.3. Place a number on a scale of 1 to 5 on the line before each factor.

Very important Somewhat important Not important

5 4 3 2 1

_____ 1. An interesting job_____ 2. A good boss_____ 3. Recognition and appreciation for the work I do_____ 4. The opportunity for advancement_____ 5. A satisfying personal life_____ 6. A prestigious or status job_____ 7. Job responsibility_____ 8. Sleeping accommodation_____ 9. Sensible company rules, regulations, procedures, and policies_____ 10. The opportunity to grow through learning new things_____ 11. A job I can do well and succeed at_____ 12. Job security_____ 13. A high paying salary____ 14. A salary that covers basic needs

Note: This part is allowed to use for research staff of NTTI only!This questionnaire taps the dimensions in Herzberg’s two-factor theory. To determineif hygiene or motivating factors are important to you, place the numbers 1-5 thatrepresent your answers below.

Hygiene factors score Motivationalfactors score

2. _____ 1. _____5. _____ 3. _____6. _____ 4. _____8. _____ 7. _____9. _____ 10. _____12. _____ 11. _____14. _____ 13. _____

Total points _____ Total points _____

Gender: Male FemaleName of Institution: …………………………………………………………………………….

Annex 7, Page 89

13, Teacher Retention Survey Report in June 2013

Annex B

TVET Teacher Retention SurveyCODE BOOK

Respondent ID#_______

Single Select –Categorical

Single Select –Categorical

Part I: Teaching experienceHow many years of experience in teaching do you have?Q2[ ] 1-3 years -1[ ] 4-9 years -2[ ] 10-15 years -3[ ] 16-20 years -4[ ] 20+ years -5

Part II. Procedures1. Begins by completing the following questionnaire.2. Rate the following 12 job factors according to how important each is to you.3. Place a number on a scale of 1 to 5 on the line before each factor.

Very important Somewhat important Notimportant

5 4 3 2 1

Q3a _____ 1. An interesting jobQ3Q3b _____ 2. A good bossQ3c _____ 3. Recognition and appreciation for the work I doQ3d _____ 4. The opportunity for advancementQ3e _____5. A satisfying personal lifeQ3f _____ 6. A prestigious or status jobQ3g _____ 7. Job responsibilityQ3h _____ 8. Sleeping accommodationQ3i _____ 9. Sensible company rules, regulations, procedures, and policiesQ3j _____ 10. The opportunity to grow through learning new thingsQ3k _____ 11. A job I can do well and succeed atQ3l _____ 12. Job securityQ3m _____ 13.A high paying salaryQ3n ____ 14. A salary that covers basic needs

Gender: Male – 1 Female-2 Q1

Annex 7, Page 90

14, Teacher Retention Survey Report in June 2013

Annex C

National Technical Training Institute

Quality Efficiency Ethics

Department of Educational Science, Technical andVocational Training (DESTVT)

TVET Teacher Retention Survey

June 2012

Annex 7, Page 91

15, Teacher Retention Survey Report in June 2013

Introduction Letter

TVET Teacher Retention Survey

You are invited to take part in a Questionnaire about TVET teacher’s Perceptions ofFactors that contribute to teachers leaving the profession. You were chosen for thestudy because you are a new teacher with three or less years of experience or a veteranteacher with four or more years of experience in the teaching profession. Please read thisform and ask any questions you have before filling out the required information.

Background Information:This questionnaire is being conducted by STVET International and NationalConsultants, Bruce A. Hinch, and Hem Sayon under the direction of Director Yok Sothyand the Technical Working Group (TWG) of the National Technical Training Institute(NTTI).

Finding ways to support and retain teachers is an issue for students, parents, teachers,administrators, teacher educators, and policymakers. NTTI Director, YokSothy, reportsthat schools must balance their efforts of recruiting and preparing high quality teacherswith strong retention strategies. As a result, the purpose of the study is to explore theimpact that specific factors have on teachers in their decision to stay in the teachingprofession by identifying factors, as identified by teachers, which are associated with theirretention in the teaching profession.

As a participant in this study, their are no known risks or direct benefits of filling out thequestionnaire; however, the knowledge received may be of value to the TVET teachingprofession by identifying key factors, which may assist in the retention and developmentof future educators. It may also identify factors that are positive and may assist others asguidelines for retention of staff.

Confidentiality:The information collected will be kept confidential. The consultants or NTTI will notuse your information for any purposes outside of the STVET project. Also, theresearchers will not include your name or anything else that could identify you in anyreports of the study

Annex 7, Page 92

16, Teacher Retention Survey Report in June 2013

TVET Teacher Retention Survey

This questionnaire was designed to help get a better understanding of the factors whichare associated with the retention in the teaching profession. Please indicate youropinions about each of the statement below by making a check mark on the appropriateitem for each question. Your time and effort is appreciated.

How many years of experience in teaching do you have?[ ] 1-3 years[ ] 4-9 years[ ] 10-15 years[ ] 16-20 years[ ] 20+ years

Organizational Factors:1. What impact has working conditions had on you remaining in your currentposition?[ ] major negative impact[ ] negative impact[ ] neutral impact[ ] positive impact[ ] major positive impact

2. What impact has changes in curriculum or instructional methodologies had onyouremaining in your current position?[ ] major negative impact[ ] negative impact[ ] neutral impact[ ] positive impact[ ] major positive impact

3. What impact has professional development had on you remaining in yourcurrent

position?[ ] major negative impact[ ] negative impact[ ] neutral impact[ ] positive impact[ ] major positive impact

Support Factors:4. What impact has support from the Administrators had on you remaining inyour current

Full Name: (Optional) ………………………………………………………………………….

Gender: Male Female

Institution: ……………………………………………………………………………………...

Annex 7, Page 93

17, Teacher Retention Survey Report in June 2013

position?[ ] major negative impact[ ] negative impact[ ] neutral impact[ ] positive impact[ ] major positive impact

5. What impact has support from your colleagues played in you remaining in yourcurrent

position?[ ] major negative impact[ ] negative impact[ ] neutral impact[ ] positive impact[ ] major positive impact

6. What impact has involvement in a Coaching or mentoring program has on youremaining in your current position?

[ ] major negative impact[ ] negative impact[ ] neutral impact[ ] positive impact[ ] major positive impact[ ] No involvement

Monetary Factors:7. What impact has salary had on you remaining in your current position?[ ] major negative impact[ ] negative impact[ ] neutral impact[ ] positive impact[ ] major positive impact

8. What impact has any benefits-other than salary- had on you remaining in yourcurrent position?

[ ] major negative impact[ ] negative impact[ ] neutral impact[ ] positive impact[ ] major positive impact

Annex 7, Page 94

Training Needs Analysis Report for TVET CDS 0

Training Needs Analysis Report ForCommunity Development Specialists

in TVET Institutions

Prepared by DTVETM

March 2013

ROYAL GOVERNMENT OF CAMBODIA

Ministry of Labour and Vocational Training

Strengthening Technical and Vocational Education and

Training (STVET) Project

ADB Grant 0178-CAM (SF)

Annex 8, Page 95

Training Needs Analysis Report for TVET CDS 1

Acknowledgment

We wish to thank the many people who willingly took the time to meet with us, complete

the questionnaires and share their knowledge, insights and opinions in the focus groups.

We would like to respectfully show gratitude to H.E Pich Sophorn, STVET Project Director,

H.E Laov Him, STVET Project Coordinator, and Dr. Sriram Mathe, STVET Team Leader,

for their kind support in assisting the team.

Specifically, we would like to acknowledge:

The members of the Project Coordination Unit (PCU) for their sterling support, including

technical advice and uplifting cooperation in survey gathering and distribution of invitations

to focus participants.

Lastly, a special thank you to all the Directors and Deputy Directors of the following

TVET institutions for gathering staff to complete our survey questions and/or for their

participation in our focus groups: Bateay Meanchey Provincial Training Center, Cambodia-

India Entrepreneurship Development Center (CIEDC), JVC Training Center, Kandal

Provincial Training Center, Kampong Thom Provincial Training Center, Kampong Cham

Provincial Training Center, Kampong Speu Provincial Training Center, Kampot Institute of

Polytechnic (KIP), Kompong Chhnang Provincial Training Center, Kept Provincial Training

Center, Koh Kong Provincial Training Center, Kraties Provincial Training Center,

Mondolkiri Provincial Training Center, Oddar Meanchey Provincial Training Center, Pailin

Provincial Training Center, Polytechnic Institute of Battambang Province (PIB), Preah

Vihea Provincial Training Center, Pursat Provincial Training Center, Prey Veng Provincial

Training Center, Ratanakiri Provincial Training Center, Stengtreng Provincial Training

Center, Sihanouk ville Provincial Training Center, Siem Reap Provincial Training Center,

Svay Rieng Provincial Training Center, and Takeo Provincial Training Center.

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Annex 8, Page 96

Training Needs Analysis Report for TVET CDS 2

TNA of In-service CDS Survey Team:

Ms. Sou Sokunkethya

Ms. Hou Sokunvary

Mr. Phalla Chanpiseth

Dr. Bruce Allen Hinch, TVET Teacher Training Specialist

Mr. Lay Socheat, VSTP Specialist

Mr. Ouch Part Amatak, VSTP Specialist

Mr. Ly Panhaphea, CDS Specialist

Annex 8, Page 97

Training Needs Analysis Report for TVET CDS 3

Table of Contents

Executive Summary ........................................................................................................4

Introduction ...................................................................................................................... 6

Profile of Respondents ...................................................................................................7

Question 9 ....................................................................................................................... 8

Question 10 ..................................................................................................................... 9

Question 11 ................................................................................................................... 11

Focus Group Responses.............................................................................................. 12

Conclusions/Recommendations .................................................................................. 13

Annex A…………………………………………………………………………………………14

Annex 8, Page 98

Training Needs Analysis Report for TVET CDS 4

Executive Summary

This field survey marks the first complete Training Needs Analysis (TNA) of the

Community Development Specialists (CDS) in TVET institutions. In order to obtain

feedback about their training needs, field survey CDS chiefs, Directors, Deputy Directors,

and CDS officers were surveyed. Of the 130 surveys sent out, 100 returned the survey,

yielding a 77% response rate. Open-ended questions were gathered by a focus group of

Directors in Phnom Penh. CDS demographic data revealed that the sample was

comprised mainly of male trainers, ranging in age from 25-30, and mostly educated at the

Bachelor level. Distribution of respondents by TVET institution revealed that the largest

samples were evenly distributed among the following four TVET institutions: Kampong

Cham (16) Svay Rieng (14), Kampot (14) and Polytechnic Institute of Battambang (14).

Given the response rate, generalizability is limited to CDS chiefs and CDS officers.

A semi-structured interview format was used to gather narrative responses from

Directors on questions related to responsibilities, roles and challenges faced by CDS on

a daily basis.

Goals of the present survey are as follows:

1- Identify training needs of male and female CDS

2- Provide information to how TVET institutions are conducting training for CDS

3- Provide information to enable TVET institutions to increase the capacity of

CDS.

4- Provide recommendations for the training programs for CDS.

Highlights of the Findings:

Management’s perception of the duties and responsibilities of CDS are

Annex 8, Page 99

Training Needs Analysis Report for TVET CDS 5

similar and concern the following areas: 1-conducting TENA surveys; 2-

assisting commune council; 3-prepare contract agreements for training 4-

facilitating and preparing training materials; 5-encouraging trainees for self-

employment.

Over half (68%) of TVET institutions arrange training for CDS informally by

sharing knowledge during meetings.

The majority of CDS are males (83%) who face different challenges than

female workers. As compared to CDS responses, females’ perceptions were

overwhelmingly concerned about their safety when traveling from one target

area to another.

Although no single domain specialization stood out as receiving the highest

frequency. The following four specialties are evenly distributed scores of

(11) and (12). They are: Vaccination (12) Computers, IT, Accounting, and

Agronomy (11).

The majority of CDS chiefs, and directors recommend that training should

be held at respective institutions, additionally, coaching; study tours and

booster sessions are reported as the preferred methods of training.

Annex 8, Page 100

Training Needs Analysis Report for TVET CDS 6

Introduction

Purpose:

The purpose of this training needs survey is to obtain measurable data on the

current training and educational practices across TVET institutions, and targeted

providences for Community Support Specialist Workers. The results from the

survey are to be used to inform relevant stakeholders of the training, learning

environment, and services. Additionally, it may be used for planning and

improvement efforts for CDS. This report represents the findings of the

quantitative needs survey, a qualitative focus group discussion, and the project

report of ESDP II. This is the first piece of research conducted under the STVET

project for CDS who operate as the “front line” in the implementation of VSTP at

the community level.

The report is organized by survey question. Under each question, there are 4sections:

1. Research relevant to the question

2. Results, presented in graphical display. Sometimes several

graphical options are offered.

3. Key finding

4. Discussion questions to stimulate group discussion and action.

Annex 8, Page 101

Training Needs Analysis Report for TVET CDS 7

Respondent Profile

The respondents sampled were comprised of 100 CDS who completed

the survey. From table 1. it can be shown that, (83%) of those

responding were male; had the role of trainer; acquired a Bachelor’s

level degree; and range in age from 25-30 years.

Table1.Demographics of Community Development Specialists

CHARACTERISTICS NUMBER OF CDS PERCENTAGEGender (n=100 )

Female 17 17%Male 83 83%

Role of Participants

Trainer 80 80%Admin 11 11%Other 9 9%

Age of Participants PERCENTAGE

> 25 4.6.%

25-30 90.8%

35-45 2.3%

< 45 2.3%

Annex 8, Page 102

Training Needs Analysis Report for TVET CDS 8

QUESTION # 9 Have you received any training after your graduation?

As shown in the pie chart below, over half (69%) have received training and over one-quarter (31%) have not received any training of any kind.

Key Findings

• Just 31% of the participants responded that they had not receivedtraining for their job as CDS.

• 69% of the respondents had received a combination of formaland informal training.

Discussion Questions

1. Why are some trained formally and informally?

2. What do the key findings tell us about the level of training?

3. Based on what we know about the roles and responsibilities of CDS, what type of

training would be most effective, efficient and relevant now and in the future?

Annex 8, Page 103

Training Needs Analysis Report for TVET CDS 9

QUESTION # 10 List the training courses you’ve attended?

Table 2. Training Courses Respondents Completed

Training Course Provided by MLVT Frequency PercentSPSS 11 11%Skill Standard Development 6 6%Ms. Office 16 16%Peachtree 1 1%Strengthening trainer capacity and Evaluation 26 26%Gender in Community development 23 23%Gender analysis 6 6%Small business 1 1%Other 9 9%Total 99

Annex 8, Page 104

Training Needs Analysis Report for TVET CDS 10

Key Findings

• Training has been conducted by the STVET project

• Narrative reports from focus sessions indicate that Administration,

Accounting, Facilitation, Report writing and TENA are topics that were

used for training, and address the challenges faced by CDS in

performing their job duties.

Discussion Questions

1. What methods were used to determine training needs?

2 .9% are listed as others? What are these training courses?

3 .Were impact surveys conducted in the past?

4 .Do the training coursed adequately address job responsibilities?

Annex 8, Page 105

Training Needs Analysis Report for TVET CDS 11

QUESTION # 11 what training methods have been used to conducttraining in the past?

Training Strategies Used By TVET Institutions of MLV

Key Findings

• Over half (67.5) have been trained informally through sharing of materials and resources

in meetings.

• A little under half (22.6%) have received echo training.

Discussion Questions

1. Is training in a meeting an effective delivery training strategy?

2. How is follow-up arranged after training?

3. What is length of training during meetings?

4. Two approaches seem the same: “sharing knowledge in meetings”, and “copy handout

and share to others.” What is the difference?

5. Is sharing knowledge the most preferred by CDS or is it the one available given

time restraints?

Annex 8, Page 106

Training Needs Analysis Report for TVET CDS 12

Focus Group Discussion Responses

On 13th September 2012, a focus group was held with participants from TVET

institutions. The positions held by the participants ranged from PTC Directors to CD.

Members from the following positions were interviewed in a group discussion: (8

Directors, 2 Deputy Directors, 9 Chiefs of CDS and 8 CDS. The narrative responses

have been unaltered, and are given in Annex A (page 13).

The findings suggest that the director/vice-director and chief of CDS were clear on the

aims and implementation procedures of VSTP. Additionally, training courses should be

conducted in respective institutions with invites going to all relevant officers, and CDS.

The majority of directors/vice director and Chief of CDS felt this approach is much more

efficient than sending a representative for training. Finally, other approaches preferred

include, coaching, study tour, and refresher training course. These approaches will be

considered in designing upcoming training courses.

Annex 8, Page 107

Training Needs Analysis Report for TVET CDS 13

SUMMARY and CONCLUSIONS

Main Findings

The study revealed that respondents are mostly males, aged 25-30, educated at the

Bachelor’s level and less than five years experience as CDS. This is a hindrance to the

interpretation of the results of the study. Moreover, the linkage for female CDS staff is

not strong enough as females are under-represented, and in some areas not

represented. Considering that TVET is a form of education, it is logic that the pursuit of

critical training objectives is paramount to teach the requisite skills for this position.

Conclusions

There are three main conclusions based on the findings of the study.

1. There is a general agreement during focus group sessions concerning training

needs.

2. Challenges faced by females are predominantly safety factors, and negatively

affect attracting them to work as CDS.

3. Training methods conducted are primarily informal, and may not be appropriate

for practical teaching.

RECOMMENDATIONS

In view of the findings and conclusions, four recommendations are made.

1. Trainings should be held at respective institutions based on the feedback andcommentsof the CDS chiefs.

2. To address the concerns obtained from the STVET career guidance specialist,the need for individual and group guidance, and self-help approaches should beinvestigated.

3. For continued understanding of the training needs, response formats should becreated to provide a clear understanding of attitudes behavior anddemographics.

4. The feasibility of conducting formalized training approaches should be considered

Annex 8, Page 108

Training Needs Analysis Report for TVET CDS 14

instead of informal training conducted during meetings.Annex A

Focus Group Discussion Responses

Two checklists were prepared for discussion of two target groups separately; (i) Director

or Deputy Director of target TVET institutions, and (ii) Chiefs of CDS or his/her

representative.

A. Checklist for Discussion of Management team of TVET Institution Introduce to participants about the purposes and the process of meeting

Please describes the roles of CDS that they engage in; what are differentbetween men and women in their work as CDS?

Please describe the background of training program provided to CDSsemploying at public TVET institute under MoLVT.

What challenges (performance skills) have CDS often faced? What skills doCDS required to be able to implement their role effectively?

What does the most effective (most CDS could attend the whole course)training delivering approach to CDS?

Results of Focus Groups Discussion of Management team of Institution

The differentiations between male and female were;o Female CDS is difficult to long distance transportation.o Female CDS need

CDS should be built capacity in following areas;o Documents organization and managemento Communication and Facilitation with community peopleo TENA Survey ( Research Method)o Accounting

The challenges of CDS officers are followings;o Some difficulties in communication with local authorities.o Limited capacity of CDS officers.o Some difficulties due to poor road and long distance transportation.

Appropriate approach to build capacity of CDS;o Increasing the number of training courses about Facilitation Skillso Provide training for every three monthso Monitoring and Evaluation Skills

Annex 8, Page 109

Training Needs Analysis Report for TVET CDS 15

o Data-Based Managemento Research Methodologyo Interview Approach ( to interview commune council, target people,

enterprise ownero The most appropriate and affective approach is that MLVT should

send trainer to each respective TVET institution.

B. Checklist for Discussion of CDS Chief or his/her representative Introduce to participants about the purposes and the process of meeting

Please describe your understanding about VSTP. What is the impact of theprogram to target groups who are female and male?

What are the daily activities of CDS? What are different between men andwomen in their work as Field Officer?

What skills do you need to perform CDS job? Do you have those skills? If no,how can you perform your job?

What challenges (technical term) did CDS face?

What does the most effective training delivering approach to be selected fororganizing training in the future?

Results of Focus Groups Discussion of CDS

Please describe your understanding about VSTP. What is the impact of theprogram to target groups who are female and male? VSTP is decentralizing skills training approach in which commune council are

entitles to analysis and define skills training needs.

Advantageso Received specific skills for future careero Reduce migrationo Poverty reductiono Reduce training expenseso Create new business or career that responded to the labour

market in communeo Promote gender enhancing female participantso Establish entrepreneurship

Disadvantageso Limited of training periodo Difficulties in transportationo Reduce amount of laborero Reduce daily income generation

Annex 8, Page 110

Training Needs Analysis Report for TVET CDS 16

o Less demand of skills found by TENA ( Training andEmployment Need Analysis) from target groups

o Lack of dormitory for traineeso Some trainees can’t stay away from their residentso Consume much timeo Daily living standard factorso Limited knowledge driven for limited participation

What are the daily activities of CDS? What are different between men and

women in their work as Field Officer?

Duties of CDS of VSTP is following;

o Conduct TENA Surveyo Develop annual training plano Prepare training contract and select trainee and trainero Collaborate and facilitate with commune council to implement

VSTP training program in each target areao Fill, prepare and compile administration and financial

documents relating to programo Monitoring and evaluation of VSTP training courseso Prepare progress report to department director

What skills do you need to perform CDS job? Do you have those skills? If no,

how can you perform your job?

Followings are skills need to form CDS’s Duties;

o Community Developmento Communicationo Administration and secretaryo TENAo Report writingo IT ( SPSS, Ms.Word, Ms.Excel, Adopt Photoshop,

Ms.Access)

In case of having no such skills, following actions were accounted;o Learning from experienced peopleo Self learning from available documents

What challenges (technical term) did CDS face?

Annex 8, Page 111

Training Needs Analysis Report for TVET CDS 17

List of challenges;

o Limited information to CDS’ chiefo Limited understanding about project procedureo Select traineeso Too many forms for project implementationo Limited knowledge and skills about computer operationo No specific standard of trainees administration documentso Lack of participation from some target commune councilso Training programso Lack of participation in releasing information to target

groups

What does the most effective training delivering approach to be selected for

organizing training in the future?

Appropriate training approach for future implementation;o All CDS involve in program implementation should

receive direct training from the program better thanhaving produce core trainer to do eco-training

o Study touro Coachingo Organize a workshop training attended by respective

CDS in appropriate time.

Annex 8, Page 112

KINGDOM OF CAMBODIANation Religion King

April, 2013

QUALITY ASSURANCE MANUALMinistry of Labour and Vocational Training

Directorate General of Technical Vocational Educationand Training

Strengthening Technical and Vocational Education andTraining (STVET Project)

ADB Grant 0178-CAM

Annex 9, Page 113

QA Manual Page ii

PrefaceUnder the effective and efficient leadership of Samdech Akka Moha Sena Padei Techo Hun Sen,

Prime Minister of the Royal Government of Cambodia, the country has achieved peace and

political stability which are the two important pillars to ensure the economic growth of Cambodia.

Technical and Vocational Education and Training (TVET) is one of the priority sectors of

Cambodia in reducing poverty. TVET Strategy is based on producing quality assured TVET

graduates according to the labour market needs. All the TVET initiatives should create

employment opportunities, enhance labour productivity and improve daily life. To fulfil these

important vision and mission, Ministry of Labour and Vocational Training has set up different

innovative policies and startegies of strengthening and ensuring training quality in all TVET

institutions. The aim is to improve and strengthen human capacity and skills and equip them with

entrepreneurship, creative ideas, job conscientiousness, high responsibilities, honesty, discipline,

good ethics and morality .

This TVET Quality Assurance Manual will be a useful document for the training centers for

installing the Quality Management System (QMS) in their institution. The main objective of this

manual is to provide procedure, rules and methods of assessing quality of the training as well as to

facilitate the external assessor from the Quality Assurance-Monitoring and Evaluation Division

(QA-M&E) in undertaking QA assessment/audit of training process at TVET institutions with

efficiency and effectiveness.

On behalf of the Ministry of Labour and Vocational Training (MLVT), I would like to recognize the

Asian Development Bank’s assistance for their support in developing this manual under the

STVET Grant project.

Ministry of Labour and Vocational Training is hopeful that TVET institutions, departments, and

relevant institutions will use this manual for their institutions’ self assessment to improve the quality

of TVET programs at all levels and make it responsive to national development needs, market

demands and also meet the international standards.

Phnom Penh, Date.........../........../2012

Pich SophoanSecretary of State of MLVT

i

Annex 9, Page 114

QA Manual Page iii

Contents

Abbreviation .............................................................................................................................................................. 1

Abstract ..................................................................................................................................................................... 1

PART I......................................................................................................................................................................... 2

Criteria and Indicators of Quality Assurance .............................................................................................................. 2

Criteria 1: Management and Governance............................................................................................................... 3

Criteria 2: Physical Resource................................................................................................................................... 3

Criteria 3: Staff and Teacher ................................................................................................................................... 4

Criteria 4: Student .................................................................................................................................................. 4

Criteria 5 : Curriculum, Teaching and Learning ....................................................................................................... 5

Criteria 6 : Research and Development................................................................................................................... 6

Part II ........................................................................................................................................................................ 6

Quality Assurance, Monitoring and Evaluation System ................................................................................. 6

2.1 Introduction...................................................................................................................................................... 6

2.2 QA-M&E Framework for TVET Sector in Cambodia ........................................................................................... 7

Part III ..................................................................................................................................................................... 10

Quality Self-Assessment Principles of TVET Instiution ................................................................................ 10

3.1 Introduction.................................................................................................................................................... 10

3.2 Functions and Principles Self-Assessment ....................................................................................................... 10

3.3 Organizing the Quality Self-Assessment ......................................................................................................... 11

3.4 Self-Assessment Report .................................................................................................................................. 12

3.5 Five - Point Rating Scale for TVET Quality Assessment ................................................................................... 13

3.6 Level of Performan Result From Quality Assurance......................................................................................... 13

Part IV..................................................................................................................................................................... 15

Check List for TVET Institution Quality Assessment .................................................................................... 15

Criterion 1: Management and Governance........................................................................................................... 15

Criterion 2: Physical Resources ............................................................................................................................. 17

Criterion 3: Staff and Teacher.............................................................................................................................. 19

Criterion 4: Student .............................................................................................................................................. 20

Criterion 5: Curriculum, Teaching and Learning .................................................................................................... 21

Criterion 6 : Research and Development............................................................................................................... 22

Part V...................................................................................................................................................................... 23

Guidelines for External QA-M&E ....................................................................................................................... 23

5.1 Introduction.................................................................................................................................................... 23

5.2 About QA-M&E Division.................................................................................................................................. 24

5.3 Objectives of QA-M&E Division....................................................................................................................... 24ii

Annex 9, Page 115

QA Manual Page iv

5.4 Structure of QA-M&E Division......................................................................................................................... 25

5.5 Function of Head. QA-M&E Division................................................................................................................ 25

5.8 Function of M&E Unit ..................................................................................................................................... 26

5.9 Function of Research and Development (R&D) Unit ........................................................................................ 26

5.10 Code of Conduct for QA-M&E Officer ............................................................................................................ 27

5.11 Quality Assessment Management ................................................................................................................ 27

5.12 Four QA Standards........................................................................................................................................ 28

The Four Standards employed by the assessors Team are: ................................................................................... 28

5.13 Assessor Check List........................................................................................................................................ 29

5.14 PLAN Phase for Quality Assessment.............................................................................................................. 295.14.1 Type of Assessment ............................................................................................................................... 295.14.2 Assessment Team .................................................................................................................................. 305.14.3 Assessment Schedule of TVET Institution............................................................................................... 30

5.15 DO Phase ...................................................................................................................................................... 305.15.1 Desk work Assessment of TVET Institution............................................................................................. 305.15.2 Site Assessment of TVET institution ....................................................................................................... 315.15.3 Interview ............................................................................................................................................... 325.15.4 Objective Evidences ............................................................................................................................... 355.15.5 Check Phase ........................................................................................................................................... 355.16 5-Point Scale for TVET Quality Assessment ............................................................................................... 365.17 Level of Performance Result From Quality Assurance Audit ..................................................................... 36

Part VI: Annexes................................................................................................................................................... 37

Annex 1: Quality Assurance (QA)-Monitoring and Evaluation Office’s Structure .................................. 37

Annex 2: Guidelines for QA-M&E Committee ................................................................................................. 38

Annex 3: Audit Report .............................................................................................................................................. 44

Annex 4: Reporting Format of Classroom Inspection – A SAMPLE............................................................................. 52

Annex 6: Statistical Reporting Form for TVET institution (Self Assessment and External Audit) ................................ 66

iii

Annex 9, Page 116

QA Manual Page 1

Abbreviation

MLVT : Ministry of Labour and Vocational Training

DGTVET : Directorate General of Technical Vocational Education and Training

TVET : Technical and Vocational Education and Training

STVET: : Strengthening Technical and Vocational Education and Training

VSTP : Voucher Skills Training Program

QA : Quality Assurance

M&E : Monitoring and Evaluation

QA-M&E : Quality Assurance – Monitoring and Evaluation

TVETMIS : Technical and Vocational Education and Training Management Information

System

LMIS : Labour Market Information System

CQF : Cambodia Qualification Framework

NTB : National Training Board

R&D : Research and Development

Abstract

Annex 9, Page 117

QA Manual Page 2

This Manual (guidebook) is the first version for monitoring and evaluating quality of Technical and

Vocational Education and Training (TVET) Institutions in Cambodia. It documents the criteria and

assessment process of QA-M&E Quality Management Assessment at Program and Institution

Level and provides associated resources including templates and sample in the annexes.

This TVET Quality Assurance Manual will be a useful document for the training centers for

installing the Quality Management System (QMS) in their institution. The main objective of this

manual is to provide procedure and method of assessing quality of the training as well as to

facilitate the external assessor from the Quality Assurance-Monitoring and Evaluation Division

(QA-M&E) in undertaking QA assessment of training process at TVET institutions.

In the QA Model adopted for Cambodia, the QA-M&E division has identified 6 criteria for assessing

quality assurance of the whole TVET institutions. These 6 criteria have been agreed and approved

by National Training board (NTB) on 17 February, 2012. This Manual will help TVET institutions in

maintaining and sustaining a quality assured system and continues improving its TVET programs

in producing quality assured human resources which will fulfill the needs of the market.

Based on the procedure outlined in this manual, each TVET institutions have to undertake an

internal quality assurance audit (self assessment) and the institutions will be audited by external

auditors from QA-M&E division of DGTVET. Both self assessment and external QA Audit classify

TVET institutions into four levels such as Excellent, Good, Acceptable, and Need to Improve.

PART ICriteria and Indicators of Quality Assurance

Annex 9, Page 118

QA Manual Page 3

Nowadays, the improvement of TVET quality is the main major concern in human resources

development. Therefore, a QA-M&E division has been established at DGTVET of the Ministry

of Labour and Vocational Training and the division has identified 6 criteria in order to ensure

the quality of training activities of each TVET institutions. These 6 criteria were approved by

National Training Board (NTB) on 17th February, 2012. The six Criteria are:

Criteria 1: Management and GovernanceManagement and governance is related to the mechanisms, policies and process by which an

institution is governed (overall system) and managed at the day to day level. TVET institutions that

offer the vocational education and training should have 3 to 5 years strategic plan with a clear

vision, mission and goal statements, and these statements should be supported by teaching and

administration staff, and the community.

Indicator:- The mission, goal, objectives, and activities of TVET institutions should be clearly

defined in the institution strategic plan.

- TVET institutions shall accurately define strategic plan in according with its’

resources.

- TVET institutions shall put training, academic activities and actions stated in its

strategic plan into effective use.

- Mission, goals, and objective of the TVET institutions shall be widely disseminated

to all the TVET’s teaching staff and students

- Strategic plan of TVET institutions shall be well disseminated to all involved

members within TVET sector.

- Each TVET institution shall have adequate leading and management mechanism

based on the stated mission

Criteria 2: Physical ResourceFacilities, equipment, instructional materials and supplies comply with health and safety standards

(wherever applicable), reflect current technologies and applications, and are of sufficient quantity

and quality to meet the instructional objectives and needs of the training program.

Indicator:- Facilities, equipment, and instructional materials are of sufficient quantity and

quality needed to accomplish stated instructional objectives

- Facilities, equipment, and instructional materials are regularly maintained, replaced,

repaired, and updated to meet the required instructional objectives and standards.

- Adequate and secure storage space is provided for materials, supplies, records,

and equipment.

Annex 9, Page 119

QA Manual Page 4

- TVET institutions shall have adequate office room, classroom, laboratory room,

workshop and library based on pedagogy and technical standard.

- TVET institutions shall have adequate books, documents, journals and other kind of

documents in according to each training course and all documents shall be stored

in the library.

- TVET institutions shall have internet service (wherever applicable) for teachers,

staffs, civil servants, and students to do research.

- TVET institutions shall have effective and efficient management procedure and

regulation for usage and managing materials, tools, and equipments

Criteria 3: Staff and TeacherAll teachers are competent and qualified with appropriate occupational proficiency. In addition,

instructors, administrators, guidance/counseling staff, and instructional support staffs are involved

in an ongoing program for professional development designed to enhance the quality of

instruction.

Indicator:- Each instructor must hold a valid teaching credential authorizing teaching of the

assigned courses.

- Each instructor shall have the appropriate occupational proficiency and work

experience and /or professional preparation in their area(s) of instruction.

- All instructors annually participate in professional development activities that are

designed to enhance or expand their knowledge and skills.

- Wherever appropriate, a senior instructor has been designated as Quality

Assurance Representative (QAR) and a QA committee is formed in the institution.

- Teachers are actively involved in directing and facilitating student learning and must

have planning or lesson plan for students.

- There should be evidence that demonstrates instructional planning.

- TVET institutions shall update all staff and teacher background and insert those

data into TVETMIS System.

Criteria 4: StudentThe quality of the output depends a lot on the quality of the input. Therefore, Institutions will have

good process in selecting students who are qualified to undertake the training courses1.

Indicator:- TVET institutions have to have adequate and clear plan, procedure, and criteria for

selecting student. Student selection criteria have to follow the order or parkas from

the MLVT.

1 ASEAN University Network (March, 2011). Guide to Actual Quality Assessment at Program Level. Published byAUN Secretariat.

Annex 9, Page 120

QA Manual Page 5

- TVET institutions must disseminate planning, procedure, and criteria in the

selection of students to trainees/student and other stakeholders.

- TVET institutions must have the procedure of student transfer and intake based on

National Qualification Framework

- TVET institutions must have policy in supporting vulnerable/minorities groups, job

advisory service, and liaison mechanism with financial institutions to provide the

study loan and credit for self-employment

- TVET institutions shall prepare dormitory for students (wherever applicable).

Criteria 5 : Curriculum, Teaching and LearningEach TVET institution has to state their mission clearly and use curriculum which contain soft skills

and hard skills, and clarify the objectives and learning outcome of each courses. The content of

curriculum shall be evaluated and reviewed to fit to the standard. At the same time, in order to

ensure the success of training programs, the curriculum document shall have strategic teaching

and learning methodology.

Indicator :Curriculum has to focus on :

- The description of goals, objectives, and overview of training courses

- Duration of course and the training program

- Appropriate Credit System/procedure or module which has been identified by

National Training Board.

- Principles of competency which are approved by NTB (in case the National

Competency Standard does not exist, curriculum must be based on model industry

standard which are approved by community or industry advisory group/s)

- Identification of instructional materials, texts, supplementary materials, equipment

and facilities.

- Curriculum is reviewed regularly based on the needs of the labour market and

technology.

- Each TVET institution must have committee to provide comment and revise

curriculum

Strategic teaching and learning methodology :

- Teaching must have lesson plan, teacher log book, and those books have to be

checked and evaluated regularly.

- Teaching must have teaching methodology with quality and effectiveness.

- Must have adequate teaching aids to support teaching and learning

- Teachers should have qualification based on the level of training and training

courses.

- Must have mechanism and procedure in evaluating student learning.

Annex 9, Page 121

QA Manual Page 6

Criteria 6 : Research and DevelopmentIndividuals who represent the community, business, industry, students, and parents serve on a

Quality Management (QM) Advisory Committee to provide guidance to TVET institutions about the

quality of its training programs. TVET institutions have to use the comment and guidance from

advisory committee in the design, development, operation, evaluation, and support of any quality

assurance initiatives in the institution. Moreover, each TVET institutions must have extension

service and have consultation with all its stakeholders.

Quality of the graduates should achieve the expected learning outcome and the needs of the

stakeholders or Industry Advisory Group (IAG). Research activities carried out by academic staff

and students should meet the requirement of the market. Institutional research should be able to

answer some following questions (but not limited to):

- Is the average standard of the graduate satisfactory?

- Do the achieved standards match the expected standards?

- Do graduate get job easily? Are the jobs related to their training/specialization?

- Is there any change in the labour market that affects the employment of the

graduates in the last 3-5 years? What are the employment prospects of the

graduating students?

Indicator :- The QM advisory committee includes, but is not limited to, representatives from the

local community, business, industry, students, parents, and other relevant

individuals/institutions.

- The advisory committee shall meet at least three times a year.

- The institution should provide an extension service to implement the new

knowledge and technology.

- Institution should establish industry-institute, and monitoring and evaluation

team/committee.

- Institution shall have a feedback mechanism system from relevant stakeholder

- Institution shall have a marketing/advertisement system and publish newsletters

regularly.

Part II

Quality Assurance, Monitoring and Evaluation System

2.1 Introduction

Quality and quality management are two different concepts: they relate to each other but are

distinct. To schematize, quality is concerned with “what”; quality management is concerned with

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“how”. In the Technical and Vocational Education and Training (TVET) sector, the “what” is

concerned with the skills/training standards, the objectives to be achieved through the training or

the competence and the level of performance to be achieved? The “how” refers to the procedures

by which the curriculum and instruction, organization of student learning, support for student

growth, resource management and development and the assessment and the certification ensure

the achievement of the objectives of the standards. Whatever the focus, identifying the quality of

training depends on making explicit the criteria by which it is to be judged.

Quality management is concerned with “how well”. Quality management is related to the fitting of

the organization’s input, systems, processes and outputs to their best purpose. Quality

management implies the mechanisms and procedures by which the validity and reliability of the

certified skills or competences are ensured. Validity means that the assessment assesses what it

aims to assess; reliability means that the assessment produces the same result on different

occasions with different assessors responsible for assessment. Validity and reliability requirements

will ensure the trust, which an individual, an enterprise, an education and / or training institution

can have in the certificate (diploma or certification of competence). The development of quality

management systems and procedures can help to establish the validity and the reliability of the

assessments of training programs in Cambodia

Quality Management initiatives in Cambodia should not be focused to program delivery alone.

Other aspects such as student admission, student services equity, governance and management,

community, business and industry relations and career guidance should also be addressed to

provide a solid Quality Management System’s foundation for its installation in TVET institution.

2.2 QA-M&E Framework for TVET Sector in Cambodia

The diagram below depicts the relationships of the DGTVET Quality Assurance - Monitoring and

Evaluation system to external priorities, industry needs, standards and regulations, and the

relationship of components within the system.

Externally, the system is influenced by the priorities of the Government of Cambodia and other

international standards and/or requirements

- The ADB STVET M&E Framework is a four level M&E Framework covering Impact,

outcome, output by component and input/process tracking relating to activities and

initiatives directly under or impacted by DGTVET programs and projects, including

the VSTP;

- The VETMIS is a web-based on-line system for inputting, reporting and analysis of

TVET data on students, staff, institutional information, inventories, courses and

aggregated financial data;

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- The Quality-Assurance Audits track the physical, organizational, services and

quality of training institutions at individual institution and aggregate (national) level;

- A Labour Market Information System (LMIS) is a web-based application to provide

information on and analysis of labour market information and trends relevant to

TVET; and,

- The NTB endorsed NQF and Skills standard provide qualitative control over quality

of teaching and learning.

While each part is a stand-alone component, the components are interdependent: one part’s data

sources are from another component, and their respective analytical or policy conclusions

influence the other.

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Diagram: QA-M&E Model for TVET Sector in Cambodia

QA-M & E• Management

&Governance• Resources

• Teachers& staff

• Students• Teaching& Learning

• Research& Development

(Extensions,Partnerships

Consultancies,Communities).

DGTVETM&ETVET

Self-Assessment

TVETMIS• Students• Staff and Teacher• Inventories• Finance• Institutions• Courses

QA-M&E Framework

Regional & International Standards & Policies

Survey STVET

LMIS

CQF

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Part IIIQuality Self-Assessment Principles of TVET Instiution

3.1 IntroductionThe assessment can be defined as a general term that embraces all methods used to judge the

performance of an individual, group or organization. Self-assessment is the process of critically

reviewing the quality of one’s own performance at institutional system or program level.

Quality assessment in TVET institutions, therefore, can be defined as a diagnostic review and

evaluation teaching, learning, and outcomes based on a detailed examination of curricula,

structure, resources and effectiveness of the institution, system or program. It aims to determine if

the institution, system or program meets generally accepted standards of excellence.

3.2 Functions and Principles Self-AssessmentSelf-assessment is introduced in TVET institution together with external assessment, accreditation

or quality audits. In many cases, self assessment serves as preparation for a site visit by external

experts or quality assurance auditors. Self-assessment report provides the external experts with

basic information. However, a self assessment has specific value for institute itself. It provides an

opportunity for discovering quality. The following key questions are important:

- Why do we do that we are doing? Do we indeed do the right things?

- Do we do the right things in the right way?

- Do we have a thorough command of the process to actually realize what we want?

- Do we really achieve what we want to?

An effective self-assessment is time-consuming. It asks for a lot of efforts by the staff and the

students. It involves co-workers and students in the discussion on the quality of training and

education, the discussion will be raised beyond the level of individual who is active in the

curriculum committee or TVET administration or the people involved in the review of policy for the

training institutions.

Furthermore, some basic principles of an effective self-assessment are:

- Primarily, the director of the institution must support the self-assessment

completely. Relevant information is needed for an effective policy and good

management. The self-assessment serves to acquire structural insight into the

operation and performance of the institutions.

- It is not sufficient if director merely endorse the idea of self-assessment. It is

necessary to create an institute wise broad base. The whole organization has to

prepare itself for this. Looking at quality is more than testing the performance. It

also means organizational development and shaping the institution. Staff member

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should be made responsible for the quality. Everybody has to be involved for real

self-assessment.

