skills sector development program monitoring and...

SKILLS SECTOR DEVELOPMENT

PROGRAM

MONITORING AND EVALUATION

FRAMEWORK

MINISTRY OF YOUTH AFFAIRS AND SKILLS DEVELOPMENT

September 2014

Monitoring and Evaluation Framework

Skills Sector Development Program (2014 -2020)

Ministry of Youth Affairs and Skills Development

1. Introduction

Envisioned to build an efficient skills development system to meet the youth aspirations and

skills needs of the economy, Skills Sector Development Program (SSDP) has been prepared

with the aim of improving access, quality and relevance of the Technical and Vocational

Education and Training (TVET) sector to produce market demanded human resources.

The SSDP has been designed based on the Skills Sector Development Plan prepared for the 7

year- period from 2014 to 2020. The Program is executed by the Ministry of Youth Affairs

and Skills Development (MYASD) with the financial support of development partners

including Asian Development Bank (ADB) and World Bank. Skills Sector Development

Program (SSDP) is implemented by following TVET delivery agencies, Tertiary and Vocational

Education Commission (TVEC) and Skills Sector Development Division (SSDD) of the MYASD.

Vocational Training Authority of Sri Lanka (VTA)

University of Vocational Technology (Univotec)

National Apprentice and Industrial Training Authority (NAITA)

Department of Technical Education and Training (DTET)

National Youth Services Council (NYSC)

National Institute of Fisheries and Nautical Engineering (NIFNE)

National Youth Corp (NYC)

Ceylon German Technical Training Institute (CGTTI)

The specific objectives of SSDP are (i) improving the access, quality and relevance in the TVET

sector (ii) introducing supportive policies and reforms and (iii) transforming social

environment.

Improving Accessibility

It is expected to increase student enrolment for the TVET training to 167,000 by 2016 and

262,000 by 2020 from the 125,000 in 2013. Accordingly, following measures will contribute

to generate enrolment targets by 2018 while securing 30% opportunities for vulnerable

groups.

1. Establishment of 25 University Colleges (UC) - 15,000

2. Enhancing quality and capacity of 115 training centres - 27,000

3. Building 20 model training centres in specific areas - 8,000

4. Employment Linked Training program - 10,000

5. Increasing the RPL mode of training facilities - 25,000

6. Apprentice training - 10,000

7. Strengthen the private sector training capacity - 10,000

Improving Quality

Quality of the TVET delivery will be assured through mainly following measures.

1. Capacity development of the staff especially academic staff. This includes filling the

vacancies to skills upgrading and knowledge enhancement. Over 1000 academic and non-

academic staff will be trained annually.

2. Extending quality assurance through registration and accreditation. Target is to get 100%

registration and accreditation of courses in Public training delivery agencies and 80% and

50% from private sector training delivery agencies, respectively.

3. Strengthening the process of monitoring and evaluation by developing Management

Information System (MIS). MIS will improve centre management, digital content of the

training management and efficiency of information flow and effectiveness of the decision

making.

4. Improving the learning environment by providing training equipment and other

infrastructure facilities.

Improving Relevancy

1. Improving industry engagement in the National Competency Standard (NCS)

development process

2. Setting-up Industrial Sector Skills councils to strengthen linkages with industries

3. Conducting skills surveys to identify industrial demand and skills-gaps

4. Support innovation through development of industry relevant skills standards and

curricula

Introducing Reforms

1. Reviewing the existing National Vocational Qualification Framework (NVQF) to address

the national needs while benchmarking international practices.

2. Changing the legal framework to meet the current challenges.

3. Refine and publish policies on HR, Quality assurances, OJT, RPL, Apprenticeship, Fee

levying, and Scholarship etc.

Transforming Social Environment

1. Shifting Paradigm of TVET sector through Social Marketing.

2. Reforming Institutions with Business Units which function as a Career Guidance,

Community Development, Industry Hub, Research and Development and Production

Unit.

3. Bringing inclusiveness with the focus on vulnerable Group (Members from poor, women,

differently- able and remotely located communities)through sharing opportunity Cost

designing courses oriented occupations fit for women, differently able people etc.

improving physical and social accessibility.

The SSDP is financed under the Results Based Financing (RBF) modality. The RBF approach of

the SSDP facilitates to manage the program, based on clearly defined results, and the

methodologies and tools to measure and achieve them. It supports to ensure better

performance and greater accountability by applying a clear logical framework to plan,

manage and measure an intervention with a focus on the results to achieve.

Funds of the ADB and World Bank for the SSDP are disbursed on achievement of the agreed

set of Disbursement Linked Indicators (DLIs). The World Bank, however, has an innovation,

results monitoring, and capacity development component (Component 2), in supplementing

the RBF component, to strengthen MYASD implementation, coordination, and Monitoring

and evaluation (M&E) capacity and cover needs for specific expertise.

Monitoring and evaluation (M&E) is a critical part of RBF approach. It forms the basis for clear

and accurate reporting on the results achieved by an intervention. In this way, information

reporting becomes an opportunity for critical analysis and organizational learning, informed

decision-making and impact assessment.

2. Rationale for the Monitoring and Evaluation (M&E) Framework

New priorities, challenges and changes bringing through the SSDP require a meaningful

M&E processes to ascertain impact made across the spheres of TVET sector, and in the

economy and the broader society. Accordingly, through developing this framework, the

SSDP aims to establish:

A wide understanding among the implementers and stakeholders on the objectives,

activities, results and outcomes of the SSDP;

Clarity in relation to the roles and responsibilities of all those who are directly or

indirectly involved in activities of SSDP and M&E;

A mechanism to ensure that activities are leading to expected outputs and to plan

future with the changes occurred;

Enhanced M&E practices – in terms of M&E methodology and tools, and the quality,

frequency and application of findings; the means through which to institutionalize

M&E – and ensure improved delivery;

A common, standardized approach for the application of M&E principles across the

implementing agencies as a whole;

A mechanism for greater integration of M&E practices among implementing

agencies for participation, planning, budgeting, delivery, policy development,

oversight, reporting and governance-related processes; and

Greater transparency and accountability, through the generation of sound

information – to be used in reporting, communication and the improvement of

delivery.

Accordingly, M&E of SSDP will be a part of the Program managing cycle and the best way of

measuring progress, detecting problems, correcting them, improving performance of SSDP.

Monitoring provides feedback on the implementation progress, while evaluation processes

provide feedback for stakeholders on results and lessons learned, create improved indicators

to track progress and provide strategic directions to policy makers and program

implementers for scaling up.

3. Institutional Arrangement for the Monitoring and Evaluation (M&E) Framework

SSDP is managed and coordinated by the Skills Sector Development Division, the newly

established division under an Additional Secretary. This is a new initiative to strengthen

internal capacity within the government sector to sustain the functions, systems, resources

and results originated by the SSDP, as against the traditional project implementation mode in

which functions, systems and resources built up with the project activities are almost all

discontinued with the end of the project.

3.1Monitoring and Evaluation Architecture of SSDP

Monitoring and Evaluation of SSDP has been designed based on the Outcome Approach to

ensure government vision of building an efficient skills development system. Followings are

the central elements included in the outcomes approach.

Inputs: Everything which need to accomplish a task. This could be in terms of

finance, human resources, infrastructure etc.

Activities: A collection of functions (actions, jobs, tasks) that consume inputs and

deliver benefits or impacts.

Outputs: These can be immediate and intermediate products and services directly

generated through processes or activities without specific reference to their ultimate

purpose.

Outcomes: A changed state that can be described as the effects, benefits or

consequences that occur due to the outputs or programs, processes or activities. The

realization of the outcome has a time factor and can be in either the medium or

long-term.

Impacts: The long-term developmental result at a societal level that is the logical

consequence of achieving specific outcomes.

The following figure shows how those elements are set in the M&E Framework of SSDP.

Monitoring and evaluation of SSDP is institutionalized based on the elements of outcome

approach of the SSDP. Accordingly, each element will be monitored and evaluated by the

respective institution. Architecture of M&E of SSDP is depicted in the following figure.

•What we aim to change - building an efficient skills development system to meet the youth aspirations and skills needs of the economy

Impact

•What we wish to acheive - increasing access to quality and labor market–relevant skills training programsOutcome

•What we produce or deliver - Set of outputs in the Result Framework of SSSDPOutput

•What we do - Set of activities in the Action Plans of the Implementing Agencies

Activity

•What we use - Finance, HR and Infrastructure requirement identified in the SSDP and Action Plans of the Implementing Agencies

Inputs

•High Level Inter- Ministrerial Committee

•Streering Committee at MYASD LevelImpact

•Streering Committee at MYASD Level

•SSDDOutcome

•SSDD

• Implementing Cells at Implementing Agency Level

Output

•SSDD


Activity


Inputs

3.2 Composition, Roles and Responsibilities of High Level Inter- Ministerial Committee

High-Level Inter Ministerial Committee has been established to set government priorities for

skills development based on national development plan and to coordinate TVET provision

across government. The committee will monitor and evaluate progress towards the

expected impact of SSDP. The committee will hold quarterly meetings and publish annual

national progress report from 2015. Composition of the committee is in the AnnexI.

3.3 Composition, Roles and Responsibilities of Steering Committee

Steering Committee at MYASD Level will be established to coordinate agency activity and

monitor and evaluate progress towards outcome and impact of the Program. The

committee will hold quarterly meetings and publish annual progress report from

2014.Composition of the committee is in the Annex II.

3.4 Composition, Roles and Responsibilities of Skills Sector Development Division

Skills Sector Development Division (SSDD) is set up under an Additional Secretary (Skills

Sector Development), directly report to the Secretary of MYASD and consists of total number

of 35 staff including 7 Managers, 12 Deputy Managers, 10 Development Officers and 5

minor staff members (Organograms of MYASD and SSDD is in Annex III and IV respectively).

The staff is expected to be fully devoted to materialize the targets of the Program. The staff of

SSDD is empowered with necessary administrative and financial powers to make decisions to

implement the SSDP and entrusted to monitor, coordinate and direct the Program.

Accordingly, the functions and responsibilities of SSDD are mainly two folds; supportive

functions to implement the Program and monitoring and evaluation functions to ensure

achievement of targets and outcomes of the Program. Details of the functions and

responsibilities of SSDD are given in Annex V.

Additional Secretary (Skills Sector Development) is the Chief Executive Officer (CEO) of the

Program. CEO is entrusted to provide overall direction and total responsibility of

implementing the Program achieving the objectives and targets of the SSDP. Program

Manager, assisting to CEO, holds the responsibility of coordinating all functions and

responsibilities entrusted to the division to ensure that all functions under the SSDP are

performed and evaluated against the set targets which includes monitoring and evaluation

functions of the SSDP. In order to carry out supportive functions of SSDD, each manager is

assigned to undertake, with assistance of deputy mangers and supportive staff,

responsibilities of achieving sub set of targets clustered according to broader distinctiveness

of the targets set out in the SSDP.

SSDD is the focal point for implementation of SSDP. Support mechanism to implement the

activities under the Program through the relevant agencies will be carried out by the 6

designated managers in SSDD.

Program Manager in SSDD holds, under the supervision of CEO, the responsibility of

monitoring and evaluation functions of the SSDP. Monitoring and evaluation functions in

relation to SSDP include (i) coordinating SSDP activities (ii) review periodical progress (iii)

prepare, publish and disseminate periodic progress review reports in relation to SSDP

targets/ KPIs (iv) prepare, publish and communicate the periodic progress against the

Disbursement Linked Indicators (DLIs) (v) prepare, publish and disseminate Annual

Performance Report on SSDP and (vi) prepare any other report requested by MYASD on

progress of the Program.

SSDD will provide required information to the Steering Committee to carry out its role on

monitoring and evaluation of SSDP and function as the secretariat for the Committee. More

importantly, Program Manager of SSDD will convene Monitoring and Evaluation Meeting

fortnightly with Implementing Cells of the implementing agencies. In addition to that,

Monthly progress review meeting chaired by the Additional Secretary (SSD) will be held with

the Heads and the relevant officials of the implementing agencies. Secretary of MYASD will

chair at least 6 Monthly Progress Review Meetings.

SSDD will prepare Annual Progress Report to be published by the Steering Committee from

2014 incorporating monitoring and evaluation aspects of the SSDP .Mid-year Progress report

will also be published from June 2015 as a monitoring and evaluation product of SSDD.

3.5Composition, Roles and Responsibilities of Implementing Cell

Implementing Cells have been set up at implementing agency level to monitor and

coordinate the implementation of respective activities of the SSDP in each agency.

Accordingly, such Implementing Cells are in operation in NAITA, VTA, Univotec, DTET, NYSC,

NYC, NIFNE and TVEC. The composition of such Units is described in Annex VI.

Implementing Cells require coordinating with SSDD in implementing and monitoring the

activities of the SSDP. In doing so, Implementing Cells need to have fortnight meeting with

SSDD while having Weekly Review meeting within the respective implementing agency.

Further, Implementing Cells will produce a biannual M&E report to the SSDD.

4. Monitoring and Evaluation Plan

Monitoring and evaluation of SSDP will be an assessment, as systematic and impartial as

possible, of an activity, program, strategy, policy and institutional performance in relation to

the SSDP. It focuses on expected and achieved accomplishments, examining the results

chain, processes, contextual factors and causality, in order to understand achievements or

the lack thereof. It aims at determining the relevance, impact, effectiveness, efficiency and

sustainability of the interventions and contributions of the SSDP. An evaluation will provide

evidence-based information that is credible, reliable and useful, enabling the timely

incorporation of findings, recommendations and lessons into the decision-making processes

of the relevant authorities.

Progress of the SSDP is monitored and evaluated as per the targets and Key performance

Indictors (KPIs) set out in the Skills Sector Development Result Framework and DLIs as agreed

between development partners and the Government of Sri Lanka. Some of the KPIs and

targets are enrolments, certifications, employments, NVQ certificates issued, NCS and

curricula developed, courses accredited, TVET training providers registered and accredited,

teachers trained, centers upgraded, centers newly built, relevant policies developed, No. of

students supported by supporting mechanism etc.

Accordingly, in line with the Result Framework of the SSDP, Monitoring and Evaluation Plan

of SSDP has been prepared to monitor and evaluate inputs, activities, outputs, outcomes and

impacts of SSDP. M&E Plan is in the Annex VII.

Monitoring and evaluation framework for DLIs prepared based on the essence of the KPIs

and targets of SSDP are designed for effective and efficient monitoring and evaluation of the

Program. As such, in addition to the M&E Plan, Monitoring and Evaluation Matrix has been

prepared to monitor and evaluate the indicators linked to the disbursements. DLI related

M&E Matrix is in the AnnexVIII.

5. Managing Action

Information required for the any activity including monitoring and evaluation is generated

with an action. In a situation where actions are not automated, information can be made

available for management information through systems to which the relevant data is

entered by data entry operators. However, this practice in Sri Lankan context has not

produced results and contrary has reduced the confidence on automated information flows

at least in the Government sector.

