annex to the support to skilling uganda ......courses) btvet-provision system, attending training...

ANNEX TO THE SUPPORT

TO SKILLING UGANDA

INTERVENTION (SSU):

INTEGRATION OF THE

KARAMOJA REGION

UGANDA

NAVISION CODE : 16 033 1T

BUDGET: 6,000,000€

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TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016

TABLE OF CONTENTS

ABBREVIATIONS ................................................................................................... 4

EXECUTIVE SUMMARY ........................................................................................... 6

ANALYTICAL RECORD OF THE INTERVENTION ........................................................... 8

1 SITUATION ANALYSIS ...................................................................................... 10

1.2 THE EDUCATION SECTOR ................................................................................................... 17

1.3 SD – SKILLS PROVISION IN KARAMOJA ................................................................................ 19

1.4 SWOT AND CONCLUSION .................................................................................................. 24

1.5 OTHER DONORS ACTIVE IN SD ........................................................................................... 25

2 STRATEGIC ORIENTATIONS .............................................................................. 27

2.1 GUIDING PRINCIPLE 1: ACT ON THE INSTITUTIONAL LEVEL, DEVELOPMENT OF SKILLS FINANCING

INSTRUMENTS AND ON TRAINING DELIVERY OF THE BTVET-SYSTEM ............................................. 28

2.2 GUIDING PRINCIPLE 2: DIRECT COMPREHENSIVE SUPPORT TO 2 TRAINING PROVIDERS, WITH SOFT

SUPPORT TO SKILLS DEVELOPMENT PROVIDERS IN THE OTHER 5 DISTRICTS .................................. 29

2.3 GUIDING PRINCIPLE 3: SECTOR CONCENTRATION FOCUSED ON POTENTIAL ECONOMIC GROWTH

SECTORS IN THE KARAMOJA REGION ............................................................................................ 30

2.4 GUIDING PRINCIPLE 4: MAINSTREAMING OF THE SKILLING UGANDA REFORM PROCESSES FOR

KARAMOJA ................................................................................................................................. 31

2.5 GUIDING PRINCIPLE 5: SOCIAL TARGETING .......................................................................... 33

2.6 GUIDING PRINCIPLE 6: FOCUS ON INNOVATION, GREEN SKILLS AND EMPLOYMENT NICHES ...... 34

2.7 GUIDING PRINCIPLE 7: OPERATE THE SKILLS DEVELOPMENT FUND IN KARAMOJA ................ 35

2.8 GUIDING PRINCIPLE 8: RENDERING THE ACTION SUSTAINABLE .............................................. 39

3 INTERVENTION FRAMEWORK ........................................................................... 41

3.1 GENERAL OBJECTIVE ......................................................................................................... 41

3.2 SPECIFIC OBJECTIVE ......................................................................................................... 41

3.3 EXPECTED RESULTS .......................................................................................................... 41

3.4 INDICATORS AND MEANS OF VERIFICATION ........................................................................... 55

3.5 DESCRIPTION OF BENEFICIARIES ........................................................................................ 62

3.6 RISK ANALYSIS.................................................................................................................. 63

4 RESOURCES ................................................................................................. 75

4.1 FINANCIAL RESOURCES ..................................................................................................... 75

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4.2 HUMAN RESOURCES .......................................................................................................... 75

5 IMPLEMENTATION MODALITIES ........................................................................ 80

5.1 CONTRACTUAL FRAMEWORK AND ADMINISTRATIVE RESPONSIBILITIES .................................. 80

5.3 TECHNICAL RESPONSIBILITIES ............................................................................................ 80

5.4 PROJECT LIFE CYCLE ........................................................................................................ 80

5.5 OPERATIONAL MANAGEMENT OF THE INTERVENTION ........................................................... 82

5.6 CONSTRUCTION MANAGEMENT ........................................................................................... 82

5.7 FINANCIAL MANAGEMENT .................................................................................................. 82

5.8 MONITORING & EVALUATION .............................................................................................. 84

5.9 EXPENSES BEFORE THE SIGNATURE OF THE IMPLEMENTATION AGREEMENT .......................... 87

6 ANNEXES ...................................................................................................... 88

6.1 CROSS CUTTING THEMES ................................................................................................... 88

6.2 CHRONOGRAM .................................................................................................................. 93