- Writing a critical self-evaluation demands a good organization. Someone has to

coordinate the self-assessment process and lead the process. The coordinator has

to meet some requirements:

It is very important that the coordinator has good contracts within the

institutions, with the management and the staff members.

To obtain the required information, it is important that the coordinator has

access to all level of the institutions.

The coordinator must have the authority to make on the site inspection.

- It is desirable to install a working group in charge of self-assessment. It is important

that the group is structured in such a way that the involvement of all sections is

assured. The working group is in charge of the self assessment, gathering data,

analysis of data and information and drawing conclusions.

- Component of assessment team should include (but not limited to):

Director/deputy director in charge as a leader

Chief of Academic office as member

Chief of Administrative Office as member

Representative from teacher (1 person) as member

Representative from employer (1 person) as member

Representative from student (1) as member

- It is assumed that a self-assessment is an analysis supported by the whole

institution. Therefore, it is important that everyone should be at least acquainted

with the contents of the self-assessment and should recognize it as an important

document for his or her own institution.

- Not everyone has to agree with all the point in the text of the self-assessment

report. There may be disagreement as to what are seen as weakness and strengths

and what are to be considered as the causes of the weaknesses. The self

assessment process should report on it.

3.3 Organizing the Quality Self-AssessmentIn organizing self assessment, the following factors should be taken into consideration:

- Self-assessment should never be the work of one single person.

- Make a group responsible for the self-assessment which is appointed by TVET

institution director

- This group should consist of three to five members, chaired by a coordinator

appointed by the director of the institution.

- The criteria that have to be considered in the self assessment should be distributed

among the committee members and each member should be made responsible for

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collecting information, and for analyzing and evaluating the data and information.

Each member must have a good understanding of QA-M&E criteria.

- Do involve students and other stakeholders (such as employers, and alumni) in the

self-assessment as much as possible

3.4 Self-Assessment ReportA typical self assessment project would take about 1 to 2 months to prepare. However, the

duration depends on the stage of development, availability of data or information and the maturity

of the institutions. At the start of the project, it is important that the project team and staff should

have a common comprehension and understanding of the QA-M&E guidelines and criteria. The

training and communication procedure should be set up to ensure that the QA-M&E guidelines and

criteria are understood . The self assessment report is the product of the self-assessment exercise

and it should be written in an objective, factual and complete manner and follow the QA-M&E self

assessment checklist.

The self assessment must be finalized with a self-assessment report. Writing an effective self

assessment report require skill and time. Some guidelines for writing an effective report are:

- The report is the findings of the self assessment process. That is to say, the self-

assessment is not just descriptive but is also analytical. It includes an evaluation of

the problems. At the same time, it provides an indication of how the problems that

are identified will be dealt with. The team should make use of the diagnostic tools

provided in each of the QA-M&E criteria.

- Since it is a self assessment, it is a very important document for the external QA

audit team. It is important that the self assessment report should follow a specific

format based on the QA-M&E criteria and checklist.

- The report should illustrate clearly what, where, when, who, and how the QA

mechanism or instrument are implemented and managed to fulfill the criteria. This

will help you to piece all related information together.

- Focus on information and data (objective evidences) that directly address the

criteria. The report has to be concise and factual. Provide trends and statistics to

show achievements and performance. The quantitative data require special

attention. The manner in which data is presented is important for the right

interpretation of the data. There is a clear need for standardization of data such as

student number, appointment of teaching staff, staff or student ratios, passing rate,

drop-out rates.etc.

- Self assessment forms the starting point for improvement between the review

committee and the training institute and it is also an important document for inter-

institutional assessment. When conducting self assessment, it is important to take

account of the criteria formulated by the QA and M&E division. When analyzing an

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institution’s own quality, it is important to look for evidence on how far the criteria

have been met.

Therefore, the content of the self assessment should consist of:

Part 1: Introduction

Executive summary of the self assessment report

Organization of self assessment – how was the self assessment carried out and

who are involved.

Brief description of the training institute, outline the history of quality assurance,

mission, vision, objectives, and quality policy of the institution followed by a brief

description of the institution or department.

Part 2: QA-M&E Criteria RequirementsThis section contains the write-up on how the training institute addresses the

requirements of the QA-M&E criteria. Follow the criteria listed in the self-

assessment checklist.

Part 3: Strength and Weakness Analysis

Summary of strengths – summary of the points that the institution considers to be

its strength and mark points that the institution are proud of.

Summary of weakness – Indicate which points the institution considers to be weak

and is in need to improvement

Complete checklist

Improvement plan – recommendation to close the gaps identified in the self-

assessment and the action plan to implement them.

Part 4: AnnexGlossary and supporting document and evidences

3.5 Five - Point Rating Scale for TVET Quality AssessmentQA-M&E committee adopted a 5 point scale (from zero to four points) for its quality assessment.

The scaling aims to offer the institution and external assessor an instrument for scaling their

verdicts and to see how are they have progressed on the way to meeting the criteria and to see

how far quality is assured. The meaning of the value in the 5 point scoring scale is as follow:

- 0 = Nothing (no documents, no plans, no evidence) present or This subject is in the

planning stage

- 1 = A little (from 1% to 25%)

- 2 = Some (from 26% to 50%)

- 3= Usually/ most (from 51% to 75%)

- 4 = Excellent/Leading practice (Yes / Always / All or more than 75%)

3.6 Level of Performan Result From Quality Assurance

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The assessment of the quality of a TVET program, QA-M&E Division from DGTVET has adopted

four level of performance - “excellent”, ‘’ good” , ‘’ acceptable”, and “Need for improvement” for

rating TVET institutions.

Level of Institutional Performance Assessment Criteria

Need for Improvement (<40%)

Many major weakness in the area in question with undesirable outcomes, pre-set goals fail to be attained and immediate improvement must be made

Acceptable (41% - 65%)Institution work in the area in question is marked by some strengths andweaknesses. The institution is advancing towards pre-set goals with some initialobservable outcomes.

Good (66% - 80%) Strengths outweigh weaknesses in the area of institution work in question; theinstitution is advancing steadily towards pre-set goals with pleasing outcomes

Excellent (> 80%)Institution work in the area in question is often characterized by majorstrengths, attainment of expected outcomes and outstanding performance. Anexemplary case worthy of dissemination.

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Part IV

Check List for TVET Institution Quality Assessment

This approach to achieving quality assurance is based on improving the training institution and the

training delivery. Norms and standards specify curriculum inputs: means for assessing and

certifying students; the adequacy of faculty, teachers and staff; and adequacy of facilities. To

review the full institutional process of designing and delivering a training process, a set of criteria is

followed which also provides a check on the relevance of a particular training to the training

market. The checklist of 6 criteria is:

Criterion 1: Management and Governance(0 = Nothing, 1 = A little, 2 = Some, 3= Usually/ most, 4 = Excellent/Leading practice)

1 Management and Governance 0 1 2 3 41.1.1 Mission and Vision

i. Vision & Mission reflect Commune, Provincial and National prioritiesii. Mission and Vision are achieved based on Institution types and resources in statedtime frameiii. Vision and Mission are reviewed at least once every 3 yearsiv. Vision and Mission publically available

1.1.2 Structure, Leading and Management Procedurei. Structure, role, and board responsibilities based on the level of each institutions(Please score to any item that institutions have)a). National Polytechnic Institute of Cambodia is led by Board of directorb). Polytechnic Institute is led by institution's board of directorc). School or Provincial Training Center is led by technical advisory boardii. Management structure, role, and responsibilities is based on the level of eachinstitutions such as Rector, Director, Dean, head department, office, unit, workshop,library, pedagogy advisory and industry advisory.iii. The qualification of the management officer from the lower to higher levels areadequate to fit their responsibilitiesiv. The management tasks are clear at all levelsv. Institution's management procedures are documented, including

a) Structure, Roles , Responsibilities and delegationsb) Instruction for Unit/Office/Department Management Procedure Manuals are

documentedc) Documentation, filing and Storaged) Relationship between Institution, PoLVT, DTVETM /MoLVTe) Performance management is in place

vi. Institutions management Procedures are reviewed periodicallyvii. Institution management procedure is consistent with DTVETM policiesviii. Institution management Procedure available to publicix. Provision for grievance and redress process is established

1.1.3 Strategic plansi. Strategic plan based on Institution Vision and Mission are approved by board ofdirectorsii. Strategic plan is reviewed at least once every or1, or2, or 3 yearsiii. Strategic plan is monitored and progress reportediv. Staff and teachers are involved in planning processv. Strategic plan acknowledge recent and past achievementsvi. Strategic plans incorporate the following components

a) Corporate and management improvementb) Learning/training Program improvement

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1 Management and Governance 0 1 2 3 4c) Human resources and HRD improvementd) Students services and management improvemente) Facilities improvementf) Community relations/liaison improvement

vii. Strategic plan indicate responsibilitiesviii. Strategic plan indicates timelinessix. Strategic plan has a budgetx. Strategic plan publically available

1.1.4 Operational Plansi. Operational Plan is based on strategic Planii. Operational Plan is prepared annually and approved by board of directoriii. Staff and teachers are involved in the planning processiv. Operational Plan is monitored and Progress Reportedv. Operation plan includes actions for

a) Corporate and management improvementb) Instructional Program improvementc) Human resources and HRD improvementd) Students service and management improvemente) Facilities improvementf) Private sectors, NGOs, and Community relations/liaison improvement

vii. Operational plan indicates responsibilitiesviii. Operational plan indicates timelinessix. Operation plan has a budgetx. Operational plan publically available

1.1.5 Financial Managementi. Institution has clear financial and budget planning, and is documentedii. Financial procedures compliant with MoLVT/MEFiii. Financial procedures incorporate:

a) Accountability frameworkb) Delegations and security of authorityc) Charts of accountsd) Standards forms

iv. Financial planning is incorporated in the operational plan of the institutionv. Institution has been audited annually according to the procedure identified by MEF,MoLVT, or National Audit Authorityvi. Institution has financial report which incorporates operation such as

a) Income cash e.g. student fee, other fund…b) Other expensesc) Procurement’s detail report

vii. Institution has forwarded all financial report to DTVETM within specific period

Data Source:• Vision and Mission Statement• Institution’s Charter or Constitution• Document about the Strategic and Operational Plan• Copies of newsletters and related correspondence• Minutes of the Meetings• Attendance Record of the Meetings• Summary of Approved Policies• Copy of the institution’s operations and programs• List of the Members of the Board• Financial Management System• Qualifications of staff of Finance Unit• Copy of system of accounting and control• Procedure in budget planning and allocation• Report of Income-Generating Funds• Institution’s development plan (long-term, medium-term, short-term)• Operational Plan for current fiscal year• Budget Allocation

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• Budget Proposal• Financial Statements• Auditing Manual• Accounting Manual• Audited Financial Statements• Financial Audit Reports (Regular and Special Audits)• List of Income-Generating Projects

Criterion 2: Physical Resources

(0 = Nothing, 1 = A little, 2 = Some, 3= Usually/ most, 4 = Excellent/Leading practice)2 Resources 0 1 2 3 4

2.1.1 Buildings and groundsi. Building and grounds are mappedii. Institution boundaries demarcated (walls, Fence)iii. Institute property registered (land title)iv. All rooms can be lockedv. Specific areas (e.g. staff only, etc) clearly markedvi. Ablutions areas clearly markedvii. Fire alarms installedviii. Appropriate fire extinguishers installed (wherever needed) and accessibleix. Emergency exits signs postedx. Emergency exits not obstructedxi. Emergency procedures documented and postedxii. Adequate drainage systemxiii. Disability accessxiv. Buildings and property insured

2.1.2 Laboratories and Workshopsi. Laboratories and workshops demarcatedii. Occupational Health and Safety ( OH&S) notices publically displayediii. Specific fire extinguishers installed and accessible

2.1.3 Classrooms and Officesi. Classrooms and offices fit for purposeii. Emergency procedures posted in each roomiii. Rooms are well lit naturallyiv. Rooms are well ventilated

2.1.4 Instructional Equipment (Video, Overhead Projector etc…)i. Instructional equipment have been listed properly in the inventory listii. Instructional equipment stored securelyiii. Documented policy on use of instructional equipmentiv. Sign-out/sing-in book for reservation register

2.1.5 Maintenance Resourcei. Maintenance system

a) Building and groundsb) Cleaningc) Upgradingd) General maintenance

2.1.6 Furniture and Fixingsi. Inventory updatedii. Purchasing and disposal systemiii. Technicians and assistants trained for minor/basic upkeep and maintenance ofequipmentiv. Maintenance schedule compiled for:

a) Electrical systemsb) Instructional equipmentc) Office equipment

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2 Resources 0 1 2 3 4

2.1.7 Health and Safetyi. Staff member designated as OH&S officerii. OH&S training provided to staffii. OH&S training provided to studentsiv. Registration and resolution of OH&S incidence

2.1.8 Laboratory and Workshopsi. All tools, machines, equipment, personal protective devices and hazardoussubstance used in the training program meet the health and safety standardsii. Machines and equipment provided with proper safeguardsiii. First aid box available in each workshop and laboratoryiv. Health and safety standard followed for hazardous training coursesv. Safety procedure explained to the student before using equipmentvi. Students are provided direct and close supervision by qualified and experiencedinstructors while working in a hazardous condition/occupationvii. Adequate material are provided for supporting the training program

Total-Building and Grounds2.2.1 IT Security (wherever applicable)

i. Staff member designated as IT services officer/manager (wherever applicable)ii. IT security policy documented and accessibleiii. Schedule maintenance, including:

a) Periodic back-ups of software and datab) Virus/Trojan/Logger checks and removal

iv. Network maintenance and managementvi. Internet usage policy developedvii. Internet usage monitored and controlled

Total- IT and Internet2.3.1 Library Staffing and Support

i. Staff member designated as Chief librarianii. Library reference (sub) committee establishediii. Library material procurement plan

2.3.2 Library Materialsi. Library should be located in an adequate place with clean environmentii. Availability of library materials such as material and training documentiii. Materials are cataloguediv. Materials can be loaned outv. Availability of common-use computers

Total - Library

Data Source:• Campus Map• Master Plan of the Institution• Building Permits• Inventory of Audio Video Materials• Inventory of Furniture• Classrooms and Facilities• Dormitories• Inventory of equipment for repair• Inventory of equipment for replacement• Inventory of building for repair• Policy for maintenance of buildings, furniture and equipment• Environmental management policy• Library Standards• Book Collection with Edition 1995-Present• Inventory of Books• List of Newly Acquired Books• Non-print, Digital and Electronic Resources

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• Policy on maintenance, repair and disposal• Maintenance report• Inventory of Information Technology Equipment (Internet, Multi-media, Equipment,

Software)

Criterion 3: Staff and Teacher

(0 = Nothing, 1 = A little, 2 = Some, 3= Usually/ most, 4 = Excellent/Leading practice)3 Staff and Teachers 0 1 2 3 4

3.1.1 Staff Management Systemi. Registration of all institution staff (data)ii. Personnel management manual (covering)

a) Recruitment and inductionb) Promotion and demotionsc) Terms of employmentd) Salaries and allowancese) Code of conductf) Terminationg) Regulation

iii. Personnel management manual publically availableiv. Assignment processes documented and accessiblev. Staff and teacher should have enough qualification to fit the task and position

3.1.2 Reportingi. HRM (Human Resource Management) data collated and reports prepared regularlyii. Personnel/HR information updated to VETMIS regularly

3.1.3 Staff Support and Equity Servicesi. Staff member designated as staff equity services officerii. Gender/ethnic support policies documentediii. Disability support policiesiv. Counseling servicesv. Privacy & confidentiality

3.1.4 Staff Developmenti. HRD policies documented and accessibleii. Annual/periodic HRD plan developed and accessibleiii. Personal development opportunities available, including:

a) Careers supportb) Internal training supportc) External training supportd) Scholarships and bursaries

Total – Staff and Teachers

Data Source:• List of faculty members• Profile of faculty members• Job Description• Policy on recruitment, selection and orientation of faculty members• Profile of Staff• Diplomas/Certificates• Written Policy of Faculty Loading and Assignments explaining how instruction, research,

extension, consultancy, administrative and other duties are factored into the computation ofthe workload

• Detailed Copy of Individual Faculty Workload and Schedule• Standard Workload Guidelines• List of approving bodies/persons• Written policy on compensation and rewards• Report of faculty members and staff for the past three (3) years• Procedure on Faculty Members and Staff Performance Evaluation

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• Report of Faculty Members and Staff Performance evaluation for the past three (3) years• Staff Development Program• Report on training, workshops, seminars conducted• Report of faculty and staff participation• Summary of scholarship grants through training programs or higher degrees

Criterion 4: Student

(0 = Nothing, 1 = A little, 2 = Some, 3= Usually/ most, 4 = Excellent/Leading practice)4 Student s 0 1 2 3 4

4.1.1 Student Management Systemi. Documented policy and procedure covering :

a) Course registrationsb) Variationsc) Withdrawald) Suspension

ii. Codes of conductiii. Use of institution facilities

4.1.2 Student Grievance Process and Resolutioni. Staff member designated as student grievance officerii. Student grievance policies and procedures policy documentediii. Student Grievance policies publically accessibleiv. Student Grievance and Resolution sub-committee established

4.1.3 Appealsi. Academic Appeals Policy and processes documentedii. Academic Appeals Committee established

4.1.4 Equity and Supporti. Staff member designated as Student equity and Support officerii. Scholarships and bursaries opportunities collated and disseminatediii. Counseling services availableiv. Ethnic and Gender supportv. Disability supportvi. Institution shall have job center for the studentsvii. Students are encouraged to participate in making decisions related to the trainingprogramviii. Institution should have the mechanism to have relationship with financial institutefor providing study loans and self employment’ loanix. Dormitory facilities for students such as females, minority, students with disability,and poor and marginalized students.

Total – Student Management

Data Sources: (Please provide data for the past three (3) years, where applicable)• Student Population• Guidance and Counseling Program• List of Guidance Counselors• List of Programs and Activities Provided by the Counselors• Student’s feedback• Organizational chart of Student Services Unit• Programs and Activities offered by the Student Services Unit• Describe the mechanism of student recruitment, selection and admission• Inquiries from prospective students• Criteria and eligibility for admission• Description of the retention program• Student Retention Mechanism• Criteria for retention• List of students who have availed of the retention program• Scholarship Programs and Incentives• Memorandum of Agreements with Scholarship giving bodies

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• List of scholarships, grants and study loans available• List of student who have availed of the scholarships, grants and study loans• Description of each study loan• Terms and conditions of each study loan• MOU with financial institutions• List of students who availed of the study loans

Criterion 5: Curriculum, Teaching and Learning

(0 = Nothing, 1 = A little, 2 = Some, 3= Usually/ most, 4 = Excellent/Leading practice)5 Curriculum, Teaching and Learning 0 1 2 3 4

5.1 Curriculumi. Curriculum is based on National Qualification Framework which identify learningcredit and expected learning outcome in each qualificationsii. Institution shall have curriculum based on competency standard:

a) Curriculum shall be based on National Competency standard which isendorsed by the National Training Board (NTB). In case some skills which donot have formal National Competency Standard, the curriculum shall bebased on industry and service’s model standard, and approved byappropriate institution/s.

iii. Institutions shall have a committee from stakeholders in order to provide commentsand the curriculum is revised accordingly.iv. Curriculum shall be monitored and revised based on technology changes, andeconomic and social development’s needs in both local and region every year, or 2years, or 3 yearsv. Curriculum’s structure should contain:

a) Curriculum’s objectivesb) Detail of soft and hard skillsc) Objectives of the theory and practical aspects of the programd) integrated code of conduct and occupational health and safety proceduree) entrepreneurship lessons

Total – Curriculum5.2.1 Teaching and Learning

i. Teaching and learning shall cover:a) Teaching theory in the classb) Practical in workshopc) Internshipd) Study tourse) Invited External lecturers (from industry, business and community leaders)f) Self study at library or internet

ii. Teachers shall have qualification based on the level of training and training subjectiii. Teaching shall cover:

a) Teachers have teaching log bookb) Teaching log book has been monitored and evaluatedc) Teachers follow proper teaching methodologyd) Teachers are using proper teaching aids for teaching and learninge) Have monitoring system on teaching such as teaching audit report, theory’s

time, practical’s time, student feedback for each class…Total – Teaching and Learning

5.3.1 Qualification of Assessori. Competency assessors are certifiedii. Examiners are certified and have been trained

5.3.2 Examinations and Testsi. Periodic (progress) tests are appliedii. Assessment options available for:

a) Final examinationsb) Practicalc) Workshop/laboratory assessment

iii. Assessment materials are secure prior to applicationiv. Marking system and rigor are documentedv. Provision for appeals

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5 Curriculum, Teaching and Learning 0 1 2 3 4vi. Assessments are documented and updated, inc. TVETMISvii. The competency assessment for performance of student related to soft skill andhard skill during working (feedback from LMIS)

Total – Assessment

Data Sources:• National policy on education affecting TVET Systems• Copy of current curriculum• Guidelines on curriculum design and development• Written description of courses and curriculum• Minutes of meeting on curriculum review and revision• Record of attendance• Stakeholders input• Records of assessment and examination• External examiners• Local and international benchmarking• Result of program and module feedback• Uses of feedback for improvement

Criterion 6 : Research and Development

(0 = Nothing, 1 = A little, 2 = Some, 3= Usually/ most, 4 = Excellent/Leading practice)6 Research and Development 0 1 2 3 4

6.1.1 Companies, NGOs, and Community Liaisoni. Staff member designated as community liaison officerii. Register of community organizations and contactsiii. Annual community liaison action paniv. Community liaison activities conductedv. Employer forums developed

6.1.2 Field Servicesi. Staff member designated as field service officer (Head CDS)ii. Annual community action planiii. CDS management and assignment plan

6.1.3 Training Servicei. Staff member designated as training service officerii. Register of local/regional training providersiii. Register of institutional staff specializationsiv. Identification and development of short and non-formal training coursesv. Oversight of conduct of short and non-formal training courses

Total – Extension Service6.2.1 M&E and QA Office

i. Staff member designated as M&E and QA officerii. Institution M&E framework documented and conductediii. Institution QA framework documented and conductediv. Institution and staff performance systemv. Tracer studies conducted annuallyvi. Employer feedback mechanism

6.2.2 Program Developmenti. Staff member designated as program development officerii. Program development measures documented and disseminatediii. Research/analysis of institution dataiv. Student assessment data are benchmarked

6.2.3 Consultancy and Servicesi. Documented policies for the conduct of consultancies and service provisionii. Consultancy and services marketing plan

6.2 –Total - Research office6.3.1 Media and Publication

i. Staff member designated as Media and publication officerii. Collation of institution generated documentation and textsiii. Institution promotion strategy developed

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6 Research and Development 0 1 2 3 4iv. Newsletters produced and disseminated

6.3-Total – Media and Publication

Data Sources: (Please provide data for the past five (5) years, where applicable)• R&D Plans and Programs, and R&D Reports• Formal agreements with institution on R&D• Faculty Members and Staff Profile• Duties and Responsibilities of Faculty Members• Copies of newsletters• List of published researches• R&D Implementation Plans• Marketing plan for R&D outputs for commercialization• Feedback with regard to the commercialized R&D• Memorandum of Agreements• Needs Analysis Survey• List of target beneficiaries for possible extension services• Project proposals for extension services (including possible beneficiaries of the service)• Extension project reports• Community survey report and Feedback from the community• Budgetary reports

Part V

Guidelines for External QA-M&E5.1 IntroductionTo conduct quality audit of TVET institutions requires good preparation. It is important that the

TVET institution considers its resources and prepares its people before proceeding with the

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assessment. The preparation includes communication team, logistics and other administrative

arrangement, etc. The purpose of the quality audit is not about assessment rating but rather on the

continuous improvement of the TVET institutions and its training programs. As the audit will be

based mostly on objective evidences, it is important that the institution has prepared a well written

self assessment report and all key documents and records are complete and are presented to the

assessment team. This would allow external QA Audit team to have an overview of the TVET

institute history, policies, vision and mission and programs. The Self assessment report shouldbe sent to the QA-M&E Committee at least one month before the actual assessment (external

audit).

During the QA audit, key officials (QA representative, directors, deputy directors etc.) from the

TVET institutions should be available. Self assessment report will be an important document to

guide the QA Audit team. They support of key officials of the institution is vital for the successful

completion of the audit. The quality assurance team (especially the QA officers) of the institution

should be present during the audit for any clarification of the self assessment report and will serve

as contact person for the audit exercise.

Guides should be available to bring the assessors to the site as well as making documents and

records available, and serve as a liaison between the QA auditors and staff of TVET institution.

TVET institution must prepare and notify the interviewees in advance about the assessment. It is

important to share with them the intent and purpose of the audit. Key office holders and fair

representation from staff and students should be invited for the audit exercise. External parties

from TVET institution such as alumni, employers and other stakeholders may also be invited for

the quality audit, if necessary.

5.2 About QA-M&E Division

The QA-M&E division was established as an independent division under DGTVET in April 2011.

After an initial operation for about 2 years, it is recommended that this division can be formalized

within DGTVET and will function as an internal quality assessor. An independent entity will be

established under National Training Board (NTB) to function as an independent external quality

assessor. The QA-M&E activities are carried out by the QA-M&E unit in accordance to the STVET

project which provides a series of guideline to promote the development of quality assurance

system as an important instrument for maintaining, improving and enhancing teaching, learning

outcome, and student satisfaction to the overall skill standards of all TVET institutions.

5.3 Objectives of QA-M&E Division

QA-M&E division is established as an independent Division under DGTVET, and is the quality

assurance unit for STVET project. The main objectives of QA-M&E are:

- Develop, promote, implement and enhance the QA guideline and criteria

- Facilitate and conduct TVET quality audit

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- Facilitate for issuing TVET quality ratings

- Develop and train quality assurance professionals and practitioners.

- Provide advisory and consulting service on best quality assurance practices.

5.4 Structure of QA-M&E DivisionThe Division is responsible for the design, development, and establishment of a robust, effective

and efficient quality assurance and monitoring and evaluation system within the TVET sector in

Cambodia. The following structure of the QA-M&E division was agreed and formally approved.

Figure 1: The Structure of QA-M&E Division

5.5 Function of Head. QA-M&E Division

The head of the QA-M&E division shall have the following functions:

- Formulate policies for the operation of QA-M&E of the TVET institutions and program

- Approve the functions of the 3 Units (QA, M&E, and R&D Unit)

- Conduct periodic review and evaluation of on-going project and activities based on the

recommendation and assessment of the deputy head and the QA teams

- Perform such other functions that may be necessary to fulfill the objectives of the TVET

sector.

- Report to DGTVET and MLVT management about the process of quality audit of each

institutions

5.6 Function of Deputy HeadThe deputy head shall have the following function:

Structure of QA-M&E Division

Head

Deputy Head

M&E Unit

M&E OfficerFormal Programs

M&E OfficerNon-Formal

Programs

Quality Assurance Unit

Quality AssuranceAssessor

Formal Programs

Quality AssuranceAssessor

Non FormalPrograms

R&D Unit

R&D OfficerFormal Programs

R&D Officer Non-Formal Programs

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- Assist the head for formulating policies for the operation of the QA-M&E of the TVET

Institutions and programs

- Report to head and manage the activities of the 3 Units

- Coordinate and monitor the QA-M&E programs for the TVET institutions

- Establish and maintain links with other quality assurance bodies within and outside the

TVET sector

- Perform such other functions which may be assigned by the head from time to time

5.7 Function of Quality Assurance Unit- Promote quality assurance and improvements amongst constituent training institutions in

the TVET sector.

- Facilitate training institutions in terms of quality management and improvement.

- Cooperate with relevant National Standard Bodies for the purpose of implementing the

National QA Framework.

- Facilitate the Registration of QA assessors.

- Conduct quality assurance audits.

- Develop and evaluate self-assessment and evaluation instrument for quality assurance.

- Develop appropriate QA information systems.

- Develop appropriate QA monitoring tools and procedures

5.8 Function of M&E Unit

- Monitor the progress of TVET sector programs and projects;

- Assemble on a regular basis key TVET indicators;

- Ensure coverage of all required TVET sector indicators in the annual M&E Report

- Maintain quality of data collection procedures (validity);

- Undertake efforts to develop new methods or materials for use in the TVET sector;

- Verify accuracy and quality of data from the field (reliability);

- Design appropriate reporting mechanisms (utility);

- Disseminate data and reports to stakeholders at appropriate levels;

- Facilitate decision-makers at the central and provincial level in the use of data for

improved management of TVET;

- Publish Annual TVETinfo

5.9 Function of Research and Development (R&D) Unit

- Research and develop new TVET Policies, which are essential to generate effectiveness

and efficiency in the formal and Non-formal TVET programs

- Develop of research partnerships with related organizations.

- Facilitate and disseminate TVET research interests to external organizations, including

those in the academic, industry sectors…etc.

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- Coordinate and facilitate of TVET R&D Programs and research activity.

- Responsible for auditing of research activity for compliance with Research Ethics.

- Collect and introduce different models and indicators for TVET evaluation.

- Introduce new trends of administrative reforms associated with TVET.

5.10 Code of Conduct for QA-M&E OfficerIn promoting the high quality standards of TVET institutional and ethical conduct, the QA-M&E

officer shall:

- Conduct themselves professionally with integrity, truth, accuracy, fairness, respect, and

responsibility to the stakeholders and the general public at all times

- Not represent conflicting or competing interests, nor place themselves in such a position

where their interest may be in conflict or appear to be in conflict with the assessing

process and certification

- Not offer confidential information or disclose information that may in any way influence

the assessing process and certification

- Not intentionally communicate false or misleading information that may comprise the

integrity of the assessing process and certification status

- Not approach an institutional that they have assessed for their personal gain, including

the establishment of an employment or consulting relations

5.11 Quality Assessment Management

The Assessment (Audit) examines all aspect of the institution operations including the design and

delivery of curriculum (Teaching/Learning). The quality audit centers its focus on the main

business of training institutions -teaching and learning (instruction).

The major sources of data for the Assessors (auditors) are:

a) Documents - These sources consist of a review of written TVET Policies,

Administrative Regulations, Curriculum and Curriculum Guides, Memoranda, Budgets,

Institutional Reports, Affiliation Documents, and other source of information, which

would reveal elements of the teaching and learning and the linkages among these

elements.

b) Interviews - Interviews should be conducted by the M&E assessors to shed light and to

reveal interrelationships and contextual understandings of the training program.

Interviews should be held with institution director, staff, some teachers, parents, and

students.

c) Site Visits - All selected institutions should be toured by the assessor team. Site visits

will reveal the actual context in which teaching and learning is designed and delivered

in an education and training system

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5.12 Four QA Standards

The Four Standards employed by the assessors Team are:

a) The institution demonstrates its control of resources, programs, and personnel.

b) The institution has established clear and valid objectives for students and all other

stakeholders (internal and external).

c) The institution has used the results from a quality management evaluation and

assessment to adjust, improve, or terminate ineffective practices or programs.

d) The institution has improved its productivity in its teaching – learning process.

STANDARD 1: The Institution is able to demonstrate its control of resources, programs,and personnel.Quality assurance is a fundamental element of any well-managed educational and training

program. It is one of the major premises of control within any training system.

Through the development of an effective policy framework (a Monitoring and Evaluation/Quality

Management System), an institution provides the focus for management and accountability to be

established for administrative and instructional staff as well as for its own responsibility. It enables

the institution to assess meaningfully and use various teaching/learning data as one of the critical

factor in determining its success.

STANDARD 2: The Institution has established clear and valid objectives for students andother stakeholders (internal and external).Institutions meeting this assessment standard must establish a clear, valid, and measurable set of

standards for learning and teaching and set the objectives into a workable framework for their

attainment. Unless objectives are clear and measurable, there cannot be a cohesive effort to

improve students’ (and other stakeholders) achievement in the dimension in which measurement

occurs.

STANDARD 3: The institution has used the results from a quality management evaluationand assessment to adjust, improve, or terminate ineffective practices or programs.

TVET Institutions meeting assessment standards must design a comprehensive system of

assessment and monitoring system and use valid measurement tools that indicate how well its

students are achieving designated training goals and objectives.

STANDARD 4: The institution has improved its productivity in its teaching learningprocess.Productivity refers to the relationship between system input and output. A teaching/learning

institution meeting this standard is able to demonstrate consistently improved student outcomes

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even in the face of diminishing resources. Improved productivity results when all system is able to

create a consistent level of congruence between major variables in achieving enhanced results

and in controlling costs.

5.13 Assessor Check List

When the assessors visit the training institutions for M&E/QA, validation of the training courses are

done by checking whether the following measures were undertaken by the training institutions:

- Customers feedback and survey

- Student feedback

- Employee satisfaction survey

- Stakeholders consultation which reflects the content and relevance of the training

programs and the goals of the institute, including a combination of feedback from

students, staff, employers, industry bodies, community representatives and funding

bodies

- Programs for community/industry forums seeking feedback

- Suggestion box feedback, letter of complaints, appeals, grievances and adjustments.

- Report of customer satisfaction data, which will include recommendations and actions to

be taken by the Institute as a result of the review, as part of continuous quality

improvement processes

- Action taken as a result of review of policy and procedures.

5.14 PLAN Phase for Quality AssessmentThe plan phase consists of:

- Types of Assessment

- Assessment Team

- Schedule & Itinerary

5.14.1 Type of AssessmentAt the start of the annual planning exercise, QA-M&E Unit will issue a call to all TVET institutions

interested in the TVET-QA assessment. The three types of TVET quality assessment are

institutional, Internal Quality system, and program level. The detail of quality models are shown

below:

Figure 2: TVET-QA Model for IQA (Internal Quality Assessment) System 2

2 Guide to AUN Actual Quality Assurance Assessment at Program Level

Quality Assurance

M&EInstrument

M&EInstrument

QA Processes

StudentProgress

Passing RateDrop-out Rate

Feedback fromLabour Market

WorkshopPractice

PerformanceStudent

EvaluationCourse andCurriculumEvaluation

ResearchEvaluation

ServiceEvaluation

AssuranceStudent

AssuranceQuality Staff

QualityAssurance

QA-StudentSupport

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5.14.2 Assessment TeamThe assessment teams will be appointed by the QA-M&E division in advance based on their

responsibility in the unit. Each unit should have at least 2 officers in formal and non formal

program. As a guide, the number of assessment teams assigned to the types of quality evaluation

is as following:

Preparing the evaluation plan and checklist

Communicating and clarifying assessment requirements

Planning and carrying out assigned responsibilities effectively and efficiently throughout

the assessing and be present at both the opening and closing sessions

Making observations on curriculum, process, and quality improvements

Reporting the assessment results

Retaining and safeguarding documents pertaining to the assessment (Confidentiality)

5.14.3 Assessment Schedule of TVET InstitutionA typical assessment itinerary will spread over 1 to 5 days depending on the types of quality

assessment, and the size and complexity of the TVET institutions to be evaluated. It normally

assists of:

Opening session

Site assessing

Interviews with stakeholders

Site tour

Report preparation

Closing sessions

5.15 DO PhaseAfter the plan phase is the Do Phase, where most of work will be done involving desk work and

site assessment.

5.15.1 Desk work Assessment of TVET InstitutionDesktop assessment is the first step before the site visit and assessment. It is a document review

exercise which involves a preliminary assessment for the quality assurance system based on the

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self-assessment report and available documents. The desktop assessment facilitates the

development of an assessment plan using the QA-M&E Assessment Planning Template. The

purpose of assessment planning is to gather evidence of practices that meet QA-M&E guidelines

and criteria. The plan should include:

Sources of information and evidence

Strategy to gather the evidence as well as identifying documents and records for

review. Strategy may include interview, site visit, document review, website access etc.

Identify individuals to be interviewed and plan schedule for interviews and site visit

Prepare questions needed to gather the evidence

The circle approach of PDCA Cycle (Plan, Do, Check, and Act) is designed for the assessment

planning for the QA-M&E team. Therefore, questions can be formulated at each stage of the

PDCA Cycle.

For example, at the Plan stage, questions on what, when and why can be used to establish

objectives and processes that deliver results, based on the QA-M&E Division guidelines and

criteria and the organizational policies. At the Do stage, questions can revolve around the

implementation and who are involved. At the Check stage, questions on monitoring and

measuring performance and processes can be formulated. Finally, at the Act stage, assessors

can plan question on actions to continually improve performance by adopting 5Ws (Why, what,

where, who, and when) and 1H (How) questioning technique to help the QA teams in planning of

the questions for the interview.

5.15.2 Site Assessment of TVET institutionActual assessment or site visit consists of an opening meeting with trainer, lecturer, deputy

director and director of the TVET institution. The opening meeting is normally followed by a

Act What improvement

are made?

Plan What need to be done? When and where should it

be done? Why is this done?

Do Who does it? How is it done?

Check Are things done as

planned? What are the

achievement and result

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presentation of the TVET institution and program. After that, interviews will be held with the various

stakeholders. Site tour may be arranged between the interviews or after the interviews.

An opening meeting with the TVET institution director should be held prior to the commencement

of the actual assessment. The purpose of the brief opening meeting is to:

Introduce the members of the assessment team to the institution.

Establish official communication links between the assessment team and host institute

Review scope and objective of the assessment

Clarify details of the assessment plan and schedule

Allow the institute director or deputy director to introduce the TVET and its programs

normally done through presentation

5.15.3 InterviewInterview with various stakeholders are normally arranged by the host institution prior to the actual

assessment. The interview may start with a discussion involving the writers of the self-assessment

report before and during the actual assessment. In this interview, the team can ask for clarification

of any obscurities and explanation of any topics that are not totally clear. The objectives of

interview are to:

Gather information and evidences

Clarify and verify self assessment report and practices

Give interviewees opportunities to present the full picture

a). Diagnostic QuestionsManagement and Governance- Vision/Mission Statement of the Institution

- Please show your organizational structure and strategic plan?

- How frequent does the institution communicate its vision and mission to stakeholders

(administrators, governing board members, students, parents, faculty, staff and

community)?

- How often does the highest-policy making body (Board of Directors) meet to discuss

decision/policy matters of the institution?

- How many projects/programs were planned in the past three (3) years? Based from the

planned projects/programs, how many were implemented?

- Does your institution have financial planning?

- How often does the Financial Management Officials meet to discuss budget planning

and allocation, and other financial management activities?

- What is the frequency of conduct of external audits to ensure proper financial

management?

Physical Resources

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- Are the physical resources to deliver the curriculum, including equipment, materials and

information technology sufficient?

- Is equipment up to date, readily available and effectively deployed?

- Are the various library facilities like adequate and suitable space for library staff and

students, internet and reprographic facilities, current newspapers and magazines,

furniture and fixtures made available?

- How effective is the library management system in providing services to the students,

faculty, staff and other clientele?

- How often are the equipment/tools and supplies/materials checked and cleaned?

- Do the laboratories/workshops have adequate space, are well-ventilated and properly

maintained in accordance with the prescribed requirements?

- Are there provisions to minimize exposure to risks and to prevent accidents?

- Do the environmental health and safety standards meet the local requirements in all

aspects

Staff and Teacher- How many total faculty members possess the appropriate academic qualifications and

experience to teach the courses assigned to them?

- How competent is your institution in recruiting faculty members and staff?

- What are the training hours and number of training courses for academic and support

staff per year?

- Does your institution follow a set system in compensating and rewarding the faculty

members and staff?

- How often are the faculty members and staff evaluated with regards to their

performance?

- What percentages of the faculty members and staff have participated in the

development program through attendance in seminars, workshops, in-service training,

etc. in the last three years?

- How many scholarship grants through training programs or higher degrees were

provided to faculty members and staff for the past three years?

Students- How are students selected?

- What are the requirements for student selection?

- Does the institution comply with the government requirements for the student

recruitment, selection and admission, both in terms of the process as well as

dissemination of information?

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- What percentage of the students during the last three (3) years were provided with

continuing scholarship, grants and study loans which lead them to earn a certificate or

diploma?

- What percentage of students during the last three (3) years was able to get

employment/self-employment within one year from graduation through the institutions’

employment and placement program?

- What policy is pursued with regards to the intake of students? Does it aim to increase

the intake or to stabilize it? Why?

- What measures are taken to affect the quality and the size of the intake?

- How effective and efficient is the institution in providing services to promote health,

sports and social needs of the students to government standards?

- Does the institution have a student grievance and solution system? What are the

processes of handling grievance?

Curriculum, Teaching and Learning- Please show the curriculum structure of the institution.

- Describe how your institution complies with National Quality Framework with regards to

the teaching and learning system?

- How often does your institution review and revise the curriculum?

- What is the frequency of involvement of the faculty and staff and other stakeholders in

the curriculum revision?

- How often is the syllabus updated and revised?

- How compliant about the student-instructional materials and about the curriculum

handled?

- What is the frequency of monitoring and evaluating different teaching and learning

processes to assess its effectiveness and relevance?

Research and Development- How many times in a year does the institution provide extension services based on the

community needs? Also indicate the number of beneficiaries?

- How often does the designated extension staff perform the planning, implementation,

monitoring and evaluation of extension services in the community?

- How many Memorandum of Agreement (MOA) were signed and implemented in the

last five (5) years with other agencies, organizations and industrial entities for the

funding or conduct of extension projects in the community?

- Please Indicate the number of industries (large or medium or small scale) which have

been involved during the past five (5) years in activities like, curriculum design,

implementation and evaluation; industrial training of faculty, staff and students including

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on-the-job training, apprenticeship; and other activities like collaborative R&D and

consultancy projects, extension lectures etc.