Therefore, a Center Management Software will be established in the relevant TVET delivery

agencies to automate the considerable amount of transactions in order to increase efficiency

of service delivery, improve digital content of the training program and training

management and make available the real time and accurate data for effective decision

making. This is a significant move from the existing practice of manual transactions or

computer assisted transactions. The Center Management Software will be established in the

relevant TVET delivery agencies by mid of the year 2015.

Center Management Software will be developed with following modules which covers

student, staff, courses and center transactions especially important as the management

information;

Student Management

Student performance

Industrial Placement & Job Placement

Examination, Graduation Management, Certificate Printing

Human Resource Management System

Course Management

Facility & Resource Management

Accordingly, data collection will be done by the officer who engages with the relevant

transaction as the transaction cannot be performed without inserting the relevant data in to

the Center Management System. Data related to the student transactions will be entered to

the Center Management System by either Head of the relevant center (such as applicant

details), instructor (such as on the job training), assessor (such as marks) or finger print

machines (such as attendance or dropout, as the case may be. Data related to the courses

needs to be entered by the instructor with supervision of Head of the center. List of NVQ

courses available in the Center Management System will be updated through an interaction

between the systems in the center and TVEC.

Authorized officers in the Human Resources Division of the TVET delivery institutions (such

as NAITA, Univotec etc.) will enter the data related to the staff especially including the

academic staff while primary data related to the center will be entered by the Head office of

the relevant TVET delivery institution and other data of the center by Head of the center.

The data will be entered in to the Center Management System on real time as against the

existing practices of data entering to the systems where there are considerable time lags,

lack of accountability and inaccuracies. As the Center Management System requires to the

authorized officers who have been assigned to do so, to perform the duties which

automatically enter the data to the System, timely, accurate and accountable data will be

ensured.

6. Managing Information

Monitoring and evaluation is mainly based on the efficient and effective as well as credible

information flow in relation to the sector development in terms of students, teachers,

courses, administration and finances, resource utilization, quality etc. and particularly the

activities and results expected in the SSDP. The Program is implemented by MYASD, TVEC,

VTA, NAITA, Univotec, DTET, NYSC, NIFNE, NYC, TVEC and CGTTI. In review of current

practices, those institutions are in different levels of capacities and strengths in gathering

information resulting in that the link between agencies and MYASD is blurred in terms of

monitoring and evaluation of their progresses.

As such, monitoring and evaluation system putting in place by the SSDD expects to establish

efficient and effective, credible (transparent and accountable) and systematic (consistent and

coherent) information flow, which is essential for and backbone of productive monitoring

and evaluation system which provides effective feedback to optimize outcomes of the

implementation of Program. In doing so, with the objective to automate and computerize

the system as far as possible based on detailed evaluation of the system, monitoring and

evaluation system will be systematically built on the existing strengthens of the TVET delivery

agencies.

6.1 Rationalized Information Flow

The existing information flows within the organizations as well as among the organizations

are not in uniformity making the information complied differently in terms of objectives of

collecting and reporting the data, definitions, data fields, scope, methodology, frequency,

collecting and reporting formats. An analysis on the existing information collection and its

extent of automation is in the Annex IX. Hence, it is needed to standardize the information

flows within and among the organizations to establish effective, efficient and credible

monitoring and evaluation process in assessing achievements of the goals and targets set for

the TVET sector development. Following figure illustrates the architecture of proposed

Management Information System (MIS)for the TVET sector.

Accordingly, a central Management Information System (MIS) will be established in TVEC

and MYASD by the mid of the year 2015 along with the implementation of the Center

Management Software. Terms of Reference of developing MIS is in Annex X. The TVET

agencies under MYASD will be part of the system or will provide interface to exchange

relevant information to the central MIS. MYASD collect the information which is available in

the system, only through the central MIS managed by TVEC. Graduates, TVET delivery

agencies under other ministries and private providers will also be provided interface from the

central MIS to exchange the information. Any information not available in the system will be

gathered by SSDD directly from the implementing agencies to monitor, evaluate and report

the progress of relevant activities. Further, Graduate Tracking System will be established

Private TVET

Providers

TVET Deliver

y Agenci

es under other

Ministries

TVET Delivery Agencies

under MYASD

TVECMYASD

Treasury

Departments

Development

Partners

Graduates

MIS

through a SMS Gateway and Social Network to trace the employability and other related

data.

6.2 Responsibilities of managing MIS

MYASD

Provide technical support for operating MIS

System upgrading

Provide all information required for management

TVEC

Monitor the data flow and identify gaps

Prepare procedure manual and guarantee that each TVET delivery institution follows

the standards in each operation

Make sure that all information required for management is available


TVET Delivery Institution and Center

Make sure that MIS is running with real time and accurate data

Make sure data entry to the Center Management System is accountable

Make sure all the data and information requirement is met through MIS


7. Indicators of Monitoring and Evaluation

In order to enhance M&E practices, it is required to apply common, standardized approach

across the implementing agencies as a whole in terms of the monitoring and evaluation

processes, methodology and tools, and the quality, frequency and application of data and

information. This means not only improved M&E but also improved delivery of services. This

mechanism will serve for greater integration of M&E practices among implementing

agencies for participation, planning, budgeting and delivery of services.

Accordingly, data fields essentially to be collected by TVET delivery institutions are

determined. The list of minimum data fields is in the Annex XI. The data fields will be

defined and frequency of data collection also pre- determined.

8. Capacity Development

M & E capacity building will be improved on three pillars: (i) institutional capacity, i.e., a move

from less efficient to more efficient accountability rules and incentives; (ii) information

&communication technology (ICT) capacity, using informatics for better and more timely

information on results; and (iii) human capacity, through training in M&E. Such initiatives are

as follows;

- Establishing Implementing Cells with considerable delegation of authority to

implementation, monitoring and evaluation of the activities of SSDP

- Setting up an internal MIS Development and Maintenance Unit at MYASD with the

participation of implementing agencies to ensure efficient and effective use of Center

Management Software and MIS

- Training Programs on MIS development for selected officers in each implementing agency

- Training on application of Center Management for the all the staff of the center especially

including center managers

- Training on application of MIS for the all the staff of the managers of TVET delivery

institutions, TVEC and MYASD

- Training on data management for the management and relevant officials of the

implementing agencies

Annex I: Composition of the High Level –Inter Ministerial Committee

Secretary, Ministry of Finance and Planning (Chairman)

Secretary, Ministry of Youth Affairs and Skills Development

Secretary, Ministry of Higher Education

Secretary, Ministry of Agriculture

Secretary, Ministry of Irrigation and Water Resources Management

Secretary, Ministry of Industries and Commerce

Secretary, Ministry of Construction, Engineering Services, Housing and Common Amenities

Secretary, Ministry of Foreign Employment Promotion and Welfare

Secretary, Ministry of Environment

Chairman, Tertiary and Vocational Education Commission

Vice Chancellor, University of Vocational Technology

Representative from Sri Lanka Telecom

Representative from Hayleys PLC

Mr. Priyantha Perera, Chairman, SIERRA Construction Ltd

Mr. J. Kehelpannala, Vice President, John Keels Holding PLC

Mr. Jayantha De Silva, Chairman, SLASCOM Ltd

Mr. Mangala Yapa, Former CEO and Managing Director of Colombo Dockyard

Mr. Noel Piyathilake, Fascination Garments Ltd

Annex II: Composition of the Steering Committee

1. Secretary, Ministry of Youth Affairs and Skills Development (Chairman)

2. Secretary, Ministry of Health

3. Secretary, Ministry of Irrigation

4. Secretary, Ministry of Foreign Employment

5. Secretary, Ministry of Agriculture

6. Secretary, Ministry of Construction

7. Secretary, Ministry of Economic Development

8. Director General, Sri Lanka Institute of Advanced Technological Education

9 Director General, Department of Technical Education and Training

10Director General, Tertiary and Vocational Education Commission

11. Director General, Department of Project Monitoring

12. Vice Chancellor, University of Vocational Technology

13. Chairman, National Apprentice and Industrial Training Authority

14. Chairman, National Institute of Fisheries and Nautical Engineering

15. Chairman, National Youth Services Council

16. Chairman, National Youth Corp

17. Chairman, Vocational Training Authority of Sri Lanka 18. Country Director/ GIZ

19. Principal, Ceylon German Technical Training Institute

20. Country Director/ World Bank

21. Country Director/ ADB

22. Country Director/ ILO

23. Resident representative/ KOICA

24. Chairman, National Construction Association of Sri Lanka

25. Chairman, Industrial Association of Sri Lanka

26. President, Hoteliers Association

27. President, Federation of Chamber of Commerce and Industry of Sri Lanka

28. Chairman, Ceylon Chamber of Commerce

29. President, National Chamber of Commerce

30. President, Federation of Information Technology Industry

~ 18 ~

Annex III: Organizational Structure of Ministry of Youth Affairs and Skills Development (Up to Additional Secretaries Level) – As at 01. 09. 2014

Secretary-MYASD

Additional Secretary Administration & Finance

Additional Secretary Youth Affairs

Additional Secretary Vocational Training

Additional Secretary Skills Sector Development

~ 19 ~

Annex IV: Organizational Structure of Skills Sector Development Division - Ministry of Youth Affairs and Skills Development

Additional Secretary

(Skills Sector Development)

Procurement

Specialist

Program Manager/

Supervisor

Financial Analyst +

Training Purchase

Social Security

Officer System

Analyst

Engineer (Civil) HRD Specialist

+ Industry Relations

Assistant

Engineer 1 HRD

Officer

Assistant

Program

Manager

Assistant Program

Manager* Accountant

/Training

Purchase

Procurement

Officer 1 Procurement

Officer 2 Assistant

Engineer 2

Development

Officer 7

Development

Officer 1, 2, 3, & 4 Development

Officer 6

Development

Officer 8

3 Office

Assistants

2 Drivers

Development

Officer 9

Program Reform

Specialist

Career Guidance

Specialist

HRD Officer*/

Industry

Relations

Accountant

Development Officer 10

Development

Officer 5

Summery as at 01.09.2014 No. of Senior Managers 01 No. of Middle Managers 07 No. of Junior Managers 12 No. of Supporting Staff 10 No. of office assistants 03 Drivers 02 No. of Total Staff 35

~ 20 ~

Annex V: Functions and Responsibilities of Sector Development Division 1. Supportive Functions

1. Implement Skills Sector Development Program and any other future donor assisted

project or Program

2. Institutional Structural Reforms

- Situational analysis on the existing TVET system

- Make recommendations for institutional reforms

- Implementation and monitoring

3. Review the existing Frameworks

- NVQ

- QMS

- Rationalization

4. Review and Strengthen NCS and Curricula Development

5. Review and Strengthen MIS and LMIS

6. Implementation of Business Planning Process

7. Need Analysis in respect of introducing new courses etc.

8. Establishment and operating Industry Sector Skills Councils

9. Policy Recommendations for the Sector Development

- Formulate Policy for On the Job Training

- Develop Master HRD Plan for the Sector

- Formulate Policy for Recognition of Prior Learning

- Formulate Policy for Apprentice mode training

- Monitoring the implementation of the above Policies according to the KPIs

10. Establishment of new vocational training centres and rehabilitation of existing

centres.

- Based on the feasibility study

11. Establishment of University Colleges

- Feasibility Study (Location, Suitable Courses etc.)

- Introducing KPIs

- Continuous Monitoring based on the KPIs

12. Implementation of Employment Linked Training Program

13. Any other activities stipulated in the SSDP or relevant project or program

~ 21 ~

2. Monitoring and Evaluation Functions

1. Monitoring and evaluation of Skills Sector Development Plan as per SSDP Result

Framework, Disbursement Linked Indicators ad any other targets and indicators set

out in line with the SSDP.

2. Monitoring and evaluation of Donor Assisted Projects or Programs as per the targets

and indicators set out in the relevant project or Program.

~ 22 ~

Annex VI: Composition of Implementing Cells in Implementing Agencies of the SSDP

Agency Name No. of officers in IC

Remuneration

VTA 05 Allowance of 25% from the currently drawn salary NAITA 05

Univotec 04

TVEC 04

DTET 03

NYSC 03

NIFNE 03

NYC 02

CGTTI 02

~ 23 ~

Annex VII: Monitoring and Evaluation Plan of SSDP

Monitoring And Evaluation Framework

Skills Sector Development Program - 2014- 2020

Ministry of Youth Affairs and Skills Development

Proposed actions Target/KPI Outputs Data Source Frequency

of Data Collection

Responsibility of Data Entry

1.1.1 Develop curriculum to support TVET in secondary schools including [Auto Mechanic, Electrical, IT, Plumbing - final list TBD]

Develop curricula by 2014

Successful introduction and operation of technology stream in secondary education

Ministry of Education

Annual MoE with support of TVEC

1.1.2 Establish a pathway from schools to TVET within NVQ framework

· 7,500 students completing Technology Stream (Engineering Technology) are certified in NVQ 3 level, recognized by the TVET system, by 2016 and onwards.

Pathway to TVET from general education is assured through an agreed framework between MoE/MYASD on the credit transfer into the NVQF

TVEC Annual TVEC with support of MoE

1.1.3 Build and sustain the demand of A/L students for Engineering Technology Stream and built awareness among MOE teachers and staff

7,500 students are enrolled in Technology Stream in 2013 and 5,000 students are annually added to the total.

Flow of inputs for TVET is strengthened with the access of A/L students.

Ministry of Education

Annual MYASD/TVEC with support of MoE

1.1.4 Further develop the system of collaborative work between school and neighboring TVET institutes to share resources, laboratory and staff in implementing this policy

The training centers facilities are available to conduct practical sessions at least in 125 schools for students to complete 25% of learning in practical exercises.

Students are facilitated to complete practical technical training at TVET institutions as required by technology stream.

MYASD Annual MYASD/ TVET agencies with support of MoE

~ 24 ~

1.1.5 Operationalize cross recognition of TVET qualifications in the HE sector

Clear pathways and system of credit transfers for students from TVET into higher education

Agreed framework between MoHE/MYASD on articulation between TVET and higher education

TVEC Annual TVEC with support of MoHE and MOFP/NPD

1.2.1 Undertake baseline survey to identify available resources (physical and human) and existing utilization.

First survey completed by end 2014 and updated annually thereafter

Public TVET training institutes' performance ratings are published in the annual skills report.

A Regular information flow on available resources of TVET agencies and centers and their utilization is available.

TVEC Annual TVEC with support of MYASD

1.2.2 Rationalize and reallocate resources, based on the business plans submitted by centers / TVET agencies, promoting optimal utilization of resources (staffing, workshops, etc.) based on labour market demand and overall government development roadmap by adopting various approaches (flexible delivery, temporary teachers, facility lease, usage for assessments, etc.)

increased utilization of equipment (measured by equipment divided by student enrolment and training hours at each training center)

improved unit cost per student by 2018 (measured by total recurrent and investment costs divided by student enrollment)

Rationalization and reallocation of resources plan implemented

Implementing TVET Delivery Agencies

Biannual TVEC with support of MYASD & respective agencies

~ 25 ~

1.2.3 Introduce necessary mechanism to support the implementation of a comprehensive HRD strategy for TVET personnel including cadre revision, selection criteria, career pathway linked to skills upgrading, performance management, allowances, etc.