6.3 DETAILED BUDGET FOR THE TWO VTI’S ............................................................................... 94

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ABBREVIATIONS

ADP

Aridland Development Programme

ATP Assessment and Training packages

BMO Business Membership Organisations

BTC Belgian Development Agency

(B)TVET (Business) Technical and Vocational Education and Training

CBET Competency-based Training

C&D Cooperation & Development

CVT Continuous Vocational Training

DGD Directorate General for Development Cooperation and Humanitarian Aid

DEO District Education Office(r)

DIT Directorate of Industrial Training

EIU Economist Intelligence Unit

ESSP Education Sector Strategic Plan

GDP Gross Domestic Product

GoVT Government

IGA Income Generating Activities

ILO International Labour Organisation

ITA International technical Assistant

MFI Micro-Finance Institutions

MoESTS Ministry of Education, Science, Technology and Sports

MSME Micro, Small, Medium enterprises

NDP National Development Plan

NGO Non-governmental organisation

N(V)QF National (Vocational) Qualification Framework

NRC Norwegian Refugee Council

NTA National technical assistant

NTC National teacher College

oPM Office of the Prime Minister

PMU/T Project Management Unit /team

PS Permanent Secretary

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(p)SDF (Pilot) Skills Development Fund

RSC Regional Support Centers

RTF Reform task Force

SD Skills Development

SDA Skills Development Authority

SSU Support to Skilling Uganda

SU Skilling Uganda

SWAP Sector Wide Approach

TFF Technical and Financial File

ToT Training of Trainers

TVET Technical and Vocational Education & Training

UBOS Ugandan Bureau of Statistics

UBTEB Uganda Business and Technical examination Board

FUE Federation of Ugandan Employers

UGAPRIVI Uganda Private Vocational Institutes Association

UMA Ugandan Manufacturers Association

USSIA Ugandan Small Scale Industries Association

UV(Q)F Ugandan (Vocational) Qualification Framework

VTI Vocational training Institute

WB World Bank

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EXECUTIVE SUMMARY

The “Support to Skilling Uganda – Karamoja region” can be considered as a geographical extension of

the Belgian funded Support to Skilling Uganda intervention, and will be implemented as such by BTC.

It follows the same strategic approach, and is contributing to the same objectives as the SSU-

intervention, while targeting a new geographical area, being Karamoja. The intervention it is focusing on

supporting the BTVET reform agenda, strengthening the national, regional and /local Skills Development

stakeholders, and piloting new competitive and demand driven Skills Development funding

mechanisms. Finally, for the Karamoja region, the project will support (a) two formal training providers

(VTI) in Moroto and Nakapiripirit in raising the quality and quantity of their skills provision and (b)

ensuring that more Karamojong can attend skills training relevant for the local labour market and

economy. In total, nearly 75% of the total available budget (+4,000,000€) is earmarked for activities and

results in Karamoja.

Based on realistic projections, the intervention will provide skills for over 2000 youth in the targeted

area1:

- approximately 1000 students in the formal (2 years courses) and non-formal (3 to 6 month

courses) BTVET-provision system, attending training either in the two supported VTI (approx. 2

batches of 250 students over 4 years), either in accredited training providers for non-formal

courses in the region stimulated through the SDF.

- approximately 1000 youth that will receive short courses (max 10 to 100 hours), either in a

BTVET-institution, either in a vocational training centre of a NGO or by a private provider.

Out of these direct beneficiaries, an indicative target of 70% Karamojong and 30% girls is adhered to.

The two targeted VTI (Nakapiripirit VTI and Saint Daniel Comboni in Moroto were selected on objective

data, and will receive a comprehensive support package, including infrastructure, equipment and soft

supportsuch as management support, training of trainers and pedagogical support.

As the Karamoja region has specific features (high poverty, low economic development, few training

providers and low quality training), the approach for the field component as reflected in the 4th result, is

somehow different from the approach developed in the 4 districts in the West of Uganda. To ensure

relevance to the Karamoja context, this component will be focusing more on complementarity of skills

development with livelihood activities, more focus on short term vocational trainings and on emerging

markets and on possible future economic developments. This adapted, complementary approach is also

reflected in the three windows for Karamoja Basket of the Skills Development Fund.

As this intervention is conceived as an additional component to the support to Skilling Uganda

programme, it is modestly adding support to already ongoing activities and actions to strengthen the

Ugandan stakeholders from Government, Employers, Trade Unions and Civil Society, in implementing

the strategic lines and proposals made in the Skilling Uganda strategy, both on a national scale and in

a specific part of the country, being Karamoja.

A specific feature of the framework conditions for the project is, that it will “meet” several other

interventions, given the interest of the Government and international donors in the region. As there will

1 Depending on the length of the non-formal training courses (see chapter 2 and 3), these numbers can vary. Enrolment in the two targeted VTI is mainly depending of a national dispatching system, and cannot be influenced by the intervention.