5.15.4 Objective EvidencesEvidences should be collected on all matter related to the assessment objective and scope.

Checklist can be used to aid the collection of evidences. Evidences should be collected through:

- Interview

- Examination of documents / records

- Observation of activities and facilities

- Site tour

- Make use statistical methods such as sampling to increase efficiency during

assessment. However, the sample should be a fair representation of the population

under examination

5.15.5 Check PhaseThe check phase involves report preparation of the assessment finding. The objectives of the

assessment report are:

- Level performance based on QA-M&E division guideline and criteria

- Identify key strengths of the Institution, PTCs, and RTCs

- Identify areas for improvement

The steps to prepare assessment report of TVET institution’s Quality Assessment are shownbelow:

Review Assessment Findings

Identify Strengths

Establish areas forimprovement

Establish Rating

Clarify

Prepare final report

Verify evidence

Areas which meet criteria Areas which are best practices

Areas - need to improvement Areas - major weakness

Establish and agree of level of performance or rating Reconciliation of rating between teams for common criteria

Confirm if in doubt Agree on improvement areas Presentation of findings

Using QA-M&E assessment result template Final Report

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5.16 5-Point Scale for TVET Quality AssessmentQA-M&E division adopted a 5 point scale (from zero to four points) for its quality assessment. The5-Point scaling aims to offer the institution and external assessor an instrument for scaling theirverdict and to see how are they have progressed on the way to meeting the criteria and to seehow far quality is assured. The meaning of the value in the 5 point scoring scale is as follow:

- 0 = Nothing (no documents, no plans, no evidence) present or this subject is in theplanning stage

- 1 = A little (from 1% to 25%)- 2 = Some (from 26% to 50%)- 3 = Usually / most (from 51% to 75%)- 4 = Excellent/Leading practice (Yes / Always / All or more than 75%)

5.17 Level of Performance Result From Quality Assurance AuditFor the assessment of the quality of a TVET program, QA-M&E Division has adopted the four level

of performance of “excellent”, ‘’ good” , ‘’ acceptable”, and “Need to Improve” for rating

institutions’ work.

Level of Institutional Performance Assessment Criteria

Need to Improve (< 40%)Many major weakness identified in the performance of the institution in the area inquestion with undesirable outcomes, pre-set goals fail to be attained and immediateimprovement must be made.

Acceptable (41% - 65%)The performance of the institution in the area in question is marked by some strengthsand weaknesses. The institution is advancing towards pre-set goals with some initialobservable outcomes.

Good (66% - 80%) Strengths outweigh weaknesses in the area of institutions’ performance in question; theinstitution is advancing steadily towards pre-set goals with pleasing outcomes

Excellent (> 80%)Performance of the institution in the area in question is often characterized by majorstrengths, attainment of expected outcomes and outstanding performance. Anexemplary case worthy of dissemination.

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Part VI: Annexes

Annex 1: Quality Assurance (QA)-Monitoring and Evaluation Office’s Structure

DGTVET

Structure of QA-M&E Division

Head

Deputy Head

M&E Unit

M&E OfficerFormal

Programs

M&E OfficerNon-FormalPrograms

Quality AssuranceUnit

QualityAssurance

AuditorFormal

Programs

QualityAssurance

AuditorNon FormalPrograms

R&D Unit

R&D OfficerFormal

Programs

R&D OfficerNon-FormalPrograms

Department of Tech. VocationalEducation & Training Management

Department ofNational Competency

Standards

Department of LaborMarket and Information

SecretariatQA-M&E Division

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Annex 2: Guidelines for QA-M&E CommitteeCriteria Interviewee Focus Point Evidence Site Visit

1. Management and Governance Board of directors, Rector, Director,

Dean, head department, and deputy

head of department or office, staff,

students, and teachers

Clear mission and vision of theinstitution Up to date Organizational

structure Leading and management

procedure Latest Strategic plan Latest Operational plan Administrative system Financial management Qualification of senior

management

Vision and Mission Statement Institution’s Charter or

Constitution Document about the Strategic

and Operational Plan Copies of newsletters and

related correspondence Minutes of the Meetings Attendance Record of the

Meetings Summary of Approved Policies Copy of the institution’s

operations and programs List of the Members of the Board Financial Management System Qualifications of staff of Finance

Unit Copy of system of accounting

and control Procedure in budget planning

and allocation Report of Income-Generating

Funds Institution’s development plan

(long-term, medium-term, short-term) Operational Plan for current

fiscal year Budget Allocation Budget Proposal Financial Statements Auditing Manual Accounting Manual Audited Financial Statements Financial Audit Reports (Regular

and Special Audits) List of Income-Generating

Projects

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Criteria Interviewee Focus Point Evidence Site Visit

2. Physical Resource Board of directors, Rector, Director,

Dean, head of department, and

deputy head of department or office,

staff, students, and teachers

Preparing planning,management, and maintenanceof physical resources Adequate physical resources Occupational Health and Safety

procedures

Campus Map Master Plan of the Institution Building Permits Inventory of Audio Video

Materials Inventory of Furniture Classrooms and Facilities Dormitories Inventory of equipment for repair Inventory of equipment for

replacement Inventory of building for repair Policy for maintenance of

buildings, furniture andequipment Environmental management

policy Library Standards Book Collection with Edition

1995-Present Inventory of Books List of Newly Acquired Books Non-print, Digital and Electronic

Resources Policy on maintenance, repair

and disposal Maintenance report Inventory of Information

Technology Equipment (Internet,Multi-media, Equipment,Software)

3. Staff and Teacher Board of directors, Rector, Director,

Dean, head of department, and

deputy head of department or office,

staff, students, and teachers

Role, duties, and responsibilities Qualification and experience of

staff Working condition and

motivation policy Human Resource Development

List of faculty members Profile of faculty members Job Description Policy on recruitment, selection

and orientation of facultymembers

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Criteria Interviewee Focus Point Evidence Site Visit

Adequate staff and teacher Profile of Staff Diplomas/Certificates Written Policy of Faculty Loading

and Assignments explaining howinstruction, research, extension,consultancy, administrative andother duties are factored into thecomputation of the workload Detailed Copy of Individual

Faculty Workload and Schedule Standard Workload Guidelines List of approving bodies/persons Written policy on compensation

and rewards Report of faculty members and

staff recipients for the past three(3) years Procedure on Faculty Members

and Staff PerformanceEvaluation Report of Faculty Members and

Staff Performance evaluation forthe past three (3) years Staff Development Program Report on training, workshops,

seminars conducted Report of faculty and staff

participation Summary of scholarship grants

through training programs Summary of scholarship grants

through higher degrees

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Criteria Interviewee Focus Point Evidence Site Visit

4. Student Academic Staffs who are responsible

for student’s task and students

Registration and condition Study fee Scholarship Student service Equity and Support

Student Population Guidance and Counseling

Program List of Guidance Counselors List of Programs and Activities

Provided by the Counselors Student’s feedback system Organizational chart of Student

Services Unit Programs and Activities offered

by the Student Services Unit Describe the mechanism of

student recruitment, selectionand admission Inquiries from prospective

students Criteria and eligibility for

admission Description of the retention

program Student Retention Mechanism Criteria for retention List of students who have

availed services from theretention program Complain handing mechanism

from students and resolutionprocess Scholarship Programs and

Incentives Memorandum of Agreements

with Scholarship giving bodies List of scholarships, grants and

study loans available List of student who have

received scholarships, grantsand study loans Description of each study loan Terms and conditions of each

study loan

Consultation office for students Student dormitory Library

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Criteria Interviewee Focus Point Evidence Site Visit

MOA of collaboration made withexternal institutions. List of students who availed

study loans

5. Curriculum, Teaching andLearning

Committee member for the

curriculum development, Teacher,

students, related stakeholders

Course description andorganizing the curriculum Module or credit system Effectiveness of learning and

teaching Monitoring process of student’s

learning Teacher log book

National policy on educationaffecting TVET Systems Copy of current curriculum Guidelines on curriculum design

and development Written description of courses

and curriculum Minutes of meeting on

curriculum review and revision Record of attendance Stakeholders input QA assessment and

examination External examiners Local and international

benchmarking Result of program and module

feedback Uses of feedback for

improvement

Classroom Laboratory/workshop TVETMIS Website

6. Research and Development Board of directors, Rector, Director,

Dean, head of department, and

deputy head of department or office,

staff, students, teachers, community

List of organizational,community, or community liaison Field Visit Extension service Monitoring and evaluation

process

R&D Plans and Programs R&D Reports Formal agreements with

institutions on R&D Faculty Members and Staff

Profile

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Criteria Interviewee Focus Point Evidence Site Visit

development officer, and research

unit

Process of programdevelopment Media and publication

Duties and Responsibilities ofFaculty Members Copies of newsletters List of published researches R&D Implementation Plans Marketing plan for R&D outputs

for commercialization Feedback with regard to the

commercialized R&D Memorandum of Agreements Needs Analysis Survey/Tracer

studies List of target beneficiaries for

possible extension services Project proposals for extension

services (including possiblebeneficiaries of the service) Extension project reports Status reports of extension

services End of project reports on

extension services conducted Feedback from the community Budgetary reports Community survey report Newsletter Website

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Annex 3: Audit Report

a. Audit Report on QA Assessment (External Assessment)

AUDIT TEAM REPORT ON TVET INSTITUTION ASSESSMENT

I. Introduction

…………………………………………………………………………………………………………………

……………………………………………………………………………………………………….

a).TVET Institution Background

Please describe the institution background, number of department, major offered, number of

programs, course, classes, students, and teaching staff etc.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

b). Objectives of Assessment

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………..

c). Assessment Methodology

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………..

II. Overview of the Assessment Process

Please describe date of site visit starting from…………….to…………………and overview of the

assessment process.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Number of Participants during the site visit meeting

-QA-M&E Division Officer are as:

1. ………………………………… Head/Deputy Head (Team Leader)

2. ………………………………... QA Officer (Formal or Non-Form Program)

3. ………………………………... M&E Officer (Formal or Non-Formal Program)

4. ………………………………… R&D Officer

- Representative from TVET Institution

1. ………………………………… (Position)

2. ………………………………… (Position)

3. ………………………………… (Position)

4. ………………………………… (Position)

III. Activity of Site Visit

The activities on the first day of the site visit:

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In this part, please elaborate the general overview of the site visit meeting between TVET

institute and QA-M&E teams to verify some issues such as purpose of visit of the

assessment team and the self-assessment report submitted by the institution about the

implementation and about the future plan.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Activities on the second day of the site visit: In this part, please elaborate action taken by

QA-M&E team in assessing the TVET institute.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Activities on the third day of the site visit: In this part, please elaborate the general

overview of the site visit meeting between TVET institute and QA teams to justify some

issues such as assessor team’s finding an TVET institute implementation, evidence and

future plan ever taken in the previous and current academic year.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

NOTE: In some case, the audit could be completed in one day. In that case all the activities

mentioned above should note in the report.

IV. Result of the Assessment

4.1 Criteria 1: Governance and management

4.1.1 Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.1.2 Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.1.3 Areas for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.1.4 Recommendation

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.2 Criteria 2: Physical Resources

4.2.1 Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

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4.2.2 Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.2.3 Areas for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………

4.2.4 Recommendation

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.3 Criteria 3: Staff and teaching staff

4.3.1 Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.3.2 Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.3.3 Areas for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.3.4 Recommendation

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.4 Criteria 4: Students

4.4.1 Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.4.2 Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.4.3 Areas for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.4.4 Recommendation

…………………………………………………………………………………………………………………

………………………………………………………………………………………………………

4.5 Criteria 5: Curriculum, Teaching and Learning

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4.5.1 Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.5.2 Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.5.3 Area for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.5.4 Recommendation

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.6 Criteria 6: Research and development

4.6.1 Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.6.2 Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.6.3 Areas for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

4.6.4 Recommendation

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

V. Conclusion

Based on the evaluation of the above strength and weaknesses, QA-M&E team have come to a

conclusion that the average score of XXX Institution is ..........% of all six crieria and each criteria

has the average score over then ......%. Based on the score the XXX Instituion gets

...........Performance Rating. (for example, ‘excellent’ if the scoring is more tha 80 %)

VI. Annexes

Done in……………………….Date……………………………

Representative of QA-M&E Team

Seen and approved by

Head

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b. Self-Assessment Report of the TVET institution (To be done internally by the Institution)

I. Introduction

…………………………………………………………………………………………………………………

……………………………………………………………………………………………………….

a).TVET Institution Background

Please describe the institution background, number of department, major offered, number of

programs, course, classes, students, and teaching staff etc.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

b). Objectives of the Assessment

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………..

c). Assessment Methodology

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………..

II. Overview of the Assessment Process

Please describe date when the self assessment report was prepared and describe the overview of

the assessment processes.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Number of Participants involved in the self assessment process:

-

III. Result of the Self Assessment

Criteria 1: Governance and management

Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Areas for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Recommendation

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

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Criteria 2: Physical Resources

Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Areas for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………

Recommendation

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Criteria 3: Staff and teaching staff

Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Areas for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Recommendation

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Criteria 4: Students

Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Areas for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

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Recommendation

…………………………………………………………………………………………………………………

………………………………………………………………………………………………………

Criteria 5: Curriculum, Teaching and Learning

Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Areas for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Recommendation

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Criteria 6: Research and development

Summary of the assessment result:………………….Percentage:………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Strength

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Areas for Improvement

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

Recommendation

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

IV. Conclusion

Total Score of 6 Criteria :

Total Score:…………… Percentage:……….

Result:…………………………………………….

Overall Strength:………………………………….

Overall Area for Improvement:……………………..

Overall Suggestion……………………………………

V. Annexes

Done in……………………….Date……………………………

QA Team (internal)

Annex 9, Page 166

QA Manual Page 51

Seen and Approved By

Done in………..Date…………………….

Director

Annex 9, Page 167

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Annex 4: Reporting Format of Classroom Inspection – A SAMPLE

Reporting Format

Classroom Inspection (Theory) – A SAMPLEName of Teacher.............................................Name of Institution......................................................

Level of Training..............................................Year......................Skill................................................

Course.............................................................Classroom...................................................................

Date.................................................

Time................................................

Criteria Indicator Score

Lesson Plan

- Lesson has clear objectives- Lessons are smooth from begining untill the end of the class

by showing clearly the teaching/learning outcomes- Each activities of lession plan has provided adequate

timeframe- Lesson focus more on students’ learning

0-1-2-3-4

Teaching

- Teacher has lesson plan- Teacher explains clearly and easy to understand- Teachers are using good methodology in teaching which

make student concentrate and participate during in theteaching/learnoing process.

- Teacher use adequate and proper teaching materials- Teacher use effective method in summarize lessons and

evaluating learning outcome

ClassroomManagement

- Teacher motivates student to fully participate in other activies- Classroom has good discipline, order and effective teaching-

learning environment.

Teacher

- Teacher has adequate qualificaton to teach course- Teacher has ability to ask good questions which can increase

critical thinking to student- Teachers are creative and innovative- Teacher has good behavior, dignity, and take care of the

student- Teacher dresses properly

Student

- Student participate very actively in learning- All student has adequate opportunity to participate other co-

curricular activities or events- Students have achieved learning outcome- Student exhibits good discipline are are properly dressed.

Comment fromQuality assurance

officer

.............................................................................................. ........

.......................................................................................................

.......................................................................................................

.................................................................... ..................................

.......................................................................................................

................................................... ...................................................

........................................... ...........................................................

................................... ...................................................................

...........................Annex 5: Glossary

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Glossary to the Institutional Assessment Instrument

The glossary below is in accordance to the items and criteria listed in the Institutional Assessment

Instrument.

It should be noted that:

1) This is not highly detailed or complete list, but which the consultant believes covers all the

aspects of an effective and efficient TVET system. It is understood that some criteria may

seem less relevant or does not exist in Cambodia – that does not matter, but it identifies a

take-off point for future reform.

2) Translations from English to Khmer can be a problem because of some subtleties in the

English language. The glossary below attempts to alleviate this by providing a full context

of the meaning of each element and criteria. However, please feel free to change the

words as you see fit. These changes will be collated and incorporate as much as possible

for the next assessment round and for future revisions.

3) If there are any questions, please contact the STVET office or QA-M&E Committee who

will try to assist or guide you through the process

Guide to Scoring - ExampleWhile it is certainly possible, it is unlikely that many of the items can be scored at highest level 4.

The criteria should be read in full and taken into consideration with other items of the list.

For example, if a senior staff member is sought for a full time position, a senior officer for a full

time position can be scored as 4. As a part time position, then only 3 can be scored. If the officer

is less experienced or is a junior officer, only 2 can be scored. Another example, if a vision and

mission is publically available, then score 4 like the Vision and Mission appears on a website, is

posted in various part of the institution and office, is available as a brochure or pamphlet, is

displayed on most presentations and documents, and so on. If it cannot meet all the sub-criteria,

then score 3 or 2.

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Management andGovernance

The term management and governance relates to the mechanisms, policies and processby which an institution is governed (overall system) and managed at the day to day level.Management is generally defined as "the organization and coordination of the activities ofan enterprise in accordance with certain policies and in achievement of definedobjectives."Governance is defined as the "Establishment of policies, and continuous monitoring oftheir proper implementation, by the members of the governing body of an organization. Itincludes the mechanisms required to balance the powers of the member s (with theassociated accountability), and their primary duty of enhancing the prosperity and viabilityof the organization.Thus, while management relates to activities, Governance relates to how the activitiesare conducted, including accountability, transparency and probity.

Corporate Strategy The overall scope and direction of a corporation and the way in which its variousbusiness operations work together to achieve particular goals. The term "corporate”refers to the combined actions of an organization. In TVET, the term corporate can besubstituted with "Institutional"

Vision and Mission The institution should have its individual Vision and Mission suitable for its ambitions,proposed directions and environment. Vision refers to description of what anorganization would like to achieve or accomplish in the mid-term or long-term future. It isintended to serves as a clear guide for choosing current and future courses of action. Itis a written declaration of an organization's core purpose and focus that normally remainsunchanged over time. Properly crafted vision statements -Serve as filters to separate what is important from what is not,Clearly state which markets will be served and how, andCommunicate a sense of intended direction to the entire organization.

A mission is different from a vision in that the former is the cause and the latter is theeffect; a mission is something to be accomplished whereas a vision is something to bepursued for that accomplishment.It is appropriate that the Vision and Mission of an organization is well and clearlydocumented, and that staff are fully aware of the vision and mission.

Vision & Mission reflectNational and Provincialpriorities

In hierarchical organizations, it is necessary that a unit's vision, mission, strategic andoperational plan contribute directly to the vision and mission at the higher level in thehierarchy. Thus departmental vision and mission reflect ministry vision and mission,which consequently reflect National vision and mission

Vision and Mission areachievable in stated timeframe

Unattainable vision and missions tend to act as a deterrent rather than inspiration. It isappropriate that vision and mission state timeliness (e.g. by 2020), and to all extents andpurposes that mission should be achievable in the stated timeframe

Vision and Mission arereviewed at least onceevery 3 years

Visions and Mission are generally static: it does not change until it has been achieved.However, in rapidly changing economic and political environments, that duration may bereduced to shorter periods. Reviews also act as a means to monitor progress, directionand relevance

Vision and Missionpublically available

An organizational vision and mission describe what the organization is about and a keyindication of where it wishes to go. As a result the vision and mission should be clearlydisplayed as a reminder of the purpose and direction of the organization to its staff andpublic. It is frequently contained in brochures, websites and institutional reports.

Strategic Plans A broadly-defined plan aimed at creating a desired future. The Strategic plan reflects onhow the vision and mission is to be achieved. Also look up Operational Plan

Institution has adocumented Strategic plan

The Strategic plan should be well documented, providing key indicators and time frame

Strategic plan based onInstitution Vision andMission

The Strategic plan should describe how the overall vision and mission will be achieved

Strategic Plan prepared andproduced at least once 3years

Strategic Plans are generally of a shorter duration than Vision or Mission, reflecting theinitiatives that need to be taken to achieve the vision and mission. As result, it should bereviewed, and as necessary amended to reflect the status achieved or componentsrequired to achieve the vision and mission

Strategic plan monitoredand progress reported

As a more "active" statement, it is necessary to monitor the relevancy of strategic plansto either a). indicate a "next step", or b). redirect emphasis on specific initiatives

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Senior Staff and teachersinvolved in planningprocess

As an "active" statement, key staff members should contribute to strategic planning,particularly for their departments or work units. This assists to ensure coordination andownership

Strategic plan acknowledgerecent and pastachievements

Strategic Plan is a "living document". Recognizing recent achievements places thestrategy in a specific environment

Strategic plans incorporatethe following components

The Strategic Plan should indicatea) Corporate and management improvement,b) Instructional Program improvementc) Human resources and HRD improvementd) Students services and management improvemente) Facilities improvementf) Community relations/liaison improvement

Strategic plan indicateresponsibilities

A Strategic plan should indicate what unit/department is responsible for action or is to beaccountable

Strategic plan indicatestimeliness

The Strategic Plan should indicate the timeframe to achieve its goals

Strategic Plan is fullycosted

While it is not specified in the statement of the strategic plan, the strategic plan should becosted

Strategic plan publicallyavailable

Public availability is a key to transparency. The Strategic plan should be made available

Operational Plans An Operational Plan is the working level and details all the activities, steps and timing ofactions to be taken, including who is responsible to conduct the plan

Institution has documentedOperational Plan

An operational plan in general is shorter than strategic plans but contains more detail. Inthe TVET sector in Cambodia, these plans are usually required annually to indicate whatthe institution will be doing each year. The operational plan is specific in terms of activity,cost of each activity, start and finish dates, duration, and personnel involved

Operational Plan based onStrategic Plan

Based upon the hierarchy of plans, the operational plans should reflect the strategy.

Operational Plan preparedannually

As it is a working level plan, the Operational Plan is made as and when needed and maybe as short as 2-3 months or more than a year. However, Institutions are required tosubmit an Annual Operational Plan

Operational Plan monitoredand Progress Reported

The operational plan should be monitored regularly and its progress reported to theappropriate authority or stakeholder

Management Procedures Management Procedures are the guides for managing and operating organizations

Management ProcedureDocuments

In order to prepare the management procedure and to be documented, the institutionshave to cover:Organizational structure, roles, responsibilities and delegationsInstruction for unit/office/department management procedure manual and should bedocumentedDocumentation, filling, and storagePerformance management’The relationship between Institution, MLVT, PoLVT, DGTVET

Provision for grievance andredress

Institutional Policies should have provision for anyone affected by the management tomake a complaint or seek redress for claims of unfairness, exceptional circumstancesand so on.

Administrative Manual Administrative manual describe the actions to be taken to undertake management oradministrative work. As a general rule, the majority of administrative procedures aresupplied by the government or Ministry, but there may be specific institutionalprocedures. The following refers to the Institution specific procedures

Institution administrativemanual documented

Any institution specific procedures or instruction of the administrative (those nototherwise instructed by the Government or Ministry) are fully documented

Institution administrativemanual publicly accessible

Such institutional procedures must be publically available

Administrative manualreviewed periodically

Institutional procedures should be reviewed periodically to ensure relevancy, complianceto national, ministry and provincial procedures, or to instigate reform processes

Administrative manual usedin all practices

Once established, all action must comply with those manuals;Manuals should be documented for all activities of the institution

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Delegations and authoritiesclearly specified

Administrative manuals should clearly state who has authority to prepare and approve,and include any relevant delegation of authority

Financial Management Financial management provides the rules for financial system and transaction.Generally, these rules and procedures are provided by the Government (ministry ofEconomy and Finance), Ministry or Provincial officials. However, there are occasionsthat institutions may have specific procedures (for example to manage donor funding)

Financial report The detail of financial report should have contained as follow :Income cash e.g. student fee, other fund, and other sourcesOther expensesProcurement’s detail report

Facilities “Facilities” describes the non-financial resources institutions have at their disposal toprovide training and other TVET services

Building and Grounds Building and Grounds relate the real estate property including all buildings and surroundsCode Compliance Code Compliance refers to the extent in which the buildings and grounds are maintained

and managed according to various national, provincial, ministry or other regulations, butmay also include conditions not yet fully regulated by law in Cambodia

Building and grounds aremapped

The institution should possess an accurate scale map of the total property, preferablyone generated by the Department of Land or similar, and inclusive of GPS location,measurements and other cadastral information

Institution boundariesdemarcated (walls, Fence)

The boundaries of the institution should be clearly marked so that there is no questionwhere the institution property begins and ends. This may be marked by a wall, fence orpublic notice

Institution propertyregistered (title)

The institution should have a properly authorized copy of the title (or Prakas) of theproperty, registered to the Institution or Ministry

All rooms can be locked For security reasons, all doors and gates should be fitted with locksSpecific areas (e.g. staffonly, etc) clearly marked

Any areas for specific purposes should be clearly marked (e.g. Staff only, workshop areaetc)

Ablutions areas clearlymarked

Any areas reserved for toilets, ablutions, showers etc should be clearly marked,preferably with separate areas for men and women

Fire alarms installed There should be regularly spaced fire alarms installed, especially where hazardousmaterials are kept and in workshops. These fire alarms should be checked regularly.It is appropriate that a fire drill is conducted regularly where all staff and students aretrained in what to do in the event of a fire.

Appropriate Fireextinguishers accessible

Appropriate fire extinguishers should be accessible in all areas. Ensure that theextinguisher is appropriate to the area (e.g. chemical, electrical or oil fires extinguishersin workshops).Staff and students should be trained in their use.Extinguishers need to be properly and regularly maintained

Emergency exits signsposted

Fire safe exits should be identified and signs placed clearly notifying these are fire oremergency exits

Emergency exits notobstructed

Any stair or passageway likely or intended to be used as an emergency exit should beclear and have no obstructions

Emergency proceduresdocumented and posted

All emergency procedures (fire, other emergency) should be well documented andplaced in various locations around the building and grounds.It is preferable that institutions conduct a fire or emergency drill on a regular basis.

Adequate drainage system The drainage system should be adequate; that is no pooling of water in and aroundbuildings, open sewers, proper drains

Disability access It is preferable that all buildings have disability access. This means ramps where thereare stairs, passageways and doors able to accommodate wheelchairs. Toilets/ablutionsareas should be able to accommodate handicapped.Buildings having 3 floors or more should have an elevator.

Laboratories andworkshops

These are areas designated as workshops, laboratories or areas designated for practiceof learning, as well as any maintenance areas

Laboratories andworkshops demarcated

Any laboratory, workshop or maintenance area should be clearly demarcated, especiallyany open areas

OH&S notices publicallydisplayed

Occupational Health and Safety (OH&S) notices should be displayed prominently,including no smoking signs, hazardous areas

Specific extinguishers Specific extinguishers should be accessible for each workshop or laboratory. Some

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accessible areas (e.g. mechanics workshop) may require 2-3 different extinguishers (electrical,chemical, oil)

Classrooms and offices Classrooms and offices describe all the rooms and areas designated for teaching and/ormanagement purposes

Classrooms and offices fitfor purpose

Whether a room is designated as an office or classroom, it should be appropriate for thatpurpose relative to the number of people likely to be in that room at any one time

Emergency proceduresposted in each room

Emergency procedures (see above: emergency, fire) should be posted in every room

Rooms are well lit naturally It is preferable that all rooms are lit naturally, and if inadequate, there should be goodquality diffused lighting

Rooms are ventilated All rooms should be well ventilated. Laboratories and workshops may require additionalextraction units

Instructional equipment(video, o/head etc)

Instructional equipment means all the equipment used in the course of training, and mayinclude computers, videos, overhead projectors, tape recorders.

Instructional equipmentstored securely

Instructional equipment should be stored securely. This is usually centrally and staffrequired to book the equipment out when needed, or in some cases locked in a cupboardin the room

Documented policy on useof instructional equipment

Use of instructional equipment should be documented, including who can use theequipment and when, maintenance policies, reports of malfunction

Sign-out/sign-in book orreservation register

Users/borrowers of equipment should document their use; perhaps as a sign out/sign in,or register of reservations

Maintenance Maintenance describe the act of repair, servicing, cleaning and inspection of equipment,buildings and furnishing

Maintenance System The institution should have a documented maintenance system, indicating whatequipment/building/furnishings need to be maintained or serviced, when and thefrequency of maintenance and who is responsible.A Maintenance system should include:Buildings and grounds, including garden/environment care, painting schedules,inspections and repairs of windows and doors, drainage, security, signage, toilets andablutions areas, classrooms and offices etcCleaning schedulesPlanned Upgrading of facilities (locks, replacements)General maintenance

Furniture and Fixings Furniture and fixings refer to tables, chairs and other fixturesInventory updated Each institution should have a fully documented and categorized (by type of furniture or

location) inventory of all furnishings and fixtures. The inventory should be updatedregularly with its condition and current or replacement value

Purchasing & Disposalsystem

The institution should have purchasing and disposals system documented. Thisdocument should state under what conditions should furniture be purchased and whatconditions should the furniture be disposed of

Equipment maintenanceplan / schedule

The institution should also have a documented equipment maintenance plan andschedule indicating frequency for servicing or safety inspections and cleaning

Technicians and assistantstrained for minor/basicupkeep and maintenance ofequipment

Technicians, laboratory and workshop staff should be fully trained in the use ofequipment, including basic maintenance of equipment, cleaning and care.

Maintenance schedulecomplied

While a plan and schedule is documented, the actual implementation of the scheduleshould be evident. This can be by sticker on the equipment of central register ofmaintenance, but should includeElectrical systems (mains electrical, distributed electrical, power-points, lighting systems,phased powerInstructional Equipment (as above)Office equipment (photocopiers/faxes, printers and computers, air-conditioning etc)

OHS – Occupation Healthand Safety

OH&S is a critical issue in Cambodia, where workshops use dirt floors, sandals are worninstead of shoes, work is done at floor level instead of on benches, electrical systemsfrequently overloaded and there are various other health hazards.Institutions should consider carefully the risks posed by such hazards and attempt toprogressively improve the OH&S standards

Senior Staff member It is appropriate that a senior staff member is designated as the OH&S officer. Some

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designated as OH&SOfficer

institutions may use more junior staff or utilize a committee. Seniority is important if theirobservations require authority.

Institutional OH&S policydocumented and monitored

Apart from some basic OH&S regulations imposed by Ministry of Labour, OH&S policiesare not well documented. Institutions should undertake an inventory of their OH&Sconditions and develop an OH&S policy suitable to the institution. This could includerequirement for safety clothing like gloves and goggles or other protective wear,designated hazardous areas, and who is responsible for ensuring compliance. A numberof models are available on the web. Refer: http://ohs.csa.ca/standards/index.asp ,http://australia.gov.au/topics/employment-and-workplace/ohs-workplace-health-and-safety, Retrieved on 25th May, 2012

OH&S training provided tostaff

To ensure compliance, staff and teachers need to be trained in OH&S, and the trainingprovided on a regular basis

OH&S training provided tostudents

To ensure compliance, students need to be trained in OH&S, specifically those workingin hazardous areas, and the training provided on a regular basis

Registration and resolutionof OH&S incidence

A register should be kept documenting all OH&S issues (where it occurred, how itoccurred, to whom, when etc) and any actions taken resulting from the incident.

Laboratory andworkshops

Laboratories and workshops describe the areas where students practice manual skills

All tools, machines,equipment, personalprotective devices andhazardous substances usedin the training programmeet the health and safetystandards

All tools, machines, equipment, personal protective devices and hazardous substancesused in the training program should meet the health and safety standards. This mayinclude warning signs, displayed instructions for use, equipment fixed to benches

Machines and equipmentprovided with propersafeguards

Machines and equipment must utilize the appropriate safety guards or covers

First aid box available ineach workshop andlaboratory

First aid box should be available in each laboratory and workshop. Specific items needto included in these first aid boxes (e.g. salves for chemical burns) depending where theyare located

Health and safety standardsfollowed for hazardoustraining courses

Any equipment that may present a hazard must be accompanied by a comprehensivetraining course on safety

Safety proceduresexplained to the studentsbefore using equipment

Teachers/facilitators should ensure the student is fully aware of safety procedures prior tousing the equipment

Users provided direct andclose supervision byqualified and experiencedinstructors while working ina hazardouscondition/occupation

Students must be supervised by qualified and experienced instructors when working onhazardous equipment

IT and Internet IT (information technology and the Internet covers all computers, laptops and internetservices, including all software

IT security IT Security refers to the secure management and use of computers and laptopsSenior staff memberdesignated as IT ServicesOfficer/manager

A senior staff member should be designated as IT Services officer or manager. Theperson should be knowledgeable about computers.

IT Security policydocumented and accessible

IT policies should be documented and provided to all users. This may take a written formand the user has to sign to acknowledge it.Issues regarding computer security may include utilizing OEM software, standardsoftware,

Scheduled maintenance,including

Computers and laptops must be properly maintained and a register kept on actionstaken. Scheduled maintenance means:Periodic back-ups of software and data: data should be backed up once a week to anexternal mediaVirus/Trojan/loggers checks and removal. Computers should be protected by a regularlyupdated and real-time security software. Computers should be checked to see if their

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security software is up to date.Removal of unauthorized software. The institution should determine what software isstandard or required and ensure that any unauthorized software (e.g. games) is removedfrom the computer

Software complianceincluding

All software should be compliant to a specific standard (e.g. Microsoft office 2007) andare original (not copy) software

Network maintenance andmanagement

Where computers are networked, there should be an officer designated as networkmanager, and who has responsibility for maintenance of the network

Internet security internet security refers to the management of internet servicesContent managementsystem

System providing a collection of procedures used to manage work flow in a collaborativeenvironment and which may include Control access to data, based on user roles, datavalidity and compliance. The system should describe about:Maintaining SecurityManaging ObjectsManaging ServersManaging AuditingMaintaining Reports

Internet usage policydeveloped anddisseminated

The institution should have a documented policy on internet usage (refer above to ITSecurity), and which is acknowledged by usersThis policy may articulate limitations on use, banned sites, what can or cannot bedownloaded, use of social media, etc

Internet usage monitoredand controlled

Internet usage should be monitored and controlled. This may take the form of brief ordetailed reports on usage, sites visited, download statistics etc

Library A library is a repository for documents and books and other materials including mediamaterials. The purpose of a library is to allow broad access to teaching and learningmaterials and other relevant information

Senior Staff memberdesignated as ChiefLibrarian

A senior staff member (preferably a full time position) is designated as Chief Librarian

Library reference(sub)committee established

A library committee or sub-committee should be formed. The members should be drawnfrom the various disciplines (or subject areas) to ensure comprehensive coverage ofmaterials. The Committee determines what materials to purchase and maintain as wellas any lending policies

Library materialprocurement plan

The library should have a library procurement plan in accordance to available resources.Usually the procurement plan is based on priorities (i.e. materials currently in use forteaching and learning)

Materials Library materials are anything that could be used in teaching and learning. This mayinclude books, magazines and periodicals, manuals, media material (sound or videorecordings), reference books such as encyclopedias, catalogues, and so on.

Availability of librarymaterials, including

The library should offer a range of materials, which may includeTeaching materials: Curriculum and lesson plans, competency descriptions,methodology, androgogy, etcWorkshop & Laboratory materials, including specific manuals, equipment specificationsWorkshop manuals (e.g., for specific engines, air conditioners etc)Learning guides and case studies

Materials are catalogued The library materials should be catalogued so that they can be retrieved easily. While anelectronic or computer based catalogue is preferred, manual or card catalogues may besufficient. Cataloguing systems are available from the internet.Refer erence: http://www.collectorz.com/book/,http://www.youtube.com/watch?v=RArX1I6Zczo, Retrieved on 25th May, 2012

Materials can be loaned out A properly functioning library will allow materials to be loaned out to registered users(staff and students). It is expected that some materials (e.g. those in high demand orvaluable) may only be allowed to loaned internally or for limited periods)

Availability of common-usecomputers

Most modern libraries now have common use computers available in recognition of thevast amount of information and material on the internet. Many of these libraries may alsohave subscriptions to various relevant periodicals – a cheaper alternative to buying hardcopy periodicals

Human resources Human Resources are about activities relating to employees. These activities normallyinclude recruiting and hiring of new employees, orientation and training of current

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employees, employee benefits, and retention. Formerly called personnel.HRM (Human Resourcesmanagement)

Formerly called personnel management , Human Resources Management (HRM) is theadministrative discipline of hiring and developing employees so that they become morevaluable to the organization.Human Resource Management includes:Conducting job analyses,Planning personnel needs, and recruitment,Selecting the right people for the job,Orienting and training,Determining and managing wages and salaries,Providing benefits and incentives,Appraising performance,Resolving disputes,Communicating with all employees at all levels.

HR Policies In general, broad HR policies in Cambodia are determined by the government andministry. However, institutions may have a need to develop their own policies as long asit is consistent with national and Ministry policy.

Human Resources Policiesdocumented

All HR Policies should be documented in a single location.

HRM Policies available toall staff

All HR policies should be available to all staff. In many instances, the staff member isrequired to sign an acknowledgement that the policies has been read and understood.

Grievance In HR: Grievance is a specific complaint or formal notice of employee dissatisfactionrelated to adequacy of pay, job requirements, work conditions, other aspects ofemployment, or an alleged violation of a collective bargaining agreement.

Senior staff memberdesignated a s StaffGrievance Officer

Preferred that senior staff member (not the Director) is nominated as the Staff GrievanceOfficer. In many institutions, this position may be an elected one as it requires the trustof the members and the officer should be able to assure confidentiality and effort todiscuss the matter with the management

Staff grievance andresolution policiesdocumented

The process in which grievance can be made or documented, and how it is to bemanaged needs to be documented so that all staff members are aware of the process

Grievance policiespublically available

In most cases the grievance policy should be publically available

Grievance adjudicationsystem

The policy should also describe the grievance adjudication system – by direct referral tomanagement, through a grievance committee, or external arbitration so that everyone isclear about how decisions relating to the grievance is made

Grievance Appeals process The adjudication should also include an avenue for appeal against a decision, perhapsthrough a third (external) party

Staff Management System The staff management system is the core of human resources management, covering allaspects of staff management from recruitment to retirement or dismissal

Registration of all institutionstaff (data)

The Institution management should have a comprehensive register of all institution staff(e.g. staff files) which provide detailed information about the staff, their position,responsibilities, and any changes in the details

(The VETMIS system will be designed to incorporate most of the data gathering, but theinstitution should still maintain accurate records)

Personnel managementmanual (covering)

The institution should have a personnel management Manual available, which shouldinclude:Recruitment and inductionPromotions and demotionsTerms of employmentSalaries and allowancesCodes of ConductTerminations

Personnel ManagementManual publically available

The Personnel management Manual should be available and accessible publically

Assignment processesdocumented and accessible

The policies and processes for assigning staff to jobs should be well documented andtransparent

HR Reporting HR Reporting refers to the documenting of activities of staff management

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HRM data collated andreports prepared monthly

Institutions should collate, maintain and report on staff activities, including number ofteaching hours, absences, changes of personnel detail, and other staff issues asappropriate

Personnel/HR informationupdated to VETMISregularly

As much of the personnel data will be managed through VETMIS, it is critical that changein data or information is updated on the system as they occur, but at least once a week.A VETMIS form is available for this function

Equity services Equity services refers to services in support of non-discrimination to the handicapped,disabled, ethnicity, religion, gender or other issues, including chronic poverty or health

Senior Staff memberdesignated as Staff EquityServices Officer

A senior staff member should be designated as the Staff Equity Officer. The officer maybe facilitated by a committee.

Gender / ethnic supportpolicies documented

Policies regarding gender and ethnicity should be documented and publically available

Disability support policiesdocumented

Specific policies and support for disabled and disability should be documented andpublically available

Counseling services The institution should have a counseling service available for staff. This is usuallyexternal arrangements

Discrimination The Institution should possess an anti-discrimination statement which is publicallyavailable

Privacy & Confidentiality The Institution should have a privacy and confidentiality policy to protect staff, and anypersonnel information from being made public.

Human ResourceDevelopment

Part of human resource management that specifically deals with training anddevelopment of the employees.Human resource development includes training an individual after he/she is first hired,providing opportunities to learn new skills, distributing resources that are beneficial forthe employee's tasks, and any other developmental activities.

HRD Policies Documentedand accessible

Policies relating to Human resources development, in-service training and professionaldevelopment should be documented and publically available

Annual/periodic HRD Plandeveloped and accessible

The institution should include as part of its annual plan, a Human resources DevelopmentPlan, outlining priorities in training and professional development, and recruitmentrequirements

Personal Developmentopportunities available,including

There should be central location for the collection and dissemination of HR opportunities,which may included:Career support – counseling to assist staff to determine directions and avenues foradvancementInternal Training support – potential for in-institution training (e.g. seminars, mentoring)External Training Support – listings of opportunities for training by third parties (e.g.Ministry, project or other training providers, usually short-term professional developmentScholarships and Bursaries: listings and publications of scholarships and bursariesavailable to staff

Students Students are the core business of the TVET institutionStudent ManagementStudent ManagementSystem

A student Management system describes the policy and procedures relating to the day-to-day management of students

Documented policy andProcedures

Policies and Procedures for students should be fully documented and publicallyavailable. A comprehensive student management system will include:EnrolmentsCourse RegistrationsVariationsWithdrawalSuspension

Codes of Conduct Codes of conduct relate to the ethical and moral aspects of students and may includeprocedures for handling cheating, plagiarism, ethical classroom and workshop behavior.These procedures (and penalties) should be publically available.

Use of Institution Facilities Students should sign declaration and acknowledgement of how to uses institutionalfacilities, including responsible use of equipment and buildings.

Student Grievanceprocess & resolution

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Senior staff memberdesignated as StudentGrievance officer

A senior staff member should be designated as the Student grievance Officer. Thisofficer may be assisted by a student elevated as student representative for grievance

Student grievance policiesand procedures policydocumented

Policies and procedures relating to the student grievance system should be fullydocumented

Student Grievance policiespublically accessible

Policies and procedures relating to the student grievance system should be publicallyavailable

Student Grievance andResolution sub-committeeestablished

A committee to manage student grievances should be established including staff andstudent representatives. (note, if a grievance relates to one of the committee members,that member should excuse themselves from the committee)

Appeals Appeals relate to the request to review a decisionAcademic Appeals Policyand processes documented

Academic Appeals Policy and processes should be fully documented and availablepublically.