Teacher vacancy ratio reduced to 15% by 2018 (baseline to be added)

implementation of revised trainer selection criteria by 2015.

Implementation of increased allowances linked to improved performance by 2015.

Teacher vacancies at TVET institutions are timely filled, and instructors and managers at TVET institutions are sufficient in number and motivated for better performance


Annual Head of Admin. Of the Implementing TVET Delivery Agency

1.2.4 Develop policy and guidelines for performance based financing for TVET institutions through business planning process

Business planning process and performance based financing mechanism implemented in 155 TVET centers / colleges by 2018

At least 80% of participating institutes achieving business plan targets by 2018

Enhanced performance based financing for TVET institutions implemented through "business planning process"


Annual Head of the Implementing TVET Delivery Agency

1.3.1 Carry out a comprehensive survey of the private sector TVET institutions

Complete survey by end 2014 · develop action plan by mid 2015

Assessment including the scope of provision, student enrolments, investment, overseas partnerships, labour market outcomes, quality of provision, alignment to NVQ and registration with TVEC

TVEC Biannual TVEC

~ 26 ~

1.3.2 Promote increased quality of private sector TVET training institutions through registration and accreditation

More than 80% registration of private sector TVET training institutions identified by the survey by 2018

More than 50% eligible TVET training programs offered by private training institutions are accredited under NVQ by 2018

Increase number of private sector training institutions that are registered with TVEC and offering qualifications under NVQF

TVEC Biannual TVEC

1.3.3 Develop a policy to incentivize increased private sector participation in targeted TVET training provision through fiscal incentives, stipends and increased recognition of NVQ as recruitment and promotion tool, government procurement contract including requirement for skilling Sri Lankan workers

Policy dialogue to finalize the incentives, sustainable financing mechanism, and other policy interventions

Ensuring enabling environment to increase private sector participation in regulated TVET system (e.g., tax incentives, training levy, recruitment policy, procurement policy, etc.)

Ministry of Finance

Annual MoFP and Ministry of Labour

1.3.4 Develop a policy for minimum requirements including allowance and student support mechanisms for apprenticeship training

Minimum requirement policy to be implemented by 2015 and annually reviewed and updated

Review of current NAITA practice and establish policy for minimum requirements

MYASD Annual MYASD with support of NAITA

1.3.5 Develop a policy for minimum requirements and student support mechanisms for on-the-job training period

Minimum requirement policy to be implemented by 2015 and annually reviewed and updated

Review of current VTA/DTET/other government training institutes practice and establish policy for minimum requirements

MYASD Annual MYASD with support of VTA/DTET/other govt. training institutes

~ 27 ~

1.4.1 Establish high-level TVET committee to set government priorities for skills development based on national development plan and to coordinate TVET provision across government

Quarterly meetings and publication of annual national progress report from 2015

Adoption of a National TVET Plan (across government) with annual progress reporting

Ministry of Finance

Quarterly NPD

1.4.2 Establish and operationalize the TVET coordinating committee within MYASD to coordinate agency activity and implement the sector roadmap

Quarterly meetings and publication of annual progress report from 2014

Annual progress report of MYASD against sector roadmap. Provide input to the national TVET plan and progress report. Improved coordination between MYASD agencies.

MYASD Quarterly MYASD with support of TVEC

1.4.3 Strengthen MYASD Planning Unit SSDD to monitor sector performance, implementation of business plans and performance based financing.

TVET sector roadmap (MYASD) updated and refined with any necessary adjustment and additional targets (for additional financing) by 2016

Preparation of Annual progress report from 2014.

MYASD planning unit organizational structure and revised role approved and existing and additional staff trained in planning and M&E

SSDD Annual MYASD with support of TVET agencies

~ 28 ~

1.4.4 Establish a LMIS and strengthen existing Management Information System (MIS) and capacity to monitor and analyze labor market information at TVEC.

Improved mechanism for LMIS and MIS developed by 2014

100% of TVET institutions under MYASD (both public and private) linked to MIS by 2018

Credible labor market information (validated by industry) and training information for better planning and monitoring of relevance, quality and performance of TVET system · Annual skills report incorporating LMIS, MIS, and other ministry information as well as industry info as communication tool.

TVEC Biannual TVEC, supported by MYASD and ISCs

1.4.5 Rationalize the roles of TVET agencies to streamline training development and delivery to improve the sector performance (e.g., competency standard, curriculum development, QMS, and NVQF to be all housed in one place, all on-the-job training, apprenticeship arrangement to be managed/facilitated by NAITA, etc.)

streamlined and rationalized organizational structure implemented by 2018

TVET sector organizational structure and agency functions are streamlined to be ready for the next 20 years' changing environment of the market.

MYASD Annual MYASD and TVET agencies with support of MoFP

1.4.6 Develop policies for training and students affairs of TVET sector

3 policies will be available by 2015 to be implemented

Policy for student stipend, course fee and assessment fee will be available

MYASD Annual TVEC, MYASD and TVET agencies

~ 29 ~

2.1.1 Review and improve the NVQ framework and level descriptors to reflect industry requirements and ensure international recognition

Updated NVQ framework with revised level descriptors endorsed

A NVQ system that produces: - consistent outcomes and standards at each level of the NVQ across training providers and programs; -Introduce a system to develop basic skills programs, industry based training and apprenticeships to get NVQ recognition.

TVEC Annual TVEC

2.1.2. Implementation of updated NVQ framework

Under the revised NVQ framework, 100% of currently registered public and private training providers and 50% of new private training providers (referenced to survey in [1.3.1]) to issue NVQ certificate by 2018.

NCS, curricula and other materials are available for all the occupations of four priority sectors by 2017.

Updated NVQ system is available, including: national competency standards, curricula, assessment tools, provider registration system, program accreditation system, quality auditing procedures, quality management system and operation manuals.

Development of NVQ qualifications across levels 1-6 completed for four priority sectors by 2017.

TVEC Biannual TVEC with support of MYASD

~ 30 ~

2.1.3. Promote flexible delivery to enable multiple entries and exit for students seeking occupation specific skills.

1000 employees of 4 priority sectors will follow modular programmes and certified by 2017.

Modular training programs developed to ensure articulation from level 1 – 6

Modular Program- TVEC 1000 Employee trained - Implementing TVET Delivery Agencies

Annual TVEC

2.2.1 Select top 10 labour migration destinations and engage with their relevant authorities to recognize SLNVQF by ensuring SLNVQF is aligned to international qualification standards.

4 Mutual recognition agreements for labour qualifications with key labour migration destinations by 2018

Aligned to international qualification standards of key labor migration destinations

TVEC Annual TVEC with support of MYASD and the Bureau of Foreign Employment

2.3.1 Develop a QMS for TVET institutions by encouraging (i) adoption of ISO/IIP standards; (ii) improved reporting system (MIS); and (iii) performance based financing linked with compliance to quality assurance requirement.

100% public training providers and 80% of private training providers (in terms of registration) are under TVEC QMS by 2018

QMS developed and certificated by TVEC.

QMS installed and operationalized by respective agency.

TVEC Quarterly TVEC and TVET agencies

2.3.2 Strengthen TVET agencies and TVEC capacity to implement the revised QMS system.

TVEC Act reviewed and revised, and approved by 2013

New organizational structure of TVEC and additional staff positions are approved by 2014

Organizational structure, staffing and staff capacity of TVEt agencies and TVEC improved to ensure smooth implementation of QMS

TVEC Annual TVEC with support of MYASD

~ 31 ~

2.3.3 Revise assessment standards and processes to improve effectiveness & quality in assessment

· Revised assessment system including RPL approved by 2016

Assessment centers developed within 25 training centers including industry focused centers to facilitate RPL and certification of skills by 2015

Revised assessment standards and processes ready and assessors trained and certified

MYASD Annual TVEC with support of MYASD

2.4.1 Develop and implement a HRD strategy for TVET trainers within NVQ framework and managers to provide clear career pathways well supported by continuous training opportunities and industry attachments to upgrade technical skills and knowledge enhancement.

HRD program to target priority sectors and pilot institutions as priority commencing in 2014. Program expanded to all TVET trainers and managers by 2020.

400 teachers and 200 industry trainers to be trained each year from 2014.

A dynamic HRD strategy for TVET trainers and managers developed.

Univotec Quarterly UNIVOTEC, supported by MYASD

~ 32 ~

3.1.1 Establish four (4) Industry Sector Skill Councils in priority sectors of Construction, ICT, Light engineering and Manufacturing and Hospitality and Tourism to prepare advice to the Government on sectorial skills issues; (i) priority skills needs and gap analysis and validation of LMIS, TVEC's sectorial / regional training plan information, (ii) standards, training packages and implementation of QMS (iii) access and equity strategies relevant to key industry sectors, (iv) assessment and certification of skills, and (v) job placement for graduates.

ISC operations and procedures manual adopted and implemented by 2014

Expansion of system subject to review in 2016.

Skills Gap analysis completed in 4 priority selectors by 2014 and updated annually.

Training Plans prepared in each sector and updated annually from 2014.

Training Plan targets achieved - critical skills gaps addressed, job placement targets achieved.

Annual skills plans prepared and presented to government that identify and validate skills gaps and shortages that can be addressed by the TVET system

ISC operations and procedures manual- MYASD

Expansion of system - NAITA

Skills Gap analysis - MYASD.

Training Plans prepared - ISSC- NAITA.

Training Plan targets- Implementing TVET Delivery Agencies

Annual ISC supported by TVEC,MYASD and TVET agencies

3.2.1 Allocate training targets (Short, Middle and long term) across different skills based on skills gap analysis. LMIS data, regional training plan, etc. are to be validated by government and industry (ISCs)

100% of training programs at 155 selected TVET centers / colleges are confirmed to be in demanded areas by ISCs

Employment rate of graduates from selected TVET centers reaches 75% by 2018

Training plan is fully aligned with labor market demand for skills


Biannual TVET agencies supported by MYASD, TVEC and ISCs

~ 33 ~

3.2.2 Develop and implement new training programmes to support overseas employment in collaboration with for Foreign Employment Bureau.

At least 5 new training programs developed by 2014, and increase by 2 programs annually. At least 500 trained annually for highly demanded occupations in overseas market by 2018.

Agreement between Foreign Employment Bureau and MYASD to supply skilled labor meeting overseas market demand

TVEC to seek recognition of SLNVQ by the authority of key destinations for Sri Lankan workers.

· Agreement with FEB- MYASD · Obtain recognition of key destinations for NVQF - TVEC · At least 5 new training programs and 500 trained - VTA

Annual TVET agencies and Foreign employment Bureau with support of MYASD and TVEC

3.3.1 Obligate all TVET training program to have on-the-job training as mandatory.

100% of TEVT program of NVQ 3 and above with relevant OJT by 2018

progress of students' on-the-job training is monitored and reported through MIS.

NAITA Quarterly TVET agencies with support of TVEC, MYASD and ISCs

3.3.2 Develop and implement mechanism for TVET trainers to have industry exposure

200 number of trainers participated in industry exposure program annually from 2014

Industry exposure program becomes part of the comprehensive HRD strategy with adequate incentives for effective implementation

Univotec Quarterly TVET agencies with support of MYASD and ISCs

3.3.3 Develop and implement mechanism to increase industry trainers and assessors

250 number of industry trainers and assessors are trained and engaged in TVET training programs annually from 2014

Train industry supervisors to monitor on job training and apprenticeship training and train industry personals as assessors.

Univotec Quarterly Univotec with support of NAITA

~ 34 ~

3.4.1 Conduct training need assessment and develop gap filling programmes for employees in four priority sectors to get NVQ.

At least 10,000 personals from industry for training to fill the skill gaps by 2018.

TVEC accredited industry based training programs implemented in priority sectors, linked with local economic development opportunities identified through regional skills plans and ISCs

NAITA Quarterly TVEC, and TVET agencies

3.5.1 Establish public-private partnership to develop at least 5 university colleges considering market demand, regional balance, and priority sector focus

1000 graduates from PPP university colleges by 2018.

Encouraged private sector in training delivery through PPP mode

MYASD Quarterly Univotec with support of MYASD

4.1.1. Enroll and train additional students aligned with upgraded NVQ framework primarily within priority sectors (i.e. IT, Tourism & Hospitality, Construction, Light Engineering & Manufacturing)

Enrolment increased across NVQ levels 3-4 by 2018 by: - 10,000 apprenticeships under NAITA - 15,000 under VTA - 8,000 under DTET - 1,700 under NYSC - 300 under NIFNE

Of the increased enrolment 80% of students should be graduated

75% of graduates placed into gainful employment by 2018 within 6 months of course completion

The capacity of the TVET sector increased to accommodate additional 35,000 students by 2018. (at least 25% will be women and disadvantaged groups)

AS mentioned in 4.2 - 4.15

AS mentioned in 4.2 - 4.15

NAITA, VTA, DTET, NYSC and NIFNE

~ 35 ~

4.1.2. Improve the responsiveness and delivery of existing VTA training centers, Technical Colleges - DTET, NYSC centers and NIFNE centers to provide quality training at NVQ 1-4 level by implementing business planning model in 135 selected existing public TVET training centers.

Business plan specifications approved by 2014

Annual preparation of business plans and performance review against business plan starting in 2015

Upgraded Training Centers meeting business plan objectives: - VTA (90 ) - DTET (10) - NYSC (10) - NIFNE (5)

25, 40 and 50 Training centers in 2014, 2015 and 2016 strengthened to provide specifications approved by MYASD and TVEC.

Newly constructed centers (20) for VTA

Business plans approved and monitored

Financial allocation based upon meeting objectives and targets specified in business plans.

Business plans for each selected training center are prepared and adopted

Annual performance review of business plans – funding allocation linked to performance in achieving approved business plan targets. (Initial focus is on supporting identified priority sectors underpinned by strong labor market demand).

Business Plan introduced- MYASD Implementation of Business Plan - Implementing TVET Delivery Agencies

Biannual MYASD, VTA, DTET, NYSC, NIFNE

~ 36 ~

4.2.1 Upgrade 90 existing training centers and establish 20 new centers to train additional 15,000 students in demand-driven, quality assured courses for training in priority sectors informed by regional training plans and ISC/TVEC LMI analysis.

Increase in enrolment by: - 1000 students in 2014 - 3000 students in 2015 - 3000 students in 2016 - 3000 students in 2017 - 5000 students in 2018



Expanded training opportunities for 15,000 students in emerging and market demanded skill fields.

VTA Quarterly VTA, supported by MYASD

4.3.1 Upgrade 10 existing training centers to train additional 8,000 students in demand-driven, quality assured courses for training in priority sectors informed by regional training plans and ISC/TVEC LMI analysis.