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be many actors with different and sometimes diverging agendas on the ground, the project management

has to be quite flexible and cooperative. Overlaps can be avoided or turned into additional forces, if the

project management ensures complementarity and, in specific cases, opts for co-financing specific

activities.

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ANALYTICAL RECORD OF THE INTERVENTION

Title of the intervention Support to the Implementation of the Skilling Uganda Strategy –

Karamoja region

Intervention number NN

BTC Navision Code UGA 16 033 1T

Partner Institution Ministry of Education, Science, Technology and Sports

Duration Specific Agreement 66 months (5.5 years)

Duration Execution 54 months (4.5 years)

Estimated start-up date July 2016

Irish Contribution 5,398,111 EUROS (excluding 11.15% management fee at 601,889€)

Sector (DAC code) 11330 Technical and Vocational Education and Training

Brief description of the

intervention

The project will complement the ongoing Belgian funded intervention

to support the implementation of some of the key-reforms of the

national BTVET strategy, both on a national/central level, and add on

a new regional focus in Karamoja. It will support and strengthen

policy formulation and implementation, it will assist in developing

financing instruments and new modalities for training delivery, and it

will support 2training providers in Karamoja

Overall Objective The employability of youth is increased through better quality of instruction and learning in Skills Development

Specific Objective The quality of skills development is enhanced and responsive to labour market needs, in2the Karamoja region in line with the Skilling Uganda reforms .

Results Result 1:

The BTVET and employment (sub)sector have a coordinated and

formally agreed governance structure, vision and medium-term

strategy

Result 2:

The Skills Development Fund is established and operates in

Karamoja and it serves as a model for the future National Skills

Development Fund

Result 3: see SSU- Belgian contribution only

Result 4:

Quality of training and qualification processes in Karamoja is

improved and the access to quality BTVET provision is enhanced

2 The four districts in Western Uganda (Kabarole, Hoima, Masindi and Kasese) are covered by Belgian Funding under the SSU-intervention.

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with special attention to the needs and potentials of females.

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1 SITUATION ANALYSIS3

Uganda has put forward an ambitious reform agenda for the skills development sector. This reform

agenda, as described in the BTVET strategic plan 2012-2021 “Skilling Uganda”, has the ambition to

move from a “supply driven” school-based SD-system towards a modern “demand driven” and flexible

skills development system, with a main role for the private sector on policy setting, governance of the

system, funding and training delivery. In doing so, Skilling Uganda aims at “unlocking our productivity

potential”. The reform process is currently led by a Reform Task Force (RTF) to spearhead these

reforms, both on the institutional level, on the instrument level and on the training delivery level.

To break down the readiness to roll out the Skilling Uganda strategy in the context of Karamoja, it is

important to investigate both the supply side of skills development (BTVET-providers) and its demand

side (economic sectors generating a need for skilled labour).

- Skills Supply: there are only a few formal training providers in Karamoja, often performing

below standard. Most of the formal training providers are badly situated (isolated), badly

equipped, with poor infrastructure and poor training facilities and training practice. Some good

practice in skills development in Karamoja can be found with non-formal training providers, often

ran by faith-based local and international NGOs.

Skills Demand: the economy in the Karamoja region is underdeveloped. The main economic

activity of the Karamojong is agropastoral, with a high percentage of economic activity on

livestock. Economic diversification is mainly found in some of the district capitals, where

construction and trade are emerging sectors. Ongoing and planned top-down investments by

government, donors, mining companies and some hotel chains could boost the local economy

and local employment, if the local workforce is equipped with quality vocational skills.

3 This chapter has been summarized for certain sections, to avoid overlap / unnecessary repetitions with the SSU TFF (annexed to this document). Furthermore, details on the Karamoja context can be found in the attached “assessment study on labour market and TVET provision in Karamoja”.

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image: Karamoja region: 7 districts

1.1 The socio-economic context

1.1.1 Demographic data in Uganda and Karamoja

Uganda has a population of 36.8 million (EIU estimate 2014). The population’s growth rate per year is

3.27 %, one of the highest worldwide. Nearly half of all Ugandans are in the age range up to 14 years

of age.4 The Karamoja region has a total of 1 million inhabitants, in 7 administrative districts.

Given the high population growth, an increased pressure on the education and training system is

imminent. The youth of Uganda desire to receive quality education and vocational training, in order to

find or create decent jobs and to have a decent income.