Academic AppealsCommittee established

An Academic Appeals Committee should be established comprising of staff and studentrepresentatives. The committee’s responsibilities is to look at claims of unfair marking,possible discrimination, or other factors relating to teaching and learning

Equity and Support The Equity and Support office is to provide services to students who may be disabled orbelieve they have been discriminated. The office is also responsible for providingsupport to students in career guidance, academic and personal issues

Senior staff memberdesignated as Studentequity and Support officer

A senior staff member should be designated as the Student and Equity Officer, perhapsfacilitated by a student representative

Scholarships and bursariesopportunities collated anddisseminated

The office should collate information on opportunities for bursaries, scholarships, loansand other training (including job opportunities).

Counseling servicesavailable

The institution should make available student counseling services, maintaining privacyand confidentiality to assist students experiencing financial, academic or personalproblems

Ethnic and Gender support It is preferred that the functions specifically include specific ethnicity and gender supportDisability supportInstructional program The instructional program incorporates all materials, processes and methodologies in the

delivery of coursesA curriculum explains generally the program of study. For example, a curriculum mightbe “2 courses in natural science, 2 courses in language, and 2 courses in fine art.” Acurriculum typically lists large categories under which many courses may fall.Sometimes, a curriculum can be very specific and may identify a specific course.Course offerings explain in detail what courses are offered during a semester. Coursesmight be “Astronomy, Spanish II, and Black and White Photography.” A course offeringhave a title, a description, professor name, a day and time, and often lists what otherrequirements the course may fulfill or courses it may be equivalent to.Curriculum and program cause confusion in the minds of some people as they are oftenused in conjunction, and when one sees them together, the phrase curriculum looks likerules and regulations to make the situation all the more confusing. However, the twowords curriculum and program are different from one another, though being closelyrelated.Curriculum is the content that a program has to offer to a student.Different certificate or diploma courses available in various streams of study are labeledas programs, whereas as the content that is used to make up these study programs andthe way it is administered is called curriculumThus the hierarchy is:Programs (certificate 1, 2, 3), formal certificates, non- formal certificates etcCurricula, the components or units of a program; e.g., for mechanics this may includeautomotive air-conditioning, suspensions, fuel systems etcCourses are the next level down (although in the TVETsystem in Cambodia, this may beused in conjunction with subject. Thus, e.g.., for air-conditioning this may be industrialair-conditioners, home air-conditioners, installing air-conditioners etc

Program and Structure Program and structure relates to the range and delivery of courses at the higher level (forexample, Mechanics, or Garments)

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Program Structuredocumented (all courses)

The program structure should be documented for all offerings. Thus for Mechanics, thismay describe the individual courses or modules available, the manner in which thecourses and modules are related, and in what order. The structure should thereforecontain:All courses in the programDescribes options, alternatives or pathways to attain competenciesDescribes how each course is assessedIs publically available

Course Structure (subjects)documented

All courses offered should be fully documented and should:Cover all coursesDescribes course/program optionDescribes assessment systemCourse documentation publically accessible

Formal Courses Formal courses are those considered a) as long courses (e.g. one year or more, and b)leads to a certificate 1, 2, or 3 (and in some instances diplomas and degrees.)

Standard Curricula (NTTIDeveloped Curricula)

Formal courses are likely to have been established and documented ( by the NCCS –PPI, NTTI, NIB, IT etc). Where these do not exist, the institution should document anddevelop the curricula until such time it is replaced by the national curricula. Theinstitution should ensure that the complete package received and in use, including:Learning objectives and outlineCompetenciesLearning modulesLessons plansSupplementary materialsPrimary texts,Evaluation proceduresTeacher guides

Required/relevantequipment/facilitiesavailable

Where a national standard curricula is in use, the institution should ensure that allrequired and relevant equipment and facilities are available

Teachers trained in use ofcurricula and assessment

Where the curricula has been developed at national level, the institution should ensure allstaff providing that course have been trained in its use and application

Non-standard Curricula Non-standard curricula, are courses which has not been provided a national levelcurricula

Formal courses not coveredby NCC DevelopedCurricula are provided withdocumented curricula.

Any course which is does not have a standard curricula should be documented. Thisdocumentation should include:CurriculaObjectives and outlinesSpecify program durationDescribes methodologies and strategiesIdentifies instructional materials including (texts, supplementary materials, equipment &facilities)

Content has been assessedagainst client requirementsof competency standards

All short courses should be assessed against the requirement of the client (employers)for levels of competencies. If none exist, the course details should specify thecompetencies expected to be achieved.

Curricula is gender neutral All curricula should be gender neutral (language and content should not just specify manor woman) or gender inclusive

Non-formal courses Non-formal courses are generally relatively short in duration. All VSTP programs areconsidered short non-formal courses

Non formal courses areprovided with documentedcurricula

Non-formal courses should have documented curricula. The curricula should describeObjectives and outlinesSpecify program durationDescribes methodologies and strategiesIdentifies instructional materials including (texts, supplementary materials, equipment &facilities)

Content has been assessedagainst client requirementsof competency standards

Content of all non-formal courses should be assessed against client (employer) orindustry standards

Curricula is gender neutral The institution should ensure that curricula is gender neutral or gender inclusive

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Assessment Assessment is the process of examination or observing that certain knowledge,competencies or skills have been achieved

Qualification Qualifications ensure that the examiner or assessor is competent to oversee theassessment or examination

Competency assessors arecertified

Assessors, especially competency assessors should be qualified and usually certified byan industry or academic (TVET) body.Examiners should have received training in the conduct and oversight of examinations

Exams and tests Examinations are more specific as written examination and usually tests literacy (howwell it can be explained) as well as knowledge of the subject matter

Examiners are certifiedand/or have receivedtraining

It is appropriate that whether examinations are conducted that the examiners havereceived training in the oversight and conduct of examinationsFurther training may be required for those teachers who also have to constructexamination questions

Periodic (progress) testsare applied

The institution should conduct periodic tests examinations to monitor student progress.These are usually relatively simple tests design to monitor understanding of a specifictopic

Assessment optionsavailable

The institution should consider different options for assessments and examination andweightings. These could cover, for example,Final examinationsPracticalWorkshop/laboratory assessmentContinuous assessment

Assessment material aresecure prior to application

Assessment materials (for example exam questions) should be kept securely prior to itsuse

Marking system and rigorare documented

Examination and assessments should have the required/standard answers prepared,including how the responses are to be marked.

Provision for appeals There should be provision for appeals by students who may claim specific disadvantageor believe they have been marked unfairly. This appeals may be comprised of anexaminations committee or sub-committee with student and teacher representatives

Assessments aredocumented and updated(inc VETMIS)

Results of all assessments and examinations should be documented on course andstudent files. Where databases are maintained (e.g. VETMIS), the information shouldalso be updated.

Research andDevelopment

The term Research and Development is used in this context as meaning the opportunityfor TVET institutions to a) undertake income generating research and training, and b) todevelop their institutions to become more industry relevant and responsive, and c)include TVET extension services

Community Liaison Community liaison is about the relationship the institution has with its community,including other training providers, the district and communes, and industry

Senior staff memberdesignated as PrincipalCommunity Liaison Officer

A senior staff member (possibly a Community Development Specialist) should bedesignated as the Principal Community Liaison Officer. The Officer may be assisted by aCommunity Liaison subcommittee which would desirably have external (non-TVET staff)representatives). In larger PTCs, it would be appropriate for this function to facilitated bydedicated staff

Annual community liaisonaction plan

The unit should develop an annual community liaison action plan for incorporation intothe annual operational plan. This plan should include recruitment of students at districtand commune level, liaison with industry leaders, potential training clients, extensionwork, TVET promotion

Community liaison activitiesconducted

The unit should demonstrate that community liaison is conducted on a regular basis

Employer forums developed As part of its annual action plans, the unit should also develop and conduct employerforums – meetings with local employers and businesses

Field Services Field services refer to the extension work of TVET (including, for example, communitybased training for VSTP). Its purpose is to demonstrate the institutions’ capability to thecommunity

Senior staff memberdesignated as PrincipalField Services Officer(PFSO, Head CDS…)

A senior staff member, probably the head CDS is designated as Principal Field Officer

Annual Community Action The PFSO should develop and monitor an annual Community action Plan for

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Plan incorporation into the operational plan. This plan should indicate what communeactivities may take place

CDS management andassignment plan

The action plan should also indicate how the CDs will be assigned (especially regardingVSTP TNA and Monitoring), commune outreach

Training Services Training services refers to the provision of ad hoc or on demand training services,although the training programs can also be initiated by the institutions

Senior Staff memberdesignated as TrainingServices Officer

A senior staff member should be designated as Training Services Officer. This officermay be assisted by a sub-committee or dedicated unit

Register of institutional staffspecializations

The unit should maintain a register of the institution’s staff specialization and capabilitiesfor on-selling. If the institution is able to contract teaching services, it would beappropriate for it to include other specialist in the community.

Identification anddevelopment of short andnon-formal courses

The unit will have the responsibility of identifying short and non formal courses. Theidentification may result from the institution’s initiative and places sold to the community,or by liaison with industry and other organizations who wish to train their staff

Oversight of conduct ofshort and non-formaltraining courses

The unit will have oversight and management responsibility for the conduct of these adhoc or on demand courses

M&E and QA Office The Monitoring and Evaluation (M&E) and Quality Assurance office (QA) has theresponsibility of monitoring activities as well developing reform or improvement programs

Senior Staff memberdesignated as M&E and QAOfficer

A senior staff member is designated as the M&E and QA officer.It is preferred that the M&E and QA officer is a full time position supported by staff

Institution QA Frameworkdocumented and conducted

The TVET Institutional Assessment and DGTVET/DTVETM QA procedures are followedand the institution also develops and adopts its own QA procedures. These should bedocumented and QA processes conducted

Tracer studies conductedannually

The office will be responsible for the conduct of regular tracer studies, includinglongitudinal studies (follow one graduate for a number of years) with the intention todemonstrate TVET effectiveness

Employer feedbackmechanism

The office should also regularly hold forums (refer Community Liaison above) withemployers to obtain feedback on the quality and effectiveness of their graduates as wellas determine future requirements

Program development Program development refers to the overall development of the institutional offeringsSenior Staff memberdesignated as ProgramDevelopment Officer

Senior Staff member designated as Program Development Officer with responsibilities asfollows

Research/analysis ofinstitution data

Undertake analysis of institution including markets, performance, costs etc, includecomparison with similar institutions for benchmarking purposes

Program Developmentmeasures documented anddisseminated

Develop concepts and ideas for improvements to the institution business (teaching,training, extension, consultancies) and disseminate to staff for response and follow-up

Student Assessment dataare benchmarked

Undertake analysis of student performance (including results from tracer studies) forcomparison purposes (against institution over years/subjects and against otherinstitutions

Media and Publications This unit will be responsible for preparing any media releases and notices, as well asfacilitate production of publications

Senior Staff memberdesignated as Media andPublications Officer

Senior Staff member designated as Media and Publications Officer

Collation of Institutiongenerated documentation &texts

The unit is responsible for collecting all learning, teaching, research materials that havebeen produced by the institution and staff, including all publically available documents.These should be kept in a central location as a reference point

Newsletters produced anddisseminated

The unit should also prepare newsletters or other information brochures, posters etc, fordissemination. These may include print as well as media clips (video, etc)

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Annex 6: Statistical Reporting Form for TVET institution (Self Assessment and External Audit)

Statistical Reporting Form For TVET Institution (Self Assessment and

External Audit)

Academic Year: Month………201…..to Month……201…………

Name of Institution or

PTC:…………………………………………………………………………………………………

………………………………………

Address:……………………………………..Tel…………………………….Email………………

………………..website……………………………………

Registration Agency (If any)……………………………………Year of

establishment………………………….Year of Registration…………………

Ownership: Government Semi Government NGO

Private Other if any

Name of Director………………………………Sex:………..Date of

Birth………………………Nationality……………..Education……………..Tel……

Name of Deputy Director……………………..Sex:………..Date of

Birth……………………Nationality………………..Education……………..Tel……

Name of Deputy Director……………………..Sex:………..Date of

Birth……………………Nationality………………..Education……………..Tel……

Name of Deputy Director……………………..Sex:………..Date of

Birth……………………Nationality………………..Education……………..Tel……

1. Name of Program Provide and Duration

NoName of Program

Level (shortcourses,

Certificate,Diploma)

Duration Starting Date Finish DateCourse

CompletionDate

Remark

123456

2. The Statistical data of Staffs and Lecturers

Source

Admin. staff Teacher Certificate Foreigner TeacherTurn Over

Rate ofTeachers

Male

Female

Male

Female

PhD

Master

Bachelor

Associate

Diploma

Teacher

Technical

AdviserMale

Female

Fulltimestaff

Part-timelecturer/sta

ffVisiting

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Source

Admin. staff Teacher Certificate Foreigner TeacherTurn Over

Rate ofTeachers

Male

Female

Male

Female

PhD

Master

Bachelor

Associate

Diploma

Teacher

Technical

AdviserMale

Female

LecturerGuest

SpeakerTotal

3. Student Statistics

TrainingLeve

l(Lon

gCourse)

Dura

tion

Number of studying’ Students / Numberof Training

SubTota

l

Number of GraduateStudent

(For last 3 years)

Student Drop Out Rate(For last 3 years)

Number of StudentsEmployed

(For last 3 years)

Year 1 Year2

Year3

Year4

Year5

AcademicYear...........

AcademicYear...........

AcademicYear...........

AcademicYear...........

AcademicYear...........

AcademicYear...........

AcademicYear...........

AcademicYear...........

AcademicYear...........

%

M F M F M F M F M F M F M F M F M F M F M F M F M F M F M FDegreeLevel

PhD

MBA

BachelorDiplmoaC3(Certificate 3)

C2

C1

GrandTotal

TrainingLevel(Short

Course) Dura

tion

Number of studying’ Students / Numberof Training

SubTottal

Number of GraduateStudent

(For last 3 years)

Student Drop Out Rate(For last 3 years)

Number of StudentEmployed

(For last 3 years)

Year1

Year2

Year3

Year4

Year5

Year1 Year 2 Year

3Year

4 Year 5 Year1

Year2

M F M F M M F M F M M F M F M M F M F M M F MLevel ofTrainingVSTP(Voucher SkillsTrainingProgram)Enterprise

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TrainingLevel(Short

Course) Dura

tion

Number of studying’ Students / Numberof Training

SubTottal

Number of GraduateStudent

(For last 3 years)

Student Drop Out Rate(For last 3 years)

Number of StudentEmployed

(For last 3 years)

Year1

Year2

Year3

Year4

Year5

Year1 Year 2 Year

3Year

4 Year 5 Year1

Year2

M F M F M M F M F M M F M F M M F M F M M F MBase

CenterBaseCommunityBase

Grand Total

4. Facility Reporting List of Training MaterialA. Facility related to ICT

Facil

ity R

elate

d to

ICT

Library PC for Admin No. of

Printer/Scanner

Internet

Speed

UPSin

Admin.

Server

Computer lab PC in Computer lab (S)

UPSinLab

(s)

LabUsage

No.Librar

y

New

Old

Broken

Total

Black

Color

Scanner

Speed(Kbps

)

No.UPS

No.Serv

er

No.Computer Lab

New

Old

Broken

Total

No.UPS

(Hour/Week)

Facil

ities

Rela

ted

ToBu

ildin

g

Building

Office

Classroom

Workshop

Waiting

Room

Dormitory

Library

Meeting

room

Computer

Room

Science

Room

Garage

(AutoRepai

r)

Kitchen

Room

Toilet StoreParki

ngLot

No.

Area(insq.m)

No,

Area(insq.m)

No.

Area(insq.m)

No.

Area(insq.m)

No.

Area(insq.m)

No.

Area(insq.m)

No.

Area(insq.

m)

No.

Area(insq.

m)

No.

Area(insq.m)

No.

Area(insq.

m)

No.

Area(insq.

m)

No.

Area(insq.

m)

No.

Area(insq.

m)

No.

Area(insq.

m)

No.

Area(insq.

m)

Total Area Size of the Institute (in sq.m) =.............................................

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B) Physical Facilities:

BuildingsNumber of rooms and

total indoor spaceavailable and usage

Classrooms Library Totaloutdoorspace

available

communityfacilities

Perstudentclassroomspace

Perstudent

totalschoolspace

PerstudentoutdoorspaceOwnership Number Type Area Usage Rooms Indoor

space usage NumberSize(sq

meter)

Ventilationand light

safetyequipment number total

space

no. ofbook

available

Condition of FacilitiesSanity facility Water supply and electricity Office room Staff room Recreation / sport room student / teacher rest room Canteen

5. Educational/Training Materials/Teaching Aidsa). Books and document

Text Books Reference Books Lab/Workshop manual Audiovisual

equipmentPrinting

materialsAvailable Adequacy Condition Available Adequacy Condition Available Adequacy condition

b). Training aids and ToolsNo. List of Material Specification Quantity Quality in % Remarkable1 Computer2 LCD3 Overhead4 Projector5 Visual Aids

c). Workshop Equipment Workshop.........................................

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QA Manual Page 70

No. List of Material Specification Quantity Quality in % Remarkable12

d). Raw material

No. List of Material Specification Quantity Quality in % Remarkable12

No. List of Material Specification Quantity Quality in % Remarkable

6. Financial Information

Government Grand Private Contribution Earningby the

institution

Expenditure

Recurrent Expenditure Capital Expenditure

Treasury fund

Decentralized fund

Provincial council

fund

others

Foreigncontributio

n

Localsource

s

Others

Salariesand

allowance

Expenses for

teachingmaterial

Expense forbook

Repaired/maintenance

Electricity

Telephone

Water

Land

Building

Equipment

7. School Operation

Number of Days Opened Hour of Instruction Number of Holiday Number ofdays

No.days/semester No. days/ term No. day/ year No. days

operated Per day Per week Per semester Term Year Un-schedulestoppage

8. Financial Support and Supervision

Financial Support Supervision

GovernmentGrant

Source andamount of

othersupport

IncomeNumber of visits Types of Supervision

CommunityContacts

Parent/teachercontactsBy department Agencies

officialFor admin.

purpose For M&E For QA DGTVETOffice

Annex 9, Page 186

QA Manual Page 71

Supported by The Strengthening Technical and VocationalEducation and Training (STVET) Project

ADB Grant No. 0178-CAM

Published by the QA-M&E Division, DGTVET, Ministry of Labour and Vocational Training,Kingdom of Cambodia.

Annex 9, Page 187

[Type text] Page 1Prepared by: QA-M&EDivision

Graduate Tracer Study of Certificate Levelcourses (CI, CII and CIII) in Public TVETInstitutions in Cambodia.May 2013

ROYAL GOVERNMENT OF CAMBODIAMinistry of Labour and Vocational Training

Strengthening Technical and Vocational Education andTraining (STVET) Project

ADB Grant 0178-CAM (SF)

DRAFT

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CONTENTS

LIST OF TABLES---------------------------------------------------------------------------------------------------- 3

LIST OF FIGURES -------------------------------------------------------------------------------------------------- 4

ACRONYMS ---------------------------------------------------------------------------------------------------------- 5

I. Purpose-------------------------------------------------------------------------------------------------------------- 6

II. Sampling Process and Survey Methodology -------------------------------------------------------------- 6

III. Stratified sampling----------------------------------------------------------------------------------------------- 7

IV. Survey Methodology-------------------------------------------------------------------------------------------- 7

V. Preliminary Results ---------------------------------------------------------------------------------------------- 8

1. Demographic and type of courses summary of the graduate participants --------------------------------------8

2. Employment Status, Employment duration, Income, Types of Job/employers and Job relevancy --- 10

3. Graduate ratings of satisfaction of overall quality of training ------------------------------------------------------ 13

VI. Summary of the preliminary findings --------------------------------------------------------------------- 20

VII. Conclusions and Recommendations--------------------------------------------------------------------- 20

VIII. Annexes-------------------------------------------------------------------------------------------------------- 22

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LIST OF TABLES

Table 1: Respondents by Certificate levels ------------------------------------------------------------------- 8

Table 2: Respondents by Gender-------------------------------------------------------------------------------- 9

Table 3: Respondents by Courses ---------------------------------------------------------------------------- 10

Table 4: Employment status ------------------------------------------------------------------------------------ 10

Table 5: Income status ------------------------------------------------------------------------------------------- 11

Table 6: Employment history------------------------------------------------------------------------------------ 11

Table 7: Employment problems -------------------------------------------------------------------------------- 12

Table 8: The Difficulties of respondent to look for jobs --------------------------------------------------- 13

Table 9: How skill relevant acquire from the training institution----------------------------------------- 13

Table 10: Knowledge (Theory) --------------------------------------------------------------------------------- 14

Table 11: Training in practical skills --------------------------------------------------------------------------- 15

Table 12: Industrial attachments ------------------------------------------------------------------------------- 15

Table 13: Course content ---------------------------------------------------------------------------------------- 16

Table 14: Instructional manuals -------------------------------------------------------------------------------- 16

Table 15: Text books --------------------------------------------------------------------------------------------- 17

Table 16: Workshop equipment -------------------------------------------------------------------------------- 17

Table 17: Laboratory/workshop work ------------------------------------------------------------------------- 18

Table 18: Teaching and delivery methods------------------------------------------------------------------- 18

Table 19: Instructor’s knowledge theory --------------------------------------------------------------------- 18

Table 20: Instructor’s practical skills -------------------------------------------------------------------------- 19

Table 21: Duration of training ----------------------------------------------------------------------------------- 19

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LIST OF FIGURESFigure1: Respondents by Certificate levels ------------------------------------------------------------------- 9

Figure 2: Respondents by Gender------------------------------------------------------------------------------- 9

Figure 3: Respondents by Courses --------------------------------------------------------------------------- 10

Figure 4: Employment status ----------------------------------------------------------------------------------- 11

Figure 5: Income Status------------------------------------------------------------------------------------------ 11

Figure 6: Employment history ---------------------------------------------------------------------------------- 12

Figure 7: Employment problems ------------------------------------------------------------------------------ 12

Figure 8: The Difficulties of respondent to look for jobs ------------------------------------------------- 13

Figure 9: How skill relevant acquire from the training institution---------------------------------------- 14

Figure 10: Knowledge (Theory) -------------------------------------------------------------------------------- 14

Figure 11: Training in practical skills -------------------------------------------------------------------------- 15

Figure 12: Industrial attachments ------------------------------------------------------------------------------ 15

Figure 13: Course content --------------------------------------------------------------------------------------- 16

Figure 14: Instructional manual -------------------------------------------------------------------------------- 16

Figure 15: Text books -------------------------------------------------------------------------------------------- 17

Figure 16: Workshop equipment ------------------------------------------------------------------------------- 17

Figure 17: Laboratory/workshop work ------------------------------------------------------------------------ 18

Figure 18: Teaching and delivery methods------------------------------------------------------------------ 18

Figure 19: Instructor’s knowledge theory -------------------------------------------------------------------- 19

Figure 20: Instructor’s practical skills ------------------------------------------------------------------------- 19

Figure 21: Duration of training ---------------------------------------------------------------------------------- 20

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ACRONYMS

MLVT : Ministry of Labour and Vocational Training

DGTVET : Directorate General of Technical Vocational Education and Training

TVET : Technical and Vocational Education and Training

STVET : Strengthening Technical and Vocational Education and Training

VSTP : Voucher Skills Training Program

QA : Quality Assurance

M&E : Monitoring and Evaluation

QA-M&E : Quality Assurance – Monitoring and Evaluation

CI : Certificate I

CII : Certificate I

CIII : Certificate III

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2013 Graduate Tracer Study of Certificate Level courses (CI,CII and CIII) in Public TVET Institutions in Cambodia

I. Purpose

The aim of this study is to investigate, from the perspectives of graduates the efficacy ofcertificate level courses (CI, CII and CII) in the three areas (Construction, Mechanics andBusiness/ICT) in relation to their effectiveness in preparing graduates for employment and alsoto identify areas of improvement in the teaching and learning process. This objective is fulfilledby a Graduate Tracer Study of the efficacy of three courses at CI, CII and CIII level conductedby the different public TVET institutions in Cambodia. Graduate responses onacademic/training and employment matters can gauge the level of satisfaction with thecertificate course itself and TVET planners can implement improvements where dissatisfactionhas been expressed. However, this form of evaluation does not measure the outputs andoutcomes of education. These surveys provide critical information for assessing anddetermining the effectiveness of certificate programs. These results may then be utilized forprogram improvement. The use of the tracer study is a method for knowing the usefulness ofthe courses that they have attended and the relationship between their study and their work.The ILO Thesaurus 2005 defines a tracer study as an impact assessment tool where duringevaluation the “impact on target groups is traced back to specific elements of a project orprogram so that effective and ineffective project components may be identified.” They alsoprovide quantitative-structural data on employment and career, the character of work andrelated competencies, and information on the professional orientation and experiences of theirgraduates at the training institutions.

We hope that this study fosters a deeper understanding of the elements that shaped andexplained graduates’ perspectives in the design and the development of the TVET certificatelevel programs. This will help TVET educators and leaders better understand and respond tothe needs their learners.

II. Sampling Process and Survey Methodology

A mixed survey research design was employed in this study. Our survey samples areprobability samples. Generally surveys based on a probability samples (also called randomsampling) can be used to create mathematically sound statistical inferences about a largertarget population. Inferences from probability-based surveys may still suffer from many types ofbias. Where ever possible we have also tried to calculate measurable sampling error, whichwill be expressed as a confidence interval or margin of error. In this survey, a sampling error of10% is considered in calculating the sample size. The formula used to calculate the samplesize is n = N/1 +Ne² (Yamane Taro, 1967), where N= Population, n=Sample size and e=Sampleerror (in this case we have taken as 10%).

Our sampling process comprised of the following stages:

Defining the population of concern (Certificate level programs – 3 fields of Construction,Mechanics and Business/ICT from public TVET institutions. CI, CII and CII)

Specifying a sampling frame, a set of items or events possible to measure Specifying a sampling method for selecting items or events from the frame

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Determining the sample size Implementing the sampling plan Sampling and data collecting Data analysis Findings and inferences

In our survey, we seek a sampling frame which has the property that we can identify everysingle element and include any in our sample. In the sampling frame, we have taken the entirepopulation of graduates of the certificate level programs of public TVET institutions in the threemajor trades on Construction, mechanics and Business and ICT. Complete list of graduates(with the contact information) from 2009/10, 2010/11, 2011/12 was obtained from the TVETinstitutions. Telephone directories of graduates were prepared.

III. Stratified sampling

In our survey, our populations consist of three distinct categories (Certificate I, II and III); thesampling frame is organized by these categories into separate "strata." Each stratum is thensampled as an independent sub-population, out of which individual elements were randomlyselected. There are several potential benefits to stratified sampling.

First, dividing the population into distinct, independent strata can enable researchers to drawinferences about specific subgroups (in our case CI, CII and CIII) that may be lost in a moregeneralized random sample.

Second, utilizing a stratified sampling method can lead to more efficient statistical estimates(provided that strata are selected based upon relevance to the criterion in question, instead ofavailability of the samples). Even if a stratified sampling approach does not lead to increasedstatistical efficiency, such a tactic will not result in less efficiency than would simple randomsampling, provided that each stratum is proportional to the group's size in the population.

Finally, since each stratum is treated as an independent population, different samplingapproaches can be applied to different strata, potentially enabling researchers to use theapproach best suited (or most cost-effective) for each identified subgroup within the population.

In our survey (especially related to stratified sampling approach), in order to enhance thereliability and validity of the survey results, we have tried to meet the following two conditions inthe survey design.

1. Variability within strata are minimized2. Variability between strata are maximized

We conducted a random survey of 190 graduates (certificate level courses – CI, CII and CII inthe three areas). Both telephone interviews and face to face interviews were conducted with thegraduates. Some of the training providers where the graduates studied their certificate levelcourses were also interviewed. Quantitative data collected were subjected to descriptive andstatistical analyses while content analyses were applied to the qualitative data obtained.

IV. Survey Methodology

The survey methodology in this study used the sampling of individuals (Certificate levelgraduates) from a population and data collection techniques (e.g., questionnaire design) with aview towards making statistical inferences about the population represented by the sample andthe constructs represented by the measures (i.e., survey questions) used. Since surveyresearch is almost always based on a sample of the population, the success of the research is

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dependent on the representativeness of the sample with respect to a target population ofinterest to the researcher. Survey methodology as a scientific field seeks to identify principlesabout the sample design, data collection instruments, statistical adjustment of data, and dataprocessing, and final data analysis that can create systematic and random survey errors(Sampling statistics, Wikipedia, the free encyclopedia, retrieved on 21 March 2013).

Our field survey methodology studied the random sample of individuals from a population ofgraduate students (CI, CII and CIII). Our data were collected through telephone interviews andface to face interviews. A Survey questionnaire was designed with a view towards makingsome statistical inferences about the population represented by the sample and the constructsrepresented by the measures (i.e., survey questions) used. Our survey instrument focused ondifferent types of topics such as preferences, opinions or factual information (e.g., income),depending on its purpose. Adequate questionnaire construction preparation was done which iscritical to the success of a survey. Pretesting of questionnaire was done among the teammembers in order to remove inappropriate questions, incorrect ordering of questions, incorrectscaling, or bad questionnaire format. Every effort was made to accurately reflect the views andopinions of the participants. Questions were open and close ended (yes/no questions andscaled questions – Likert scale). When designing the questionnaire, we ensured that questionsflowed logically from one to the next. While designing the questions, we tried to ensure that theanswer to a question is not influenced by previous questions. Questions flowed from the moregeneral to the more specific. In this survey, wherever possible for non-parametric data,statistical inference such as chi-squared test, Mann–Whitney test, Wilcoxon signed-rank testmay be considered.

Questionnaire Format

The Tracer Study Questionnaire consisted of many aspects. Some of the questions wererelated to determine graduates satisfaction with the TVET institution (where they studied)especially with curriculum relevancy and usefulness. Another set of questions were related todetermine the extent to which the curriculum has developed so that they are fully prepared towork in their field of training. For the graduates who were working, certain questions wererelated to the curriculum and training competencies and skills that they think were essential forthem to stay relevant and useful in their work/employment. These attributes provide curriculumrelevancy for its graduates to incorporate their education/training and professionalcompetencies.

V. Preliminary Results

1. Demographic and type of courses summary of the graduate participants

The Certificate graduate (C1, C2 and C3) survey quantitative data were analyzed using IBMStatistics SPSS for Windows 21. The total number of participants was 190 (face to faceinterview = 72 and telephone interviews = 118). In table 1 and figure 1 indicated that out of190 participants, number of graduate completing CI = 106, CII = 41 and CIII = 43.

Table 1: Certificate GraduateCertificate Completed Frequency PercentC1 106 55.8%C2 41 21.6%C3 43 22.6%

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Certificate Completed Frequency PercentTotal 190 100%

Figure 1: Certificate Graduate

Table 2 and figure 2 summarize some demographic data of the graduate participants. Thegender breakdown of the graduate participants is about 84 % male and about 16 % female.About 12 % of the graduate participants were married.

When we compare the demographic data of the graduate respondents with that of thepopulation, the results found no significant differences in the gender ratio. If we look at the totalpopulation of graduates completing the 3 trade areas for 3 year we notice that the percentageof female is about 10% (Total graduates = 1983 and female = 202 from academic year 2009/10to 2011/2012) It can be deduced that the respondents reflect the demographic attributes of thepopulation and thus demonstrated a good representation of the population.

Table 2: Respondents by GenderGender Frequency PercentMale 159 83.68%Female 31 16.32%Total 190 100.00%

Figure 2: Respondents by Gender

When we look at the breakdown of the courses, about 40 % of the graduates surveyedcompleted the Electricity courses and about 23% completed Auto Mechanics courses (refer totable 3 and Fig. 3).

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Table 3: Name of CourseName of Course Frequency PercentAgricultural Machinery 5 2.63%Air Conditioning 9 4.74%Auto Mechanics 4 2.11%Auto Repair 40 21.05%Construction 12 6.32%Electricity 77 40.53%Electronics 1 0.53%Graphic Design 21 11.05%Photo shop 4 2.11%Printing 17 8.95%Total 190 100.00%

Figure 3: Name of Certificate Courses

2. Employment Status, Employment duration, Income, Types of Job/employers and Jobrelevancy

One indicator of the effectiveness of the Certificate courses in preparing graduates foremployment. It was found that 51 % of the graduate respondents were either currentlyemployed (fulltime = 33%, part time = 10% and casual = 8%) (Please refer to Table 4 and figure4). An issue of great concern for the TVET sector in Cambodia is the high unemployment rateamongst graduates of certificate courses (about 49%).

Table 4: Employment statusEmployment Status Frequency PercentFulltime 62.00 32.63%Part time 19.00 10.00%casual 17.00 8.42%Unemployed 92.00 48.95%Total 190.00 100.00%

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Figure 4: Employment status

The preliminary findings of this study indicates (refer to table 5 and figure 5) that about 23%earns between $50-$100 and the percentage earning between $100-$200 is about 21%. About35% of the jobs were related to Electricity and Auto and small engine repair.

Table 5: IncomeIncome Frequency PercentLess than $50 3 1.58%$50 to $100 43 22.63%$100 to $200 40 21.05%$200 to $300 10 5.26%Over $300 2 1.05%Total 98 51.58%Missing Data 92 48.42%Total 190 100.00%

Note: The missing data represents the unemployed graduates 92 out of 190 respondents.

Figure 5: Income

Figure 6 graphically presents the data on whether current jobs held by graduates were relatedto their field of training. Only about 40% of the employed respondents indicated that theemployment was related to their field of training. It is interesting to note that only 40% of theemployed graduates were working in fields related to their training regardless of their level ofqualification. This may suggest that graduates of these courses might have acquired somegeneric knowledge and skills that were transferable to the workplace regardless of field.

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Figure 6: Employment in the area of training/specialization

It is anticipated that data from the semi-structure interviews conducted with some of thesegraduates will shed light into the type of generic knowledge and skills graduates and employersfind useful. About 33% of the respondent indicted that it was their first employment (table andfigure 7).

Table 7: Number of employer/s did the respondent’ worked for before the current oneHow many employer/s did you work for before thecurrent one? Frequency Percent

My first job 62 32.63%Second employers 10 5.26%Over 2 employers 10 5.26%Missing Data 108 56.84%Total 190 100.00%

Note: the missing should include the 92 unemployed graduate.

Figure 7: Number of employer/s did the respondent’ worked for before the current one

If we look at the reasons as to why they had problems in finding employment, 117 respondents(about 62%) indicated that it was because of the lack of working experience (refer to table andfigure 8).

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Table 8: The difficulties which respondents encountered in looking for jobWhat are the difficulties you encountered in looking

for a job? Frequency Percent

Employers not interested in my area of specialization 6 3.16%Employer not interested in my qualification 5 2.63%Lack of working experience 117 61.58%Limited employment opportunity in my area of training 5 2.63%Other 56 29.47%Missing Data 1 0.53%Total 190 100.00%

Figure 8: The difficulties which respondents encountered in looking for job

3. Graduate ratings of satisfaction of overall quality of training

Table and figure 9 indicate that graduate ratings of satisfaction of overall quality of trainingranged from 64% (very relevant) and 26% (somewhat relevant). It is interesting to note thatonly about 10% of the respondent expressed that the training was not relevant.

Table 9: How relevant are the respondents skills acquired from the training institution

How relevant are your skills acquired from the traininginstitution to your current job Frequency Percent

Very relevant (directly related with the job) 121 63.68%Somewhat relevant (sometimes related with the job) 50 26.32%Not relevant at all because Skills acquire from trainingcourse not needed in actual work 19 10.00%

Total 190 100.00%

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Figure 9: How relevant are the respondents skills acquired from the training institution

Another important indicator of course efficacy would be to gauge graduate responses on theQuestionnaire regarding course satisfaction and course efficacy. These responses aresummarized from Figure10 to Figure 21 and from Table 10 to Table 21. About 78 % of thegraduates perceived that the there should be 25 % to 50% improvement related to thetheoretical component of the courses.

Table 10: Knowledge (Theory)Knowledge (theory) Frequency Percent100% improvement 4 2.11%75% improvement 9 4.74%50% improvement 35 18.42%25% improvement 112 58.95%0% improvement 30 15.79%Total 190 100.00%

Figure 10: Knowledge (Theory)

Table 11 and figure 11 revealed that about 73% of respondents indicated that there should be25 % to 50% improvement in the practical aspect of the training program while 7.89 % ofrespondent indicated that training institutions have to improve 100% in the field of impartingpractical skills of the certificate programs.

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Table 11: Training in practical skillsTraining in practical skills Frequency Percent100% improvement 15 7.89%75% improvement 19 10.00%50% improvement 52 27.37%25% improvement 87 45.79%0% improvement 17 8.95%Total 190 100.00%

Figure 11: Training in practical skills

Similarly about 39 % of the respondents indicated that there should be 75% to 100%improvements in the industrial attachment components of the training program (table and figure12). This reinforced the need for industries to be actively involved in the training ofvocational education and training.

Table 12: Industrial attachmentsIndustrial attachments Frequency Percent100% improvement 47 24.74%75% improvement 26 13.68%50% improvement 45 23.68%25% improvement 61 32.11%0% improvement 11 5.79%Total 190 100.00%

Figure 12: Industrial attachments

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Further analysis found that certificate graduates indicated that there is a need of 25% to 50%improvement in the course content of the Certificate Programs, while just about 10% mentionedthat the certificate programs need 75% to 100% of improvement of the course content (tableand figure 13).

Table 13: Course contentCourse content Frequency Percent100% improvement 10 5.26%75% improvement 9 4.74%50% improvement 31 16.32%25% improvement 116 61.05%0% improvement 24 12.63%Total 190 100.00%

Figure 13: Course content

As indicated in table and figure 14 to 21, the respondents indicated that about 70% perceivedthat there should be 25% to 50% improvement in the area of developing and preparinginstruction manuals, text books, instructor’s theory and practical skills and teaching and deliverymethods.

About 43% of the respondents opined that the duration of the training of 1 year for eachlevel (C1, C2 and C3) is appropriate.

Table 14: Instructional manualsInstructional manuals Frequency Percent100% improvement 9 4.74%75% improvement 14 7.37%50% improvement 36 18.95%25% improvement 107 56.32%0% improvement 24 12.63%Total 190 100.00%

Figure 14: Instructional manual

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Table 15: Text booksText books Frequency Percent100% improvement 17 8.95%75% improvement 19 10.00%50% improvement 44 23.16%25% improvement 95 50.00%0% improvement 15 7.89%Total 190 100.00%

Figure 15: Text books

Table 16: Workshop equipmentWorkshop equipment Frequency Percent100% improvement 18 9.47%75% improvement 29 15.26%50% improvement 68 35.79%25% improvement 60 31.58%0% improvement 15 7.89%Total 190 100.00%

Figure 16: Workshop equipment

Table 17: Laboratory/workshop workLaboratory/workshop work Frequency Percent100% improvement 21 11.05%75% improvement 22 11.58%50% improvement 50 26.32%25% improvement 79 41.58%

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0% improvement 18 9.47%Total 190 100.00%

Figure 17: Laboratory/workshop work

Table 18: Teaching and delivery methodsTeaching and delivery methods Frequency Percent100% improvement 6 3.16%75% improvement 14 7.37%50% improvement 24 12.63%25% improvement 109 57.37%0% improvement 37 19.47%Total 190 100.00%

Figure 18: Teaching and delivery methods

Table 19: Instructor’s knowledge theoryInstructor’s knowledge theory Frequency Percent100% improvement 4 2.11%75% improvement 12 6.32%50% improvement 21 11.05%25% improvement 113 59.47%0% improvement 40 21.05%Total 190 100.00%

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Figure 19: Instructor’s knowledge theory

Table 20: Instructor’s practical skillsInstructor’s practical skills Frequency Percent100% improvement 6 3.16%75% improvement 15 7.89%50% improvement 23 12.11%25% improvement 114 60.00%0% improvement 32 16.84%Total 190 100.00%

Figure 20: Instructor’s practical skills

Table 21: Duration of trainingDuration of training Frequency Percent100% improvement 12 6.32%75% improvement 12 6.32%50% improvement 40 21.05%25% improvement 46 24.21%0% improvement 80 42.11%Total 190 100.00%

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Figure 21: Duration of training

VI. Summary of the preliminary findings

1. About 51 % of the graduates were employed (Full time = 33%, Part time = 10% andCasual = 8%).

2. Only 40% the employed graduates were working in fields related to their training.3. About 42% were employed in the private sector and only 2 % were employed in the

public sector. The percentage of self-employed was only 3 %.4. About 24% of the job information was received from friends.5. About 64% of the graduates ranked the courses very relevant.6. About 62% of the respondents opined that they were not able to find jobs because they

don’t have any work experiences.7. About 70% of the graduates indicated that there is a need of improvements of about

25% to 50% on areas related to practical and theoretical knowledge of instructors, textbooks and instructor’s manual, course content, workshop and lab. Equipments andteaching and delivery methods.

8. The needs for industrial attachments were highlighted by the majority of therespondents.

9. About 42% of the graduates opined that the duration of 1 year for the Certificate levelcourse was appropriate.

VII. Conclusions and Recommendations

1. Strong coordination/collaboration between the training centers and the industries is vitalfor the success of TVET courses. At present, it is difficult to determine what sort of skillstraining is required for gainful employment or self-employment and then match it withtrainee interest. There is a need for revisit the TENA forms and develop a uniformtracking/monitoring system to allow the TVET institutions and the relevant agency (likeDGTVET, PTB and NTB) to determine the how training content are selected, howtrainee are selected and how training structure are finalized, who is receiving training,and the outcomes achieved by such training.

2. There is an urgent need to make all required training materials accessible for trainersand training participants. Sharing of training materials amongst training institutionsshould also be started. A campaign to translate textbooks and training manuals shouldstart immediately. The RTCs and NTTI could take a lead role.

3. There is a lack of effective, efficient and integrated system services for upgrading thequality of TVET provision: institution operation and management, trainingcurriculum, examination and the training and regular updating of trainers. Themost crucial element is related to the regular updating and in-service training for the fulltime teachers working in the TVET institutions.