Increase in enrolment by: - 500 students in 2014 - 1,500 students in 2015 - 2,000 students in 2016 - 2,000 students in 2017 - 2,000 students in 2018

Of the increased enrolment 80% of students should be graduated · 75% of graduates placed into gainful employment by 2018 within 6 months of course completion

Expanded training opportunities for 8,000 additional students in emerging and market demanded skill fields.

DTET Quarterly DTET, supported by MYASD

~ 37 ~

4.4.1 Upgrade 10 existing training centers to train additional 1700 students in demand-driven, quality assured courses for training in priority sectors informed by regional training plans and ISC/TVEC LMI analysis.




Expanded training opportunities for 1700 additional students in emerging and market demanded skill fields.

NYSC Quarterly NYSC, supported by MYASD

4.5.1 Upgrade 5 existing training centers to train additional 300 students in demand-driven, quality assured courses for training in priority sectors informed by regional training plans and ISC/TVEC LMI analysis.




Expanded training opportunities for 300 additional students in emerging and market demanded skill fields.

NIFNE Quarterly NIFNI supported by MYASD

4,5.2 To obtain University Status

Two new degree courses will be introduced by 2015

Legal provisions and facilities are available to offer degree.

NIFNE Quarterly NIFNI supported by MYASD

~ 38 ~

4.6.1 Expand Apprenticeship models leading to NVQ qualifications and implemented to enroll additional 10,000 students in the emerging fields and occupations in priority sectors as identified by TVEC LMIS, regional training plans and ISCs annual training plans

Increase in enrolment in apprenticeships by: - 1,000 students in 2014 - 2,000 students in 2015 - 2,000 students in 2016 - 2,000 students in 2017 - 3,000 students in 2018

Of the increased enrolment 80% of students should be graduated by 2018

80% of students employed on completion of apprenticeship program by 2018.

20 new apprenticeships courses developed to award NVQ by 2015

Expanded training opportunities for 10,000 additional students in Apprenticeship training

NAITA Quarterly NAITA, supported by TVEC

4.7.1 Identify skill gap where there is a high demand and public TVET agencies are unable to provide such training, estimate the cost for such training and call for proposals from the private sector in order to purchase training. A suitable mechanism is to be established to select such training providers and a payment scheme.

A suitable mechanism is in place to purchase training from the private sector starting from 2015 in line with the National TVET Plan

Skill gaps and suitable training providers are identified and training will be purchased from 2015 in order to cater the industry demand with

SSDD Quarterly TVEC, National Planning and MYASD

~ 39 ~

4.8.1 Develop and enact the necessary legislative and regulatory framework to ensure sufficient administrative and financial autonomy to training institutions.

Regulations approved by Government by 2013. - business planning process introduced for 6 univ. colleges from 2014

Legislative and regulatory framework to establish colleges under UNIVOTEC is enacted to allow univ colleges to (i) hire staff; (ii) employ contract staff; (iii) retain income generated; (iv) enter into contracts with industry in order to respond to changing demand of labor market more effectively.

business plan developed

SSDD Quarterly UNIVOTEC, supported by MYASD and TVEC

4.8.2 Establish public and PPP university colleges to offer demand-driven NVQ 5-6 level training programs

25 training institutions to be identified by 2014.

13 university colleges developed and operational by 2015 (at least 3 are developed through PPP)

6 in 2016, 6 in 2017

15,000 students trained for NVQ 5-6 (;1500 in 2015, 3000 in 2016, 4500 in 2017, 6000 in 2018)

at least 80% of students will graduate the program with diploma

75% of graduates are gainfully employed after 6

Expanding training opportunities to 15,000 students in demand-driven NVQ 5-6 programs

SSDD Quarterly MYASD supported by UNIVOTEC

~ 40 ~

months from completion of training

4.9.1 A funding mechanism is to be formulated. Financial assistance is obtained from a donor agency. A performance based scholarship scheme is to be introduced.

A scholarship scheme is in place for low income and disadvantaged groups from year 2014

TVET access is enhanced for low income and disadvantaged groups.

SSDD Quarterly TVEC and UNIVOTEC with the MYSAD.

4.10.1 Improve capacity of UNIVOTEC – governance, administration, quality assurance and staffing to ensure effective academic quality assurance of University Colleges

UNIVOTEC Act review and relevant / adequate regulations and guidelines developed and incorporated, especially clear description of responsibilities and accountabilities between UNIVOTEC and Uni. Colleges and different quality assurance functions between UNIVOTEC and TVEC.

Organizational structure and staff ToRs developed and approved

UNIVOTEC is equipped with adequate regulatory and administrative procedures and professional staff to serve the needs of Unv. Colleges

Univotec Quarterly UNIVOTEC supported by MYASD

4.10.2 Strengthen the capacity of UNIVOTEC for implementation of HRD strategy for Univotec and TVET agencies coming under the preview of MYASD (particular, teacher development)

Ensure that 25% of TVET teachers and mangers are undergone training by 2014, 50% by 2015 75% by 2016 and 100% by 2017

Training programs for new, in-service, industry trainers and training managers from public and private training institutions are developed. The programs should include industry exposure program.

Univotec Quarterly UNIVOTEC supported by MYASD

~ 41 ~

4.10.3 Degree programs (NVQ-7) to be developed, (i) reflecting regional economic development opportunities and training needs determined through regional training plans and ISCs as well as the priority sectors, and (ii) ensuring internship and industry involvement in delivery and assessment.

Additional 6 Degree programs accredited by 2018.

600 students enrolled in NVQ 7 programs by 2020 (400 in 2018).

At least 80% of students obtain degree.

80% graduates employed within 6 months of graduation by 2018.

Develop Degree programs implemented to support priority sectors to create further pathway to TVET graduates and meet the demand for development of better qualified teachers and managers

Qualifications earned by Diploma holders up to NVQ level 5-6 are recognized for academic credit at Degree level

Univotec Quarterly UNIVOTEC

4.11.1 Get courses evaluated and obtain national recognition. - Obtain recognition from international universities by signing agreement

Twinning agreement signed by 2014. Reviewed annually against partnership agreement deliverables.

Agreement UNIVOTEC and MYASD and overseas training partner(s) to fast track the development of standards and curriculum (learning outcomes, learning materials and assessment tools)

Univotec Annual UNIVOTEC with support of MYASD

4.12.1 Develop, implement and support mechanism for students undertaking TVET NVQ 5, 6 and 7 to meet initial government enrolment targets.

Support mechanism will be available for 500 students per annum from 2015

Information package on support mechanism developed and distributed to target groups (industry employees)

SSDD Quarterly TVET agencies with support of TVEC

~ 42 ~

4.12.2 Flexible Delivery Options (on line and part time) to be piloted and expanded for NVQ 5, 6 and 7 programs.

At least 25% of enrolled students at NVQ 5,6 and 7 level availed flexible delivery mode partly or fully to complete their training program

Mechanisms to encourage part time, on the job and self paced learning through distance education and use of technology are implemented

Univotec and Uni. Colleges

Quarterly UNIVOTEC and UNI Colleges

Expand RPL into the informal sectors through establishment of 25 assessment centers in existing accredited training centers and industry workplaces

Develop a model to implement workplace assessment cost effectively and efficiently

Strengthen the evaluation and certification unit of NAITA

Create awareness campaign for RPL program with public

25,000 from existing workforce assessed and certified by 2018

More skilled personnel are recognized through 25 assessment centers and expanded assessor pool.

NAITA Quarterly NAITA, VTA, NSYC, DTET, ISCs, etc. supported by TVEC

4.14.1 Enhance entrepreneurship skills to increase new venture creation and self-employment opportunities

50 centers established by 2018

150 students assisted with SEPI loan scheme per year from 2014

Establish dedicated Business Development and Student Services centers to provide career guidance, employment placement, and business development services

Expand existing self employment promotion initiative scheme (SEPI loan scheme)

VTD - MYASD Quarterly MYASD supported by TVET agencies

~ 43 ~

4.15.1 Upgrade existing training centers to train students in demand-driven, quality assured courses for training in priority sectors informed by regional training plans and ISC/TVEC LMI analysis.

Increase in enrolment by 200 students annually Of the increased enrolment 80% of students should be graduated 75% of graduates placed into gainful employment by 2018 within 6 months of course completion

Expanded training opportunities for students in emerging and market demanded skill fields.

NYC Quarterly NYC, supported by MYASD

5.1.1 Promote gender equity in TVET training opportunities - Improve national geographic distribution of TVET training resources (facilities, trainers, etc.) - Introduce targeted scholarships and other incentives for marginalized or disadvantaged groups with specific selection criteria defined - Availability of training programs, instruction and learning materials in Sinhala, Tamil and English - Develop mechanisms to target school drop-outs - Availability of facilities to accommodate differently abled individuals - Develop marketing plan to raise awareness of training programs particularly in rural areas

Gender and Social Equity Framework for TVET is adopted by the government by 2014

Gender and Social Equity Framework for TVET implementation is monitored annually from 2015

[ADB to review; Agencies to determine national distribution in provision of additional seats - To Be Determined]

Gender balance to be targeted by training program with higher female participation targets for programs in service industries

Ensure training facilities are available in each district with a majority offering programs in priority sectors

A number of scholarships to be introduced for marginalized individuals (XX students per year)

Selected training programs to be offered in all 3

SSDD Quarterly TVEC and training delivery agencies within MYASD

~ 44 ~

languages within priority sectors

Facilities to be provided at specific locations in each province for differently abled students

5.2.1 Develop and implement professionally developed social marketing campaign and communication strategy to improve image of TVET

Branding and communication strategy implemented by

2014 perception of students, parents, school teachers, and employers improved from 2012 baseline

regular reporting of sector progress to policy makers and general public featuring success stories

75% employer satisfaction with TVET graduates by 2020

Branding developed and used coherently across all TVEC accredited programs

Communication strategy for different target groups and varied media tools developed for effective communication of messages (printed materials, mass media, online, mobile apps, social media, etc.)

TVEC Quarterly MYASD, supported by TVET agencies

5.3.1 Strengthens career guidance in the provider network, industry, community agencies, NGOs and promotes and improves the image of the sector through social media and industry networks.

50 centers established all across the country

250 TVET institution staff and 250 teachers from 125 schools with technology stream are trained in career guidance, counseling and industry linkages

Establish 50 dedicated Business Development and Student Services centers to provide career guidance services and employment services.


Quarterly MYASD, supported by TVET agencies and MOE

~ 45 ~

Annex VIII: DLI related Monitoring and Evaluation Matrix

No.

Due Date for

DLIs

Disbursement Linked

Indicator (DLIs)

Name of the Donor

Targets Means of

Verification

Related Programme

Results (Outcomes)

Person-In-Charge of the

Activity

1 Aug. 2014

1.Employability of graduates from quality assured TVET programmes increased

ADB TVEC will establish a graduate electronic tracking system (SMS or e-mail) where graduates contact details are collected.

Review Employment rate of TVET graduates increased to 52 % based on the results from the tracking system by 2016

70% of graduates are placed into gainful employment within 6 month of course completion by 2020

System Analyst

2 Oct. 2014

2. Improved quality assured mechanism

ADB Revised TVEC quality assurance system and implementation plan approved by the TVEC Board and MYASD

ADB mission in October 2014 will verify revised TVEC quality assurance system manual and implementation plan are place.

· 100% public training providers and 80% of private training providers (in terms of registration) are under TVEC QMS by 2018

TVET Programme Reforms Specialist

3 Oct. 2014

3. Increased availability of effective teaching staff in priority and emerging skill shortage areas

ADB Vocational teacher development policy developed by MYASD and teacher development plans developed by all IAs.

Vocational teacher development policy and IA teacher development plans are in place and adequate measures are included to address teacher shortage issues.

· Teacher vacancy ratio reduced to 15% by 2018 (baseline to be verified) · implementation of revised trainer selection criteria by 2015. · Implementation of increased allowances linked to improved performance by 2015.

HR Specialist

4 Oct. 2014

2. Timely availability of reliable institution and agency-level data and periodical analysis of courses, centres and teacher’ performance

WB Plan for M & E capacity strengthening completed and adopted by MYASD Analysis of courses, centres and teacher performance completed in at least VTA

M&E capacity strengthening plan signed by the Secretary of the MYASD

· improved mechanism for LMIS and MIS developed by 2014 · 100% of TVET institutions under MYASD (both public and private) linked to MIS by 2018

Programme Manager

5 Oct. 2014

4. TVET provision based on skills gap analyses

ADB The skills gap analysis Terms of Reference (TOR) approved by TVEC

Draft TOR for technical soundness (efficiency, effectiveness and sustainability of the skills gap



~ 46 ~

analysis methodology and process) prior to TVEC approval.

6 Oct. 2014

5. Private sector engagement in TVET delivery strengthened

ADB Employment-linked Training Agreement (ETA) model is approved by MYASD

SDD / ADB mission will verify that the ETA model is satisfactory to ADB.


Financial Analyst

7 Oct. 2014

4. Improving the relevance of training programsfor students through increased participation by employers

WB Establishment of ISSC in at least 1 priority sector as pilot

Approval of ISSC functions and membership in priority sectors by a relevant agency (NAITA board approval of changes in NITAC if ISSCs are established based on NITACs)

· ISC operations and procedures manual adopted and implemented by 2014 - Establish four (4) Industry Sector Skill Councils in priority sectors of Construction, ICT, Light engineering and Manufacturing and Hospitality and Tourism


8 Oct. 2014

7. Increased efficiency in utilization of TVET sector resources including performance based financing

ADB Performance based financing model is approved by MYASD

SDD / ADB mission will verify that performance based financing model is satisfactory.

· Business planning process and performance based financing mechanism implemented in 155 TVET centers / colleges by 2018 · At least 80% of participating institutes achieving business plan targets by 2018

Financial Analyst

9 Oct. 2014

6. Increasing availability of effective teaching staff in priority areas

WB HR policy and plan finalized and approved by MYASD, including revised recruitment criteria, streamlined recruitment procedures, career pathways, mechanisms for providing performance allowances to teachers

Circular by Secretary MYASD to agencies to adopt new HR policy and plan

Introduce necessary mechanism to support the implementation of a comprehensive HRD strategy for TVET personnel including cadre revision, selection criteria, career pathway linked to skills upgrading, performance management, allowances, etc.

HR Specialist

~ 47 ~

10 Oct. 2014

8. Coordination and implementation capacity strengthened

ADB Procurement capacity development plan approved

ADB will verify adequate capacity development plan based on the findings of the procurement capacity assessment and financial management capacity assessment carried out by ADB in 2013.

Procurement Specialist

11 Oct. 2014

9. Improved medium term skills sector budgeting and expenditure

ADB Performance partnership agreement concluded between (i) MOFP and MYASD and (ii) MYASD and TVET agencies for 2015 in line with medium term expenditure framework, committed work plan including new initiatives to diversify TVET provision

Performance partnership agreements developed and signed for 2015 against the definition

Programme Manager

12 Oct. 2014

8. Number of students benefiting from the Employment-linked Training Agreement (ETA) model

WB Design of ETA model completed and adopted by MYASD

ETA model handbook developed satisfactory to association, approved by Secretary of the MYASD


Financial Analyst

13 May 2015


ADB 5% training providers of NVQ 1-6 established QMS

Ratio of training providers which established QMS by TVEC QMS records and random visits to the selected training providers with QMS



~ 48 ~

14 May 2015


ADB New recruitment criteria and performance based allowance scheme under the vocational teacher development policy are implemented by at least 5 IAs by May 2015

By checking recruitment record and interviewing vocational teachers at randomly selected institutions.