1.1.2 The economic development in the intervention area: a Karamoja

perspective

Karamoja presents a distinctive development challenge as the least developed region in Uganda.

It is categorized by a combination of acute poverty, vulnerability, poor infrastructure and basic social

service delivery failure, limited marketing opportunities and social and cultural marginalization. It is a

region with a longstanding dependency on external aid. Despite the will of government and development

partners to enhance service delivery in Karamoja, this has been hampered by a number of factors, such

as the cultural practices associated with nomadic communities, and the persistence of negative attitudes

towards f.i. education. This explains why Karamoja has the lowest education enrolment rates and the

highest illiteracy rate in the country.

4 Ugandan Bureau of Statistics (UBOS), Kampala 2007

https://www.google.be/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi238Kq8K7MAhUDCMAKHcTJC74QjRwIBw&url=https://sites.google.com/site/kotidopeaceinitiative/about-karamo&psig=AFQjCNHb71CKPzmxD4WoRa41iTKqqplJGw&ust=1461848506368630

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Furthermore, the region has an acute shortage of skilled personnel across all sectors. Given its

distinctive characteristics, it cannot attract skilled personnel from other regions. Karamoja is poorer,

more underdeveloped and characterized by more consistent failure of several development initiatives

than any other region in Uganda. The majority of Karamojong pursue a blended, dual subsistence

strategy, meaning they combine livestock management and opportunistic cultivation, along with a

diversity of activities including foraging, casual labour and seasonal migration.

Karamojong livelihood activities5

[DSC Research 2014]

Traditionally, Karamojong social and economic life was structured around the maintenance of

livestock. Cattle are households’ most important assets, followed by sheep, goats and poultry6. These

animals are a critical source of food, but are also maintained as a safety net, a means of social exchange

and a form of investment.

Some Karamojong today also engage in different forms of casual labour in urban and peri-urban areas.

The revenue generated from the sorts of activities listed above allows individuals and households to

acquire—through barter or purchase—supplemental foodstuffs, such as maize, sugar and oil, in an

otherwise limited diet.

Compared to the national average, Karamojong are more dependent on casual labour and other income

generating activities (mainly brewing and charcoal production) to ensure their livelihood. Agricultural

activities are clearly less developed in Karamoja compared to the national average. According to the

World Food Programme (May 2014), the agricultural productivity in Karamoja is low, despite relatively

high land access (over 90 percent of sampled Households reporting access to land - average size of

1.3 hectares per HH). The WFP-data also show that income derived from sale of crops is not a main

source of income by households in any of the 7 districts in Karamoja. The low agricultural productivity

is related to a multitude of factors such as the lack of access to key agricultural inputs (seeds, tools,

skilled labour, fertilizers) further exacerbating the effects of lack of rainfall due to climate change.

Though the above is being studied in more depth to understand the full scope of the underlying factors;

the bottom line is that Karamojong are increasingly depended on cash for purchase of food.

Households find it difficult to meet their food needs primarily due to insufficient employment opportunities

5 For detailed information, see the study on TVET provision and labour market scan for Karamoja in annex.

6 In Abim sub-county, some communities also raise camels, although these are uncommon elsewhere in the region.

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Agriculture Unskilled wagelabour

Livestockmanagement

Brewing Commercialactivity

Petty trading Wage labour Skilled labour

Karamojong livelihood activities compared to National average

% of households National average (%)

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and the low number of income earners, on average, per household.

As a result, households rely on debt as a continuous coping mechanism with over 30% of households

taking debt, and many households still rely on food aid.

1.1.2.1 A gender perspective

Women usually take on more domestic tasks, such as washing clothes, cleaning houses, cooking or

fetching water, or are engaging in non-skilled labour (approx. 90% of women are illiterate). Women are

also predominantly overrepresented in subsistence farming, artisanal mining, charcoal production and

brewing. The recent disarmament process also contributed to changes in gender roles with women

taking on additional roles of foraging for natural resource products. Some of these livelihoods activities

are risky with potential of women being killed or raped by thugs (brewing), contracting respiratory tract

infections from the charcoal dust etc.

Women in pastoral areas in East Africa have long played important livelihood roles in caring for animals,

particularly ruminants, young offspring, and the milking herd left near the home. As pastoral livelihoods

have gradually transformed in Karamoja, women have decreased their involvement in animal husbandry.