4. Job centers can play an effective role in guiding and helping the graduates to findemployment. Local businesses should contact the Center when looking for job

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candidates and the Job Center should maintain a catalog of graduating students. Asmall unit of career counseling and guidance will be very helpful.

5. In the questionnaire there were sets of questions where the graduates had to rate(improvement scale from 0% improvement to 100%) the extent of the differentcomponents of TVET training that will prepare them for the field of work. Theseinformation could be used by TVET curriculum planners for the incorporation of thesecomments into training and course content. The Tracer Study indicated a need forgreater linkages with the industrial sector to make programs more relevant to theindustries.

6. The Graduate Tracer Study builds strong bonds between the TVET institutions and itsgraduates, because the graduates are the excellent source of advice for improvementsof the teaching and learning aspects of the institution. This is also an important tomeasure the extent of professional and academic careers pursued by the graduatesafter gaining knowledge and skills through TVET institutions. It is recommended that atracer study should be conducted every two year and developing a committee ofGraduate tracer study for the whole TVET sector in Cambodia..

7. There is need to step up the process of providing regular opportunities for TVETgraduates from the Certificate level programs to register and create a forumelectronically and through the web. Furthermore continuous efforts should be made tocollect data progressively before and after graduation which will contribute to theimprovement of the analysis of future tracer studies. Additional data could be collectedfor the type of institutions, nature of work, and levels of the past graduates.

8. To improve tracer study in the future it is recommended to develop relevant databasefor all TVET institutions in Cambodia and establishing network between TVETinstitutions and DGTVET and the TVET graduates.

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VIII. Annexes

Annex 1: Questionnaire of CI, CII, and CIII Graduates

Ministry of Labor and Vocational Training (MOLVT)

STRENGTHENING TECHNICAL AND VOCATIONAL EDUCATIONAND TRAINING PROJECT

ADB Grand No. 0178-CAM

2013 GRADUATE TRACER STUDYOF CERTIFICATE I, II AND III

Objective: To evaluate the employability and the current employment status of certificate I, IIand III graduates from the public TVET institutions in Cambodia

The output of this study will serve as an useful tool in determining policy recommendation thatwill guide MLVT in its planning and policy making functions in the TVET sector in Cambodia.

Instruction: Please answer the questions below. Encircle code of the answer as applicable. Allanswers will be treated confidential.

Graduate Questionnaire (Certificate I, II and III)

Current address: #...... St……. Village ……. Commune …… District ……. Province ……

Phone Number: ………………………………….

A. Graduate Personal Details

1. Full Name: ………………………….…….,

2. Gender: male female

3. Year of birth ………………..……….………

4. Marriage status: single married divorced, number of children ……..

5. Education level before entering TVET Certificate 1: ……………..… which year …………..

6. Completed Certificate I from ……………………….………………………………………(name of institution)

a. Name of Course: ……………………………………………………………………………

b. Date of enrolment: ………………………….. Date of graduation: …………………….

TVET Certificate completed (pleasetick one):

Certificate I

Certificate II

Certificate III

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c. Reason of not pursuing certificate II:……………………………………………….(Only for certificate I graduates)

7. Completed Certificate II from ……………………….………………………………………(name of institution)

a. Name of Course: ……………………………………………………………………………

b. Date of enrolment: ………………………….. Date of graduation: …………………….

c. Reason of not pursuing certificate III:……………………………………………….(Only for certificate II graduates)

8. Completed Certificate III from ……………………….………………………………………(name of institution)

a. Name of Course: ……………………………………………………………………………

b. Date of enrolment: ………………………….. Date of graduation: …………………….

B. Employment and Employment History

9. State your current employment status

a) Employed fulltime

b) Employed part-time

c) Employed temporary

d) Unemployed (if you are unemployed, please go to Q.21)

10. Name of employer………………………and place of employment……………………………….

11. Monthly Income

a) Less than US$50 b) $50 to $100 c) $100 to $200 d) $200 to $300

e) Over $300

12. If employed, in what area are you working?

a) Construction,

b) Electrician

c) Mechanic, automobile repair, small machine repair…..

d) Business and ICT (such as commercial, clerical business, public administration,

hospitality, and tourism)

e) Other, please specific………….

13. How long did it take you to get a job after completing your training?

a) Less than 3 months b) 3 months to 6 months c) 6 months to 12 months

d) 12 months to 24 months e) Over 24 months

14. How did you know about your job?

a) Friends b) Media advertisement, please specific…………………………

c) Door to Door (job hunting) d) National Employee Agency (NEA)

e) Other, please specific………………………………

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15. Specific your type of employer

a) Public sector b) Private Sector c) NGO d) Self-employed

f) Other, please specific…………………………………………………………….

16. How long have you been working with your current employer?

a) Less than 3 months b) 3 months to 6 months c) 6 months to 12 months

d) 12 months to 24 months e) Over 24 months

17. Are you employed in your area of training/specialization?

a) Yes (If yes please go to Q.19) b) No

18. If No to Q.17, Why did you change your area of training?

a) Lack of career progression b) Poor remuneration

c) Poor working condition d) Lack of job satisfaction

e) Other, please specific………………………………………………

19. How many employer/s did you work for before the current one?

a) This is my first employment (please go to Q.21) b) 01 c) 02

d) More than 2

20. If your current employer is not your first one, Why did you leave your previous

employment? (Only for respondents who had worked for more than one employers)

a) Sought improve wage b) Sought improved working condition

c) Need to change environment d) Wanted a new challenge

e) Found employment in my area of specialization e) Other, please specific…………….

21. What are the difficulties you encountered in looking for a job?

a) Employers not interested in my area of specialization

b) Employer not interested in my qualification

c) Lack of working experience

d) Limited employment opportunity in my area of training

e) Other, please specific…………

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22. How relevant are your skills acquired from the training institution to your current job (please

select one answer only)

a) Very relevant (directly related with the job)

b) Somewhat relevant (sometimes related with the job)

c) Not relevant at all because:

i) Skills acquire from training course not needed in actual work

ii) Occupation is entirely different with training completed

iii) Other, please specific………………………………………………………………...

23. Can you recommend the course you went through to a friend, colleagues or relative?

a) Yes b) No

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Using the percentage (%) indicated, rate the extent to which the following components of TVET should be improved to prepare graduates for

the job market. Use a tick (√)

Training Component 100%Improvement

75%Improvement

50%Improvement

25%Improvement

0%Improvement

24. Knowledge (theory)25. Training in practical skills26. Industrial attachments27. Course content28. Instructional manuals29. Text books30. Workshop equipment31. Laboratory/workshop work32. Teaching and deliverymethods33. Instructor’s knowledge theory34. Instructor’s practical skills35. Duration of training

Thank you for your helps and support in taking part in our tracer study 2013

Annex 10, Page 213

1

Prepared by: QA-M&EDivision

ROYAL GOVERNMENT OF CAMBODIAMinistry of Labour and Vocational Training

Strengthening Technical and Vocational Education andTraining (STVET) Project

ADB Grant 0178-CAM (SF)

Benefit Monitoring and Evaluation of TheVSTP Program Phase 1, Year 1 and Year 2June 2013

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Benefit Monitoring and Evaluation of VSTP Program Phase 1, Year 1 and Year 2 2

Table of Contents

LIST OF TABLE....................................................................................................................3

LIST OF FIGURE..................................................................................................................4

SECTION I: INTRODUCTION AND BACKGROUND ...........................................................5

1. PURPOSE .......................................................................................................................51.1 VSTP Implementation Under STVET Project ..........................................................51.2 Scope and Limitation ...............................................................................................8

SECTION II: Methodology ....................................................................................................9

2.1 Sampling Design and Sample Size............................................................................9

2.2 Survey Methodology ...................................................................................................9

2.3 Data Analysis ............................................................................................................10

SECTION III: RESULTS AND DISCUSSIONS ...................................................................11

3.1. Respondents’ Background.......................................................................................113.1.1. Number of Respondents and TVET Institutions .................................................113.1.2. Type of Skills Training by VSTP.........................................................................133.1.3. Marital Status and Education Background .........................................................14

3.2. Pre-VSTP Status.......................................................................................................143.2.1. Employment Status ............................................................................................143.2.2. Income ...............................................................................................................15

3.3. Post-VSTP Status.....................................................................................................163.3.1. Perception about VSTP......................................................................................163.3.2. Employment Status After Graduating From VSTP .............................................173.3.3. Income ...............................................................................................................20

SECTION IV: CONCLUSION ND RECOMMENDATION....................................................21

4.1. Summary of the preliminary findings.........................................................................21

4.2. Conclusion and Recommendation ............................................................................21

V. Annex .............................................................................................................................23

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LIST OF TABLE

Table 2.1: Comparative Between Population and Sample -------------------------------------------------8

Table 3.1: Distribution of Respondents by TVET Institutions -------------------------------------------- 10

Table 3.2: Age of Respondents--------------------------------------------------------------------------------- 11

Table 3.3: Skill of Respondents--------------------------------------------------------------------------------- 12

Table 3.4: General Education of Respondents-------------------------------------------------------------- 13

Table 3.5: Occupation of Respondents ----------------------------------------------------------------------- 14

Table 3.6: Income of Respondents Pre-VSTP -------------------------------------------------------------- 15

Table 3.7: Indirect Beneficiary Groups of VSTP ------------------------------------------------------------ 16

Table 3.8: Rank of Income of Post-VSTP ------------------------------------------------------------------- 19.

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LIST OF FIGURE

Figure 1.1: Target Provinces of VSTP Implementation -----------------------------------------------------6

Figure 3.1: Sex of Respondent --------------------------------------------------------------------------------- 11

Figure 3.2: VSTP Training Moods------------------------------------------------------------------------------ 11

Figure 3.3: Marital Status----------------------------------------------------------------------------------------- 13

Figure 3.4: Pre-VSTP --------------------------------------------------------------------------------------------- 14

Figure 3.5: Degree of Satisfactory ----------------------------------------------------------------------------- 15

Figure 3.6: VSTP Skill Sharing---------------------------------------------------------------------------------- 16

Figure 3.7: Employment Status --------------------------------------------------------------------------------- 16

Figure 3.8: Employment Distribution--------------------------------------------------------------------------- 17

Figure 3.9: Skills Using for Employment---------------------------------------------------------------------- 17

Figure 3.10: Reason for Unemployed ------------------------------------------------------------------------- 18

Figure 3.11: Period to Get Job or Self-Employed ---------------------------------------------------------- 18

Figure 3.12: Comparison Income between Pre and Post VSTP ---------------------------------------- 19

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SECTION I: INTRODUCTION AND BACKGROUND

1. PURPOSE

The aim of this study is to find out from the perspectives of the graduates of Vochour SkillTraining Program (VSTP) such Community Based Training (CoBT), Enterprise BasedTraining (EBT) and Center Based Training (CeBT) in phase one year 1 and year 2 and theeffectiveness of training in preparing graduates for employment and also to identify areasof improvement in the teaching and learning process. This objective is fulfilled by aGraduate Tracer Study of the VSTP (CoBT, EBT and CeBT) where conducted 7 provincessuch as Battambang, Kompong Cham, Kompot, Svay Rieng, Stung Treng, Siem Reap, andTakeo Province.

Graduate responses on VSTP and employment matters can gauge the level of satisfactionwith the VSTP Program itself and TVET planners can implement improvements wheredissatisfaction has been expressed. However, this form of evaluation does not measure theoutputs and outcomes of the program. These surveys provide critical information forassessing and determining the effectiveness of VSTP programs. These results may thenbe utilized for program improvement. The use of the tracer study is a method for knowingthe usefulness of the program that they have attended and the relationship between theirlearning and their work. The ILO Thesaurus 2005 defines a tracer study as an impactassessment tool where during evaluation the “impact on target groups is traced back tospecific elements of a project or program so that effective and ineffective projectcomponents may be identified.” They also provide quantitative-structural data onemployment and career, the character of work and related competencies, and informationon the professional orientation and experiences of their graduates at the traininginstitutions.

We hope that this study fosters a deeper understanding of the elements that shaped andexplained graduates’ perspectives in the design and the development of the VSTPprograms. This will help TVET educators and leaders better understand and respond to theneeds their learners.

1.1VSTP Implementation Under STVET Project

The pilot VSTP under ESDP II has been achieved fruifully. Hence, VSTP has gotten furthersupport to extend to other provinces in Cambodia under Strengthening TechnicalVocational Education and Training Project (STVET). The STVET project has 3 types ofVSTP: the Rural VSTP (RVSTP), Micro-enterprise VSTP (MEVSTP) and Urban VSTP(UVSTP). VSTP is in output 2 of STVET project to be implemented based on theexperiences in pilot phase under ESDP II.

According to Project Adminstation Manual (PAM) of STVET project, all target provinces ofVSTP are grouped into three groups and implemented in each phase (three phases)subsequencely for five years of project period (2010-2015). The 1st phase VSTPimplement in 2011-2012 targeting 209 communes in 7 provinces; 2nd phase VSTPimplement in 2012-2013 targeting 192 communes in 7 provinces; and the 3rd phase VSTPimplement in 2013-2014 targeting 129 communes in 9 provinces. Totally, RVSTP will be

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Benefit Monitoring and Evaluation of VSTP Program Phase 1, Year 1 and Year 2 6

implemented in new 530 poorest communes in 23 provinces, which will train further210,00 participants. Each target communes are allocated an amount up to $5,786 per yearfor two years which will be disbursed through training vouchers based on the annualtraining plan developed with the technical assistance of target TVET institutions.

Whereas, two new programs will pilot under STVET. MEVSTP will be implemented byCambodia-Indian Enterpretnership Development Center (CIEDC); and UVSTP will be byJapanes Vulunteer Center (JVC). These two programs will be implemented in Phnom Penhproviding training to 800 trainees for two years of program periods.

The implementation of the VSTP involves a number of key players such as NationalTraining Board (NTB), Directorate General for Technical and Vocational Education andTraining (DGTVET), Project Coordination Unit (PCU), Provincial Training Board(PTB)/Training Board (TB), The TVET institution, Community Development Specialists,Commune Councils,Training Providers.Diagram 1.1 is presenting the structure and scope of of VSTP implementation underSTVET project.

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7

Figure 1.1: Target of Target Provinces of Rural VSTP Implementation

Source: VSTP Quarterly and Tracer Report

VSTP

VSTP

VSTP

VSTP

VSTP

VSTP

VSTP

VSTP

VSTPVSTP

VSTP

VSTP

VSTP

VSTP

VSTP

VSTP

VSTP

VSTP

VSTP

VSTP

VSTP

VSTPVSTP

VSTP 1st

Phase 209Communes

VSTP 2nd

Phase192 CommunesVSTP 3

rdPhase

129 Communes and10 Sangkats in PP

VSTP

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1.2 Scope and Limitation

The scope of the survey is to collect relevant information from graduators of VSTP 1st

Phase Year 1 and Year 2 to analysis the rate of employment and income generation. Onlytwo training moods among of three of VSTP ( CoBT, EBT and CeBT) are selected for thisresearch.

Some un-foreseen events brought limitation and difficulty in the undertaking the collecting acomprehensive data;

Some former VSTP trainees, who are employed or self-employed, are very busy intheir business. Therefore, both interviewers and interviewees are under pressure tocomplete their session as soon as possible.

Also, some selected target groups are not stay at their resident or shop. So, fieldresearchers have to re-select another to comply with target sample size. Thesefactors have created difficulty in field data collection in terms of wasting time intraveling from one to another place.

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SECTION II: Methodology

2.1Sampling Design and Sample SizeA mixed survey research design was employed in this study. Our survey samples areprobability samples. Generally surveys based on a probability samples (also called randomsampling) can be used to create mathematically sound statistical inferences about a largertarget population. Inferences from probability-based surveys may still suffer from manytypes of bias. Where ever possible we have also tried to calculate measurable samplingerror, which will be expressed as a confidence interval or margin of error. In this survey, asampling error of 10% is considered in calculating the sample size. The formula used tocalculate the sample size is n = N/1 +Ne² (Yamane Taro, 1967), where N= Population,n=Sample size and e=Sample error (in this case we have taken as 10%).

The sample size formula was applied to define the number of target groups for collectingprimary data; trainees. The follow up of 1st phase year 1, year 2 of VSTP targeted thegraduators of two VSTP training moods, CBT, EBT and CeBT. The total numbers of thesethree moods of training program were 83,463.

Therefore, if e=10%, N=83,463;

With regarding to the criteria selection, the graduated trainees of VSTP implementation in1st phase year 1 (2011) and year 2 (2012) were targeted in data collection. We conducteda random survey of 300 graduates (VSTP phase 1, year 1 and year 2). Both telephoneinterviews and face to face interviews were conducted with the graduates. Quantitativedata collected were subjected to descriptive and statistical analyses while content analyseswere applied to the qualitative data obtained. Table 2.1 is the comparative betweenproposed sample size and actual sample size resulting from field work.

Table 2.1: Comparative Table between Population and Sample SizeVSTP Training Mood Number Trainees Proposed Sample Size Actual

EBT 3,270 97 81CeBT 3,271 97 82

CBT 76,923 97 88

Total 3260 293 251

2.2Survey Methodology

The survey methodology in this study used the sampling of individuals (VSTP graduates)from a population and data collection techniques (e.g., questionnaire design) with a viewtowards making statistical inferences about the population represented by the sample and

83,463n =-------------------- = 99

1 + 83,463*(0.1)²

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the constructs represented by the measures (i.e., survey questions) used. Since surveyresearch is almost always based on a sample of the population, the success of theresearch is dependent on the representativeness of the sample with respect to a targetpopulation of interest to the researcher. Survey methodology as a scientific field seeks toidentify principles about the sample design, data collection instruments, statisticaladjustment of data, and data processing, and final data analysis that can create systematicand random survey errors (Sampling statistics, Wikipedia, the free encyclopedia, retrievedon 21 March 2013).

Our field survey methodology studied the random sample of individuals from a populationof VSTP graduate students (CBT, ETB, CeBT) in phase 1 year1 and year 2. Our data werecollected through telephone interviews and face to face interviews. A Survey questionnairewas designed with a view towards making some statistical inferences about the populationrepresented by the sample and the constructs represented by the measures (i.e., surveyquestions) used. Our survey instrument focused on different types of topics such aspreferences, opinions or factual information (e.g., income), depending on its purpose.Adequate questionnaire construction preparation was done which is critical to the successof a survey. Pretesting of questionnaire was done among the team members in order toremove inappropriate questions, incorrect ordering of questions, incorrect scaling, or badquestionnaire format. Every effort was made to accurately reflect the views and opinions ofthe participants. Questions were open and close ended (yes/no questions and scaledquestions – Likert scale). When designing the questionnaire, we ensured that questionsflowed logically from one to the next. While designing the questions, we tried to ensure thatthe answer to a question is not influenced by previous questions. Questions flowed fromthe more general to the more specific. In this survey, wherever possible for non-parametricdata, statistical inference such as chi-squared test, Mann–Whitney test, Wilcoxon signed-rank test may be considered.

2.3 Data Analysis

In order to achieve the purpose this survey, the descriptive analysis and cross table wasused in the study and IBM SPSS Software Package Version 21 are very important forillustrating, measuring, and analyzing the result of data collection of this tracer study.

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SECTION III: RESULTS AND DISCUSSIONS

3.1. Respondents’ Background

3.1.1. Number of Respondents and TVET InstitutionsFrom 1st to 5th April 2013, QA-M&E officers from DGTVET were sent to field for datacollection. Target TVET institutions and their respective CDSs were in charge ofcoordination of researchers’ field visit to meet with VSTP graduates for face to face andtelephone interview using predetermination questions. After completion of field datacollection, questionnaires with filled answers were collected and kept for data analysis byresearch team only.

Table 3.1: Distribution of Respodents by TVET Institutions

Name of TVET Institutions

VSTP Training MoodCommunity-Based

Training(CBT)

Enterprise-BasedTraining

(EBT)

Center-basedtraining(CeBT)

BIP 11 17 16

KIP 9 16 9

Siem Reap RTC 0 0 7

Stung Treng PTC 6 7 13

Takeo RTC 25 14 5

Svay Rieng RTC 17 3 8

Kompong Chhnang PTC 20 24 24

Total 88 81 82

Altogether, the 7 TVET institutions in 7 provinces of 1st phase VSTP were targeted for datacollection for following up of VSTP graduators of CBT, EBT and CeBT in year 2011 and2012. The 251 respondents were interviewed and 59% of them were female. In table 3.2showed that most of responds from 13 to 25 years old who enter VSTP program were50% out of 251 trainees.

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Figure 3.1: Sex Distribution of Respodents

Table 3.2: Age of Respodents by TVET Institutions

Age of Trainees Frequency Percent13-25 127 50.626-35 72 28.736-45 22 8.846-55 18 7.256-65 9 3.6Total 248 98.8

Missing System 3 1.2Total 251 100.0

The distribution of respondents by the VSTP training moods revealed that 35.06% of themwere the graduates of CBT, CeBT (32.67%) the remaining (32.27%) were EBT (please seefigure 3.2).

Figure 3.2: Distribution of Respodents by VSTP Moods

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3.1.2. Type of Skills Training by VSTP

If refer to table 3.3 revealed that all respondents graduate from 25 skills training of VSTP in1st phase year 1 and year 2 implementing during 2011-2012. Most of them enrolled andsucessfully graduated from Tailer and Sewing skills training course; and only one of themgraduated from Rice Growing training course.

Table 3.3: Skills Distribution of Respodents by TVET Institutions

No. Skills

TVET Institutions

TotalBIP KIP

SiemReapRTC

StungTrengPTC

TakeoRTC

SvayRiengRTC

KompongChhnang

PTC1 Air Cont. 0 0 0 2 0 0 0 22 Automotive 0 4 0 0 0 0 0 4

3 Basic Computer 2 4 0 0 0 0 0 6

4 Chicken 0 0 0 0 2 3 11 165 Cooking 1 0 0 3 0 0 0 46 Electricity 2 2 2 2 0 0 0 87 Fish Raising 7 0 0 0 0 0 0 7

8 Food Processing 0 0 0 1 0 0 0 1

9 Hair Cutting 4 0 0 0 0 0 0 410 Hair Dressing 0 3 0 1 6 3 8 2111 Hospitality 0 0 0 2 0 0 0 212 Housewife 1 0 0 0 0 0 0 113 Make up 2 1 0 0 2 0 0 514 Motor Repaired 5 2 1 2 1 0 13 24

15 Phone Repairing 3 0 0 0 0 0 0 3

16 Pig Raising 0 0 0 0 5 13 1 19

17 Post Harvesting 4 0 0 0 0 0 0 4

18 Rice Growing 1 0 0 0 0 0 0 119 Sewing 1 10 2 7 5 4 12 4120 Small Engine 0 1 2 0 0 1 0 421 TV Repairing 3 1 0 0 0 0 0 422 Vegetable 0 0 0 6 18 0 8 3223 Veterinary 0 3 0 0 0 0 6 924 Weaving 0 0 0 0 0 4 0 425 Wedding Outfitting 8 3 0 0 5 0 9 25

Total 44 34 7 26 44 28 68 251

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3.1.3. Marital Status and Education Background

According to figure 3.3 revealed that majority of them is about (50%) are single, and minorof them (2%) are window/windower.

Figure 3.3: Marital Status of Respodents

With the respect of table 3.4 indicated that the amount 251 respondent who enrolled VSTPprogram were 42% attended lower secondary and 3% no schooling, while more than 25 %enrolled in primary and upper secondary school.

Table 3.4: General Education Background of Respodents

3.2. Pre-VSTP Status

3.2.1. Employment Status

In the figure 3.4 indicated that more than half of them (60%) were unemployed before theyattended skills training course of VSTP under STVET project. The remaining was self-employed/employed (41%). While, Table 3.5 revealed that Farmer (14%), Carpenter(0.4%), Chicken Raiser (5.6%), Cooker (5.6%), Electronic Repairer and Electrician (0.8%),Hair Cutter (0.4%), Make up (0.8%), Bike Repairer (2.4%), Pig Raiser (4.2%), Sewer

Level of General Education Frequency Percent Valid Percent

No Schooling 8 3.2 3.2Primary 62 24.7 24.7Lower secondary 106 42.2 42.2Upper secondary 75 29.9 29.9

Total 251 100.0 100.0

Marital Status of RespondentsMarital Status of Respondents

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(5.2%), Wedding Outfitter (1.6%), and others (57%). Here, the term other is referred toassistance worker, construction worker, factory worker, casino staff, retailer of productsusing daily basis in local community, car driver, and agriculture laborer.

Figure 3.4: Pre-VSTP Status

Table 3.5: Occupation of RespondentsNo. Occupation Frequency Percent1 Carpenter 1 0.4%2 Chicken Raiser 14 5.6%3 Cooker 2 0.8%4 Electronic Repairer 2 0.8%5 Electrician 3 1.2%6 Farmer 35 13.9%7 Hair Cutter 1 0.4%8 Make Up 2 0.8%9 Motor Repairer 6 2.4%

10 Pig Raiser 10 4.0%11 Sewer 13 5.2%12 Veterinarian 2 0.8%

13 Wedding Outfitter 4 1.6%14 Other 24 9.6%

Total 251 100%

3.2.2. Income

In this section, the term income is referred to salary of job employment, or net income ofself-employment per month. All income was converted into US dollar amount. It was

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ranked into five categories: (i) 50 and below, (ii) 51-100, (iii) 101-150, (iv) 151-250, and (v)251 and above. Table 3.6 are the results of data processing of income variable of total 96respondents who are employed or self-employed before receiving technical skills training ofVSTP. It showed that the highest income of respondents is 400$; while the lowest one is15$. If refer to table 3.6 shown that most of them have income in between 50-100$ permonth, and two respondents have income over than 250 per month.

Table 3.6: Rank of Income Pre-VSTP

Rank of Income ($) Frequency Percent

50 and below 33 13.151-100 38 15.1101-150 16 6.4151-250 7 2.8251 and above 2 0.8

Total 96 38.2Skip system 155 61.8

Grand Total 142 100

3.3. Post-VSTP Status

3.3.1. Perception about VSTP

The questions asked respondent about their perception of the VSTP program and theresult found that majority of respondents satisfied with the program. Moreover, half of themshared skills and knowledge trained by VSTP to relative, friends, neighbors, colleges,trainees, and others. For more detail, please refer to figure 3.5 and 3.6.

Figure 3.5: Degree of Satisfaction

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Figure 3.6: VSTP Skills Shairing

Table 3.7: Indirect Beneficiary Groups of VSTP

Description ResponsesFrequency Percent

Relative 48 19.1%Friend 30 12%College 18 7.2%Trainee 16 6.4%Other 1 0.04%

Total 113 100%

3.3.2. Employment Status After Graduating From VSTP

Concerning the question about, “Did you self-employed or employed after graduating fromtechnical skills training course of VSTP?” The results of follow up revealed that there are92.68% trainees were employed in many careers (figure 3.7). In Figure 3.8 indicated thatthe proportion of self-employment was 51.05% (frequency 93); whereas, employment was48.95% (frequency 97).

Figure 3.7: Employment Status

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Figure 3.8: Employment Distribution

Figure 3.9 revealed that technical Skills trained by VSTP were used (73%) for theiremployment and reasons that some of them didn’t use skills for their employment due tolimited capacity and less correspondent with job opportunity. Similarly, the reasons ofunemployment disclosed factors (figure 3.10): (i) adequate resources to start up business,limited capacity for employment; and (ii) market surplus of skills people in community.

Figure 3.9: Skills Using for Employment

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Figure 3.10: Reasons of Unemployment

In term of distribution of duration to get job or start business after graduate from VSTPtraining course were ranged into four categories: (i) shortly within a couple weeks, (ii) within3 months periods, (iii) in between 3 to 6 months period, and (iv) 6 months and above aftercompleting training. According to figure 3.11 shown that 37.7% of them employ shortly aftergraduation. While just 14.75% employed over 6 month period.

Figure 3.11: Period to Get Job or Start Business After Graduate from VSTP Course

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3.3.3. Income

All together, 143 out of 251 respondents answered that they are employed or self-employed after graduate from technical skills training courses of VSTP. In this study, themonthly income was converted into US dollar amount ranking from (i) 50 and below, (ii) 51-100, (iii) 101-150, (iv) 151-250, and (v) 250 and above. Table 3.8 are the results of dataprocessing of income variable of total 143 respondents who are employed or self-employedafte receiving technical skills training of VSTP. It means that the average of income is123.5$ and mostly are 100 $. The highest income of respondents is 300$; while the lowestis 20$. If refer to figure 3.12 shown that most of them have income in between 51-100$ permonth.

Table 3.8: Rank of Income Post-VSTP

Figure 3.12: Frequency Comparision of Income generation between Post & Pre-VSTP

StatisticsItem

Values

Mean 123.50Median 110Mode 100Std.Deviation 51.58

Minimum 20Maximum 300Kurtosis 0.704

Rank of Income ($) Frequency Percent50 and below 13 5.18%51-100 56 22.31%101-150 16 6.37%151-250 39 15.54%251 and above 19 7.57%

Total 143 56.97%Skip system 108 43.03%

Grand Total 251 100%

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SECTION IV: CONCLUSION ND RECOMMENDATION

4.1. Summary of the preliminary findings

The benefit monitoring and evaluation of VSTP program in phase 1 year and year havebeen conducted at 7 TVET institution in target provinces for collecting data to conduct theimpact study of the graduates of CoBT, EBT and CeBT. 251 respondents have been faceto face and telephone interviewed (female 59%) about their personal background,perception about VSTP training course, and impact of skills training of VSTP on their dailylife especially employment and income generation.

The preliminary result found that 35% of VSTP graduates were CoBT, 32% were CeB andthe remaining were EBT (32%). In term of skills distribution were found that they graduatedfrom 25 technical skills training courses of 1st phase year 1 and year 2 implementing in2011 to 2012. Their education background was 42% lower secondary education, 24%primary education and 29% were upper secondary school. In summation, nearly all of themattended secondary education.

Before attending technical skills training of VSTP, their employment status were self-employed/employed (41%) which indicated that most of their job were farmer (14%),carpenter (0.4%), chicken Raiser (5.6%), cooker (5.6%), electronic repairer and electrician(0.8%), hair cutter (0.4%), make up (0.8%), bike Repairer (2.4%), pig Raiser (4.2%), sewer(5.2%), wedding outfitter (1.6%), and others (57%), which term of other referred toassistance worker, construction worker, factory worker, casino staff, retailer of productsusing daily basis in local community, car driver, and agriculture laborer. After attendingVSTP training program, study has found there are 92.68% trainees were employed inmany careers which the proportion of self-employment was 51.05% and employment was48.95%.

Furthermore, the study has found that 143 out of 251 respondents were employed or self-employed after graduate from technical skills training courses of VSTP which indicated thatthe VSTP graduate got average of income is 123.5$ and mostly are 100 $. The highestincome of respondents is 300$; while the lowest is 20$.

4.2. Conclusion and Recommendation

The study’s outcome of benefit monitoring and evaluation of the graduate VSTP programrevealed that majority of respondents satisfied with training amount, accessibility andusefulness of training information, performance and competency of the program, trainingmaterial, and training method. However, there were minor of them addressed their concernabout the quality of trainer as well as size of enterprise to be selected for apprenticeshipmood while 50 % of respondents need other training courses especially advance coursesequencing from their respective area.

Moreover, in order to improve VSTP program in the future, the public TVET institutions andtraining providers should concern some areas such as:

Annex 11, Page 234

Follow Up Report on VSTP Implementation in 1st Phase Year 1 and Year 2 “The case study of CBT, EBT & CeBT” 22

1) VSTP Training program, training provider, training equipments and materials haveto improve in order to enhance the quality of training course and the appropriatetraining duration.

2) In order to supports to trainees in terms continue providing other VSTP trainingcourses, TVET institutions should provide foods and accommodation, equipmentsand materials to graduated trainees, loan with low interest rate, assistance in careerguidance and development.

3) The competency standard, competency-based training program, learning packageand training package that are applicable for Cambodia context should be developedfor VSTP implementation and rural VSTP in particular. Because there is an urgentneed to make all required training materials accessible for trainers and trainingparticipants. Sharing of training materials amongst training institutions should alsobe started. A campaign to translate textbooks and training manuals should startimmediately. The RTCs and NTTI could take a lead role.

4) Should offer opportunity to the VSTP graduates to pursue higher level of formalTVET program. A long with this, implementing officer and selected trainingproviders should be oriented to familiar with developed documents.

5) Should build capacity of Community Development Specialists (CDS) officer ofVSTP to perform their role effectively.

6) The Career guidance and development (CGD) should be developed and trained toCDS to able to provide advisory to trainees in preparing for self-employed oremployed after successfully completed their respective training courses.

7) Should develop simple manual on CDS especially application for small businessestablishment and the basic account should be as basic knowledge of VSTP targetgroups.

8) Strong coordination/collaboration between the training centers and the industries isvital for the success of TVET courses. At present, it is difficult to determine whatsort of skills training is required for gainful employment or self-employment and thenmatch it with trainee interest. There is a need for revisit the TENA forms anddevelop a uniform tracking/monitoring system to allow the TVET institutions and therelevant agency (like DGTVET, PTB and NTB) to determine the how trainingcontent are selected, how trainee are selected and how training structure arefinalized, who is receiving training, and the outcomes achieved by such training.

9) The Graduate Tracer Study builds strong bonds between the TVET institutions andits graduates, because the graduates are the excellent source of advice forimprovements of the teaching and learning aspects of the institution. This is also animportant to measure the extent of professional and academic careers pursued bythe graduates after gaining knowledge and skills through TVET institutions. It isrecommended that a tracer study should be conducted every two year anddeveloping a committee of Graduate tracer study for the whole TVET sector inCambodia.

10) To improve tracer study in the future it is recommended to develop relevantdatabase for all TVET institutions in Cambodia and establishing network betweenTVET institutions and DGTVET and the TVET graduates.

Annex 11, Page 235

Follow Up Report on VSTP Implementation in 1st Phase Year 1 and Year 2 “The case study of CBT, EBT & CeBT” 23

V. Annex

The Strengthening Technical and Vocational

Education and Training

STVET/ADB Grant No. 0178-CAM

BENEFIT MONITORING AND EVALUATION (BME) QUESTIONNAIRE OF VSTPGRADUATE

BME Survey

(Completed by Interviewer)

A) Information of Interviewer

Name of Interviewer

Date

Code

B) Inforamtion of Institution and Program

Please to the selected answer

1. Name of Institute

2. Name of Program VSTP

3. Type of Training 1.Communinty Based 2.Enterprise Based 2.Center Based

4. Name of Skill

C) Information of Trainee

Please to the selected answer

5. Name Tel:.............................................................

6. Address

7. Sex1.Female

2.Male

8. Age

9. Marital Status1.Single

2.Married

Annex 11, Page 236

Follow Up Report on VSTP Implementation in 1st Phase Year 1 and Year 2 “The case study of CBT, EBT & CeBT” 24

3.Widower/Widow

10. Education Background

1.No schooling

2. Primary School (Class 1-6)

3.Lower Seconddary School (class 7-9)

4.Upper Secondary School (Class 10-12)

D) Information of Trainee prior to undertaking VSTPTraining

11. Were you employed or self-employed at least 6 months prior to getting trainingfrom the VSTP program? 1.Yes, If yes, please go to Q.11a 2.No

11a). Typea and Nature of JobIncome per month

or Salary ($ )

E) Information of trainee after getting the VSTP training

Please to the selected answer

12. Did you transfer your knowledge and skill that you have achieved during theVSTP program?

1.Yes

13. Please describe the type of person that you have transferredyour knowlege and skill to:

1.Colleague

2.other student interested in VSTP

3.Relative

4.Friends

5. Other...............................................................................................

២.No

Annex 11, Page 237

Follow Up Report on VSTP Implementation in 1st Phase Year 1 and Year 2 “The case study of CBT, EBT & CeBT” 25

14. What do you think about the training skill that you have learned in the VSTPcourse?

1.Excellent 2.Satisfactory 3.Not-Satisfactory

15. Do you want to be trained in other training courses?

1.Yes

16. Please mention the other skills that you want to be trained. Same Type of skill but at a higher level (upgrading my VSTP skills)

.Type of other skills:..................................................................

2. No

17. Currently, are you employed or self-employed?

Description 18. Are youe employed or self-employed in the area ofyour training?

1.Self-employed 1.In the area of skills that I have been trained by the program

2.Working (employed) 2.Not in the area of skills that have been trained by the program

3.Not-employed

on

F) UNEMPLOYED TRAINEE

19. What are the reasons for not getting employment or being self-employed? Please to the selected answer and answer can be more than one

1. Limited capability that could not find a job or being self-employed

2. Lack of labour market or business for the skill that I am trained for

3. Too many people are employed or self-employed in this skill area in the commune

4. No money to start my own business

5. Lack of Capital from other sources

6. Other.....................................................................................................................

Do you have any planning (or willingness) to be employed/self-employed in thefuture?............................................................................................................................. ....................

............................................................................................................... ..........................

Other comments for improving the training courses in the future.

Annex 11, Page 238

Follow Up Report on VSTP Implementation in 1st Phase Year 1 and Year 2 “The case study of CBT, EBT & CeBT” 26

............................................................................................................................. ....................

.........................................................................................................................................

G) QUESTIONS FOR EMPLOYED TRAINEE

20. How long you have been employed or self employed after completing the trainingcourse?Answer:......................................Week Please to the selected answer

21. Please describe your business or employment background (at least the latest 2)after sucessfully completing the courses.

Typea and Nature of JobIncome per month

or Salary ($ )

22. Was the technial skill and knowledge that you gained from the VSTP trainingcourse useful for your work or for your self-employment?

1. Yes

23. Do you face any problem?

1..If yes, please specific...............................................................................

2..None

2.No

24. Where do you get support/help when you face any problem Answer can be more than one

1. Manager 5.CDS Officer2. Colleague 6.Own survey3. Training provider 7.Other........................4. Relative or Neighbors 8.No one

25. How did you get the job? Please to the selected answer and answer can be more than one

1.family, relative, or friend

Annex 11, Page 239

Follow Up Report on VSTP Implementation in 1st Phase Year 1 and Year 2 “The case study of CBT, EBT & CeBT” 27

2.Public media

3.Training provider

4.National Employment Agency

5.TVET Institution.

6.Other.................................

26. What are your plans for the future?............................................................................................................................. ....................

......................................................................................... ................................................

27. Other comments for improving training course in the future............................................................................................................................. ....................

............................................................................................................................. ....................

.............................................................................................................. ...................................

H). QUESTIONS FOR SELF-EMPLOYED TRAINEE

Please to the selected answer

28. How did you start your business? Answer can be more than one

1.Own budget

2.Family support

3.Loan from relative

4.Getting loan from business person in the commune

5.Getting loan form bank or MFI

6.Getting loan from National Employment Agency

7.Other ...........................................................

29. How long is this loan (only for graduate who had taken loan)?1.Less then 6 months 3.1 to 3 yeas

2.6 to 11 months 4.Over 3 years

30. Do you pay interest for your loan (only for graduate who had taken loan)??1. Yes, If yes, how much is the interest rate per month? ............%

2. No

31. What are your plans for the future?............................................................................................................................. ....................

............................................................................................................... ..........................

Annex 11, Page 240

Follow Up Report on VSTP Implementation in 1st Phase Year 1 and Year 2 “The case study of CBT, EBT & CeBT” 28

32. Other comments for improving training course in the future............................................................................................................................. ....................

.................................................................................................................................................

............................................................................................................................. ........

We can manage only whatwe measure!

MINISTRY OF LABOR AND VOCATIONAL TRAININGSTVET Project (ADB Grant No.0178-CAM)Benefit Monitoring and Evaluation Survey

VSTP

LOGO

Unacceptable Poor Satisfactory

Prov

inci

al tr

aini

ngC

ente

r (P

TC

)

Em

ploy

er

Ent

erpr

ise

prov

idin

gtr

aini

ng

Gra

duat

ing

Tra

inee

*Att

ribu

te T

otal

0 3 5

Good Excellent Not Applicable

8 10 N

A: Are you happy with the following Attributes of the VoucherSkills Training Program (VSTP)?

1. Training amount

2. Accessibility and usefulness of training information

3. Performance / Competence of institution/s implementing VSTP

4. Quick Response to Inquiries about the voucher skills training.

5. Availability of training materials.

6. Appropriateness of the training methods and training program(related to market demand)

7. Duration of the voucher skills training program

8. Training assessments tools and methods. (related to the trainingprovider only)

9. Training monitoring/follow-up visits

10. Overall satisfaction

*Focus Area Total

B: Please indicate any improvements you would like us to implement in VSTP (Not for employers):

C: Please comment on any other issues related to the operation, management and monitoring of VSTP (Not for employers):

D: What were your reasons for undertaking the voucher skills training? Please tick (√) ONLY FOR THE GRADUATING VSTP STUDENTS ONLY

FreeQuality market driventraining

Timely/flexibleDelivery

Locallyavailable

Recommendation from the ProvincialTraining Center (PTC)

Recommendation from thecommune council

Personal interest ………………..