· Teacher vacancy ratio reduced to 15% by 2018 (baseline to be added) · implementation of revised trainer selection criteria by 2015. · Implementation of increased allowances linked to improved performance by 2015.

HR Specialist

15 May 2015


ADB Skills gap analyses on at least 2 priority sectors validated by Industry working groups and endorsed by high level interministerial committee

By reviewing the minutes of industry working groups and high level committee meetings for industry validation and government endorsement of the skills gap analyses results.



16 May 2015


ADB ETAs signed between SDD and private sector training providers in priority skill areas for at least 2,000 trainees targeting at least 65% job placement rate and training commenced.

Signed ETAs for at least 2,000 trainees with the job placement target at least 65% or more and commencement of the training by visiting selected training programs.


Financial Analyst

~ 49 ~

17 May 2015

6. Enrolment of students in TVET programs increased

ADB Total enrolment in TVET programs in public and private providers registered with TVEC is increased to 157,000 or more

The enrolment data collected by TVEC MIS from public and private training providers registered with TVEC.

· Enrolment increased across NVQ levels by 2018 by: - 10,000 apprenticeships under NAITA - 15,000 University College (4.8) - 15,000 under VTA - 8,000 under DTET - 1,700 under NYSC - 300 under NIFNE - 25,000 from RPL (4.13) - 10, 000 from ELTP (4.7) - 10,000 from private providers (1.3) · Of the increased enrolment 80% of students should be graduated · 75% of graduates placed into gainful employment by 2018 within 6 months of course completion

Addl. Secretary (Skills Development)

18 May 2015


ADB Performance based financing model piloted in at least 10 VTA centres

Monitoring report and visits of at least 3 pilot centres


Financial Analyst

19 May 2015


ADB At least 50% of the training targets (in terms of number of people trained) under the capacity development plan are achieved

ADB will verify that at least 50% of target staff are trained according to the capacity development plan[s].


~ 50 ~

20 May 2015


ADB Both recurrent and capital budget for 2015 is allocated in accordance with the performance partnership agreement and at least 75% of 2014 budget allocations for skills development initiatives have been spent.

By the budget appropriation for MYASD for 2015 adequately reflects the agreed resource plan in the performance partnership agreement and by the spending for FY 2014 was at least 75% of the budget allocation.

Programme Manager

21 June 2015

1. Implementation of MYASD budget in line with government’s Skills Development Sector Plan and government’s fiscal/budgetary framework

WB FY2015 approved budgetary allocations are in line with the SSDP and MYASD has spent at least 98% of its recurrent expenditure and 70% of its capital releases accordance with the imprest request for January to December 2014

Budget circulars, detailed MTBEF approved by the Parliament, imprest request submitted by MYASD and approved by MFP, Budget execution reports, and other administrative data

Addl. Secretary (Skills Development)

22 June 2015


WB M&E capacity in at least 2 (VTA and NAITA ) strengthened in accordance with M&E plan and Analysis of courses, centres, and teachers performance completed in at least VTA and NAITA

Analysis of courses, centres and teacher performance completed by TVEC with agencies inputs


Programme Manager

23 June 2015

3. Introducing a Performance based funding model for public training providers

WB PBF model developed and approved by MYASD and PBF model piloted in at least 10 public training providers (TPs)

*PBF guidelines approved by Secretary MYASD * approved business plans and implementation reports submitted annually by participating training providers to the MYASD per PBF guidelines * Institutional budget and expenditure


Financial Analyst

~ 51 ~

reports of participating training centres

24 June 2015


WB (i) conducted evaluation of the ISSC pilot; (ii) established an ISSC in at least one additional priority sector using lessons learned from pilot evaluation and; (iii) ISSCs have validated skills gaps analysis in at least 2 priority sectors

Skills gap analysis reports and Records of ISSCs meeting with validation of skills gap analysis, training packages.

· Skills Gap analysis completed in 4 priority selectors by 2014 and updated annually. . Establish Industry Sector Skill Councils in priority sectors of Construction, ICT, Light engineering and Manufacturing and Hospitality and Tourism


25 June 2015

5. Improving quality assurance mechanism

WB (a) MYASD has adopted revised quality management system (QMS) procedures; and; (b) 5% of training providers of national vocational qualifications (NVQ) 1-6 have established revised QMS

TVEC approval, revised QMS procedures manual, TVEC registration, accreditation and QMS records.



26 June 2015


WB Implementation of new schemes of the HR plan, including allowance scheme in at least NAITA, VTA and NYSC.

Recruitment and professional development plans for each institution Agencies appointments and acceptances records cadre provisions in 2015-2018. Reports from agencies on implementation of allowance scheme


HR Specialist

27 June 2015

7. Skills upgrading of existing teaching staff in priority sectors

WB Professional development plan implemented in at least DTET, VTA and NAITA and training completed by at least 530 teachers and 250 assessors in priority sectors

TVEC records on number of NVQ 5 certificates issued to teachers and Records of certificates issued jointly by UNIVOTEC and industry on IBSU

· HRD program to target priority sectors and pilot institutions as priority commencing in 2014. Program expanded to all TVET trainers and managers by 2020.

HR Specialist

~ 52 ~

· 400 teachers and 200 industry trainers to be trained each year from 2014.

28 June 2015


WB MYASD has implemented the ETA model on pilot basis in at least one priority skills sector to offer training opportunities to at least 500 individuals.

Signed contract with training providers; monitoring reports from SDD; third party verification


Financial Analyst

29 June 2015

9. Improving use and dissemination of system information

WB Annual publication by TVEC on skills demand and supply with additional LMI analysis using LFS and Enterprise surveys, tracer studies or other administrative data

Annual publication on skills supply and demand

· improved mechanism for LMIS and MIS developed by 2014 · 100% of TVET institutions under MYASD (both public and private) linked to MIS by 2018 · Annual skills report incorporating LMIS, MIS, and other ministry information as well as industry info as communication tool.


30 May 2016


ADB Employment rate for TVET graduates increased to 52% based on the results from the electronic tracking system

ADB will compare the employment rates of graduates generated from the tracking system with the data from the third party tracer study


System Analyst

31 May 2016


ADB 15% of registered training providers of NVQ 1-6 established QMS

TVEC QMS report, visits to randomly select training providers and third party review reports on quality assurance system.



~ 53 ~

32 May 2016


ADB Across all IAs, on average, at least 70% of needed teacher positions are filled.

All IA s at least 70% of needed vocational teacher positions are filled by new teachers or retained existing teachers.

· Teacher vacancy ratio reduced to 15% by 2018 (baseline to be verified) · implementation of revised trainer selection criteria by 2015. · Implementation of increased allowances linked to improved performance by 2015.

HR Specialist

33 May 2016


ADB All IAs commenced training to meet the targets aligned with the two sector training plans which are developed from the skills gap analyses.

* SDD ASPR by April 2016 will present a table showing the skills gap areas in comparison with existing TVET provision, highlighting the degree of alignment of annual training plan with the skills gap analysis results. * ADB mission in May 2016 will verify that the IA training plans reflect the sector training plan targets and are being implemented in skills gap areas. IA training plans reflect the sector training plan targets and are being implemented in skills gap areas.

Increase enrollment and train additional students aligned with upgraded NVQ framework primarily within priority sectors (i.e. IT, Tourism & Hospitality, Construction, Light Engineering & Manufacturing)


~ 54 ~

34 May 2016


ADB ETAs signed between SDD and private sector training providers in private sector training providers in priority skill areas for additional 2,000 trainees with at least 65% job placement rate.

Signed ETAs for at least 2,000 trainees with the job placement target at 65% or more and commencement of the training by visiting selected training programs.


Financial Analyst

35 May 2016


ADB Total enrolment in TVET programs in public and private providers registered with TVEC is increased to 172,000 or more

The enrolment data collected by TVEC MIS from public and private training providers registered with TVEC.


Addl. Secretary (SSD)

36 May 2016


ADB Performance based financing model is assessed for effectiveness in implementation, and revised models is implemented in at least 20 VTA centres (cumulative)

Pilot status by reviewing the monitoring report and visiting at least 6 pilot centres.


Financial Analyst

~ 55 ~

37 May 2016


ADB At least 90% of training targets under the capacity development plan are achieved, and at least 70% of agreed critical audit findings from AGD's FY 2014 audit of MYASD are resolved.

At least 90% target staff are trained according to the capacity development plan and that 70% of the agreed critical audit findings from FY 2014 audit by AGD is resolved.


38 May 2016


ADB Both recurrent and capital budget for 2016 is allocated in accordance with the performance partnership agreement and at least 80% of 2015 budget allocations for skills development initiatives have been spent.

The budget appropriation for MYASD for 2016 adequately reflects the agreed resources plan in the performance partnership agreement and the spending for FY 2014 was at least 80% of the budget allocation.

Programme Manager

39 June 2016


WB FY2016 approved budgetary allocations are in line with the sector plan and At least 98% of recurrent expenditure and 75% of capital releases have been spent in accordance with the imprest request for Jan-Dec 2015



40 June 2016


WB M&E capacity in at least VTA, NAITA, DTET and one other agency strengthened in accordance with M&E plan and Analysis of courses, centres, and teacher performance completed in at least NAITA, DTET and one other agency



Programme Manager

~ 56 ~

41 June 2016


WB Pilot assessed, results incorporated into PBF model and PBF implemented in at least 20 public TPs (cumulative)

*Pilot evaluation report * approved business plans and implementation reports submitted annually by participating training providers to the MYASD per PBF guidelines * Institutional budget and expenditure reports of participating training centres


Financial Analyst

42 June 2016


WB Skills gap analysis completed in at least one additional priority sector and Competency standards and training packages revised and validated by at least 2 ISSCs and Establishment of ISSCs in at least 1 additional priority sector




43 June 2016


WB 15% of training providers of NVQ 1-6 will establish QMS based on the revised procedures

TVEC registration, accreditation and QMS records. Random visits of selected training providers to confirm credibility of quality assurance system



44 June 2016


WB [70]% of needed teacher positions filled in at least NAITA, VTA and 3 additional institutions and Effectiveness of new HR policies evaluated

Evaluation report based on agreed TORs. Agencies appointments and acceptances records cadre provisions in 2015-16. Reports from agencies on implementation of allowance scheme


HR Specialist

~ 57 ~

45 June 2016


WB Professional development plan implemented in at least DTET, VTA and NAITA and training completed by at least additional 530 teachers and 250 assessors in priority sectors

TVEC records on number of NVQ 5 certificates issued to teachers and Records of certificates issued jointly by UNIVOTEC and industry on IBSU

· HRD program to target priority sectors and pilot institutions as priority commencing in 2014. Program expanded to all TVET trainers and managers by 2020. · 400 teachers and 200 industry trainers to be trained each year from 2014.

HR Specialist

46 June 2016


WB ETA implemented in at least 1 additional sector according to agreed targets with lessons learned from pilot incorporated in design



Financial Analyst

47 June 2016


WB Annual publication by TVEC on skills demand and supply with additional LMI analysis using LFS and Enterprise surveys or administrative data


· Improved mechanism for LMIS and MIS developed by 2014 · 100% of TVET institutions under MYASD (both public and private) linked to MIS by 2018 · Annual skills report incorporating LMIS, MIS, and other ministry information as well as industry info as communication tool.


48 May 2017


ADB Employment rate for TVET graduates increased to 55%


System Analyst

~ 58 ~

49 May 2017


ADB 30% of training providers of NVQ 1-6 established QMS



50 May 2017


ADB Across all IAs, at least 80% of needed vocational teacher positions filled


HR Specialist

51 May 2017


ADB All IAs commenced training to meet the targets aligned with the four sector training plans (cumulative) which are developed from the skills gap analyses



52 May 2017


ADB ETAs signed between SDD and private sector training providers in priority skill areas for additional 2,000 trainees with at least 70% job placement rate and training commenced.


Financial Analyst

~ 59 ~

53 May 2017


ADB Total enrolment increased to 187,000 or more



54 May 2017


ADB The performance based financing model expanded to at least 50 TVET training institutions (cumulative)


Financial Analyst

55 May 2017


ADB At least 80% of agreed critical findings from AGD audit for FY 2015 are resolved


~ 60 ~

56 May 2017


ADB (i) Both recurrent and capital budget for 2017 is allocated in accordance with the performance partnership agreement (ii) At least 85% of 2016 budget allocations for skills development initiatives have been spent

Programme Manager

57 June 2017


WB FY2017 approved budgetary allocations are in line with the sector plan and At least 98% of recurrent and 80% of capital releases have been spent in accordance with the imprest request for Jan-Dec 2016



58 June 2017


WB M&E system fully developed and operational in at least 5 MYASD agencies, including lessons from validation exercise carried out by TVEC and Timely analysis of courses, centres, and teacher performance in at least 5 agencies, and employment and earnings of TVET graduates



Programme Manager

59 June 2017


WB PBF implemented in at least 40 public training providers (TPs) (cumulative) and Budgetary allocations to TPs within agency in line with performance results.

* approved business plans and implementation reports submitted annually by participating training providers to the MYASD per PBF guidelines * Institutional budget and expenditure reports of


Financial Analyst

~ 61 ~

participating training centres

60 June 2017


WB Skills gap analysis completed in at least one additional priority sector and Competency standards and training packages revised and validated by at least 3 ISSCs (cumulative) and ISSCs established in all 4 priority sectors (cumulative)




61 June 2017



TVEC registration, accreditation and QMS records. Random visits of selected training providers to confirm the credibility of quality assurance system



62 June 2017


WB [80]% of needed teacher positions filled in at least NAITA, VTA and 3 additional institutions and HR policies and procedures revised based on evaluation results

Agencies appointments and acceptances records cadre provisions in 2016-17. Reports from agencies on implementation of allowance scheme


HR Specialist

~ 62 ~

63 June 2017


WB (a) implemented in at least DTET, VTA and NAITA and (b) training completed by at least additional 530 teachers and 250 assessors in priority sectors and (c) Professional development plan revised based on evaluation findings

Professional development evaluation report TVEC records on number of NVQ 5 certificates issued to teachers and Records of certificates issued jointly by UNIVOTEC and industry on IBSU


HR Specialist

64 June 2017


WB ETA implemented in at least 3 sectors according to agreed targets



Financial Analyst

65 June 2017




· Improved mechanism for LMIS and MIS developed by 2014 · 100% of TVET institutions under MYASD (both public and private) linked to MIS by 2018. · Annual skills report incorporating LMIS, MIS & other ministry info as well as industry info as communication tool.