Name

Signature Date

Annex 11, Page 241

OUTPUT 1 0.30 12.40c.1.1 Upgrade five PTCs to RTCs by 2015 22.10 2 0.556 6.14

c.1.1.1 Add skills workshop in three industry sector (mechanics, construct, business and ICT) to each RTC by 2015

>Add skills workshops in the three industry sectors 15 0.00 0.000

c.1.1.2 Equip new skills workshops in RTCs by 2015 9 5.00 0.556

c.1.2 Develop and introduce competency-based training modules in the target sectors by end 2012 2.60 7 4.427 1.64

c.1.2.1 Appoint four Phnom Penh institutions as national centers as national centers, one for each sectors by end 2012 4 4.00 1.00

c.1.2.2 Train two senior trainers in regional training programs in standards, curriculum and teaching skill in target programs by end 2010 2 2.00 1.00

c.1.2.3 Develop competency standards for the target programs by end 2011

> 41 New competency standards (certificate 1, 2 &3 - Cambodian Qualification Framework level 2,3, and 4) 41 32.00 0.78

c.1.2.4 Develop and produce RTC and PTC curriculum and learning materials for the target industry sector by end 2014

> 11 competency base curriculum and learning packages (certificate 1, 2 &3) 11 8.33 0.76

c.1.2.5 Equip new PTCs and RTCs by end 2014 9 8.00 0.89

c.1.2.6 Train skill assessor for new standards in the target indusry sectors and commence assessment by end 2012

> Train 20 perspective assessors from TVET 40 0.00 0.00

> Train 20 perspective assessors from companies 40 0.00 0.00

c.1.3 Train trainers for standards based training in the target industry sectors by end 2014 0.230 2 0.667 0.08

c.1.3.1 Train all teachers in the target programs, pre-service and in-service, in new curriculum by end 2014

> 22 TVET teacher have undergone pre-service training such as DACUM, Skill standard, Competency base curriculum, development course, and learning package development course by end 2011

22 0.00 0.00

> 22 TVET teacher have undergone in-service training such as competency assessment package development couse, and competency assessor course by end 2011

22 14.67 0.67

c.1.4 Increase industry involvement in development and implementation of training programs by end 20121 0.27 2 2.00 0.27c.1.4.1 Establish three industry advisory group and ensure functioning by end 2010 3 3.00 1.00

c.1.4.2Industry advisory groups to have formally endorsed competency standards that meet local industry requirement at the appropriate qualification level by end mid-2011

3 3.00 1.00

c.1.54.80 3 2.667 4.27

c.1.5.1 Appoint three institutions in NTTI complex as national centers for trainer and community development specialist pre-service and in-service training, by end 2010

6 6.00 1.00

C.1.5.2 Train five senior trainers in regional programs in training methodologies, lifelong learning, and career guidance by end Q1, 20125 3.33 0.67

C.1.5.3 Develop new TVET trainer-training curriculum, including technical skills upgrading, pedagogy, microenterprise development and career guidance by end 2012 ( Basic competency and Core competency) 2 2.00 1.00

TOTAL PROJECT ACCOMPLISHMENT to date : 62.44

PROJECT STATUS - June 2013Strengthening Technical Vocational Educatin and Training Project (STVET)

PHYSICAL TARGETS VS. ACCOMPLISHMENTS from Start to December 2010 until End of June, 2013(ADB funded components only)

TOTAL Targets

DONE

To date: 2013

Formal Programs are more relevant to Industry

Strengthen NTTI complex for system upgrading, including enterprise-endorsed skill standards, upgraded training programs and materials, trainer training, and instructional monitoring and development, and support national implementation by end 2012

OUTPUT OUTPUT INDICATOR

AGGREGATE% per

indicatorWghts

Wghted value per

sub-indicator

Annex 12, Page 242

STVET Project Physical Accomplishment

TOTAL PROJECT ACCOMPLISHMENT to date : 62.44PHYSICAL TARGETS VS. ACCOMPLISHMENTS from Start to December 2010 until End of June, 2013

TOTAL Targets

DONE

To date: 2013OUTPUT OUTPUT INDICATOR

AGGREGATE% per

indicatorWghts

Wghted value per

sub-indicator

OUTPUT 2 0.48 30.69c.2.1 Establish, construct and equip two new PTCs by end 2011 9.00 1 1.000 9.00

C.2.1 Establish, construct and equip two new PTCs by end 2011 22 22.00 1.00

c.2.2 Extend VSTP to all province, including an urban pilot in Phnom Penh, and monitor outcome, by end 2015 23.50 2 1.543 18.14c.2.2.1 Train all PTC staff in VSTP operation by end 2013 (46 trainnees include director and deputy director) 46 46.00 1.00c.2.2.2 Implement new VSTP program in three phases 23 12.50 0.54

c.2.3 Develop, deliver and coach PTC directors for implementation of VSTP 0.50 1 0.609 0.30C.2.3.1 Provide continuing support to all PTCs and complete strengthening of less able PTCs through intensive coaching program by 2012

(14PTCs/RTCs by 2011 and 9PTCs by 2012) 23 14.00 0.61

c.2.4 Rehabilitiate existing PTCs using a competitive selection process 13.00 2 0.500 3.252.4a Upgrade competency based training programs and materials, PTC trainer training and institutional monitoring and development

through NTTI complex1 0.40 0.40

C.2.4 Rehabilitiate existing PTCs using a competitive selection process 10 1.00 0.10

c.2.5 Implementing PTC trainer training, and institutional monitoring and development, through NTTI complex by 2015 2.00 1 0.000 0.00C.2.5 Implementing PTC trainer training, and institutional monitoring and development, through NTTI complex by 2015 1 0.00 0.00

Expanded and better quality non-formal training

Annex 12, Page 243

STVET Project Physical Accomplishment

TOTAL PROJECT ACCOMPLISHMENT to date : 62.44PHYSICAL TARGETS VS. ACCOMPLISHMENTS from Start to December 2010 until End of June, 2013

TOTAL Targets

DONE

To date: 2013OUTPUT OUTPUT INDICATOR

AGGREGATE% per

indicatorWghts

Wghted value per

sub-indicator

OUTPUT 3 0.12 9.76c.3.1 Strengthen management capacity at training institutions, provincial training boards and DGTVET by end 2014 6.82 7 5.750 5.60

c.3.1.1 Conduct training needs assessment for all manager in PTCs and DGTVET (110 manager inPTCS and DGTVET) 4 4.00 1.00

c.3.1.2 Train all PTC directors in institutional management 24 24.00 1.00

c.3.1.3 Train 60 provincial officers in regional program in TVET system 60 0.00 0.00

c.3.1.4 Complete regional study tour on TVET policy for 12 senior GTVET officers and polytechnic director (total 12) by end 2010 12 9.00 0.75

c.3.1.5 Train 48 finance officer from PTCs (2*24 institutions) and 6 finance officer from DGTVEt in basic account by end 2011 110 110.00 1.00

c3.1.6 Train relevant 60 DGTVET officers in program performance monitoring (particularly VSTP) by mid 2010 62 62.00 1.00

c.3.1.7 Produce a project finance and procurement manual by mid-2010 2 4.00 1.00

c.3.2 Improve TVET information system include VETMIS and LMIS by 2013 2.33 6 4.979 1.93c.3.2.1 Improve ICT facilities in training institutions, provice offices and MoLVT by end 2010 for implementation of new information systems

8 8.00 1.00

c.3.2.2 Improve ICT skill of personnel in training institutions, provincial office and MoLVT and implement new information systems330 220.00 0.67

c.3.2.3 Establish system of localized standard classification for occupations and industries compatible with NIS, ISCO, and ISIC 2 2.00 1.00c.3.2.4 Develop data structures, codes and terminology of relevant data to enable data collection for LMIS 2 2.00 1.00c.3.2.5 Develop VETMIS and capacity to operate the system by end 2013 8 4.50 0.56

c.3.2.6 Develop LMIS and capacity to operate the system by 2014 6 4.50 0.75

c.3.3 2.65 5 4.150 2.20c.3.3.1 NTB, PTB, and senior MoLVT officers and polytechnic directors to have completed regional study tour on TVET policy review by end

2010 4 3.00 0.75

c.3.3.2 Initiate annual NTB, TVET workshop policy reviews by mid 2011 1 1.00 1.00

c.3.3.3 Formulate new medium-term TVET development plan, 2011-2015 and approval by NTB 1 1.00 1.00

c.3.3.4 Complete medium-term expenditure framework, 2011-2015 for TVET and approval by NTB 1 1.00 1.00

c.3.3.5 Complete annual TVET development plans for each year from 2010 5 2.00 0.40

c.3.4 0.10 2 0.000 0.00c.3.4.1 Train 15 DGTVET and provincial officers in regional programs in the management and sue of NVQF by end 2010 38 0.00 0.00

c.3.4.2 Complete user manual on the management and operation of the Cambodia NVQF by 2014 1 0.00 0.00

C.3.5. 0.10 3 0.750 0.03c.3.5.1 Develop and implement systems for career information 2 1.50 0.75c.3.5.2 Launch web portal for dissemination of career informatioin and guidance by end 2012 1 0.00 0.00c.3.5.3 Print Career guides and distribute to TVET institutions by end 2011 2 0.00 0.00

Develoop NVQF by 2014

Implement national system for career guidance by end 2012

Strengthened institutional capacity to plan and manage TVET

Strengthen capacity of DGTVET as secretariat of NTB by end 2011

Annex 12, Page 244

STVET Project Physical Accomplishment

TOTAL PROJECT ACCOMPLISHMENT to date : 62.44PHYSICAL TARGETS VS. ACCOMPLISHMENTS from Start to December 2010 until End of June, 2013

TOTAL Targets

DONE

To date: 2013OUTPUT OUTPUT INDICATOR

AGGREGATE% per

indicatorWghts

Wghted value per

sub-indicator

PM. Project management and Institutionalization 0.10 9.60PM.4.0 Project Management 8.13 4 4.000 8.13

PM4.01 Develop stategy wthin DGTVET to establish a system for monitoring PTCs, 31 Jan 2011

> 3 two days workshop to establish a system monitoring PTCs with 60 participants 3 3.00 1.00PM.4.02 Completed soil testing

>Complete soil testing of 1st pashe of civil work at 2 news PTCs in Modulkiri and Preahvihea 2 2.00 1.00>Complete soil testing of 2nd pashe of civil work at 2nd phase in Batatambang, Kompot, Siem Reap, Svay Rieng, and Takeo 3 3.00 1.00

PM.4.03 Prepare bidding document of 2nd phase civil work contract by 31 May 2011

> 2nd phase civil work contract of Batatambang, Kompot, Siem Reap, Svay Rieng, and Takeo (procurement of 5 difference packages) 5 5.0 1.00

PM.4.1 Commission studies on 0.74 2 1.750 0.65PM.4.1.1 Policy directions 8 7.0 0.88PM.4.1.2 Financialing alternatives 8 7.0 0.88

PM.4.2 0.78 1 0.600 0.47PM.4.2.1 M&E procedure and strategy (Include midterm and final project impact M&E)

> Develop M&E Framework, procedure, and Implement M&E process of midterm and final project impact (year 1, 2, 3, 4 and 5) 5 3.00 0.60

PM.4.3 0.35 1 1.000 0.35

PM.4.3.1 Baseline studies and evaluation studies 8 8.00 1.00

Establish M&E unit and M&E work plans and develop procedure and M&E strategy that is validated against design targets and indicator

Undertake and dissminate monitoring studies and evaluation as per design and monitoring frameowork including baseline, midterm, and final evaluations

Annex 12, Page 245

STVET Project Physical Accomplishment

Annex 13, Page 246

Synopsis of Meetings with Counterparts, April to June 2013

SYNOPSIS OF MEETINGS WITH COUNTERPARTSApril to June 2013

No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

1 PolicyManagement& InstitutionalDevelopment

1 Apr, in BTBTep Oeun, Chantha, Sideth,

Sokny, Sri, Hong Director andDeputy Directors ofPLVT/RTC/PTC, teaching andnon-teaching staff at ofRTC/PTC in BTBAgenda: understand the

training program, plan forpiloting C1, and preparation forADB MTR MissionAction point: respect RTC and

PTC to fill up questionnairesand plan for piloting C1

2 Apr, in BMC and SRTep Oeun, Chantha, Sideth,

Sokny, Sri, Hong Director andDeputy Directors ofPLVT/RTC/PTC, teaching andnon-teaching staff at ofRTC/PTC in SR and BMCAgenda: understand the

training program, plan forpiloting C1, and preparation forADB MTR MissionAction point: respect RTC and

CEFP to fill up questionnairesand plan for piloting C1

3 Apr, in KgThomTep Oeun, Chantha, Sideth,

Sokny, Sri, Hong Director andDeputy Directors ofPLVT/RTC/PTC, teaching andnon-teaching staff at ofRTC/PTC in KgThomAgenda: understand the

training program, plan forpiloting C1, and preparation forADB MTR MissionAction point: PTC to fill up

questionnaires and plan forpiloting C1

4 Apr, at 9:00H.E. Lao Him, Tep Oeun, and

more than 20 governmentofficers, 3 officer from ADB,PPTA-STVET-II, Sri, HongAgenda: Kick Off Meeting on

ADB-PPTA-STVET-II MissionAction point: (1) schedule for

visit some key stakeholders,and (2) other schedule forpresentation and discussionon the PPTA-STVET-II work

5 Apr, at 8:30H.E. Lao Him, Tep Oeun, and

more than 20 governmentofficers, 3 officer from ADB,PPTA-STVET-II, Sri, HongAgenda: mission goal, structure

of MLVT, progress andchallenges of STVET, roles ofprivate sectors, and STVET-IIdesignAction point: follow other

schedule in afternoon andfollowing day

5 Apr, at 15:00H.E. Lao Him, Tep Oeun, and

more than 10 governmentofficers, representatives fromADB, ILO, SCFD, JICA, &UNESCO, PPTA-STVET-II,Sri, HongAgenda: briefing ADB Mission

on PPTA-STVET-II, sharingfrom other DevelopmentPartnersAction point: expected

participation from all key actorsin program development andavoiding overlapping

8 Apr, at 8:30H.E. Pich Sophaon and more

than 40 government seniormanagers, ADB, Policy Study,PPTA-STVET-II, Sri, Hong,and private and NGOsrepresentativesAgenda: presenting preliminary

key finding and suggestion,and consultative with allrepresentatives/participants onpolicy directionAction point: further

development of the relateddoc. on policy direction andTVET financial strategy

9 Apr, at 15:30H.E Pich Sophaon and more

than 20 senior governmentmanagers, ADB, PPTA-STVET-II, Sri, HongAgenda: wrap up meeting of

ADB-PPTA-STVET-II MissionAction point: PPTA-STVET-II

will close collaboration with allkey actors in current STVETproject, senior governmentofficers and others to developthe STVET-II Project

19 Apr, at 16:00Tola, Hong, Pramod,

Socheat, Amathak, Rithy,Kath, Kim, Carrol, Munin,Phala, and DarenAgenda: planninbg for ADB

MTR Mission and updatesome key progress relatedVSTP and M&E/QAAction point: N.A

24 Apr, at 16:00H.E. L Him, Tep Oeun, Chantha,

Tola, Sideth, Kanika, Phoury,Sambath, Sokun Veary,Chanthy, Sri, and HongAgenda: updated progress and

challenges regarding genderAction point: (1) counterparts on

gender should actively involve inthe gender development withnational and internationalgender specialists, and (2)appoint a person to makepresentation on GEMAP in ADBMTR Mission

26 Apr, at 9:00H.E. L Him, Tep Oeun,

Chantha, Tola, Sideth, Vendy,Kath, Alen, Sovannka, Sri, andHongAgenda: updated progress

26 Apr, at 11:00 Tep Oeun, Chantha, Sideth,

Vises, Viseth, Kanika, Sri andHongAgenda: discussion on who will

chair and who will present

26 Apr, at 14:30 Tep Oeun, Chantha, Sideth,

Vises, Viseth, Kanika, Phoury,Chanthy, Sokun Veary, Sri andHongAgenda: free trial presentation

29 April, at 14:30Chair by H.E. Pich Sophan,

participated by senior Officersof DGTVET, ADB ReviewMission Team, STVETConsultants, Policy Study

30 April, at 9:00 Chair by H.E Pok Pan, and

involved DGTVET SeniorManagement, ADB reviewMission Team, and respectedconsultant from STVET

Annex 13, Page 247

Synopsis of Meetings with Counterparts, April to June 2013

No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

regarding PPTA-STVET-II anddiscuss some issuesAction point: (1) meet 2 times

per months, (2) moreparticipants representingvarious departments underDGTVET

during the ADB MTR Missionfrom 29 April to 10 May 2013.Action point: (1) counterparts

should prepare him/herself topresent respect subject output,and (2) free trial presentationplan to conduct this afternoonat 14:30

(1) main presentation, (2)output 1, (3) output 2, and (3)output 3.Action point: need to make

some correction, and adjustingthe issues of each sub-outputin the last presentation of eachoutput.

Team, and PPTA-STVET-IITeamAgenda: introduction and

objective of MTR, DiscussAspect of STVET Progress,and clarify the schedule forMTRAction point: respected

consultants and DGTVETManagement to facilitate andfollow the MTR schedule

Agenda: Present ProgressReport according output 1, 2,and 3, and question and answerAction point: refer to MoU

1 May, at 8:30 in MKirirChair by H.E. L Him, and

participated by DGTVETManagement, PLVT and PTCmanagement and staff, ADBTeam, and STVET consultantsAgenda: presentation of

progress in PTC in MKiri, anddiscussion on various issues oftraining program in thisprovince, and visit the newbuilding and basic equipmentAction point: refer to MoU

2 May, at 14:00 in KgChamChair by H.E. L Him, and

participated by DGTVETManagement, PLVT and PTCmanagement and staff, ADBTeam, and STVET consultantsAgenda: visit VSTP activities,

and success graduatedopening small businessAction point: refer to MoU

3 May, 28 Feb, at 14:30Chair by H.E L Him, and

involved DGTVET SeniorManagement, ADB ReviewMission Team, and respectedconsultants from STVETAgenda: Present DMF and

discussionAction point: refer to MoU

4 May, at 8:00 at RTC SRiepChair by H.E. L Him, and

participated by DGTVETManagement, RTCmanagement and staff, ADBTeam, and STVETconsultantsAgenda: review the progress

of STVET project and RTCprogress/challenges ingeneralAction point: refer to MoU

4 May, at 10:00 at CEFP SRiepChair by H.E. L Him, and

participated by DGTVETManagement, CEFPmanagement and staff, ADBTeam, and STVET consultantsAgenda: review the progress of

STVET project and CEFPprogress/challenges in generalAction point: refer to MoU

5 May, at 8:00 at PTC SRiepChair by H.E. L Him, and

participated by DGTVETManagement, RTCmanagement and staff, ADBTeam, and STVET consultantsAgenda: visitAction point: refer to MoU

5 May, at 14:30 at PTC-Preikonkla-BTBChair by H.E. L Him, and

participated by DGTVETManagement, PTC Director,ADB Team, and STVETconsultantsAgenda: visitAction point: refer to MoU

6 May, at 8:00 at RTC BTBChair by H.E. L Him, and

participated by DGTVETManagement, RTCmanagement and staff, ADBTeam, and STVET consultantsAgenda: review the progress of

STVET project and PTCprogress/challenges in general,and visit the newbuilding/facilitiesAction point: refer to MoU

6 May, at 10:00 at PTC BTBChair by H.E. L Him, and

participated by DGTVETManagement, RTCmanagement and staff, ADBTeam, and STVETconsultantsAgenda: review the progress

and challenges of PTC, andvisit the facilitiesAction point: refer to MoU

6 May, at 14:00 at PTC PursatChair by H.E. L Him, and

participated by DGTVETManagement, RTCmanagement and staff, ADBTeam, and STVET consultantsAgenda: visit the facilities,

training program, and review theprogress and challenges of PTCAction point: refer to MoU

Annex 13, Page 248

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No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

10 May, at 8:00Chair by H.E. L Him, and

participated by DGTVETManagement, ADB Team, andSTVET consultantsAgenda: pre-wrap up reviewAction point: refer to MoU

10 May, at 15:00Chair by H.E. Pich Sophan,

and participated by DGTVETManagement, ADB Team, andSTVET consultantsAgenda: present and discuss

on draft MoUAction point: refer to MoU

17 May, at 8:30Chair by H.E. L Him, and

participated by DGTVETManagement, representativesfrom ADB, JICA, UNESCO, Sriand HongAgenda: review & agreed on

last meeting minutes, TVETfuture direction, input for nextNSDP and rectangular strategyphase IIAction point: translate NSDP or

Rectangular Strategy intoEnglish and share with DPs forif possible and refer to minutesof meeting

17 May, at 14:30Chair by H.E. L Him, and

participated by DGTVETManagement, Directors ofNTTI/NIB/ITI/PPI/CEIDC,Team Leaders of 3 TWGs forconstruction/mechanic/ICT-Business, Teng, Tony,Kimsan, Sri and HongAgenda: skill standards

development and decision onaction plan for writing CBLPand implementation planAction point: each institution

submit proposed schedule by22 May

20 May, at 15:30Chair by H.E. Pich Sophan, and

participated by DGTVETManagement, ADB Team, PPTATeam, Polciy Study Team, andSri and HongAgenda: review situation

analysisAction point: respected senior

officers and consultants tofacilitate the review and refer toAM

21 May, at 8:00Tong Sopheap, Ketya, ADB

Team, PPTA Team, Sri andHongAgenda: RTC structure and

related issues, review JFPRand VSTP under STVETAction point: discuss the unit

cost of VSTP with VSTPOfficer and finance officer, andrefer AM

21 May, at 14:30Tep Oeun, Chantha, 3 offices

for DGTVET, Kath, Sri, andHongAgenda: review the progress of

Policy Study, and TVETStrategy from 2014-2018Action point: draft TVET

strategic plan from 2014-2018,and translate into Khmer

23 May, at 15:00Chair by H.E. Pich Sophan,

and participated by DGTVETManagement, ADB ReviewMission Team, PPTA Team,Policy Team, and Sri and HongAgenda: review Aide Memoire

and next steps in PPTAimplementationAction point: refer to AM

27 May, at 15:00Chair by H.E. L Him, Tola,

Chantha, PPTA Team andHongAgenda: discuss on future

role and development of RTCAction point: more discussion

on financial aspect for RTCon 30 May at 10:00 am withTola

27 May, at 16:30H.E. L Him, Tola and HongAgenda: discuss on possible

financial support to TWGs towrite Learning Package Level 2Action point: to clarify with

TWGs regarding some activityand key output

29 May, at 14:00Representatives from NTTI,

ITI, CIEDC, NIB and PPI,Madam Kimsan, and HongAgenda: clarify the action plan

and budget for development ofLearning Package Level 2Action point: each TWG to

provide key output and whoresponsible for each output

29 May, at 15:20Chair by H.E. L Him, and

participated by Tep Oeun,Chantha, Sideth, Kanika, Tola,DGTVET Officers, Alen,Sovannka, and HongAgenda: PPTA progress and

proposed key schedule forfurther STVET-II projectdevelopmentAction point: 7 June to discuss

on center of Excellence, 11

31 May, at 9:00Kim Yorm, Khay Socheat,

Moeung Viriya, Ourn Piseth,Kimsan and HongAgenda: work plan for the

development of LearningPackage Level 2Action point: All TWGs forward

finalize action plan and title ofunit and learning outcome of alljob positions by afternoon 31May 2013

6 June, at 14:30Tep Oeun, Tola, Kim Yorm,

Khay Socheat, MoeungViriya, Ivhuot, Khemarin,Kimsan and HongAgenda: clarify the budget

plan for writing workshop ofCBLP Level 2Action point: agreed (1)

remove writing fees andtranslation fees, (2) pay per-diem double, (3) due to time

11 Jun, at 9:30H.E. L Him, DGTVET

Management, PPTA Team, Kathand HongAgenda: Consultation workshop

on draft content of Interim reportof PPTAAction point: (1) draft interim

report by 14 June, (2) final draftinterim report by 21 Jun, videoconferment between MLVT,ADB and PPTA on 5 Jul.

Annex 13, Page 249

Synopsis of Meetings with Counterparts, April to June 2013

No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

June to conduct workshop oninterim discussion and bi-monthly meeting

constrain they shouldprioritize Job Positions, (4)Hong to coordinate with RTCto collect information onplanning for piloting C1 inOct, use its finding toprioritize JP

14 June, at 14:30Tep Oeun, Chantha, Sideth,

Ouk Dara, H.E Sothy, KimYorm, Khay Socheat, MoeungViriya, Ivhuot, Khemarin,Kimsan, Teng, Sri and HongAgenda: validate the action

plan and budget plan forwriting workshop of CBLPLevel 2Action point: (1) each group to

draft master plan for writingCBLP level 2/3/4, and (2) firstwriting workshop will conductfrom 18-24 Jun in Kampot

18 June, in Svay RiengTep Oeun, Chantha, Chhuor

Vises, Phak, Sri, Hong,Director and Deputy Directorsof RTC, teaching and non-teaching staff at of RTC in SvRAgenda: (1) progress of

training activity in RTC, (2)progress of ILU and marketingTVET, (3) prepare RTC to pilotC1, and additional constructionproject for dormitoryAction point: plan to pilot new

training curriculum on C1applicable in Oct 2013

19 June, in Takeo and KepChantha, Sideth, Chhuor

Vises, Phak, Sri, Hong,Director and Deputy Directorsof RTC, teaching and non-teaching staff at of RTC-Takeoand PTC KepAgenda: (1) progress of

training activity in RTC, (2)progress of ILU and marketingTVET, (3) prepare RTC to pilotC1, and additional constructionproject for dormitoryAction point: plan to pilot new

training curriculum on C1applicable in Oct 2013

20 June, in KampotChantha, Sideth, Chhuor

Vises, Phak, Sri, Hong,Director and Deputy Directorsof RTC, teaching and non-teaching staff at of RTCAgenda: (1) progress of

training activity in RTC, (2)progress of ILU andmarketing TVET, (3) prepareRTC to pilot C1, andadditional construction projectfor dormitoryAction point: plan to pilot new

training curriculum on C1applicable in Oct 2013

25 June, at 14:30Pen Motana, Teav Ivhuot,

Moeung Viriya, Khay Socheat,Chor Khemrin, Sri, Hong,Kimsan and KathAgenda: (1) progress of

development of skill standard,(2) result and feedback on thefirst writing CBLP Level2workshop in KampotAction point: plan for another

writing workshop in BTB, and toresolve some issues relatedlogistic support (internet modem..)

26 June, at 08:30Chair by H.E. L Him, and

participated by Tep Oeun,Chantha, Sideth, Kanika, Tola,Kim Yorm, Alen, Sovannka,Wayne, Marcus, Perry,Russell, Sri and HongAgenda: Present and discuss

on proposed output 1 forSTVET-IIAction point: proposed next

meeting on output-2 and 3 on28 June, Sovannka to re-confirm

28 June, at 14:30Chair by Tep Oeun, Chantha,

Sideth, Kanika, Tola, KimYorm, Alen, Sovannka, Wayne,Marcus, Perry, Russell, Sri andHongAgenda: Present and discuss

on proposed output 2 & 3 forSTVET-IIAction point: further comment

need to approach PPTA-Teamany time

Annex 13, Page 250

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No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

2 National andInternationalM&EConsultant

22 April., 15:00Rithy, Sokhorm, Samon, Miya,

Peap, Leng, Chanthan, Han,Sokny, Sambath, Sun, Khorn,and SamonAgenda: Certificate SurveyAction point: Assigned each

QA team member to preparedand coding data

06 May., 15:00Rithy, Sokhorm, Samon, Miya,

Peap, Leng, Chanthan, Han,Sokny, Sambath,Sun, Khornand SamonAgenda: Presentation during

ADB midterm reviewAction point: Assigned Mr.

Sambath to make presentationabout the M&E progress reportto ADB midterm review

08 May., 15:00Rithy, Sokhorm, Samon, Miya,

Peap, Leng, Chanthan, Han,Sokny, Sambath, Sun, Khorn,Samon, and Other officersfrom TVETMAgenda: Conducted Training

on Log Frame AnalysisAction point: All the

participated have learned andgroup discuss about how toanalyze the log frame

29 May., 15:00Rithy, Sokhorm, Samon,

Miya, Peap, Leng, Chanthan,Han, Sokny, Sambath,Sun,Khorn and SamonAgenda: To discuss about the

QA feedback from publicTVET institutionAction point: Assigned Mr.

Khorn, and Sun to insert allfeedback into matrix form

31 May., 15:00Rithy, Sokhorm, Samon, Miya,

Peap, Leng, Chanthan, Han,Sokny, Sambath,Sun, Khornand SamonAgenda: To discuss about the

QA feedback from public TVETinstitutionAction point: Assigned all QA

team to double check all QAfeedback

10 June, 15:00Rithy, Miya, Peap, Han, Sokny,

Sambath,Sun, Khorn, andChanthanAgenda: To discuss about the

QA feedback from public TVETinstitutionAction point: Assigned all QA

team to double check all QAfeedback

14 June, 8:30 to 16:30Rithy, Miya, Peap, Han,Sun,

KhornAgenda: Internal Training on

“SPPS program, M&E process,and How to develop physicalaccomplishment for STVETproject

24 June, 15:00Rithy, Miya, Peap, Han,Sun,

KhornAgenda: To discuss about all

the revised QA report

3 CurriculumDevelopment

22 April at 9:00Am-11:00AmMr. Khim Yorm , Mrs. Kim san,

team leader of PPI, ITI & NIBand PCU Agenda: Discuss about :

- progress of workassignments during thepast quarter report.

- Task Analysis and CBLPwriting.

- Formation ImplementingTeam

Action point:- Determine date for

Collecting CS & CBC level3&4 for submitting to NTB

- schedule of Task analysis

24 April at 9:00Am-11:00AmDr. Promot, Mr. Tony, Mr.

Teng, Mr. Bruce, Mr. Hong,Mrs. Sandra and Mrs. Kim san, Agenda: Discuss about :

- Key Issues for developinglearning materials

Action point:- Present key issues by

Tony

25 April at 9:00Am-11:00AmHE Yok Sothy, Mr. Tony, Mr.

Bruce, Mrs. Kim san and 4Technical Teachers Agenda: Discuss about :

- Work plan of NTTIAction point:

- Present Duty of NTTI andwork plan by Tony

6 May at 9:00Am-11:00AmMr Tony, Mr Teng, Mr. Khim

Yorm , Mrs. Kim san, teamleader of PPI, ITI & NIB andPCUAgenda: Discuss format of

course/program Master Planand Course structure andother mattersAction Point: To initially draft

the Master Plan and courseframeworks

17 May at 10AMMr. Khim Yorm, TWG team

leaders, & counterparts of threeNCCsAgenda: Finalize content of

master plans and courseframework considering CBCduration for each module.Action Point: International

consultant will initiate thedrafting of the Master Plans andcourse framework for programsin each sector and submit toTWG team leaders forcomments and suggestionswhere necessary.

Annex 13, Page 251

Synopsis of Meetings with Counterparts, April to June 2013

No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Industry expert worker’sreview and validationworkshop. Finalize formatof CBLP and simplify

20 May, at 15: pm HE Hem Chantha, Mrs Kim

san, Mr Viriya and TWG ofPPI

Agenda: clarify theresponsibility for writingCBLP for 4 Job positionslevel 2 of Civil Construction

Action point:Mr. Viriya present Job

positions and no of units foreach TWG responsible todevelop

2`1 May, at 9:30Am Director CIDC, 2 deputies

directors, Mr Tony and MrsKim san Agenda:- Clarify the Role of CIEDC

for implementation CS-Based Curriculum at theNCCs and RTCs

Action point:Mr. Tony present the Role ofCIEDC for implementationCS-Based Curriculum at theNCCs and RTCs

29 May, at 14:00pmRepresentatives from NTTI,

ITI, CIEDC, NIB and PPI,Madam Kimsan, and HongAgenda:- Clarify the action plan and

budget for development ofLearning Package Level 2

Action point:Each TWG to provide key

output and who responsiblefor each output

31 May, at 9:00 AmKim Yorm, Khay Socheat,

Moeung Viriya, Ourn Piseth,Kimsan and HongAgenda: work plan for the

development of LearningPackage Level 2 Action point: All TWGs

forward finalize action planand title of unit and learningoutcome of all job positions

12 June at 3:00pmChaired by Mr. Tep Oeun,

attended by Mr. Tola ., Mr. KhimYorn, Mr. Hong and TeamLeaders of TWG of ITI, PPI, &NIB. And representative ofNTTI.Agenda: CBLP writing issues,

TWG commitment of CBLPwriting, CBLP writing workshopschedules to be held at RTCsand CBLP costAction Point: Drafting of memo

for the first CBLP writingworkshop to be conducted atKampot province.Teng Cedillo will initiate thedrafting of Memo for review andsubmission to H.E PichSophoan for approval.

Annex 13, Page 252

Synopsis of Meetings with Counterparts, April to June 2013

No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

25 June at 3:00pm Representatives from NTTI,

ITI, CIEC, NIB and PPI, MrsKim san, Mr Hong, Dr Matheand Mrs Kath Marnance

Agenda:- Long term plan of CBLP

writing schedule for level 2,3 & 4 of 11 job positions .

- Output on writing CBLPworkshop at KIP

Action Point:- Present draft of long term

plan of CBLP writingschedule for level 2, 3 and4 of 11 job positions andoutput on writing CBLPworkshop at KIP

28June 8:30 Am Dr. Mathe and all national

consultants Agenda:

- Work plan for month Juneand August

Action Point::Each Consultant arepresented work plan antoutput for month June andAugust

4 Pre & In-Service TVETTeacherTraining

04 April, at 4:30 pmSayon, Bruce, Nhin,Agenda: ADB Mission Review

presentationAction point: Review

presentation slide for ADB;dicuss action points

20 April, at 10:45 amSayon, Bruce, NhinAgenda: Dicuss transitional

plan of National TAAction point: Counterpart will

transition in May tillreplacement national is hired

27 April, at 9: 00 am Bruce, Mr. Sorphorn, NTTIAgenda: Aspects of Blended

LearningAction point: Reviewed

blended learning data

28 April, at 11:00 am Bruce, Mr. Sopak, NTTIAgenda: Review proposal for

RCP initiativesAction point: Complete RCPproposal for NTTImembership requirements

07 May, at 4:00pmBruce, Mr. Sophak-NTTIAgenda: RCP initiativesAction point: Completed blended

course outline to include in RCPinitiatives

13 May, at 3: 30 pmBruce, Mr. Sorphak, NTTIAgenda: Retention survey dataAction point: Low response

rate from providers

22 May, at 2: 30 pmBruce, Nhin, Skills specialistAgenda: NTTI training on

DACUMAction point: Reviewed

proposed TWG DACUMmembers list

29 May, at 3: 30 pm Bruce, Mr. SophakAgenda: Setting up research

unit at NTTIAction point: completed course

outline on doing surveys forNTTI.

5 Non-formalTVETProgram(Socheat)

4 Apr, in DGTVETLay Socheat & Sau

SokunkethyaAgenda: prepare the table of

contents of VSTP Mid-TermProgress Report for ADBMission Review

23 Apr, in DGTVETLay Socheat & Sau

SokunkethyaAgenda: prepare for ADB

Mission ReviewAction point: Kethya to privde

feedbacks on draft the report

25 Apr, in DGTVETLay Socheat & Sau

SokunkethyaAgenda: consult on the draft

presentation slides, synopsisreport to inserting into MOU, &next 6 months action plan of

7 May, in DGTVETLay Socheat & Sau

SokunkethyaAgenda: prepare for

presentation session of VSTPfor ADB Mission ReviewAction point: Kethya to

20 May, in DGTVETLay Socheat & Sau

SokunkethyaAgenda: prepare VSTP

narrative progress report forcoming NTB meetingAction point: Kethya to collect

Annex 13, Page 253

Synopsis of Meetings with Counterparts, April to June 2013

No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Action point: Socheat to draftthe report format and then putfor consultation in the nextmeeting.

and then the draft to beimproved by respectiveconsultant.

VSTPAction point: Kethya to provide

inputs on the drafts forfinalization.

presentation about VSTPprogress report by the mid ofproject period with supportrespective consultants.

updated VSTP data from targetPTCs; Socheat to draft bothreport and slides and thencirculated to PCU for commentsand finalize.

22 May, in PreyvengLay Socheat, PCU and PTC

staffAgenda: followed-up VSTP

trainees of 2nd phase YearAction point: CDS officers to

facilitate field activities andresearch team to collect datafrom selected target groups.

29 May, in DGTVETLay Socheat and Sau

SokunkethyaAgenda: prepare presentation

slides and handout forrefresher training course aboutUrban VSTPAction point: Kethya to inform

and invite JVC, CIEDC, relatedSenior management; Socheatto prepare slides and relatedmaterials.

30 May, in DGTVETTep Oeun, Hang Tola, JVC

director and related staff, vice-director of CIEDC and relatedstaff, Lay Socheat, Ouchpartamatak, Sau Sokunkethyaand PCUAgenda: refresh about Micro-

enterprise pilot VSTP andUrban pilot VSTP and furtherdiscussion about progress andchallenges.Action point: CIEDC and JVC

to process forward of programprocedure; Socheat to developtraining contract format for bothinstitutions, Financedepartment to release budgetonce the contracts betweencenter and training providerssigned and submitted to PCU.

30 May, in DGTVETLay Socheat, Ouch

partamatak, SauSokunkethya and relatedPPTA consultantAgenda: discuss about future

VSTP and its costingAction point: PPTA to use the

current VSTP costing forpreparing STVET II project

6 June, in DGTVETLay Socheat & Sau

SokunkethyaAgenda: update about progress

of VSTP implementation andfield monitoringAction point: Kethya to keep

collecting data from PTC;Socheat to use update reportand presentation for NTB withregarding to updated data;related consultants, PCUs andcounterparts of VSTP to conductfield coaching and monitoring ofprogram implementation byrespective PTCs.

13 June, in DGTVETLay Socheat & Sau

SokunkethyaAgenda: develop training

contract format for Micro-enterprise and Urban PilotVSTPAction point: Socheat to review

and revise the existing contractformat to insert the annexesand terms of payment inparticular; Kethya to get thedraft and then put for

24 June, in KeptLay Socheat, PCU and PTC

staffAgenda: monitor and coah

about Rural VSTPAction point: PTC to implement

the program with regarding tothe procedure mention indeveloped Rural VSTPImplementation Manual.

Annex 13, Page 254

Synopsis of Meetings with Counterparts, April to June 2013

No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

consultation with Mr.Tolabefore giving to JVC andCIEDC.

6 Non-formalTVETProgram(Amathak)

12 April 2013 at 3:30 pmAkmathak, Socheat, 1

counterparts and 1 PCU (Mr.Sopheak and Mrs Kethya)Agenda: (1) Pilot urban VSTP

guideline, (2) Revised the PilotUrban VSTP guideline inEnglish version and shared tothe senior management forfinalizingAction point: Finalize the

guideline with seniormanagement

19 April 2013 at 9:30 amAkmathak and 2 counterparts

(Vichet and Sopheak) Agenda: Reviewed (2) the

questionnaires of the secondsurvey assessment on thecompetency profiles of VSTPcourses (2) capacity buildingof competency questionnaires,(3) VSTP non-formal coursesaudit questionnaires, (4)Micro-Entrepreneursquestionnaires Action point: Use the survey

assessment tools/materials forconducting the survey oncompetency profiles of VSTPcourses

06 May 2013 at 2:45 pmAkmathak and 2 counterparts

(Mr. Sopheak and Mr. Vichet) Agenda: (1) Discussed on the

survey assessment strategiesof the competency profiles, (2)Developed the surveyassessment proposal andincluded work plan and thepurpose of action plan. (3)Prepared tools/materials ofthe survey assessment on thecompetency profiles of VSTPcourses at the 9 PTCs ofVSTP 1st and 2nd phase. Action point: Implement work

plan as strategies to conductthe survey assessment on thecompetency profiles of VSTPcourses

22-24 May 2013 at 2:00 amAkmathak, 1 counterpart, (Mr.

Lim Da), Kratie PTC director,6 CDSs.Agenda: (1) Follow-up VSTP

2nd phase year 2 after sixmonths of training completed,(2) Introduce the objectives ofthe follow-up and planning,(3) Interviewed the trainingteachers of center, enterpriseand community basedtraining, (4) Interviewed theself-employed of center,enterprise and communitybased training, (5) Visited thebusiness of self employed tocollect data for successfulstory designing.Action point: Data is

analyzed and developcompetency profilescatalogue.

31 May 2013 at 8:30 amAkmathak, Socheat and 3

counterparts (Mr. Piset, Mr.Sopheak, Mrs. Long Sophan), 2PCUs (Mr. Tep Oeun, Mr. Tola,Mrs. Sokunkethya and 1 deputydirector of CIEDC.Agenda: (1) Urban VSTP

Implementation Guideline, (2)Reviewed and instructed thecounterparts, PCUs and CIEDCon the Urban VSTPImplementation Guideline, (3)Discussed on the points ofactions, (4) Discussed on theprocess of implementation, (5)Discussed on the strategies ofUrban VSTP Implementation.Action point: Follow-up the

Urban VSTP implementation ofCIEDC.

04 June 2013, at 3:20 pmAkmathak, 3 PCU (Mr. Tep

Oeun, Mr Kim Chantha andMrs Sokunkethya)Agenda: (1) Survey

Assessment on theCompetency Profiles workplan, (2) Revised the secondsurvey assessment on thecompetency work planAction point: (1) Survey

assessment on competencyprofiles planning is approved,

06-07 June 2013, at 2:00 pmAkmathak and 2 counterparts

(Mr. Sopheak and Mr. Vichet).Agenda: (1) Conducted the

second survey on thecompetency profiles of VSTPcourses at Pursat PTC, (2)Interviewed a director, 3training teachers of PTC and 2self-employed of center basedtraining, (3) Visited self-employed shops at the localsites of their business set up,

11 June 2013, at 9:30 pmAkmathak and 2 counterparts

(Mr. Sopheak and Mr. Vichet).Agenda: (1) Conducted the

second survey on thecompetency profiles of VSTPcourses at Kandal PTC, (2)Interviewed a director, 3training teachers of PTC and 1self-employed of center basedtraining, (3) Visited self-employed shops at the localsites of their business set up,

12-14 June 2013, at 2:00 pmAkmathak and 2 counterparts

(Mr. Sopheak and Mr. Vichet).Agenda: (1) Conducted the

second survey on thecompetency profiles of VSTPcourses at Siem Reap PTC,(2) Interviewed a director, 3training teachers of PTC and2 self-employed, (3) Visitedself-employed shops at thelocal sites of their businessset up, (4) Visited workshop

18-19 June 2013, at 2:00 pmAkmathak and 2 counterparts

(Mr. Sopheak and Mr. Vichet).Agenda: (1) Conducted the

second survey on thecompetency profiles of VSTPcourses at Sihanuk PTC, (2)Interviewed a director, 3 trainingteachers of PTC and 2 self-employed, (3) Visited self-employed shops at the localsites of their business set up, (4)Visited workshop of Sihanuk

Annex 13, Page 255

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Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

(2) Implement the surveyassessment plan to conductthe survey on competencyprofiles of VSTP courses

(4) Visited the workshop ofPursat PTC, (5) Instructed thePTC staff on strategy of how tocomplete the capacity buildingform of competency profiles ofVSTP coursesAction point: Analyze and

develop the competencyprofiles catalogue

(4) Visited workshop of KandalPTC, (5) Instructed the PTCstaff on strategy of how tocomplete the capacity buildingform of competency profiles ofVSTP coursesAction point: Analyze and

develop the competencyprofiles catalogue

of Siem Reap PTC, (5)Instructed the PTC staff onstrategy of how to completethe capacity building form ofcompetency profiles of VSTPcoursesAction point: Analyze and

develop the competencyprofiles catalogue

PTC, (5) Instructed the PTCstaff on strategy of how tocomplete the capacity buildingform of competency profiles ofVSTP coursesAction point: Analyze and

develop the competency profilescatalogue

20-21 June 2013, at 2:00 pmAkmathak and 2 counterparts

(Mr. Sopheak and Mr. Vichet).Agenda: (1) Conducted the

second survey on thecompetency profiles of VSTPcourses at Koh Kong PTC, (2)Interviewed a director, 3training teachers of PTC and 2self-employed, (3) Visited self-employed shops at the localsites of their business set up,(4) Visited workshop of KohKong PTC, (5) Instructed thePTC staff on strategy of how tocomplete the capacity buildingform of competency profiles ofVSTP coursesAction point: Analyze and

develop the competencyprofiles catalogue

25-26 June 2013, at 2:30 pmAkmathak and 2 counterparts

(Mr. Sopheak and Mr. Vichet).Agenda: (1) Conducted the

second survey on thecompetency profiles of VSTPcourses at Kampong ChamPTC, (2) Interviewed a director,3 training teachers of PTC and3 self-employed, (3) Visitedself-employed shops at thelocal sites of their business setup, (4) Visited workshop ofKampong Cham PTC, (5)Instructed the PTC staff onstrategy of how to complete thecapacity building form ofcompetency profiles of VSTPcoursesAction point: Analyze and

develop the competencyprofiles catalogue

27-28 June 2013, at 2:30 pmAkmathak and 2 counterparts

(Mr. Sopheak and Mr. Vichet).Agenda: (1) Conducted the

second survey on thecompetency profiles of VSTPcourses at Stueng Treng PTC,(2) Interviewed a director, 3training teachers of PTC and 2self-employed, (3) Visited self-employed shops at the localsites of their business set up,(4) Visited workshop of StuengTreng PTC, (5) Instructed thePTC staff on strategy of how tocomplete the capacity buildingform of competency profiles ofVSTP coursesAction point: Analyze and

develop the competencyprofiles catalogue

7 ICT 05 Apr 2013HENG Dara, KIT Sopheap,

CHHUM Borath, VANChamraeun, PHOUNGRotsothea, POK MiyaAgenda: TVETMIS

DevelopmentAction point - Current

26 Apr 2013HENG Dara, KIT Sopheap,

VAN Chamraeun, PHOUNGRotsothea, POK MiyaAgenda: TVETMIS

DevelopmentAction point - Current

development status, live server

10 May 2013HENG Dara, KIT Sopheap,

CHHUM Borath, PHOUNGRotsothea, LAK Long, POKMiyaAgenda: TVETMIS

DevelopmentAction point - Current

12 Jun 2013HENG Dara, KIT Sopheap,

Phung VisethAgenda: TVETMIS

DevelopmentAction point - Current

development status, shortcourse code issues

24 Jun 2013HENG Dara, KIT Sopheap,Agenda: TVETMIS

DevelopmentAction point - Current

development status, on jobtraining issues

Annex 13, Page 256

Synopsis of Meetings with Counterparts, April to June 2013

No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

development status,multilingual issues

online development status, collectedhard copy form data

8 ConstructionandProcurement

10 Apr., at 2:30, PCU-STVETPhak, Sideth, Khemara and

VisesAgenda: Procurement

WorkplanAction point: Updated

procurement workplan for MTRmission

12 Apr., at 10:30, PCU-STVETPhak, Vises, Sarith and

VSeaklyAgenda: Workplan for Civil

WorksAction point: Progress and planfor Civil Works

23 Apr., at 9:30, PCU-STVETPhak, Sideth, Khemara, Sarith,

Seangly and VisesAgenda: Civil Works and BER

preparedAction point: Follow up the Civil

Works Progress and Plan

29 Apr., at 11:00, PCU-STVETPCU management team, ADB

MTR mission team,Institutional director, PCUproject officer and consultantsAgenda: Kick-off meetingAction point: Presentation on

the progress status, issue andworkplan for STVET Project

29 Apr., at 2:30, PCU-STVETPCU management team, ADB

MTR mission team, Institutionaldirector, PCU project officer andconsultantsAgenda: Output 1, 2 & 3Action point: Presentation on the

output 1, 2 & 3 by STVETProject

30 Apr., at 9:00, PCU-STVETPCU management team, ADB

MTR mission team,Institutional director, PCUproject officer and consultantsAgenda: Update on DMFAction point: Progress and

update on DMF, GrandConditionality’s andGovernance

1 May., at 9:00, PTC-MondulkiriPCU management team, ADB

MTR mission team,Institutional director, PCUproject officers, consultantsand PLVT/PTC and about 20teaching and non-teachingstaff at PTC-MondulkiriAgenda: Visit PTC in

MondulkiriAction point: PTC Report,

issues and Workplan and Visitthe new PTC Construction

2 May., at 2:00, PTC-KampongChamPCU management team, ADB

MTR mission team,Institutional director, PCUproject officers, consultantsand PLVT/PTC and about 15teaching and non-teachingstaff at PTC and 3 EnterpriseBase-Kampong ChamAgenda: Visit 3 enterprise baseAction point: Activities for

teaching at enterprise baseand interview to students

3 May., at 8:30, PTC-SiemReapPCU management team, ADB

MTR mission team,Institutional director, PCUproject officers, consultantsand PLVT/PTC and about 12teaching and non-teachingstaff at PTC Karathan Sala-Siem ReapAgenda: Visit PTC Karathan

Sala in Siem ReapAction point: PTC Report,

issues and Workplan

3 May., at 10:30, RTC-SiemReapPCU management team, ADB

MTR mission team, Institutionaldirector, PCU project officers,consultants and PLVT/PTC andabout 25 teaching and non-teaching staff at RTC-SiemReapAgenda: Visit RTC in Siem

ReapAction point: RTC Report,

issues and Workplan and Visitthe new RTC Construction

4 May., at 9:30, PTC-SiemReapPCU management team, ADB

MTR mission team,Institutional director, PCUproject officers, consultantsand PLVT/PTC and about 4teaching and non-teachingstaff at PTC Korsai Vapakam-Siem ReapAgenda: Visit PTC Karathan

Sala in Siem ReapAction point: PTC Report,

issues and Workplan

5 May., at 4:30, PTC-BattambongPCU management team, ADB

MTR mission team,Institutional director, PCUproject officers, consultantsand PLVT/PTC and about 6teaching and non-teachingstaff at PTC Prey Konkla-BattambongAgenda: Visit PTC Prey Konkla

in BattambongAction point: PTC Report,

issues and Workplan

6 May., at 8:30, RTC-BattambongPCU management team, ADB

MTR mission team,Institutional director, PCUproject officers, consultantsand PLVT/PTC and about 18teaching and non-teachingstaff at RTC-BattambongAgenda: Visit RTC in

BattambongAction point: RTC Report,

issues and Workplan and Visitthe new RTC Construction

6 May., at 10:30, PTC-BattambongPCU management team, ADB

MTR mission team,Institutional director, PCUproject officers, consultantsand PLVT/PTC and about 6teaching and non-teachingstaff at PTC BIT-BattambongAgenda: Visit PTC BIT in

BattambongAction point: PTC Report,

issues and Workplan

8 May., at 8:30, PCU-STVETPCU management team, ADB

MTR mission team, Institutionaldirector, PCU project officer andconsultantsAgenda: Re-allocation of fundAction point: Updated and re-

allocate fund

Annex 13, Page 257

Synopsis of Meetings with Counterparts, April to June 2013

No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

9 May., at 11:00, PCU-STVETPCU management team, ADB

MTR mission team,Institutional director, PCUproject officer and consultantsAgenda: Pre-Wrap upAction point: Pre-Wrap up

meeting

9 May., at 3:30, PCU-STVETPCU management team, ADB

MTR mission team,Institutional director, PCUproject officer and consultantsAgenda: Wrap upAction point: Wrap up meeting

10 May., at 9:30, PCU-STVETPhak, Vises, Sarith and

VSeaklyAgenda: Drawing and designAction point: Discussion on

drawing and design forrehabilitation works

16 May., at 3:00, PCU-STVETPhak, Sideth, Khemara and

VisesAgenda: Procurement planAction point: Updated

procurement plan afterrecommend from MTRmission

20 May., at 10:00, PCU-STVETPhak, Vises, Sarith and SeaklyAgenda: Drawing and designAction point: Follow up the

progress of drawing and designfor rehabilitation works

22 May., at 8:00, PCU-STVETDr. Mathe, Phak, Sideth,

Khemara, Vises, Sarith andSeaklyAgenda: Meeting with SBPH

Construction Co., LtdAction point: Discussion on

construction site issue at RTCsin Svay Rieng and Takeo

23 May, at 2:30, PCU-STVETH.E Pok Pan, Dr. Mathe, Phak,

Vises, Sideth, Khemara,Samon and contractorAgenda: ICB Bid OpeningAction point: ICB bid opening

for supply and delivery ofMechanic Workshop andConstruction WorkshopEquipment for 5 RTCs andNTTI Complex

4 June., at 8:00, PCU-STVETPhak, Vises, Sarith and SeaklyAgenda: Drawing and designAction point: Follow up the

progress of drawing anddesign for rehabilitation works

6 June., at 10:00, PCU-STVETPhak, Vises, Sarith and

SeaklyAgenda: Drawing and designAction point: Follow up the

progress of drawing anddesign for additionaldormitory for 4 RTCs

10 June., at 3:00, PCU-STVETPhak, Vises, Sarith and SeaklyAgenda: Drawing and designAction point: Follow up the

progress of drawing and designfor additional dormitory for 4RTCs

12 June., at 4:00, PCU-STVETPhak, Sideth, KhemaraAgenda: ICB evaluation reportAction point: Follow up the

BER of ICB for supply anddelivery of Mechanic Workshopand Construction WorkshopEquipment for 5 RTCs andNTTI Complex

13 June., at 9:00, PCU-STVETDr. Mathe, Phak, Sideth,

Khemara, Vises, Sarith andSeaklyAgenda: WorkplanAction point: Discussion on

Civil Works Workplan for next2 months

13 June., at 4:30, PCU-STVETPhak, Sideth, Khemara and

VisieAgenda: Visit ITIAction point: Visit the location

to be construction of MechanicWorkshop at ITI

14 June., at 11:00, PCU-STVETPhak, Sideth, Khemara and

VisesAgenda: Visit CIEDCAction point: Visit the location

to be construction ofMechanic Workshop atCIEDC

18 June, at 9:30, RTC-SvayRiengDr. Mathe, Khin Chantha, Hong,

Phak, Vises, Director andDeputy Director of PLVT/RTCand about 6 teaching and non-teaching staff at RTC-SvayRiengAgenda: understand the

relationship between PLVT &RTC, discussion on key issuesand offer recommendation forimprovement,Action point: RTC to initiate

more vocational training, Roleand responsibility of RTC andDTVETM to monitor regularlyand Visit the site construction ofRTC in Svay Rieng

Annex 13, Page 258

Synopsis of Meetings with Counterparts, April to June 2013

No Consultant Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

Date/time/who/agenda/actiontaken

19 June, at 3:30, PTC-KepDr. Mathe, Hong, Phak, Vises,

Sideth, Director and DeputyDirector of PLVT/PTC andabout 6 teaching and non-teaching staff at PTC-KepAgenda: understand the

relationship between PLVT &PTC, discussion on key issuesand offer recommendation forimprovement,Action point: PTC to initiate

more vocational training, Roleand responsibility of PTC andDTVETM to monitor regularlyand Visit the site constructionof PTC in Kep

20 June, at 8:30, RTC-KampotDr. Mathe, Hong, Phak, Vises,

Sideth, Director and DeputyDirector of PLVT/RTC andabout 6 teaching and non-teaching staff at RTC-KampotAgenda: understand the

relationship between PLVT &RTC, discussion on key issuesand offer recommendation forimprovement,Action point: RTC to initiate

more vocational training, Roleand responsibility of RTC andDTVETM to monitor regularlyand Visit the site constructionof RTC in Kampot

Ministry of Labour and Vocational TrainingSTVET ProjectADB Grant No.0178-CAM

M F Total

4,726 661 5,401 253,495 370,740

1,810 292 2,106 192,536.22 177,027.82

1st Quarter 2011 442 59 501 46,002.52 46,002.52

1 26-27 STVET Project Promotion NTTI 24 P/M & DGTVET 83 12 95 5,678 5,6782 21 STVET Project Annual Work Plan NTTI 24 P/M & DGTVET 82 11 93 4,535 4,5353 27 6th Meeting of National Training Board(NTB) Hall A 45 6 51 4,520 4,5204 Jan 10-14 Training “Peachtree Accounting Program” CIS 16 4 20 5,972 5,972

5 9-10 Inception Workshop (SMEC Payment)Battambang Province

24 P/M, DGTVET & MEF 106 14 120 14,634.14 14,634.14

6 14-21 Conduct of Job Analysis/DACUM Facilitators NTTI Phnom Penh 31 2 33 2,750 2,7507 14-18 Skill Standards Development NTTI DGTVET & PCU 45 3 48 4,220.08 4,220.08

8 16-17 Financial Procedure and VSTP Monitoring NTTI 24 P/M & DGTVET 34 7 41 3,693.30 3,693.30

2nd Quarter 2011 166 11 177 13,680.70 10,795.15

9 Validation of Unit of Competency - ICT NCC, NIB TWG/ PCU 29 2 31

10 04-05 Validation of Unit of Competency, Instruction of Industry NCC, PPI TWG/ PCU 36 3 39

11 07-08Validation of Units of Competency and Mechanics Industry element

NCC, ITI TWG/ PCU 31 2 33

12 Skills Standards Writing NTTI8 TVET institutions in PP/ Skill Standard 36 2 38 4,463 3,785.75

13 03-04 CAMINFO User Training Ins. of Statistic Phnom Penh 17 1 18

14 24-27 DEVINFO Database Administrator Workshop CIEDC Phnom Penh 17 1 18

Date

May

31 Mar-01 Apr

No Month

Apr

VenueParticipating Provinces &

EntitiesProjection Cost

(USD)

20 Apr -03 May

5,420 3,211.70

3,797.70 3,797.70

No. of Participants

Dec-10

Actual Cost (USD)

Total for Year 2011

Grand TOTAL (year 2012, 2011, 2012 and 2013)

Description

Mar

WORKSHOPS FOR CAPACITY BUILDING

Feb

Annex 14, Page 259

Synopsis of Workshops until end of June 2013

M F TotalDateNo Month Venue

Participating Provinces & Entities

Projection Cost (USD)

No. of ParticipantsActual Cost (USD)Description

3rd Quarter 2011 640 125 769 87,342.00 77,570.80

15 25-29 Data Collection Methodology and Data .Analysis by Using SPSS NTTI1st phase-7 provinces; 2nd phase-7 provinces

38 7 45 4,642 4,392

16 25-29Basic ICT, including trainer and rental of necessary equipment – 1st group

CIEDC 5 P/M 18 9 27 7,300 6,290.75

17 26-27Industry Consultative Workshop on Competency Standards Validation - Mechnical

ITI IAG/ 3 institutions in PP 42 1 43 1,970

18 28-29Industry Consultative Workshop on Competency Standards Validation - Construction

PPI IAG/ 2 institutions in PP 37 4 41 1,930

19 01-05Basic ICT, including trainer and rental of necessary equipment – 2nd group

CIEDC 8 P/M 19 8 27 7,500

20 08-12Basic ICT, including trainer and rental of necessary equipment – 3rd group

CIEDC 6 P/M 18 7 25 7,100

21 08-10National Workshop on Strategic Planning, Leadership and TVET management

Preah Sihanuk Ville Province

24 P/M & DGTVET 150 20 170 21,000 20,818

22 15-18Capacity Building Training on Quality Development of TVET Teacher and Evaluation of Teaching and Studying Capacity

NTTI 13 P/M 33 10 47 5,000 5,059.30

23 15-19Basic ICT, including trainer and rental of necessary equipment – 4th group

CIEDC 7 P/M 21 6 27 7,100 5,139.75

24 22-26Basic ICT, including trainer and rental of necessary equipment – 5th group

CIEDC DGTVET & 6 Institutions in PP 19 8 27 3,300 3,298

25 25Planning Workshop on Procurement of Basic Workshop Equipment

NTTI 24 P/M & DGTVET 43 9 52 4,200 3,679

26 26Workshop on "Gender and Ethnic Minority Analysis and Action Plan of STVET"

NTTI 24 P/M & DGTVET 30 20 50 4,100 2,680.75

27 30-31 LMIS Standards and Terminology NTTI MoLVT/ DGTEVT/ NEA/ ADB/ P-M/ NIS 39 0 39 1,300 668

28 31Industry Advisory Group Workshop on Competency Standards Review and Endorsement

Cambodiyana Hotel

IAG/ TVET institutions/ Min. Affair

63 11 74 3,000 2,368.10

29 Workshop on Pedagogy Training for Master Trainers NTTI 3 P/M 31 2 33 5,000 7,164

30 Sep 19-23 Competency-Based Curriculum Development NTTI3 Institutions in PP/ PCU & TVET institutions 39 3 42 2,900 1,496.40

Aug

22 Aug – 09 Sep

Jul

12,136.75

2,380

Annex 14, Page 260

Synopsis of Workshops until end of June 2013

M F TotalDateNo Month Venue

Participating Provinces & Entities

Projection Cost (USD)

No. of ParticipantsActual Cost (USD)Description

4th Quarter 2011 562 97 659 45,511.00 42,659.35

31 11-15Advanced ICT, including trainer and rental of all necessary equipment- 1st group

NIB 5 P/M 22 4 26 6,600 6,158.60

32 17-21Advanced ICT, including trainer and rental of all necessary equipment- 2nd group

NIB 8 P/M 23 4 27 6,700 6,468.25

33 20-21 Engendering the TVET Curriculum Training (Part 1) NTTI3 Institutions in PP/ PCU & TVET institutions

28 5 33 790 729.60

34 24-28Advanced ICT, including trainer and rental of all necessary equipment- 3rd group

NIB 7 P/M 25 2 27 6,400 6,123.10

35 24-28 Competency-Based Learning Packages Development Workshop NTTI3 Institutions in PP/ PCU & TVET institutions

40 1 41 1,700 1,649.25

36 24-28 Workshop on "Soft Skills" NTTI Phnom Penh 193 51 244 4,585 4,608.00

37 14-18Advanced ICT, including trainer and rental of all necessary equipment- 4th group

NIB 7 P/M 22 5 27 5,300 5,006.20

38 21-25Advanced ICT, including trainer and rental of all necessary equipment- 5th group

NIB DGTVET & 6 Institutions in PP 17 8 25 2,900 2,570.35

39 23 Labor Market Information System Stakeholders Forum Sunway HotelLMIS Committee/ NTB/ Gov't/ NGOs/ NEA/ MoLVT/ 7 institutions in PP 61 3 64 2,856 2,809.00

40 16Review on the Approval of Competency Standards for Construction and Mechanic Sectors by NTB Sub-Committee on Skills Standards and Testing

Blue River HotelDGTVET & Institutions in PP Sub Committee/ NTB /NGO/MOLVT

56 4 60 2,600 2,194.35

41 23 Meeting NTB 7th Ministry of Council

Meeting Room DCommittee/ NTB/ Gov't/ NGOs/ NEA/ MoLVT/ institutions in PP 75 10 85 5,080 4,342.65

Dec

Oct

Nov

Annex 14, Page 261

Synopsis of Workshops until end of June 2013

M F TotalDateNo Month Venue

Participating Provinces & Entities

Projection Cost (USD)

No. of ParticipantsActual Cost (USD)Description

2,106 268 2,384 60,959.00 150,179.47

1st Quarter 2012 658 115 773 60,959.00 53,596.3342 06 Workshop on "Gender in TVET" Hall A 38 8 4643 12 Meeting on "Financing and VSTP implementing Phase 2" Hall A 32 11 43 2,335 2,052.60

44 17-19National Workshop on "Operational Planning, TVET Management and QA-M&E and Training Session on QA-M&E"

Siem ReapDGTVET, TVET Institutions, PCU

124 18 142 22,424 21,480.50

45Workshop on "Upgrading of Practical Strategies for Effecting Teaching and Learning on TVET Program for PTCs"

NTTI 20 8 28 6,200 6,141.52

46 06 Meeting on "Leadership and TVET Management" NTTI DGTVET, PTC/RTC 41 11 52 2,800 2,598.20

47 09-10Workshop on "Validation on Competency Standard of Industry Sector"

NIBIndustries (ICT & Business) TWG, PCU

40 9 49 1,350 1,161.35

48 13-17Workshop on "Upgrading of Practical Strategies for Effecting Teaching and Learning on TVET Program for RTCs"

NTTI 29 5 34 6,000 5,970.42

49 14-15 Workshop on "Validation on Curriculum based on Competency" ITIIndustries (Mechanic), TWG, PCU

45 2 47 1,300 1,066.26

50 17 8th NTB Meeting Ministry of Council 75 10 85 5,400 3,751.08

51Workshop on "Upgrading of Practical Strategies for Effecting Teaching and Learning on TVET Program for PTCs"

NTTI 28 8 36 6,400 6,375.90

52 Feb 28-29 Workshop on "Validation on Curriculum based on Competency" PPIIndustries (Construction), TWG, PCU

40 2 42 1,450 1,177.75

53 13 Workshop on "Inception Report of Baseline Study" Phnom Penh H PCU, relevent key stakeholders 42 11 53

54 15

Workshop "Industry Consultative on Competency Standards Review and Endorsement" For the Endorsement of the Kmner Version of Four (4) Competency Standards for ICT and Business Sector

Cambodiana Various Industries (ICT and Business Sectors), TWG, PCU

52 6 58 1,900 1,820.75

55 29 " Industry Advisory Group Workshop on CBC Reviewing & Endorsement for Mechanics and Constructions Sectors "

Various Industries Machanics and Costruction Sectors), TWG, PCU

52 6 58 3,400

Jan

27 Feb- 02 Mar

Total for Year 2012

Mar

30 Jan- 03 Feb

Feb

Annex 14, Page 262

Synopsis of Workshops until end of June 2013

M F TotalDateNo Month Venue

Participating Provinces & Entities

Projection Cost (USD)

No. of ParticipantsActual Cost (USD)Description

2nd Quarter 2012 176 23 199 0 12,074.50

56 April 26-27Conduct of "Industry Consultative Workshop on Competency Standards Level 3 Validation"

ITI IAG/ 4 institutions in PP 44 2 46 1,030.70

57 3Conduct of "NTB-Subcommittee Workshop on Competency Standards Review and Approval"

HIMAWARI HotelSubcommittee Members, Director of NIB,PPI,ITI, PCU, NCS

50 4 54 2,460.35

58 17-19 Workshop on "Training of Trainer" NTTI 24 7 31 1,397.55

59 29-30Industry Consultative Workshop on Competency Based Curriculum Validation

NIB

Various Industries (ICT and Business Sectors), NIB, PCU, NCS, Teachnicl Teacher of CIEDC

32 4 36 1,306.80

60 June 12-15"Upgrading of Practical Strategies for Effective Teaching and Learning on TVET Program for RTCs & PTCs"

NTTI 26 6 32 5,879.10

3rd Quarter 2012 327 44 381 0 18,860.59

61 July 17-18Conduct of "Industry Consultative Workshop on Competency Standards Construction Level 3 Validation"

PPI IAG/ 4 institutions in PP 40 2 42 1,193.74

62 10Training on Strenghtening Management and TVETMIS form for All TVET instiutes

NIB All TVET Institutes 44 9 53 2,617.35

63 23-24Conduct of "Industry Consultative Workshop on Competency Standards Mechanic Level 4 Validation"

ITIIndustries (Mechanic), TWG, PCU

61 2 63 1,170.75

64 28-29Conduct of "Industry Consultative Workshop on Competency Standards Construction Level 4 Validation"

PPIIndustries (construction), TWG, PCU

30 3 33 1,124.25

65 27-31 Refresher Training for Lab Managers 15 4 19 3,923.75

66 04-05Conduct of "Industry Consultative Workshop on Competency Standards Construction Level 2 Validation for two occupations"

PPIIndustries (construction), TWG, PCU

37 5 42 1,210.25

67 12-13Conduct of "Industry Consultative Workshop on Competency Standards Mechanic Level 2 Validation for four occupations"

ITIIndustries (Mechanic), TWG, PCU

27 2 39 1,324.80

68 13-14Orientation Workshop on Implementation Voucher Skill Training Program

NIB 73 17 90 6,295.70

Aug

May

Sept

Annex 14, Page 263

Synopsis of Workshops until end of June 2013

M F TotalDateNo Month Venue

Participating Provinces & Entities

Projection Cost (USD)

No. of ParticipantsActual Cost (USD)Description

4rd Quarter 2012 945 86 1,031 0 65,648.05

69 20-21

Conduct of “Industry Consultative Workshop on Competency-Based Curriculum (CBC) Validation with Expert Workers” for verifying the Khmer version of the CBC level 3 for four (4) job positions in the Construction sector

PPIIndustries (construction), TWG, PCU

28 2 30 1,181.75

70 20-21

Conduct of “Industry Consultative Workshop on Competency-Based Curriculum (CBC) Validation with Expert Workers” for verifying the Khmer version of the CBC level 3 for three (3) job positions in the Mechanics sector

ITIIndustries (Mechanic), TWG, PCU

34 2 36 1,186.80

71

Conduct of “Competency-Based Education and Training (CBET) Program Development Workshop” for selected NTTI and DGTVET-DNCS participants

NTTIDirector, D.Director and Teacher of Mechanic, construction&ICT, PCU, NCS

30 2 32 1,251.30

724-5 & 8-10

Conduct of “Competency Assessment Package Development Workshop” for NCCs, NTTI and DGTVET-DNCS participants

NTTI 53 1 54 1,993.70

73 10Workshop on "Construction and Automotive Workshop Equipment"

NTTISenior Mgt of DGTVET, Director 5 RTCs, TWG of PPI & ITI

18 4 22 1,372.80

74 11

Conduct of “Industry Advisory Group Workshop on CS and CBC Review and Endorsement” for the endorsement of the Khmer version of seven (7) competency standards level 3 for Mechanics and Construction, and four (4) competency-based curriculum levels 2 and 3 for ICT and Business services sector

Cambodiyana Hotel

IAG for Mechanics, Constructions and ICT& Business, TWG of PPI, ITI, NIB, Director & D.Director of ITI, PPI, NIB and NTTI, PCU, NCS

114 8 122 4,465.60

75 25-26

Conduct of “Industry Consultative Workshop on Competency-Based Curriculum (CBC) Validation with Expert Workers” for verifying the Khmer version of the CBC level 4 for (3) three job positions in the construction sectors

PPIIndustries (construction), TWG, PCU

30 3 33 1,104.50

76 25-26

Conduct of “Industry Consultative Workshop on Competency-Based Curriculum (CBC) Validation with Expert Workers” for verifying the Khmer version of the CBC level 4 for (3) three job positions in Mechanics sectors

ITIIndustries (Mechanic), TWG, PCU

29 1 30 1,166.90

77 01-02

Conduct of “Industry Advisory Group Workshop on Competency Standards Review and Endorsement” for the endorsement of the Khmer version of three (3) competency standards level 2 for additional priority job positions in Construction sector

PPIIndustries (construction), TWG, PCU

31 2 33 1,133.80

25-27 Sep & 1-2 Oct

Sept

Oct

Annex 14, Page 264

Synopsis of Workshops until end of June 2013

M F TotalDateNo Month Venue

Participating Provinces & Entities

Projection Cost (USD)

No. of ParticipantsActual Cost (USD)Description

78 01-02

Conduct of “Industry Advisory Group Workshop on Competency Standards Review and Endorsement” for the endorsement of the Khmer version of four (4) competency standards level 2 for additional priority job positions in Mechanics sector

ITIIndustries (Mechanic), TWG, PCU

32 2 34 1,213.40

79 8

Conduct of "Industry Advisory Group in CS and CBC Reviewing & Endorsement" for the endorsement of Khmer Version of seven (7) Competency Standards Level 2 and seven (7) Competency-Based Curriculum levels 2 for additional priority Job position in Mechanics and constructions sectors

Cambodiyana Hotel

IAG, Director & D.Director of ITI & PPI, TWG, NTTI, NCS, PCU

66 7 73 2,723.30

80 14-15

Conduct of “Industry Consultative Workshop on Competency-Based Curriculum (CBC) Validation with Expert Workers” for verifying the Khmer version of the CS level 3 for Admin Services in the ICT & Business sectors

NIBIAG members from ICT and Business Sectors, TWG of NIB, PCU, NCS

28 4 32 1,250.20

81 13-14 PPI 24 P/M & DGTVET, QA&M&E, 58 7 65 3,925.30

82 15-16Workshop on “Quality Assurance and Monitoring Process of TVET in Cambodia” on 15-16 for the QA Officers of all Public institutions

PPIQA of 7 big publeic Institutes in PP, QA of 5 RTCs, QA of 26 public institutes

57 8 65 4,551.80

83 23

Conduct of “Industry Advisory Group Workshop on Competency Standards Review and Endorsement” for the endorsement of the Khmer version of four (4) competency standards levels 2 and 3 for ICT and Business Services Sector

Phnom Penh HotelIAG members from ICT and Business Sectors, TWG of NIB, PCU, NCS

102 7 109 3,855.20

84 04-08Conduct of “Planning Workshop on Effective Implementation of Competency-Based Education and Training Programs Align with the National Competency Standard”

NIB4 institutions in PP, TWG, RTCs, NCS, PCU

62 4 66 4,496.70

85 12-13

Conduct of “Industry Consultative Workshop on Competency Standards and Competency-Based Curriculum (CBC) Validation with Experts Workers” for verifying the Khmer version of the CS level 4 for ICT, HR, Admin & Customer Services and CBC Level 2 for ICT, HR and Customer, CBC Level 3 for Admin Services, and CS & CBC Level 2 for Marketing Services in the ICT & Business sector.

NIBIAG members from ICT and Business Sectors, TWG of NIB, PCU, NCS,

23 4 27 1,428.70

86 18-20 Conduct the " LEADERSHIP Workshop"Preah Sihanoukville

150 18 168 27,346.30

Dec

Nov

Annex 14, Page 265

Synopsis of Workshops until end of June 2013

M F TotalDateNo Month Venue

Participating Provinces & Entities

Projection Cost (USD)

No. of ParticipantsActual Cost (USD)Description

810 101 911 0 43,533

1st Quarter 2013 539 65 604 0.00 39,783.78

87 8-11 Effective Skill Training for PTCs/RTCs Teachers NTTI35 Directors of PTCs & RTCs , Technical Teacher at NTTI

29 6 356,370.92

88 28-31 Effective Skill Training for PTCs/RTCs Teachers NTTI35 Directors of PTCs & RTCs , Technical Teacher at NTTI

30 5 35 6,369.36

89 15 DGTVET and STVET Operational Planning Phnm Penh HotelDGTVET, TVET Institutions, PCU

75 15 90 4,567.3090 14 Job Analysis Using Dacum Approach BIT 68 2 70 3,721.40

91 15-16Competency Based Education and Training (CBET) Program Development, Competency Based Curriculum for Construction, Mechanic and Business/ICT Service Sectors

BIT 66 2 683,484.50

92 17-18

Competency Based Education and Training (CBET) Program Development, Competency Based Curriculum for Construction, Mechanic and Business/ICT Service Sectors

BIT 67 2 694,562.60

93 07-08

Industry Consultative Workshop on Competency Standards and Competency Based Curriculum (CBC) Validation with Expert Worker for Two Job Positions of ICT/Business Sector

NIB

Director & Technical Teacher from NIB, TWG, Expert workers and NCS

30 4 341,141.80

94 21

IAG consultative workshop on Competency Standards and Competency Based Curriculum Review and Endorsement of Seven Competency Standards Level 2 and Level 4 for ICT/Business Service Sector

Imperial Hotel 40 8 48

1,649.60

95 March 22 Gender in Entrepreneurship and TNA NTTI38 TVET institutions' Directors, PCU and Counterpart 39 14 53 2,674.90

96 25-26Consultative Workshop on Competency Standards for TVET Teacher

NTTI

Director & D.Director of NTTI, TWG, Technical Teachers from NPIC, NIB, PPI, CIEDC, JVC, CTSDC, PIB, KIP, PTC of S.Reap, SR, Takeo, Preak leap National Agriculture School, Donbosco & PSE

39 5 44

1,954.10

97 28

IAG Sub-committee Workshop on Competency Standards and Competency Based Curriculum Review and Approval for four Competency Standards and Competency Based Curriculum Level 3 & 4for Mechanic, and four Competency Standards and Competency Based Curriculum Level 2, 3, 4 for ICT/Business Sector

Phnom Penh HotelNTB Sub-committee members, Director& D.Director of NIB, PPI, ITI and TWG of PPI, NIB & ITI; NCS, PCU

56 2 58

3,287.30

Total for Year 2013

January

Feb

March

Annex 14, Page 266

Synopsis of Workshops until end of June 2013

M F TotalDateNo Month Venue

Participating Provinces & Entities

Projection Cost (USD)

No. of ParticipantsActual Cost (USD)Description

2nd Quarter 2013 271 36 307 0 3749.03

98 April 8Policy Study on Future Directions of TVET and TVET Financing

"Presenting key issues identified and draft design vision for TVET 2025"

Sunway Hotel, PnP

Senior Officials of MLVT/MoEYS/NEA, Senior

Technical Officer from Technical Departments, Directors of TVET Institutions, Representatives of STVET Team and Development

Partners

70 14 84

99 June 17 Policy Study - Finding and ActionsSunway Hotel,

PnP

Senior Officials of MLVT and NEA, Senior Technical Officer from Technical Departments, Directors of TVET Institutions,

Representatives of STVET Team and Development

Partners

72 13 85

100 04-05Industry Consultative Workshop on Task Analysis Validation with Expert Workers for Level 2 for Priority Job Positions in the Mechanics Sector

ITI

Director & D.Director of ITI, TWG of ITI, Expert workers, PCU, NCS, Specialist Teacher at ITI

27 1 28

1,100.15

101 04-05Industry Consultative Workshop on Task Analysis Validation with Expert Workers for Level 2 for Priority Job Positions in the Construction Sector

PPI

Director & D.Director of PPI, TWG of PPI, Expert workers, PCU, NCS, Specialist Teacher at PPI

33 3 36

1,381.50

102 06-07Industry Consultative Workshop on Task Analysis Validation with Expert Workers for Level 2 for Priority Job Positions in the Business and ICT Sector

NIB

Director & D.Director of NIB, TWG of NIB, Expert workers, PCU, NCS, Specialist Teacher at NIB

28 3 31

1,267.38

103 18-23

Competency-Based Learning Package (CBLP) Writing Workshop by TWG member of Construction, Mechanic and Business/ICT Service Sectors

Kampot 41 2 43

June

Annex 14, Page 267

Synopsis of Workshops until end of June 2013

Field Home Consume Remain

1 Dr. Sriram MatheTeam Leader/Policy Management and Institutional Development Specialist

Field 46.18 21.18 25.00

2 Emeterio CedilloSkills Standards and Curriculum, Machanics Specialist

Field 23.00 20.10 2.90

3 Antonio AlegriaSkills Standards and Curriculum, Construction/Civil Technology Specialist

Field 24.00 20.40 3.60

4 Bruce Hinch TVET Teacher Training Specialist Field 18.00 18.00 0.00

5 Rene Poirier VETMIS IT Systems Analyst Field 4.00 4.00 0.00

6 Michele BruniLabo Market Information and Statistics Specialist

Field 10.05 10.03 0.02

7 Ashley Marron LIMS Specialist, Development and Training Field 6.00 6.00 0.00

8 Ashley Marron LMIS Web Site Specialist Field 4.00 3.99 0.01

9 Rene Poirier Databese Specialist Field 4.00 2.54 1.46

10 Mercedes Logarta Social and Gender Specialist Field 12.00 6.17 5.83

11 Indra Daroesman PCU: Project Finance Specialist Field 3.00 3.00 0.00

12Dr. Pramod Shrestha

PCU: Monitoring and Evaluation Specialist Field 8.00 6.07 1.93

13 Indra Daroesman PCU: Monitoring and Evaluation Specialist Field 4.29 2.53 1.76

14 Pietro Tarusella Non-Formal Entrepreneurial Specialist Field 8.00 3.96 4.04

15Rajesh P. Khambayat

ICT/Business Skills Standards Specialist Field 7.31 3.23 4.08

181.83 0.00 131.20 40.75

16 Seng HongDeputy Team Leader and Policy Management and Institutional Development Specialist

Home 54.00 29.17 24.83

17 Hem Sayon In-Service TVET Teacher Training Specialist Home 36.00 28.00 8.00

18 Ung Kim Sam Curriculum Development Specialist Home 46.00 30.00 16.00

19 Ouchpath Akmahak VSTP Implementation Specialist Home 46.00 26.28 19.72

20 Lay Socheat VSTP Implementation Specialist (2) Home 35.25 26.20 9.05

21 Ly Panhaphea Community Development Specialist Home 21.26 21.26 0.00

22 So Rothavy Social and Gender Specialist Home 12.00 5.16 6.84

23 Heng Dara ICT Specialist Home 54.00 30.57 23.43

24 Sok Chanrithy PCU: M&E Specialist Home 37.91 28.28 9.63

25 Rath Sopheak PCU: Civil Works and Procurement Specialist Home 48.00 29.44 18.56

390.42 254.36 136.06572.25 385.56 176.81

Q15

CONSULTANTS' DEPLOYMENT SCHEDULE

2010

POSITIONNAMEJ O

Q16 Q18Q13

INTERNATIONAL

D

Q1

1

Q14

11 14 15

Q8 Q9 Q10No.