66 May 2018


ADB Employment rate for TVET graduates increased to 60%


System Analyst

67 May 2018


ADB 60% of training providers of NVQ 1-6 established QMS

· 100% public training providers and 80% of private training providers (in terms of registration) are under TVEC QMS


~ 63 ~

by 2018

68 May 2018


ADB Across all IAs, at least 90% of needed vocational teacher positions filled


HR Specialist

69 May 2018


ADB All IAs commenced training to meet the targets aligned with the six sector training plans (cumulative) which are developed from the skills gap analyses



70 May 2018


ADB ETAs signed between SDD and private sector training providers in priority skill areas for additional 2,000 trainees with at least 70% job placement rate and training commenced.


Financial Analyst

~ 64 ~

71 May 2018


ADB Total enrolment increased to 204,000 or more



72 May 2018


ADB The performance based financing model expanded to at least 100 TVET training institutions (cumulative)


Financial Analyst

73 May 2018


ADB At least 90% of agreed critical findings from AGD audit for FY 2015 are resolved


~ 65 ~

74 May 2018


ADB (i) Both recurrent and capital budget for 2017 is allocated in accordance with the performance partnership agreement (ii) At least 90% of 2016 budget allocations for skills development initiatives have been spent

Programme Manager

75 June 2018


WB FY2018 approved budgetary allocations are in line with the sector plan and At least 98% of recurrent and 85% of capital releases have been spent in accordance with the imprest request for Jan-Dec 2017



76 June 2018


WB MYASD has completed : (a) analysis of courses, centers, and teacher performance in all PIAs and at least 3 non-MYASD training agencies; and Timely analysis of courses, centres, and teacher performance in at least 5 agencies, and analysis of employment and earnings of TVET graduates



Programme Manager

~ 66 ~

77 June 2018


WB PBF implemented in at least 80 public TPs (cumulative) and Budgetary allocations to TPs within agency in line with performance results

* approved business plans and implementation reports submitted annually by participating training providers to the MYASD per PBF guidelines * Institutional budget and expenditure reports of participating training centres


Financial Analyst

78 June 2018


WB Priority training needs identified, competency standards and training packages revised and validated by at least 4 ISSCs (cumulative) and Evaluation of the results of ISSCs and Approved expansion plan to other sectors based on results of ISSCs evaluation

Skills gap analysis reports and Records of ISSCs meeting with validation of skills gap analysis, training packages and Impact evaluation report



79 June 2018



TVEC registration, accreditation and QMS records. Random visits of selected training providers to confirm the credibility of quality assurance system



80 June 2018


WB [90]% of needed teacher positions filled in at least NAITA, VTA and 3 additional institutions

Agencies appointments and acceptances records cadre provisions in 2017-18. Reports from agencies on implementation of allowance scheme

· Teacher vacancy ratio reduced to 15% by 2018 (baseline to be added) · implementation of revised trainer selection criteria by 2015. · Implementation of increased allowances linked to improved performance by

HR Specialist

~ 67 ~

2015.

81 June 2018


WB Revised professional development plan implemented in TVET agencies and training completed by at least additional 530 teachers and 250 assessors in priority sectors

TVEC records on number of NVQ 5 certificates issued to teachers and Records of certificates issued jointly by UNIVOTEC and industry on IBSU Revised professional development plan endorsed by the Secretary


HR Specialist

82 June 2018


WB ETA implemented in at least 4 sectors according to agreed targets



Financial Analyst

83 June 2018




· Improved mechanism for LMIS and MIS developed by 2014 · 100% of TVET institutions under MYASD (both public and private) linked to MIS by 2018 · Annual skills report incorporating LMIS, MIS, and other ministry information as well as industry info as communication tool.


~ 68 ~

Annex IX: Analysis of Existing Capacity of the Institution on Information Management

Online Data Availability to MYASD and TVEC

One of the components of Skills Sector Development Project is to strengthening of MIS to empower

monitoring and evaluation of TVET activities. In this concern, all the mostly up to date information

has to be available to the MYASD and TVEC without asking manual reports from the organizations.

Preparation of paper based reports is a difficult task for each institute in each time when ask from

MYASD and TVEC. At the MYASD and TVEC level, the paper based reports are difficult to analyze and

to keep the data accuracy with the time.

In information concerns, there many different important information are needed in making

decisions. Some of them are student information, employee information, infrastructure information,

wages information, revenue information and social demand information. For the initial stage, only

employee and student information are concerned.

To make the information available online to MYASD and TVEC, computerized MIS(s) is (are) needed

for each institute. Currently there are information systems in DTET, UNIVOTEC AND VTA for both

employee data management and student data management. In NAITA there is an information

system to manage only students information whereas in NYSC there is an information system to

manage only employee data which is recently launched. There are no information systems run in

CGTTI, NIFNE and NYC.

Functionalities of the employee can be identified as recruitment, transfers, promotion, attendance

and leave, salary increment, trainings, scholarships etc. It is not arguable to say that most of the

functionalities of the employee are same for all organization. But there can be special requirements

for each organization.

The student information presents in this document in the order of trainee process, data flow,

current system, challenges, hardware and communication requirements, information GAP and

future improvements for each organization

~ 69 ~

Trainee Process

Milestone

Institute

Ap

plic

ant

Inte

rvie

w

Trai

nee

Att

en

dan

ce

Stip

end

Fee

s

Ass

essm

en

t

Co

mp

lete

Co

urs

e

Fin

al E

xam

OJT

/In

pla

nt

trai

nin

g

OJT

Att

en

dan

ce

Cer

tifi

cate

Job

Pla

cem

en

t

Fin

al E

xam

NA

ITA

Ind

ust

rial

Pla

cem

en

t

CGTTI 1 2 3 4 5 X 6 8 9 7 X 11 12 10 X

DTET 1 2 3 4 5 X 6 7 10 8 9 12 11 X X

NAITA 1 1 2 3 4 X 5 6 7 10 8 9 11 X X X

NAITA 2 1 2 3 5 X X 6 7 9 X X 10 X X 4

NIFNE 1 2 3 4 X 5 6 7 8 9 10 11 12 X X

NYC 1 2 3 4 5 X 6 7

8 9 10 11 X X 12 13 16 14 15 18 17 X X

NYSC 1 2 3 4 X 5 6 7 10 8 9 11 12 X X

UNIVOTEC 1 2 3 4 X 5 6 8 7 X X 9 X X X

VTA 1 2 3 4 5 5 6 7 10 8 9 12 11 X X

Here NAITA1 is Course based training and NAITA 2 is Enterprise based training.

This table indicates the milestones (a milestone has been identified as what happened/is-done to

the student during the training process) student passes and the sequence for each organization. For

example, in CGTTI, milestone sequence is Applicant, Interview, Trainee, Attendance, Stipend, Fees

payment, Face Assessment, Course Complete, In-plant training, Receiving of Certificates, Job

Placement and Sit for NAITA final exam. Numbers (1, 2, 3 … ect.) indicate the sequence of student

milestones in each organization. i.e. 1 is the first student milestone and 2 is the second milestone.

“X” indicates that the milestone is not followed in the institute.

Most of the characteristics in the trainee process show similarities. However there are major

deviations in the NAITA enterprise based training and NYC training. It can be generally thought of

student process as having a general milestone wise pattern.

~ 70 ~

Data Flows

Institute Data Flow 1 Data Flow 2 Data Flow 3

CGTTI Section (m);Department Department wise (m)

DTET TC (m);COT(m,a);HO COTS (m/a,m);HO TC(m);HO

NAITA {DTC(m),RTC (m)};DO(m,a);HO NC(m);HO

NIFNE Collage(m);HO

NYC TC(m);HO

NYSC Center(m);HO

UNIVOTEC Functional units wise(m,a)

VTA {VTC(m),DVTC(m)};DO(m,a);HO NVTI(m,a);HO

M-manual data transfer, a-automatic data transfer

The data flows can be identified as showed in the table. Data Flow 1, 2 and 3 are independent data

flows. The notation “;” shows a data flow from the left hand side to right hand side. “{}” notation

implies simultaneous peers. For example {DTC(m),RTC(m)};DO in NAITA Data Flow 1 means that data

from both District Training Center and Regional Training Center are sent to District Office manually.

“M” means manual data flow and “a” means automatic data flow.

Current Student Information Systems Issues

Institute Information System Issues

CGTTI No Information System installed

DTET E-MIS,MIS

only for 6 COTs (all 9 COTS and 31 TC),Problems

exists in the system, Need modification about the

architecture of E-MIS, Modifications are presents in

the software

NAITA AIS

System is in transition period, online possible,

developed by E-Soft

NIFNI No Information System installed

NYC No A system is in process of purchasing

~ 71 ~

NYSC No Information System installed

UNIVOTEC E-MIS

Need some modifications, custom build reports

preparation is difficult

VTA MIS

In-house developed, Reports loading delay exists,

data flow and entering has problems

The table shows current student information systems and issues associated with them. E-MIS runs in

both DTET and UNIVOTEC which has been developed by Science Land Company. The problem with E-

MIS student information management module is that, it is not running online and it requires a VPN

to connect to the server over the internet which includes a monthly rental. Custom build reports

preparation from the system is difficult. Employee Information management module is not used for

reports preparation in both organizations. There are modifications exits in the system. VTA MIS is an

in-house developed information system. But there are data problems in the system and some of the

reports loading time is higher. There is a student management information system in NAITA

developed by E-soft. The system is recently launched and not matured and it is not linked with

teacher. An in-house developed information system for employee information management is in

NYSC. It is recently launched. A system is in progress of purchasing in NYC for both student and

employee information management.

Challenges

CGTTI No MIS is installed

DTET

E-MIS runs only for 6 COTs (all 9 COTS and 31 TC).E-MIS is using a VPN and it include a

monthly rental, It is not web based and hence data does not save directly to head office,

synchronizing efforts have been employed here. Need each COT and TC a separate software

and hence a cost.

NAITA

This system runs in E-Soft server. This software is outside developed one hence each change

include cost and time. This is recently launched one

NIFNE No MIS is installed

NYC Newly purchasing software has no facility yet to online data entry.

NYSC No MIS is installed

UNIVOTEC Software modifications

~ 72 ~

VTA

Data flow and entering delay. Need to empower the MIS team. VT Centers are mostly in far

apart from the DO and they are under privileges. Data flow from VTC has a delay. Possibility of

connecting all centers to HO has to be studied (internet, computers and personal availability)

The table above shows the challenges in current MIS. In DTET, E-MIS runs only in 6 COTS. There are 9

COTs and 31 Technical Collages. As E-MIS runs as a standalone application, to install it, separate

software installation is needed for other 34 terminals. It is cost consuming task requiring servers,

VPN and software. Additionally this E-MIS has issues like same person cannot be entered for

separate courses, and difficulty of preparation of custom build reports. E-MIS runs in UNIVOTEC as

well. The architectural issue discusses for DTET is not affected here as UNIVOTEC runs in a single

location. But if the university collages are to be linked to UNIVOTEC, this problem could be raised in

future.

Apprentice Information System runs in NAITA has been developed by E-soft and it is in the transition

period. The system in not linked with teachers and there is a need for information system all linked.

Data problems exist in VTA MIS. The data are not most up to date. The possibility of connecting all

centers to the server has to be studied. Need to reduce reports loading time.

A system is in progress of purchasing to NYC. But the system does not support to online data entry.

Hardware and Communications

CGTTI

Computers and internet available. Need a server and directly accessible network line (e.g.

lease line )

DTET All Available

NAITA AIS Runs in E-soft server. Computers and internet available in all the district offices

NIFNE IBM Server and a lease line is available. Computers and internet available in Collages

NYC

No sever and no lease line in HO. Computers available in all 37 centers. 2 centers no internet

(weak signals)

NYSC

Server is available in HO. No lease line in HO. 8 centers no internet. (2 centers no ADSL

signals). Computers are needed

UNIVOTEC No infrastructure needed

~ 73 ~

VTA

Server and a lease line available in HO. Computers are available but some of them are not

suitable. Internet is available in all the DO centers.

There are no servers for CGTTI, NAITA and NYC. Lease lines are not available in CGTTI, NAITA, NYC

and NYSC. Computers are needed to VTA and NYSC. But there may be more computer requirements

for other institutes when the system is in operation. Internets for all the terminal centers are

available in DTET, VTA DO, CGTTI, NAITA DO, NIFNE and UNIVOTEC. But two centers of NYSC has a

difficulty of connecting to internet as the signal strength of even data connectivity is weak and weak

ADSL signals are there for two NYSC centers.

Information GAP

Information Request for Each DLI

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

CGTTI No MIS is installed

DTET Y Y Y Y N Y Y Y Y Y Y N N N N N N N N N N N N N

NAITA N N Y Y Y Y Y Y Y Y Y N N N N N N N N N N N N N

NIFNE No MIS is installed

NYC No MIS is installed

NYSC No MIS is installed

UNIVOTEC Y Y Y Y N Y Y Y Y Y Y N N N N N N N N N N N N N

VTA Y Y Y Y Y Y Y Y Y Y Y Y N N N Y Y Y Y Y Y Y Y N

Y – Can be catered the information indicators which have been identified by World Bank

N – Cannot be catered the information indicators which have been identified by World Bank

There exist information gaps between the indicators defined in World Bank document and the

information systems. At least a single indicator gap exists in all the systems.

~ 74 ~

Annex X: Terms of Reference of the MIS Development

TERMS OF REFERENCE

MANAGEMENT INFORMATION SYSTEM

May 2014

MINISTRY OF YOUTH AFFAIRS AND SKILLS DEVELOPMENT

SKILLS SECTOR DEVELOPMENT PROGRAM

~ 75 ~

Table of contents

Page No

1. Introduction 05

2. Introduction to the Proposed System 06

3.Objectives 07

4. Scope of the service 08

4.1 Develop Center Management software by adding following facilities,

Main Modules 08

4.1 Develop Center Management software by adding following facilities, Main Modules 08

4.1.2 Description of the Student Performance Module 08

4.1.3 Description of the OJT Placement & Job Placement 08

4.1.4 Description of the Human Resource Management System 09

4.1.5 Description of the Facility & Resource Management Module 09

4.1.6 Description of the Course Management Module 09

4.1.7 Description of the Examination, Graduation Management Module 09

4.1.8 Description of the QMS: Quality Management System Component 09

4.2 Software for Information Management 09

4.2.1 Description of Comprehensive Reports Module 09

4.2.2 Description of Less Technical Report Generator Module 10

4.3 Software for Planning and Decision Making 10

4.4 System Functions 10

4.5 Development of a proposal for the Overall Software Architecture 11

4.5.1 Architectural Principles 11

4.5.2 Architectural Qualities 12

~ 76 ~

4.6 Proposals for Hardware, supportive software and system communication

4.6.1 Hardware requirements for on the different locations

4.6.2 Connectivity

4.7 Proposed Software Platform

4.8 Following areas should be addressed in security and control requirements

4.9 Verification, Validation and Evaluation

4.10. Training Documents

4.11 Training Requirements

4.11.1 User training

4.11.2 Technical Training

4.11.3 Training materials and languages

4.12.1 End User Documentation

4.12.2 Technical Documentation

4.13 Maintenance and Support Services

4.13.1 Principal Period of Support (PRS) Requirements

5.0 Project Plan and Implementation Schedule

6.0 Changes to the System – Introducing a Change

7.0 Development Authority and staffing

8.0 Testing and Quality Assurance Requirements

8.1 Pre-commissioning Tests

8.2 Operational Acceptance Tests

9.0 Documentation and Ownership

~ 77 ~

Abbreviations

TVET Technical Vocational Education and Training

DTET Department of Technical Education and Training

TVEC Tertiary and Vocational Education Commission

MYASD Ministry of Youth Affairs and Skills Development

UNIVOTEC University of Vocational Technology

LAN Local Area Network

WAN Wide Area Network

QMS Quality Management System

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10.0 Annexure

1. General High Level Software Requirements

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1. Introduction

Skills Sector Development Program (SSDP) is a World Bank and Asian Development Bank funded

program implemented under the Ministry of Youth Affairs and Skills Development (MYASD) with the

objective of development of skills of the graduates to suit for industry.

The main components of the project

1. Strengthening of Center Management System

2. Strengthening of Monitoring and Evaluation capacity

Under the above components, it will be established Management Information System (MIS) for:

1. DTET Department of Technical Education and Training

2. CGTTI Ceylon German Technical and Training Institute

3. NAITA National Apprentices and Industrial Training Institute

4. NIFNE National Institute of Fisheries and Nautical Engineering

5. NYC National Youth Corps

6. NYSC National Youth Services Council

7. UNIVOTEC University of Vocational Technology

8. VTA Vocational Training Authority of Sri Lanka

9. MYASD Ministry of Youth Affairs and Skills Development

10. TVEC Tertiary and Vocational Education Commissions

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2. Introduction to the Proposed System

Management Information system (MIS) is an institutional support service, which manages

educational related data and derives useful information for:

i. Operational activities

ii. Decision Making

iii. Planning process

The proposed MIS includes a set of formalized and integrated operational processes and procedures

by which information about:

1. DTET Department of Technical Education and Training

2. CGTTI Ceylon German Technical and Training Institute

3. NAITA National Apprentices and Industrial Training Institute

4. NIFNE National Institute of Fisheries and Nautical Engineering

5. NYC National Youth Corps

6. NYSC National Youth Services Council

7. UNIVOTEC University of Vocational Technology

8. VTA Vocational Training Authority of Sri Lanka

9. MYASD Ministry of Youth Affairs and Skills Development

10. TVEC Tertiary and Vocational Education Commissions

And evaluative outputs are shared, integrated, analyzed and disseminated for decision making and

planning process.

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3. Objectives

Design, development and implementation of a Management Information System for the TVET

Sector, which include:

Development of Software for the Operation of Centers

Development of Software for Information Management

Development of Software for Planning and Decision Support

Development of Graduate Tracking Software

Proposals for the Hardware for the operation

Proposals for Network and Communication for the Operation

Software Maintenance, Backup and Recovery System

User training and technical training

The specific objectives of the system are:

To promote efficient center management through informed decision making practice by

increasing demand for information use.

To create an information system to MYASD, TVEC and to head office of each institute to

disseminate the knowledge and to help the planning process

To extend the service to the private NVQ training providers to acquire training information

and automatically transfer the certificate details to TVEC.

To enhance the institutional capacity on MIS both technical and operational level

To assist the QMS functionalities so as to improve the training quality

Quality management and central administration at the institute including planning, monitoring

and evaluation as well as follow-up strategies needs attention for quality management to be

addressed.

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4. Scope of the service

4.1 Develop Center Management software by adding following facilities, Main Modules

For the Center Management Software the following Modules are required:

Student Management

Student performance

Industrial Placement & Job Placement

Human Resource Management System

Attendance Management

Facility & Resource Management

Course Management

Examination, Graduation Management, Certificate Printing

QMS: Quality Management System

4.1.1 Description of the Student Management Module

From the initial student inquiry to the process of registering into the center is taken over by this unit.

It also delivers all the information’s for prints offer letters and student contracts at appropriate

stages of the registration process.

4.1.2 Description of the Student Performance Module

The Student Performance Module is tracking of attendance and progression through the courses

(laboratory work, course work, continuous assignments) of the student performance. exams,

assessments, remarks and achievements. Additionally the payments associated with the students

are handled through this module.

The system supports transferring of a student from one course to another within the institution and

between institutions. In the Student Performance Module is maintained the Student Record Book.

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4.1.3 Description of the OJT Placement & Job Placement

The OJT Placement & Job Placement Module contains a list of the Industry for industrial placement

and for the later job placement of the students. List of students who are for OJT placement is

automatically available to NAITA once the information are authorized. The module is connected to

the student performance module for maintaining the attendance and results during the industrial

placement of the students.

4.1.4 Description of the Human Resource Management System

The HR function consists of tracking existing employee data which traditionally includes personal

histories, skills, capabilities, accomplishments and salary. The function of the Human Resources

Module is generally administrative. It includes all staff information’s and staff training activities.

The HR management module is a component covering all the HR aspects from application to

retirement. The system records basic demographic and address data, selection, training and

development, capabilities and skills management, compensation planning records and other related

activities.

4.1.4 Description of the Facility & Resource Management Module

The Facility & Resource Management Module is used to monitor, manage, and maintain the

resources such as rooms (classrooms, laboratories), equipment, and training tools.

4.1.5 Attendance Management Module

This module focuses on providing real time synchronized attendance capture for both employee and

students. Online leave application and leave reports are available in this module.

4.1.6 Description of the Course Management Module

The Course Management Module provides the ability to manage all sorts of course profiles and

display detailed schedules on an overall program calendar, or on a course specific or course category

specific calendar. The Course Management Module mainly concentrates on the scheduling activities

for the entire collection of courses available.

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4.1.7 Description of the Examination, Graduation Management Module

The Examination, Graduation Management Module should be used for the evaluation, performance,

analysis, rank preparation, grade calculation, progress student record book generation and printing

of report pages can be done on the customized format with institution's logo, watermark and with

all other required in formations. It also should provide an interface for Certificate Printing. The

module supports the examination and grading operations of the students.

4.1.8 Description of the QMS: Quality Management System Component

QMS implemented in the TVET has set of activities defined. This module supports the activities

specified in the QMS. Basically this module is an integrated module of all the related tasks in other

modules. This enforces the quality of education process of each institute.

4.2 Software for Information Management

For Information Management Software following modules are included

Comprehensive Reports Module

Less Technical Report Generator Module

4.2.1 Description of Comprehensive Reports Module

The System contains a basic package for compiling center wise institution wise and national reports

according to their respective requirements. These are prepared based on the institutional requests.

4.2.2 Description of Less Technical Report Generator Module

The system has to develop a less technical report generator tool in which most of the custom

generated reports could be prepared through. The format could be defined first and then the report

is needed to be generated. The technical capacity required to run the module is needed to be lesser

so as to improve the user friendliness.

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4.3 Software for Planning and Decision Making

This software will be facilitated at the head office level and MYASD and TVEC level. Basically through

this software, analytical type of reports preparation is intended. All the high level reporting needs by

TVEC and MYASD are taken through this.

4.4 System Functions

General high level requirements of three software are represented in the Annexure.

4.5 Development of a proposal for the Overall Software Architecture

Center Management

Software for Information

Management Center Management

Software

Planning and Decision Support

System

Institute Decision Making

TVEC, MYASD, Head office

Data

Information

Knowledge

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4.5.1 Architectural Principles

a) Conceptual integrity

System should have a clear and concise vision

Architecture should have compatibility with the TVET requirements.

b) Information division

Roles and responsibilities of each software should be clear

Component division within the software should be clear

There is an information division with the overall software. It should be done

carefully

Components should map onto discrete business or technical functions of the

application.

Components should be independent of the physical topology of the System.

c) Use of standard Technology or middleware components

d) Platform independent architectural design

e) Architecture Representation

For the architecture to be effective, it should be effectively communicated to

different stakeholders. In addition to discussing the architectural styles and

patterns within the proposed system, the architecture representation should

ideally present several views such as

MVC architecture

Clearly differentiation on data requirement levels

4.5.2 Architectural Qualities

a) Flexibility / Extensibility

System should have the flexibility to respond and adapt to other related

requirements

System architecture should fit new requirements into the architecture easily.

System should not have many dependencies between system modules (a

change in one module should not require major changes in other Modules)

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Software should use meta-data to configure itself (using declarations rather than

coding.)

b) Integrative ability

System should have the ability to integrate with other systems.

System should be designed using open integration standards and the

APIs should be designed in such a way that other systems can use the component

services.

c) Testability

It is to be defined a sufficiently comprehensive Quality Assurance Plan(including

test cases for important components)

Any tools, processes and techniques formulated to test Language classes,

components and services are to be stated.

The automated testing tools that can be used to test the system.

d) Availability / Reliability

A backup procedure is to be defined

The recovery methods are to be specified on how the integrity of the data can

be compromised in case of failure.

A disaster recovery plans are to be identified

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4.6 Proposals for Hardware, supportive software and system communication

The system could be operated from anywhere using a computer or a smart phone which has

internet. However, there are identified terminals which run the software offline using a tab

computer. Once the tab computer’s internet connection is activated, the data are transferred to the

cloud facility.

4.6.1 Hardware requirements for on the different locations

For each terminal, computer (tab, notebook, personal computer etc), a printer and an internet

connectivity is needed.

There is no plan to purchase additional servers to run the software. The software will be installed in

a separate cloud facility one for each institute.

Planning and Decision

Support System

Institute 1

Institute 2

Center Regional Office

Head Office

MYASD TVEC

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However, the integration between 3 software are done externally using massage passing methods.

The planning and decision support software will run in separate cloud facility.

4.6.2 Connectivity

There are five operational levels in this software

Center level

Transaction data about the center are only available

Regional level

Centers transactional data within the region and summary data available. Has the access to two

software as such Center Management and Information Management within the authorization area.

The connectivity between the two software is done externally.

Head office level

Centers transactional data within the institute and summary data available. Has the access to all

three software. The connectivity between the software is done externally. Accesses expected to

Information Management software and Planning and Decision support software are higher and the

tuned up while center management software accesses are not tuned up.

TVEC level

The connectivity to the Planning and Decision support software is available.

MYASD level

The connectivity to the Planning and Decision support software is available.

4.7 Proposed Software Platform

The could facility intended to hire is in Linux platform. All necessary configurations are done within

the authorization level. Client can operate the software in any platform. However, the Linux

platform is preferred for client computers.

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4.8 Following areas should be addressed in security and control requirements

Information Security

Data backup and recovery system

Antivirus system

Information Control

User access control

Authorization control

Hardware Security

Software Security

Database security

Network Security

o Encryption

o Data communication security

Physical Security

Draft for the Security policy should be proposed.

4.9 Verification, Validation and Evaluation

During the project development and implementation period, the group of MIS focal points

designated already will test the system and assists in coding thus the verification and validation is

done. The group will give their contribution at least one day of week during the development.

The monthly progress of this group will be evaluated to find their contribution towards the

development as well as to find whether the software is developed correctly according to their

requirements and adherence to the timelines of the project. The report will be reviewed monthly by

the steering committee.

4.10. Training Documents

a) Complete and up to date Training documents must be provided in following formats:

One (1) paper based copy

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One (1) copy in ‘pdf’ and searchable web formats

One (1) copy as an editable document (in ‘DOC’) on CD/DVD

b) Training documents must be in English .The documents must be Concise,

unambiguous, clear, explicit, and simple language.

c) Training documents must adequately describe relevant details through pictorial,

graphical, screenshots presentation where applicable.

d) Training documents must have comprehensive indices to facilitate quick reference.

e) Final versions of the Training documents must be available to the users prior to the

commencement of general training to the users.

f) Any subsequent significant changes in the system must be reflected in the Training

documents. Training documents must be delivered in new version after incorporating

such system changes.

4.11 Training Requirements

MIS focal point group is responsible of training the relevant officials. However, initial awareness

programs are done comprehensively to the staff of each institute and other relevant officials.

Institutional specific training needs are to be done through the MIS focal point group.

4.11.1 User training

User trainings are done on following areas, before the commencement of operations. There may

proposals for any other User Training modules in addition to what is stated below.

Application specific Training

System operation training

User administration and management training

System maintenance training

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Creation and modification reports

Data export to other software applications (Word, Excel, Access …)

Data Import from other software applications (Word, Excel, Access …)

4.11.2 Technical Training

Technical training sessions are initially designed for the group of MIS focal points. The designated

areas of training are as follows

Software Development Life Cycle

Coding using PHP

Database query language

Database Administration

PHP frameworks and MVC programming

Web designing

Software testing

However, many of other required training programs will be organized to enhance the capacities of IT

staff.

4.11.3 Training materials and languages

Technical training sessions are mostly designed to be done by the industry representatives

Training Methodology

Training of IT groups

Training of staff

Training of trainers

4.12 Documentation Requirements

4.12.1 End User Documentation:

a) Complete and up-to-date End-User Documents must be provided in following

formats


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One (1) copy in ‘pdf’ and web format

One (1) copy as an editable document (in ’DOC’ )on CD/ DVD

b) End User documents must be in English. The documents must be concise,

unambiguous, clear, explicit and, simple language.

c) End User documents must adequately describe all the functionalities, Operations of

the application and illustrate those through pictorial, graphical, screenshots

presentations, where required.

d) End User documents must have comprehensive indices to facilitate quick reference.

e) Final versions of the End User documents must be available to the Users prior to the

commencement of User training of the system.

f) Any subsequent changes in the system must be reflected in the End User

documents. End User documents must be delivered as new version releases when

incorporating subsequent system changes to the documents. Bidder must provide

new version releases as an editable document on CD/DVD.

4.12.2 Technical Documentation:

a) Complete and up-to-date Technical Documents must be provided in Following

formats


One (1) copy in ‘pdf’ and web format

One (1) copy as an editable document (in ’DOC’ )on CD/ DVD

b) Technical Documents must be in English. The documents must be concise,

unambiguous, clear, explicit and, simple language.

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c) Technical documents must adequately describe relevant details through pictorial,

graphical, screenshots presentations, where applicable.

d) Technical documents must have comprehensive indices to facilitate quick reference.

e) Final versions of the Technical documents must be available to the users prior to

commencement of Technical training of the system.

f) Any subsequent technical changes in the system must be reflected in the Technical

documents. Technical documents must be delivered in new version after

incorporating subsequent system changes.

g) Following is a list of areas will be included in the Technical documents. These areas

will be addressed in one or more Technical documents. Any other areas which are

necessary will also be included in future.

Technical specification of the system – the system in detail

System Interface details

System Administration details

System configuration details

Backup, recovery and system contingency plan details

Comprehensive Disaster Recovery Plan (DRP) details which must include

personnel, assigned tasks, Disaster Recovery site, procedures, recovery, and

management

Acceptance plan

Product/ application roadmap (for the next two years) and proposed upgrade

costs

Trouble shooting guidelines

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4.13 Maintenance and Support Services

After the implementation of the software, maintenance and support services start. There will be a

team of experienced technical people in MYASD for maintenance and services. However, MIS focal

points will also have maintenance knowledge up to an extent. Further assistances will be done

through the experienced technical personal who engaged in the development process.