NATIONAL

2

S

2012

Q6 Q7

3 10

J

8

A

9

Q3

National Consultants

International

A

5

M

Q2

6

J

7

Sub Total

N

12 13

D

2011

Q4 Q5

F M

4

J F M A M J J A S O N D

16 17 18 19 20 21 22 23 24 25

2013

J F M A M J J A S

Q11 Q12

N

26 27 28 29 30 31 32 33 34 40

2014

J F M A M J S O

48

D

35 36 37

DO N

38 39

2015

J F M A

41 42 43

A S

5549

J A

56

Q17

44 45 46 47

O NM J J

50 51 52 53 54

Grant TotalSub Total

TOTAL

INPUT Until June 2013

57 58 59 60

Q19 Q20

Annex 15, Page 268

Consultants' Deployment Schedule

1 2 3 4 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22

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1 STVET/W/SHP/P1 1Conducting of Soil testing for 2 new PTCs, 5 RTC and 1 Takeo PTC

08 3/4/2011 3/4/2011 3/8/2011 3/11/2011 3/11/2011 3/23/2011 3/23/2011 4/5/2011 20,700.00 4/5/2011 4/13/2011 ACFC Group 4/19/2011 4/21/2011 4/21/2011 5/15/2011 5/20/2011

2 STVET/W/NCB/P1 1 Construction of New PTC Mondulkiri 1 6/16/2011 6/16/2011 8/1/2011 8/2/2011 8/2/2011 8/3/2011 8/31/2011 9/20/2011 10/17/2011 252,333.59 10/17/2011 11/15/2011 T-RO Construction Co., Ltd 11/18/2011 12/20/2011 11/18/2011 6/20/2012 11/20/2012

Contract Variation of Electrial Tranformer Conection of New PTC Mondulkiri

N/A N/A N/A N/A N/A N/A N/A N/A N/A 21,945.00 10/30/2012 11/16/2012 EDC Department in Mondulkiri 3/12/2013 3/12/2013 4/12/2013 3/25/2013

Contract Variation of boundary walls of New PTC Mondulkiri

N/A N/A N/A N/A N/A N/A N/A N/A N/A 42,694.80 2/12/2013 3/6/2013 Meas Sovuthidy Co., Ltd 3/20/2013 3/20/2013 7/25/2013

3 STVET/W/NCB/P1 2 Construction of New PTC Preah Vihear 1 6/16/2011 6/16/2011 8/1/2011 8/2/2011 8/2/2011 8/3/2011 8/31/2011 9/20/2011 10/17/2011 229,999.00 10/17/2011 11/15/2011 Meas Sovuthidy Co., Ltd 11/18/2011 12/20/2011 11/18/2011 6/20/2012 10/15/2012

4Contract Variation of foundation of New PTC Preah Vihear

1 N/A N/A N/A N/A N/A N/A N/A N/A N/A 8,606.04 1/16/2012 1/26/2012 Meas Sovuthidy Co., Ltd 2/9/2012 3/13/2012 2/10/2012 7/20/2012 8/20/2012

Contract Variation of boundary walls of New PTC Preah Vihear

1 N/A N/A N/A N/A N/A N/A N/A N/A N/A 38,000.74 2/12/2013 3/6/2013 Meas Sovuthidy Co., Ltd 3/20/2013 3/20/2013 7/25/2013

5 STVET/W/NCB/P2 1Construction of Regional Training Center in Battambang Province

1 11/4/2011 11/4/2011 11/14/2011 11/16/201216-11-2011 20

&21-11-20114-&5-11-2011

18-11-2011 23-11-2011 12/22/2011 1/10/2012 2/29/2012 298,124.48 3/2/2012 3/9/2012 Meas Sovuthidy Co., Ltd 3/15/2012 3/15/2012 3/26/2012 11/26/2012

Contract Variation of one additional floor of Regional Training Center in Battambang Province

1 N/A N/A N/A N/A N/A N/A N/A N/A N/A 96,531.20 12/19/2012 1/11/2013 Meas Sovuthidy Co., Ltd 1/12/2013 1/15/2013 7/25/2013

6 STVET/W/NCB/P2 2Construction of Regional Training Center in Siem Reap Province

1 11/4/2011 11/4/2011 11/14/2011 11/16/201216-11-2011 20

&21-11-20114-&5-11-2011

18-11-2011 23-11-2011 12/22/2011 1/10/2012 2/29/2012 319,877.53 3/2/2012 3/9/2012 C.D.W Construction Co., Ltd 3/15/2012 3/15/2012 3/26/2012 11/26/2012

Contract Variation of one additional floor of Regional Training Center in Siem Reap Province

1 N/A N/A N/A N/A N/A N/A N/A N/A N/A 95,886.00 12/19/2012 1/11/2013 C.D.W Construction Co., Ltd 1/12/2013 1/15/2013 7/25/2013

7 STVET/W/NCB/P2 3Construction of Regional Training Center in Kampot Province

1 11/4/2011 11/4/2011 11/14/2011 11/16/201216-11-2011 20

&21-11-20114-&5-11-2011

18-11-2011 23-11-2011 12/22/2011 1/10/2012 2/29/2012 318,354.27 3/2/2012 3/9/2012 T.S.K Construction Co., Ltd 3/15/2012 3/15/2012 3/26/2012 11/26/2012

Contract Variation of foundation of New RTC Kampot

N/A N/A N/A N/A N/A N/A N/A N/A N/A 58,341.60 7/8/2012 8/8/2012 T.S.K Construction Co., Ltd 8/16/2012 9/13/2012 8/20/2012 4/24/2013

Contract Variation of one additional floor of Regional Training Center in Kampot Province

1 N/A N/A N/A N/A N/A N/A N/A N/A N/A 74,558.63 12/19/2012 1/11/2013 T.S.K Construction Co., Ltd 1/12/2013 1/15/2013 7/25/2013

8 STVET/W/NCB/P2 4Construction of Regional Training Center in Svay Rieng Province

1 11/4/2011 11/4/2011 11/14/2011 11/16/201216-11-2011 20

&21-11-20114-&5-11-2011

18-11-2011 23-11-2011 12/22/2011 1/10/2012 2/29/2012 273,126.48 3/2/2012 3/9/2012

S.B.P.H Engineering and Construction Co., Ltd

3/15/2012 3/15/2012 3/26/2012 1/26/2013

9 STVET/W/NCB/P2 5Construction of Regional Training Center in Takeo Province

1 11/4/2011 11/4/2011 11/14/2011 11/16/201216-11-2011 20

&21-11-20114-&5-11-2011

18-11-2011 23-11-2011 12/22/2011 1/10/2012 2/29/2012 385,476.66 3/2/2012 3/9/2012

S.B.P.H Engineering and Construction Co., Ltd

3/15/2012 3/15/2012 3/26/2012 11/26/2012

Contract Variation of foundation of New RTC Takeo

1 N/A N/A N/A N/A N/A N/A N/A N/A N/A 7,280.00 6/27/2012 6/25/2012S.B.P.H Engineering and

Construction Co., Ltd7/26/2012 7/25/2012 7/26/2012 11/26/2012

10 STVET/W/Q/P3Redoing of soil testing for RTC in Kampot Province

1 N/A N/A N/A 5/17/2012 N/A N/A 6/5/2012 6/5/2012 6/20/2012 2,350.00 6/20/2012 6/29/2012Research and Development Design Enterprise (R.E.D)

7/3/2012 NA 7/3/2012 7/16/2012 7/16/2012

2,544,186.02

1 STVET/G/F/P1 1 Furniture for Offices 155 12/22/2010 1/4/2011 1/14/2011 1/18/2011 1/18/2011 2/7/2011 3/23/2011 3/23/2011 23,095.00 3/23/2011 3/29/2011 Leeco shop 31-032011 3/31/2011 3/31/2011 4/29/2011 4/29/2011

2 STVET/G/E/P1 1 Equipment for Offices 50 12/22/2010 1/4/2011 1/14/2011 1/18/2011 1/18/2011 2/7/2011 3/23/2011 3/23/2011 41,177.00 3/23/2011 3/29/2011 K Win Inc. 31-032011 3/31/2011 3/31/2011 4/29/2011 4/29/2011

3 STVET/G//V/P1 1 Motorcycles for VSTP in 1st Phase 20 12/22/2010 1/4/2011 1/14/2011 1/18/2011 1/18/2011 2/7/2011 3/23/2011 3/23/2011 35,000.00 3/23/2011 3/29/2011Honda Chhoem Neang Motorcycle Shop

31-032011 3/31/2011 3/31/2011 4/29/2011 4/29/2011

4 STVET/G/V/P1 2 Mini-bus for Office 01 12/22/2010 1/4/2011 1/14/2011 1/18/2011 1/18/2011 2/7/2011 3/23/2011 3/23/2011 29,200.00 3/23/2011 3/29/2011Narita Motorcare Cambodia Co.,Ltd

31-032011 3/31/2011 3/31/2011 5/18/2011 7/13/2011

5 STVET/G/V/P1 3 Seven Pick-up Vehicles for Office and RTCs 07 2/7/2011 2/15/2011 2/18/2011 3/1/2011 2/24/2011 2/23/2011 3/24/2011 3/31/2011 4/11/2011 150,500.00 4/12/2011 4/20/2011 RMA (Cambodia) Co., Ltd 4/26/2011 5/4/2011 5/4/2011 6/24/2011 7/15/2011

Name

No

PAC

KA

GE

LOT

CA

TEG

OR

Y

DES

CR

IPTI

ON

Date USD DateProject Website

Reasmei Kampuchea

Sub Total

WO

RK

S

DateDate Date

PROCUREMENT TRACKING SHEET FROM BEGINNING TILL END OF JUNE 2013

MINISTRY OF LABOUR AND VOCATIONAL TRAININGSTRENGTHENING TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (STVET) PROJECT

ADB Grant No. 0178-CAM

Date DateDateCambodia

DailyDate Date

QU

AN

TITY

Date

Adv

ertis

e Fo

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ding

10

Date Date

Annex 16, Page 269

Procurement Tracking Sheet till June 2013

1 2 3 4 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22

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CA

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Date USD DateProject Website

Reasmei Kampuchea

DateDate Date Date DateDateCambodia

DailyDate Date

QU

AN

TITY

Date

Adv

ertis

e Fo

r Bid

ding

10

Date Date

6 STVET/G/V/P2 1 Motorcycles for VSTP in 2nd Phase 17 6/2/2011 6/2/2011 6/17/2011 6/24/2011 6/24/2011 7/7/2011 7/22/2011 7/26/2011 29,920.00 7/26/2011 8/3/2011Honda Chhoem Neang Motorcycle Shop

8/5/2011 8/22/2011 8/5/2011 9/5/2011 9/5/2011

7 STVET/G/V/P2 2 Mini-bus for NTTI 01 6/2/2011 6/2/2011 6/17/2011 6/24/2011 6/24/2011 7/7/2011 7/22/2011 7/26/2011 29,200.00 7/26/2011 8/3/2011Narita Motorcare Cambodia Co.,Ltd

8/12/2012 8/22/2011 8/12/2011 10/12/2011 11/4/2011

8 STVET/G/E/P1 2VETMIS Computer and ICT Equipment for DGTVET, NTTI, PTCs

286 11/25/2011 11/25/2011 12/12/2011 12/16/2011

16-12-201121-12-2011 27-12-2011

Dec 27 2011

20-12-201123-122011

1/20/2012 2/10/2012 2/24/2012 227,890.00 2/24/2012 3/2/2012Narita Distribution Cambodia Co., Ltd

3/9/2012 3/12/2012 3/14/2012 5/16/2012 5/16/2012

9 STVET/NCB/G/E-P2 1 Basic Workshop and Equipment for 21 PTCs NA 2/27/2012 2/27/2012 3/9/201215-03-2012, 22-

11-201218,19&27-03-2012,

23-11-201216 & 30-03-2012

11-05-2012, 26-12-2012

6/28/2012 6/29/2012 448,736.00 4/25/2013 6/25/2013 Hi-Technology Co., Ltd 6/26/2013 6/26/2013 6/26/2013 8/26/2013

10 STVET/NCB/G/E-P2 2 Automotive Equipment for Upgrading for 21 PTCs NA 2/27/2012 2/27/2012 3/9/2012 3/15/2012 3/15/2012 3/16/2012 4/19/2012 6/28/2012 7/17/2012 271,574.52 7/18/2012 7/31/2012 Evisoning Co., Ltd 8/6/2012 9/13/2012 8/8/2012 10/8/2012

Equi. arrived but waiting the

committee for delivery

11 STVET/NCB/G/E-P2 3Basic Workshop and Automotive Equipment for 3 PTCs

NA 2/27/2012 2/27/2012 3/9/2012 3/15/2012 18,19&27-03-2012 16 & 30-03-2012 5/11/2012 6/28/2012 6/29/2012 362,091.00 5/7/2012 7/11/2012 Hi-Technology Co., Ltd 7/24/2012 7/26/2012 7/26/2012 9/26/2012 11/14/2012

12 STVET/G/F/Lot 2-P4 3 Pilot ICT Equipment Set for 5 RTCs NA 2/27/2012 2/27/2012 3/9/2012 3/15/2012 3/15/2012 3/16/2012 4/19/2012 6/22/2012 7/13/2012 16,871.68 7/17/2012 7/20/2012Narita Distribution Cambodia Co., Ltd

7/22/2012 7/26/2012 7/27/2012 8/27/2012 8/27/2012

13 STVET/NCB/G/E-P3 1Certificate Level Computer Laboratories equipment for NIB, NTTI, CIEDC and 5 RTCs.

NA 3/6/2013 3/14/2013 3/13/2013 03/17/2013 03/19/2013 03/21/2013 04/23/2013

14 STVET/ICB/G/E-P1 1Automotive Workshop Equipment for NTTI Complex and 5 RTCs NA 1/15/2013 1/15/2013 3/13/2013

15 STVET/ICB/G/E-P1 2Construction Workshop Equipmwne for NTTI Complex and 5 RTCs

NA 1/15/2013 1/15/2013 3/14/2013

1,665,255.20 942,699.20

1 G2 1 Consulting Services 1 12/22/2009 1/22/2010 5/25/2010 9/6/2010 9/6/2010 4,107,226.00 10/18/2010 10/20/2010 SMEC International Ptd Ltd 10/25/2010 12/1/2010 7/31/2015

2 G3 1 Baseline Study 1 2/15/2011 2/23/2011 3/15/2011 3/16/2011 3/17/2011 4/20/2011 10/3/2011 10/21/2011 10/21/2011 79,749.01 10/21/2011 12/12/2011SBK Research and

Development Co., Ltd12/16/2011 12/16/2011 1/2/2012 4/2/2012

3 G4 1 Site Engineers Recruitment 2 5/31/2011 6/17/2011 6/30/2011 6/30/2011 7/4/2011 7/22/2011 7/22/2011 7/29/2011 7/29/2011 21,600.00 8/19/2011 9/1/2011Meas Bunna & Sam

Pheakdey10-10-2011 25-10-2011

10-10-2011 25-10-2011

10-10-2012 25-10-2012

G4-2Extension two site engineer for 4 months to Meas Buna and 13months to Sam Pheadkei

2 N/A N/A N/A N/A N/A N/A N/A N/A N/A 16,550.00 10/26/2012 11/16/2012Meas Bunna & Sam

Pheakdey11/19/2012

10-10-2012 24-10-2012

10-02-2013 24-11-2013

4 G4-1 1 Site Engineers Re-Recruitment 5 5/31/2011 6/17/201130-07-2011 15-09-2011

28-08-2011 17-09-2011

02-09-2011 16-09-2011

12-09-2011 23-09-2011

2/22/2012 3/15/2012 3/15/2012 54,000.00 3/15/2012 3/28/2012Aum Chanpheakdey, Vong Dara, Duk Chnatha, Kong Sochea & Vann Kimsan

3/30/2012 4/1/2012 3/31/2012

5 P1 Regional Training Package 1 116-06-2011 08-05-2012

08-07-2011 24-05-2012

27-07-2011 29-05-2012

27-07-2011 30-05-2012

28-07-2011 31-05-2012

26-08-2011 27-06-2012

1/25/2012 11/13/2012 11/13/2012 181,015.60 Training And Technology

Transfer LTD (TTT)

6 P2 Regional Training Package 2 116-06-2011 08-05-2012

08-07-2011 24-05-2012

27-07-2011 29-05-2012

27-07-2011 30-05-2012

28-07-2011 31-05-2012

26-08-2011 27-06-2012

1/25/2012 11/13/2012 11/13/2012 127,067.60 Training And Technology

Transfer LTD (TTT)

7 P3 Regional Training Package 3 116-06-2011 08-05-2012

08-07-2011 24-05-2012

27-07-2011 29-05-2012

27-07-2011 30-05-2012

28-07-2011 31-05-2012

26-08-2011 27-06-2012

1/25/2012 11/13/2012 11/13/2012 197,136.00 Training And Technology

Transfer LTD (TTT)

8 P4 Regional Training Package 4 116-06-2011 08-05-2012

08-07-2011 24-05-2012

27-07-2011 29-05-2012

27-07-2011 30-05-2012

28-07-2011 31-05-2012

26-08-2011 27-06-2012

1/25/2012 11/13/2012 11/13/2012 197,136.00 Training And Technology

Transfer LTD (TTT)

9 P5 International Study Tour Packgae 5 116-06-2011 08-05-2012

08-07-2011 24-05-2012

27-07-2011 29-05-2012

27-07-2011 30-05-2012

28-07-2011 31-05-2012

26-08-2011 27-06-2012

1/25/2012 11/13/2012 11/13/2012 125,000.00 2/6/2013 2/21/2013Kath Marnace & Associates

Pty, Ltd3/5/2013 3/5/2013 8/15/2013 11/15/2013

10 Policies Study 1 11/4/2011 11/29/2011 12/3/2011 12/3/2011 12/9/2011 1/4/201227-03-2012 28-

08-201228-06-2012 17-

09-201228-06-2012 17-

09-2012 168,280.00 11/4/2012 12/12/2012

Kath Marnace & Associates Pty, Ltd

12/25/2012 12/25/2012 1/9/2013 7/9/2013

5,274,760.21

9,484,201.43

Sub Total

GRAND TOTAL

GO

OD

SSE

RVI

CES

Sub Total

Annex 16, Page 270

Procurement Tracking Sheet till June 2013

Planned Actual No. ofDays

Planned Start and

Completion

Actual Start and

Completion Planned Actual Planned Actual

Contract Amount (USD)

Date Planned Actual Planned Actual Planned Actual

AA1 Phase 1

A1-1

Soil Investigation for 3 new PTCs (Mondulkiri, Preah Vihear & Takeo) and 5 PTCs upgrate to RTCs (Battambong, Kampot, Siem Reap, Svay Rieng and Takeo)

20,000 25,000.00 SHP 8 8 1401-02-2011 14-

02-201111-03-2011 23-03-2011

2/15/2011 4/5/2011 2/25/2011 4/13/2011 20,700.00 4/3/2011 4/3/2011 4/19/2011 7/3/2011 4/21/2011 3/25/2011 5/15/2011 Completed

A1-2Construction of new PTC in Mondulkiri Province

144,000 260,000.00 NCB 1 1 301-08-2011

31-08-201102-08-2011 31-

08-20118/4/2011 10/17/2011 9/15/2011 11/15/2011 238,605.04 11/18/2011 9/25/2011 11/18/2011 10/1/2011 12/20/2011 6/20/2012 11/20/2012 Completed

Contract Variation and installation of electrical transformer in Mondulkiri PTC

20,000.00 1 1 1/17/2013 10/30/2012 1/25/2013 11/16/2012 21,945.00 3/12/2013 2/1/2013 12-03-201 2/5/2013 3/12/2013 5/5/2013 4/12/2013 Completed

Contract Variation and construction of boundary wall in Mondulkiri PTC

40,000.00 1 1 1/17/2013 2/12/2013 1/25/2013 3/6/2013 42,694.80 3/20/2013 2/1/2013 3/20/2013 2/5/2013 3/20/2013 5/5/2013

A1-3Construction of new PTC in Preah Vihea Province

141,000 230,000.00 NCB 1 1 301-08-2011

31-08-201102-08-2011

31/08/118/4/2011 10/17/2011 9/15/2011 11/15/2011 252,333.59 11/18/2011 9/25/2011 11/18/2011 10/1/2011 12/20/2011 6/20/2012 10/15/2012 Completed

Contract Variation and construction of boundary wall in Preah Vihear PTC

40,000.00 1/17/2013 2/12/2013 1/25/2013 3/6/2013 38,000.74 3/20/2013 2/1/2013 3/20/2013 2/5/2013 3/20/2013 5/5/2013

305,000 575,000.00 614,279.17

A2 Phase 2

A2-1Construction of RTC in Battambong Province

263,200 352,429.03 NCB 1 1 3001-10-2011 31-10-2011

16-11-2011 22-12-2011

11/5/2011 1/10/2012 11/20/2011 3/2/2012 298,124.48 3/15/2012 11/30/2011 3/15/2012 12/1/2011 3/26/2012 12/26/2012

Contract Variation and construction of additional one floor in Battambang RTC

91,934.48 427,659.14 10/15/2012 12/19/2012 1/15/2013 1/11/2013 96,531.20 1/11/1900 1/17/2013 1/12/2013 1/20/2013 1/15/2013 5/20/2013

A2-2Construction of RTC in Svay Rieng Province

254,000 335,456.74 NCB 1 1 3001-10-2011 31-10-2011

16-11-2011 22-12-2011

11/5/2011 1/10/2012 11/20/2011 3/2/2012 273,126.48 3/15/2012 11/30/2011 3/15/2012 12/1/201126-03-2012 /01-05-2012

26-12-2012/ 28-02-2013

A2-3 Construction of RTC in Takeo Province 274,300 445,031.49 NCB 1 1 3001-10-2011 31-10-2011

16-11-2011 22-12-2011

11/5/2011 1/10/2012 11/20/2011 3/2/2012 385,476.66 3/15/2012 11/30/2011 3/15/2012 12/1/2011 3/26/2012 12/26/2012

A2-4 Construction of PTC in Takeo Province 124,000 NCB 1 3001-10-2011 31-10-2011

11/5/2011 11/20/2011 11/30/2011 12/1/2011 12/26/2012

A2-5Construction of RTC in Kampot Province

435,000 336,339.14 NCB 1 1 3001-10-2011 31-10-2011

16-11-2011 22-12-2011

11/5/2011 1/10/2012 11/20/2011 3/2/2012 319,877.53 3/15/2012 11/30/2011 3/15/2012 12/1/201126-03-2012 /01-08-2012

26-12-2012/ 30-04-2013

Contract Variation and construction of additional one floor inf Kampot RTC

91,320.00 10/15/2012 12/19/2012 1/15/2013 1/11/2013 74,558.63 1/11/2013 1/17/2013 1/12/2013 1/20/2013 1/15/2013 7/20/2013

A2-6Construction of RTC in Siem Reap Province

435,000 362,973.57 NCB 1 1 3001-10-2011 31-10-2011

16-11-2011 22-12-2011

11/5/2011 1/10/2012 11/20/2011 3/2/2012 318,354.27 3/15/2012 11/30/2011 3/15/2012 12/1/2011 3/26/2012 12/26/2012

Contract Variation and construction of additional one floor in Siem Reap RTC

71,008.22 10/15/2012 12/19/2012 1/15/2013 1/11/2013 95,886.00 1/11/2013 1/17/2013 1/12/2013 1/20/2013 1/15/2013 7/20/2013

1,785,500 2,015,484.45 1,861,935.25

A3 Phase 3

A3-1Civil works for for rehabilitation of other facilities (NTTI, completx, MLVT, for VETMIS facilities)

2,800 SHP 1 1401-06-2013 18-06-2013

6/28/2013 7/8/2013 - 7/12/2013 7/15/2013 12/15/2013

A3-2 Rehabilitation for Group I & II 400,000 NCB 9 3001-06-2013 01-07-2013

7/30/2013 8/15/2013 8/20/2013 9/1/2013 12/31/2013

A3-3Rehabilitation for Group III, IV & V, including workshops in a number of provinces

440,000 NCB 14 3001-06-2013 01-07-2013

7/30/2013 8/15/2013 8/20/2013 9/1/2013 12/31/2013

PRC Evaluation Meeting and MEF Approval

Contract Signing

MINISTRY OF LABOUR AND VOCATIONAL TRAININGSTRENGTHENING TECHNICAL VOCATIONAL EDUCATION AND TRAINING (STVET) PROJECT

ADB Grant No. 0178-CAM

STVET PROCUREMENT PLAN

ADB ApprovalProject Cost Cost (USD)

Allocation (USD)

Start Date

No.

Quantity

DecriptionMode of

Procurement

Bidding

Sub-Total

Completion Date

Civil Work

Contract Award

Remarks

Sub-Total

Annex 17, Page 271

STVET Procurement Plan

Planned Actual No. ofDays

Planned Start and

Completion

Actual Start and

Completion Planned Actual Planned Actual

Contract Amount (USD)

Date Planned Actual Planned Actual Planned Actual

PRC Evaluation Meeting and MEF Approval

Contract SigningADB ApprovalProject Cost Cost (USD)

Allocation (USD)

Start Date

No.

Quantity

DecriptionMode of

Procurement

Bidding Completion DateContract Award

Remarks

A3-4 Construct of new PTC Kep 150,000 NCB 1 3001-7-2013 01-8-2013

8/30/2013 9/16/2013 9/20/2013 10/1/2014 6/24/2014

A3-5 Dormitories for 5 RTCs 500,000 NCB 5 3001-06-2013 14-6-2013

6/21/2013 6/28/2013 7/4/2013 7/5/2013 12/30/2013

A3-6 Dormitories for 5 PTCs 750,000 NCB 5 3001-8-2013 01-9-2013

9/20/2013 10/2/2013 10/7/2013 10/16/2013 7/15/2014

A3-7 Costruct of workshop for ITI 70,000 NCB 1 3001-8-2013 01-9-2013

9/20/2013 10/2/2013 10/7/2013 10/16/2013 7/15/2014

A3-8 Costruct of training block for CIEDC 150,000 NCB 1 3001-8-2013 01-9-2013

9/20/2013 10/2/2013 10/7/2013 10/16/2013 7/15/2014

2,800 2,460,000 0

2,093,300 5,050,484 2,476,214

B

B1Classroom furniture for three new PTCs (including Takeo)

23,095.00 SHP 1 155 1420-12-2011 04-01-2012

18-01-2011 7-02-2011

1/20/2012 3/23/2011 10/2/2012 3/29/2011 23,095.00 3/31/2011 2/20/2012 3/31/2011 2/25/2012 3/31/2011 4/25/2012 4/29/2011 Completed

B2Office equipment for NTTI, two new PTCs and PCU

49,000 41,177.00 NCB 1 50 3001-06-2012 07-07-2012

18-01-2011 7-02-2011

7/25/2012 3/23/2011 20/08/12 3/29/2011 41,177.00 3/31/2011 3/3/2012 3/31/2011 5/9/2012 3/31/2011 5/1/2013 4/29/2011 Completed

B3Basic workshop equipment for 21 existing PTCs

306,000 431,000.90 NCB 1 N/A 3025-10-2012 01-11-2012

22-11-2012 26-12-2012

12/15/2012 4/25/2013 12/25/2012 6/1/2013 6/15/2013 10/14/2013Cotract cancelled

and re-bidding

B4Basic workshop and automotive equipment for 2 new PTCs and Takeo

600,000 424,478.00 NCB 3 N/A 3001-10-2011 01-11-2011

15-03-2012 20-04-2012

11/15/2011 6/29/2012 11/30/2011 7/11/2012 271,574.52 7/24/2012 12/10/2012 7/24/2012 12/15/2012 7/26/2012 5/15/2012 9/26/2012 Completed

B5Automotive equipment upgrade for 21 existing PTCs

378,000 433,650.00 NCB 1 N/A 3001-10-2011 01-11-2011

15-03-2012 20-04-2012

11/15/2011 7/17/2012 11/30/2011 7/31/2012 362,091.00 8/6/2012 12/10/2012 8/6/2012 12/15/2012 8/8/2012 5/15/2012 10/8/2012 Delivered

B6Certificate level construction workshop equipment for PPI, NTTI and 5 RTCs

900,000 773,807.00 ICB 1 4501-02-2013 20-03-2013

05-04-2013 23-05-2013

5/25/2013 6/25/2013 6/30/2013 7/5/2013 10/5/2013

B7Certificate level automotive workshop euipment forITI, NTTI, and 5 RTCs

900,000 879,221.00 ICB 1 4501-02-2013 20-03-2013

05-04-2013 23-05-2013

5/25/2013 6/25/2013 6/30/2013 7/5/2013 10/5/2013

B8Certificate level computor laboratories for NIB, NTTI, CIEDC, and 5 RTCs

180,700 181,130.00 NCB 1 301-03-2013 1-04-2013

18-03-2013 23-04-2013

5/25/2013 6/5/2013 6/10/2013 6/15/2013 8/30/2013

B9 Classroom furniture for two new PTCs 6,000 70,000.00 NCB 1 3015-06-2013 15-07-2013

8/15/2013 8/30/2013 9/5/2013 9/10/2013 12/10/2013

B10Dormitory, canteen equipment and furniture for 5 RTCs

74,800 NCB 1 3015-01-2014 15-02-2014

2/25/2014 3/5/2014 3/10/2014 3/15/2014 6/15/2014

B11Computers, financial management softwere and internet conections for PTCs and DGTVET

232,400 228,296.00 NCB 286 286 3015-05-2011 15-06-2011

16-12-2011 19-01-2012

6/30/2011 2/10/2012 7/29/2011 3/2/2012 227,890.00 3/13/2012 10/10/2011 3/13/2012 10/15/2011 3/14/2012 15/01/2012 5/16/2012 Completed

B12Audio-visual equipment for NTTI and CPU

8,000 SHP 1 1415-02-2013 02-03-2013

3/10/2013 3/20/2013 3/25/2013 4/1/2013 7/1/2013

B13 Vehicales (7 Pick up and 2 Mini-bus) 192,000 208,900.00 NCB 7+1 7+2 3030-04-2011 30-05-2011

18 Jan.,24 Feb., 24 Jun. 2011 & 7

Feb., 24 Mar., 7 Jul. 2011

12/5/201123 Mar., 31 Mar., 22 Jul.

20115/31/2011

29 Mar., 20 Apr., 3 Aug.

2011 208,900.00

31 Mar., 26 Apr., 5 Aug.

201110/6/2011

31 Mar., 26 Apr., 5 Aug.

20116/15/2011

31 Mar., 4 May., 5 Aug.

20119/15/2011

18 May, 24 Jun., 5 Oct.

2011Completed

B14 Motocycles (Phase I= 20 & Ph. II= 17) 65,000 64,920.00 NCB 20+17 20+17 3030-04-2011 30-05-2011

18 Jan., 24 Jun. 2011 & 7 Feb., 7

Jul. 201112/5/2011

23 Mar., 22 Jul. 2011

5/31/201129 Mar., 3 Aug. 2011

64,920.00 31 Mar., 5 Aug. 2011

10/6/201131 Mar., 5 Aug. 2011

6/15/201131 Mar., 5 Aug. 2011

9/15/201129 Apr., 5 Sep. 2011

Completed

B15Office equipment and funiture for 5 RTCs

250,000.00 NCB 3001-08-2013 01-09-2013

10/1/2013 10/15/2013 10/20/2013 10/25/2013 1/25/2014

B16 Motocycles for VSTP in 3rd Phase 39,600.00 SHP 18 1430-05-2013 30-06-2013

6/10/2013 6/20/2013 6/25/2013 7/1/2013 10/1/2013

B17Furniture and Equipment for Dormitories for 5 RTCs

250,000.00 NCB 3001-09-2013 01-10-2013

11/1/2013 11/15/2013 11/20/2013 11/25/2013 2/20/2014

B18Furniture and Equipment for Dormitories for 5 PTCs

250,000.00 NCB 3001-01-2014 01-02-2014

3/1/2014 3/15/2014 3/25/2014 4/1/2014 7/30/2014

B19Equipment for 7 PTCs offering new course

350,000.00 NCB 3001-07-2013 01-08-2013

8/5/2013 8/15/2013 8/25/2013 9/1/2013 1/30/2014

C

C1Teaching-Leaming materials for 13 TVET institutions offering new courses

84,500.00 Quotation/ SHP 13 1501-09-2013 16-09-2013

9/30/2013 10/15/2013 10/25/2013 11/1/2013 12/30/2013

Sub-Total A1+A2+A3

Sub-Total

Equipment and Furniture

LEARNING MATERIALS

Annex 17, Page 272

STVET Procurement Plan

Planned Actual No. ofDays

Planned Start and

Completion

Actual Start and

Completion Planned Actual Planned Actual

Contract Amount (USD)

Date Planned Actual Planned Actual Planned Actual

PRC Evaluation Meeting and MEF Approval

Contract SigningADB ApprovalProject Cost Cost (USD)

Allocation (USD)

Start Date

No.

Quantity

DecriptionMode of

Procurement

Bidding Completion DateContract Award

Remarks

C2Courses outline, lesson plans, hand-outs of the new curricula to all TVET institutions

38,000.00 Quotation/ SHP 13 1501-09-2013 16-09-2013

9/30/2013 10/15/2013 10/25/2013 11/1/2013 12/30/2013

C3Books for 38 TVET institutions offering new courses

114,000.00 NCB 38 3001-09-2013 01-10-2013

10/30/2013 11/15/2013 11/25/2013 12/1/2013 3/30/2014

3,891,900 5,135,774.90 -

D

D1 Project Implementation Consultants 4,108,000 QCBS 80:20 1 30 12/22/2009 1/22/2010 10/2/2010 10/18/2010 10/7/2010 10/20/2010 4,107,226.00 10/25/2010 10/21/2010 10/25/2010 11/4/2010 12/1/2010 7/31/2015 Ongoing

D2 2 Site Engineers 16,800 16,800.00 N/A 3 2 2125-05-2011 25-06-2011

30-06-2011 22-07-2011

6/30/2011 7/29/2011 8/15/2011 8/19/2011 21,600.00 10-12-2011 24-12-2011

11/1/201110-12-2011 24-12-2011

11/1/2011 12/20/2012 5/30/2012 6/20/2011 Completed

D3 5 Site Engineers 42,000 42,000.00 N/A 4 5 2115-08-2011 15-09-2011

6-09-2011 23-09-2011

9/30/2011 3/15/2012 10/15/2011 3/28/2012 54,000.00 3/30/2012 10/25/2011 3/30/2012 11/1/2011 4/1/2012 10/30/2012 3/31/2013 Completed

1st Contract variation of 5 site engineers (9month extension)

50,350.00 N/A N/A N/A N/A N/A10-10-2012 15-03-2013

10/16/201201-11-2012 01-04-2013

11/16/2012 50,350.00 11/19/2012 4/26/2013 10/11/2012 10/11/2012 3/11/2013 Contracts extended

2nd Contract variation of 5 site engineers (9month extension)

51,750.00 N/A N/A N/A N/A N/A 9/1/2013 9/20/2013 9/25/2013 10/1/2013 7/30/2014

D4Policy study: Future Direction for Cambodia TVET and TVET Financing

170,000 170,000.00 CQS 1 1 3003-12-201102-01-2012

03-12-201104-01-2012

4/23/2012 11/7/2012 5/5/2012 12/12/2012 168,280.00 12/25/2012 5/19/2012 12/25/2012 6/2/2012 1/9/2013 1/1/2013 Ongoing

D5 Baseline Study 80,000 80,000.00 CQS 1 1 3001-02-2011 02-03-2011

15-03-2011 20-04-2011

7/3/2011 10/21/2011 8/16/2011 12/12/2011 79,749.01 12/16/2011 8/30/2011 12/16/2011 9/13/2011 1/2/2012 12/13/2011 12/28/2012 Completed

D6Midterm and Final Project Impact Evaluations

150,000 CQS 1 30

02-01-2011 02-02-2011 & 01-12-2014 30-12-2014

10-02-2011 10-01-2015

25-02-2011 15-02-2015

05-03-2011 25-02-2015

10-03-2011 25-03-2015

10-06-2011 30-06-2015

Midterm at Q4- 2013 & Final Project

Impact at Q1- 2015

4,566,800.00 410,900.00 4,481,205.01

E

E1 Regional Training Package 1 181,356 CQS 1 3029-05-201227-06-2012

29-05-201228-06-2012

17-10-2012/ 11-02-2013

3/20/201329-10-2012/ 31-03-2013

12-11-2012/ 15-05-2013

26-11-2012/ 01-08-2013

01-04-2013/ 30-11-2013

E2 Regional Training Package 2 127,176 CQS 1 3029-05-201227-06-2012

29-05-201228-06-2012

17-10-2012/ 11-02-2013

3/20/201329-10-2012/ 31-03-2013

12-11-2012/ 15-05-2013

26-11-2012/ 01-08-2013

01-04-2013/ 30-11-2013

E3 Regional Training Package 3 197,160 CQS 1 3029-05-201227-06-2012

29-05-201228-06-2012

17-10-2012/ 11-02-2013

3/20/201329-10-2012/ 31-03-2013

12-11-2012/ 15-05-2013

26-11-2012/ 01-08-2013

01-04-2013/ 30-11-2013

E4 Regional Training Package 4 197,160 CQS 1 3029-05-201227-06-2012

29-05-201228-06-2012

17-10-2012/ 11-02-2013

3/20/201329-10-2012/ 31-03-2013

12-11-2012/ 15-05-2013

26-11-2012/ 01-08-2013

01-04-2013/ 30-11-2013

E5 International Study Tour Package 5 125,000 CQS 1 3029-05-201227-06-2012

29-05-201228-06-2012

17-10-2012/ 11-02-2013

2/6/201329-10-2012/ 31-03-2013

2/21/2013 125,000 3/5/201312-11-2012/ 14-04-2013

3/5/201326-11-2012/ 01-08-2013

8/15/201301-04-2013/ 15-11-2013

Contract signed

E6 4 National Workshop 80,000.00 4 Periodic2 national workshops

per year

E7Other workshop relate skills standard development, teacher training, VSTP

400,000.00 80 Periocicvarious workshops

held at different timesE8 ISO training for 80 staff 25,000.00 Quotation/ SHP 4 Periodic

E9 English training for 150 staff 35,000.00 Quotation/ SHP 7 Periodic

827,852 540,000.00 125,000.00

11,379,852 11,137,159 7,082,419.43

Sub-Total

Grand Total

Sub-Total

Sub-Total

Consultant Service

Training Programs

Annex 17, Page 273

STVET Procurement Plan

( US Dollars)SOURCES OF FUNDS From ADB From RGC TotalDirect Payment

WA00002-WA00027 1,685,781.17 - 1,685,781.17 WA00030 154,712.68 154,712.68 WA00033 76,485.17 - 76,485.17 WA00036 162,474.10 - 162,474.10 WA00038 129,120.38 - 129,120.38

- - Sub-total-DP 2,208,573.50 - 2,208,573.50

Replenishment Imprest AccountOpening Balance WA00001-WA00028 7,226,025.91 336,489.24 7,562,515.15 Replenishment WA00029 481,968.45 37,514.55 519,483.00 Replenishment WA00031 331,182.68 19,086.36 350,269.04 Replenishment WA00032 136,761.54 11,322.20 148,083.74 Replenishment WA00034 537,651.22 22,241.65 559,892.87 Replenishment WA00035 155,830.13 12,565.02 168,395.15 Replenishment WA00037 451,644.58 36,195.45 487,840.03 Replenishment WA00039 212,134.47 212,134.47

Sub-total-RIA 9,533,198.98 475,414.47 10,008,613.45

Total Source of Funds 11,741,772.48 475,414.47 12,217,186.95

USES OF FUNDS ADB RGC Total

Civil Works 1,953,692.81 193,222.39 2,146,915.20 Equipment &Vehicles 1,192,776.75 - 1,192,776.75 Learning Materials - - - Training 300,728.18 15,827.83 316,556.01 Consulting Services 2,208,573.50 - 2,208,573.50 Voucher Skills Training Program 4,038,026.70 - 4,038,026.70 Suveys and Studies 208,304.47 20,601.54 228,906.01 Recurrent Costs 675,566.83 203,426.19 878,993.02

Total Uses of Funds 10,577,669.24 433,077.95 11,010,747.19 Funds withdrawn from Second IA, but not yet

claimed for replenishment - VSTP 24 Provinces 295,343.15 295,343.15

CASH IN HAND / FUNDS AVAILABLEACLEDA Bank Plc.-ADB Fund 853,487.45 - 853,487.45 National Bank of Cambodia - RGC Fund - 40,633.82 40,633.82 Cash in hand (Petty Cash ) - ADB Fund 508.18 - 508.18 Cash in hand (Petty Cash ) - RGC Fund - 586.16 586.16

Total Cash in hand / Funds Available 853,995.63 41,219.98 895,215.61 ADB Fund Receivable - - Unliquidated Advance -PCU 14,764.46 1,116.54 15,881.00 Sub-total of Unliquidated Advance 14,764.46 1,116.54 15,881.00

Total Cash in hand / Funds Available and Uses of Fu 11,741,772.48 475,414.47 12,217,186.95

Ministry of Labor and Vocational TrainingStrengthening Technical and Vocational Education and Training (STVET) Project

ADB Grant No.0178- CAM

Statement of Sources and Uses of Funds( As of 30 June 2013 )

Annex 18, Page 274

Statement of Sources and Uses of Funds till End of June 2013

ADB RGC Total ADB RGC Total ADB RGC Total ADB RGC Total ADB RGC Total ADB RGC Total ADB RGC Total(1) (2) (3) (4)=(2)+(3) (5) (6) (7)=(5)+(6) (8) (9) (10)=(8)+(9) (11) (12) (13)=(11)+(12) (14)=(5)+(8)+(11) (15)=(6)+(9)+(12) (16)=(14)+(15) (17)=(2)+(14) (18)=(3)+(15) (19)=(17)+(18)

(1) Civil Work 1,342,144.14 132,739.55 1,474,883.69 415,170.67 41,060.84 456,231.51 31,403.61 3,105.85 34,509.46 72,515.87 7,171.90 79,687.77 92,458.52 9,144.25 101,602.77 196,378.00 19,422.00 215,800.00 1,953,692.81 193,222.39 2,146,915.20

(2) Equipment & Vehicle 649,635.23 0.00 649,635.23 289,672.80 0.00 289,672.80 0.00 0.00 0.00 0.00 0.00 0.00 253,468.72 0.00 253,468.72 253,468.72 0.00 253,468.72 1,192,776.75 0.00 1,192,776.75

(3) Learning Materials 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

(4) Training 248,090.74 13,057.46 261,148.20 44,096.52 2,320.86 46,417.38 4,979.34 262.06 5,241.40 0.00 0.00 0.00 3,561.58 187.45 3,749.03 8,540.92 449.51 8,990.43 300,728.18 15,827.83 316,556.01

(5) Consultants 1,685,781.17 0.00 1,685,781.17 231,197.85 0.00 231,197.85 162,474.10 0.00 162,474.10 0.00 0.00 0.00 129,120.38 0.00 129,120.38 291,594.48 0.00 291,594.48 2,208,573.50 0.00 2,208,573.50

(6) VSTP 3,362,329.64 0.00 3,362,329.64 261,698.30 0.00 261,698.30 158,146.91 0.00 158,146.91 118,012.04 0.00 118,012.04 137,839.81 0.00 137,839.81 413,998.76 0.00 413,998.76 4,038,026.70 0.00 4,038,026.70

(7) Surveys and Studies 58,057.28 5,741.92 63,799.20 67,299.34 6,655.97 73,955.31 0.00 0.00 0.00 37,703.56 3,728.94 41,432.50 45,244.29 4,474.71 49,719.00 82,947.85 8,203.65 91,151.50 208,304.47 20,601.54 228,906.01

(8) Recurrent Costs 569,358.75 102,873.42 672,232.17 94,026.91 20,964.45 114,991.36 17,604.61 4,132.88 21,737.49 4,185.78 33,766.03 37,951.81 -9,609.22 41,689.41 32,080.19 12,181.17 79,588.32 91,769.49 675,566.83 203,426.19 878,993.02

TOTAL = Sum (1):(8) 7,915,396.95 254,412.35 8,169,809.30 1,403,162.39 71,002.12 1,474,164.51 374,608.57 7,500.79 382,109.36 232,417.25 44,666.87 277,084.12 652,084.08 55,495.82 707,579.90 1,259,109.90 107,663.48 1,366,773.38 10,577,669.24 433,077.95 11,010,747.19

April 2013 May 2013 June 2013 2nd Quarter 2013 Accumulated1st Quarter 2013

Ministry of Labor and Vocational TrainingStrengthening Technical and Vocational Education and Training (STVET) Project

ADB Grant No.0178- CAM

Statement of Project ExpenditureAs of 30 June 2013

Description 2012

275 Annex 19, Page 275

Project Expenditure till End of June 2013

Annex 20, Page 276

Photographs of Activities in 2nd Quarter 2013

ADB Mid-Term Review Mission29 April - 10 May 2013

Annex 20, Page 277

Photographs of Activities in 2nd Quarter 2013

Competency Standard Workshops

Annex 20, Page 278

Photographs of Activities in 2nd Quarter 2013

Civil Work and Construction

Battambang RTC Kampot RTC

Siem Reap RTC Svay Rieng RTC

Takeo RTC Preah Vihear PTC

Annex 20, Page 279

Photographs of Activities in 2nd Quarter 2013

PTC Mondulkiri PTC Mondulkiri

PTC Mondulkiri PTC Preah Vihear

PTC Preah Vihear PTC Preah Vihear