This service and version upgrading will be done through them. This is a continuous process.

4.13.1 Principal Period of Support (PRS) Requirements

The Principal Period of Support (PPS) is from 08.30a.m. to 04.30p.m.Monday to Friday. Each issue is

solved based on the urgency and within reasonable technical hours. There will be a log book for

entry management. The system will introduce a dash board in Phase II for discussion purpose.

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5.0 Project Plan and Implementation Schedule

a) Total duration of this project phase I will be thirty two (33) weeks from the date specified in the

contract. All the deliverables should be delivered according to the following time lines specified

in the table 1.0

Table 1: Project Schedule Plan

No

Major Milestones Times Line/Due Date Deliverables

1.

Project Planning

9thweek

from the date of

commencement

1. On acceptance of the Project Plan. The inception reports should

address the key deliverables

identified below:

a) Project implementation methodology Methodology should describe

the phases of the project

within phase I and

b) how the implementation of by each phase would be carried

out

2. Project Plan Project Schedules (MS

Project format or Similar format)

Project milestones Risk Analysis Quality Control and

Assurance

submit the Draft and shall

incorporate the suggestions from

the institutions

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2.

User Requirement

Specification

(URS)

10th week

from the date of

commencement

1. Finalized User

Requirement Specification

3.

Hardware and

Communication

proposal

9th week from the date

of commencement

1. Hardware and Communication Proposal.

2. Proposal for supporting Software

4. System Design &

Development

25 th week

from the date of

commencement

1. Progress Reports of MIS focal group

2. Progress Report for MIS Steering Committee.

3. Module demonstration at the end of each Iterative module.

4. Final functional module demonstration.

5. System Testing

During the Software

development and after

completion of each

module.

1. Quality Assurance Test Plan (QATP) shall be submitted the draft QATP first and shall incorporate the suggestions of the institutes for Final Plan.

2. Progress Report for Project Review from the MIS focal point group.

3. Presentation on Test cases, test results.

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6. System Integration

& Integration

testing

During the Software

development.

1. System Integration Test plan

2. Progress report to MIS steering committee.

3. Presentation on the issues encountered and the strategies to overcome.

4. Presentation on final integration testing

7. Final Installation 29thweek

from the date of

commencement

1. Final ‘Installation Plan’ (Shall submit the draft first and shall incorporate the suggestions from the institutes for Final Plan)

2. Progress Reports for MIS focal point group steering committee.

3. On Acceptance of the Installation & commissioning of the new system in institute

8. System Training 34th week

from the date of

commencement

1. Application specific Training plan (shall submit Draft first and shall incorporate the suggestions of the Client for Final Plan)

2. Application specific System training

3. General IT awareness training

9.

Parallel Run

30th

week from the date of

commencement

1. Test results.

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10.

User Acceptance

Test

32nd


commencement

1. User Acceptance test Plan (Shall submit a draft first and shall incorporate the suggestions of the institutes for the final Plan)

2. Presentation on user acceptance test (including the users to be involved in the test and the path) and mitigation strategies

3. Provisional acceptance Sign.(Software agreement)

4. Presentation on the results of the testing.

11. Operational

Acceptance of the

System as a

complete,

integrated system

34th


commencement

1. Handing over administrative rights to and relevant documentation to the Clients

2. Final Acceptance Signing

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6.0 Changes to the System – Introducing a Change

The change is the proposal made by the clients time to time to make any change, modification,

addition, or deletion to, in, or from the System. The change request should be practically possible

provided that such Change falls with the change in the general scope of the System, does not

constitute unrelated work, and is technically practicable, taking into account both the state of

advancement of the System and the technical compatibility of the change envisaged with the nature

of the system as originally specified in the contract. A change may involve, but is not restricted to,

the substitution of updated Information technologies and related service in accordance with product

upgrades.

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7.0 Development Authority and staffing

a) The sole development authority will be on Skills Sector Development Program

(SSDP). This development is done to facilitate effective management of the training

centers and hence strengthen the Monitoring and Evaluation Capacity which is a

component of the program.

b) The steering committee consists of the relevant management officials of SSDP and

TVEC. The steering committee is responsible of monitoring of progress of the

development.

c) MIS focal point group consists of relevant nominated officials from each institute

(two officials from each institute). They are responsible of providing requirements

on behalf of the institute, validation and verification of the system for institutional

requirements, involve in development of the software, invocate the software by

giving the technical assistant institutional level, and responsible for acceptance of

the software.

d) Group of developers hired training basis initially, are responsible of coding and

testing of the system, implementation and support services, handling change

requests, system administration

e) From project initiation to the implementation and support services, the technical

and operational functions will be handled by the systems analyst with the

consultation of steering committee.

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8.0 Testing and Quality Assurance Requirements

8.1 Pre-commissioning Tests

a) Prior to commencement of Pre-commissioning Tests, comprehensive Test Plan is to

be developed addressing, the following areas; there may be other areas in addition

to what is stated below which may be added in future.

Composition of the testing team

Scope of testing

Schedule

Test Deliverables

Release criteria

Risks and contingencies

b) Pre-commissioning Tests must ensure the correctness, completeness, security and

the quality of the solution. Pre-commissioning tests must include the following test

levels and such testing must be conducted on the System and all its Subsystems.

Unit testing

Functional testing

Integration testing

Volume testing

Performance testing

c) The test cases are to be documented prior to the above mentioned tests.

d) The test results are to be documented prior to the issue of the Installation

Certificate.

8.2 Operational Acceptance Tests

a) Following tests are to be performed with the institutes determine whether the

System and the Subsystems meet all the requirements mandated for Operational

Acceptance.

Unit testing

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Validate that each individual module of the System is working properly.

Functional testing

Validate that the desired functional requirements of the System work properly

while conforming to the specifications.

Integration testing

Validate that combined parts or modules of the System are working properly.

Volume testing

Validate that any values that may become large over time (such as accumulated

count, logs, and data files) of the System can be accommodated by the program

and will not cause the System to stop working or degrade its operation in any

manner.

Performance Testing

Validate that the system conforms to the operational performance

requirements. (eg:- minimum and maximum response time, etc.)

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9.0 Documentation and Ownership

After finishing the Project the detailed documentation has to be prepared. It includes all details over:

Hardware Requirements

Computers

Printers

Backup System

Requirements for Network and Connectivity

Local Area networks

Cloud facility Requirement

Data bases

Databases for institutes

Databases for Management Information

Central Database for Planning and Decision Support

Software

Documentation about all Modules

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Annexure I

High level software requirements for Center Management software

The main activities are listed below. These requirements are not limited to the following list.

1. Application Processing

a. Student selection criteria

b. Enter personal details

c. Prepare interview schedule

d. Prepare interview calling letters

e. Enter aptitude test/ interview results

f. Prepare selected list and shortlist for registration

g. Generate students selected letters

2. Student registration

a. Selection of registration category

b. Register student and issue a registration number

c. Feeding balance data of the application form of the registered students

d. Issuing a datasheet to students (with data required to student record book)

e. Maintain data for registered students

f. Separate other application’s data

g. Generate a list of eligible students for second year and third year considering the

eligibility criteria

h. Call eligible students for second year and third year student registration

i. Issue new datasheet to update the student record book

3. Maintain Student Attendance

a. Take automated attendance

b. Dropouts/transfers/suspends

c. Identification of eligible students considering 80% attendance for exam

d. Issue a warning letters for weak attendance

4. OJT Placement

a. Maintain list of industries within the province

b. Generate industry wise lists with placement capacity

c. Issuing a letter requesting an industrial training

d. Issue placement letter to student for the relevant company

e. Maintain student performance on the job training

5. Job Placement

a. Issue a letter requesting job placement

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b. Maintain list of industries with number employed, number vacancies

c. Maintain list of students who obtained jobs

6. Students Performance

a. Provide facility to student performance tracking (exam, assessments, continuous

assessments, pre assessments) student wise subject wise, module wise, course wise,

for monthly yearly or selected period

b. List of containing details about completed and not completed students of NVQ non

NVQ and RPL

c. Maintain certificate issued details (NVQ final and record of achievements)

d. Export required data for certification to NVQ awarding system

e. Student remarks (discipline)

f. Special achievements

7. Maintain Course Details

a. Maintain course delivery plan

b. Maintain list of courses

c. Course practical arrangements

d. Maintain course and teacher time table

8. Maintain Student Stipend and Fees

9. Managing Training Materials and Equipments

10. Maintain Details of Examiners

a. Assessments records

b. Assessors information

c. Assessment plan

11. Human resource Management Module

Staff information (Academic and non-academic)

a. Maintain bio data

i. Maintain qualifications (educational and professional)

ii. Technical, Experience

b. Class, Grade, Service

c. Promotions

d. Achievements

e. Transfers

f. Resignation and Retirements

g. Local and foreign training

h. Salary details, increment dates $ scale

i. Disciplinary actions

j. Staff attendance & leaves

i. Interface to existing finger print system

k. Teaching subjects & workload

l. Maintain course details relevant to academic staff

m. Maintain carder positions – carder and in position (filled positions)

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Annex XI: Minimum Data Requirement Tables

1: Basic Information about TVET Delivery Center

Example Comments

o Name o Address (village, DS

Division, District, Province, Country)

o Phone, fax, email o Date of establishment o Type of center o Contact person o Catchment area o Socio-economic

conditions in catchment area

o Distance to public transport

o TVEC Registration number

o Institutions where TVET establishment is registered

o Catchment area to be defined by district from where students come using location codes.

o Types of socio-economic conditions will be standardized and presented in the user interface of MIS as multiple choices (e.g. very poor, poor, and not poor).

o Details must be clarified about which additional information related to the registration should be included.

2: TVET Providers in Catchment Area

Example Comments

o Details about non-public TVET providers, including industry establishments providing formal training.

o Information about registration of TVET providers

o Details about training that is conducted, including numbers of trainees

o Information to be collected by surveys until registration / accreditation of TVET providers with TVEC is made a legal requirement.

3: Infrastructure

Minimum Data Fields Comments

o Buildings o Classrooms o Laboratories o Sanitary Installations etc.

o To be reported by quantity, age, type, state of repair, value etc.

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4: Equipment


o Copy machine o Computers o Sewing machines etc

o To be reported by quantity, age, type, state of repair, value etc.

5: Material


o Paint o Fuel o Books etc.

o To be reported by quantity, value and courses for which they are needed

6: Capacity of Course Delivery (Courses Offered)

Minimum Data Fields Minimum Data Fields

o Course name o Course Code o Course Type (NVQ or Non NVQ) o Course Delivery method (institutional,

Apprenticeship, distance learning etc.) o Details of Accreditation o Type of certificate issued o Industry to which the course belongs o Trade area o Occupation to which the course belongs o Competencies targeted by the course o Duration

o Full –time / part-time o Medium o Skill level (entry level and exit level) o Funding source o Equipment / Material needed for the

course o Details about training provider o Maximum Number of trainees that

can be enrolled per the course o Subjects of the Course o Modules of the Course o Entry Qualifications o Duration o Active/ Inactive

7: Course in operation

Minimum Data Fields Minimum Data Fields

o Course name o Center o Code o Year o Batch o Course Fee o Application Fee o No of Female Applications Received o No of Male Applications Received o No of Female Selected o No of Male Selected o No of Female Interviewed o No of Male Interviewed o No of Female Registered o No of Male Registered o

o Expected Complete Date o Parallel Batches o Student Selected o Assessment Held o Exam Held o Certificate Issued o OJT Completed o Accredited o Enrollment Capacity o NVQ Level o Medium o Course start date o Course end date o Place where training carried out

(current and previous places) o Name of the Instructor Name

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8: Students


o Name o Bio data (Address, NIC, Contact Number, e mail, Date of

Birth, Gender, Educational Qualifications, other qualifications, School attended, Photo etc.)

o Residence (incl. Distance from training facility, method of transport)

o Current employment situation o Boarding (if not boarding at TVET institution) o Widow(er)/Divorced/single o Orphans o Handicapped (broken down by type of handicap) o School dropouts o Poor households o Attendance o Date of enrolled o Date of entered o Gradients o Method of awareness to apply o Course applied o Date of dropout o Reason for dropout o Fee paid o OJT placement o Institutional inspector o NAITA inspector o Industry Supervisor o Placement officer

o Data to be taken from a standardized application form for enrolment in a course

o Type of student should be multiple.

o Current employment situation to be referred to by occupational and industry codes

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9: Trainers / Teachers and non-teaching Staff


o Name o Bio data (Address with Village, DS, District, Province

and Country, NIC, DOB, Gender, Contact No., e mail, civil status, Photo etc.)

o Qualifications o Type of employment (permanent, contracted etc) o Experience o Course(s)/ subject/ module for which trainer is

employed o Working hours (teaching and non-teaching)

o Date of service commenced

o Employment type

o Level of designation

o Date to be retired

o Increment Date

o EPF/ ETF No.

o Bank details (Account No. etc.)

o Industrial experience

o Trainings undergone

o Most bio data to be taken from the documentation that is used when a trainer is appointed to a public training institution.

10: Courses Completed


o Name of course o Start and end date o Location of course o Name of Trainer o Name of Participants o Number and type of certificates issued o Drop-outs o Result of tests or examinations o Enterprise based

o Location of course could be more than one

o Summaries of the evaluation by participants should be added to the records about the course

o If enterprise-based the name, location and type of enterprise (size, industry) should be mentioned

o One course could be partly based in the TVET institution and partly be enterprise based

11: Examination and Assessments


o Name in full o Exam number o Date of Final theory test o Date of OJT assessment o Date of Pre assessment o Date of Final assessment o Index number/Test number o Assessor/ instructor/Inspector name o Attempt 1, 2, 3 o Results of Theory test 1,2,3 (Pass/fail/ absent/

o Data to be collected by surveying the graduates with a standardized format of survey that uses localized standard occupation and industry classifications.

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postponed/ cancel/ date) o Results of OJT assessment 1,2,3 (Pass/fail/ absent/

postponed/ cancel/ date) o Results of final assessment 1,2,3 (Pass/fail/ absent/

postponed/ cancel/ date) o Date of results sent to TVEC o Date of NVQ Certificate issued o

12: Employment of Graduates after Graduation


o Employment type (Employed, self-employed, family business, part-time, full-time etc.)

o Data of employment o Trade or industry o Address of the employer o Contact details of the employer o Nature of the employment o Occupation for which graduate was employed o Salary / income o Relevance of training for employment (particularly if

the graduate was employed by the same employer when the course started)

o Officer placed for the employment

o Data to be collected by surveying the graduates with a standardized format of survey that uses localized standard occupation and industry classifications.

13: Financial Data and Information


o Receipts and date of receipts o Source of receipts o Expenditure o Purpose of expenditure

o The official chart of accounts will be used