The traditional kraals have not fully returned to southern Karamoja since the partial disbanding of the

protected kraals. Women have taken on more responsibility for household food security to counter the

decreases in animal proteins and income (Stites, E., et al, 2007). This gap has been exacerbated by

gendered shifts in livelihood roles, whereby women are taking on increased responsibility for household

survival as traditional pastoral livelihoods erode. Household subsistence was previously based on

livestock products (milk and blood), but has moved towards resources collected by women and

exchanged for cash, bartered for food or local brew residue in urban markets, or consumed (in the case

of wild fruits and vegetables).

Employment in towns is experienced differently by men and women. According to a study by Care

International in 2013, very few women have steady jobs with regular and reliable payments -- most do

causal work to string together enough small jobs to cover the daily expenses. Most women live with

other family members, and are responsible for their on-going domestic duties while also engaged in their

new livelihood activities.

Women who commute to urban areas on a daily basis can face problems with their husbands at home

if they are unable to procure enough work to feed their family in a given day. “Domestic violence is a

major problem in the household when a woman fails to get something for feeding in the household that

day. Women reported a greater number of violent incidents the further they ventured into the bush.

Incidents of gender-based violence against women and girls are part of the overall rise in insecurity. The

nature and prevalence of gender-based violence varies from one area to the next. In Moroto, rape and

sexual assault occur primarily when women go to the bush in search of natural resources.

Several empowerment programmes are being deployed in Karamoja, to improve the socio-economic

situation of women, based on these facts and analysis (Care International, KAWODI, Oxfam, …).

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1.1.2.2 Overview of livelihood interventions

While the factors and trends listed above help highlight some of the obstacles faced in livelihood

recovery, it is crucial to review the formal livelihood interventions. Karamoja is still considered to be very

fragile in food security. In addition, there is increased government and donor support focus in Karamoja

at present, especially as there is a government move away from food aid towards livelihood-style

interventions.

Government-led interventions

On a structural level, a number of government bodies and institutions have been established to support

livelihood recovery in Karamoja by encouraging greater development, peace building and poverty

reduction. The most prominent include the Peace, Recovery and Development Plan for Northern

Uganda (PRDP) and the National Development Plan (NDP). The NDP is the overall national planning

framework and specifically highlights the livelihood recovery needs of Karamoja as a region. In addition,

there are the Karamoja Development Agency (KDA), the Northern Uganda Social Action Fund (NUSAF),

and the Karamoja Action Plan for Food Security (KAPFS) and the Plan for the Modernisation of

Agriculture (PMA). A dedicated Ministry for Karamoja Affairs was established in 1998 and it has

implemented several strategies that include KIDDP.

KIDDP is a medium term development framework specifically tailored to address the unique context and

development challenges in Karamoja region. The overall goal of the KIDDP is “to contribute to human

security and promote conditions for recovery and development in Karamoja”. KIDDP takes cognizance

of the National Development Plan and the Peace, Recovery and Development Programme (PRDP). The

KIDDP harmonizes the various development interventions by Government, bi- lateral and multi- lateral

development partners, international and national NGOs.

Agency-led interventions

Aid-agency led interventions are the most documented in the literature. They include both large-scale

programmes (including food aid) and specific interventions to address a focused aspect of livelihood

recovery. e.g, THE UK-aid –enhancing resilience in Karamoja Uganda (GB1-203603), the UNDP

Karamoja Hazard, Risk and Vulnerability etc.

Private sector-led investments in Karamoja

Data is scarce concerning the private sector’s role and impact in terms of creating employment and

driving growth in Karamoja. There are clear bottlenecks and incentive challenges related to private

sector investment in the region, such as land issues, low purchasing power, distance to markets, lack of

basic infrastructure (energy, roads, …). However, there is some evidence of an increased commercial

interest in land, although in some cases this has led to more land conflicts in parts in Karamoja.

According to the Chief Executive Officer of Karamoja Private Sector Development Centre, activities that

are emerging in Karamoja includes the establishment a 5-star hotel by BMK group (Hotel Africana), the

ongoing tarmacking of road infrastructure, the survey and application of land by Serena group and Golf

Course Hotels, the arrival of 2 new cement factories in Moroto, a number of small savings and credit

cooperatives (SACCOs) and village saving and loan associations and Stanbic Bank presence for years

that provide normal banking services and SME loans. It is generally agreed that private sector interest

in the region is growing day by day and it is vital to increase the number of private sector actors in

Karamoja.

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1.1.2.3 Potential Sectors / Employment / Development / Trades7

Based on more than 87 interviews conducted over three weeks of research in the seven districts of

Karamoja (Abim, Amudat, Kotido, and Kaabong, Moroto Nakapiripirit and Napak), and two weeks in

Kampala, as well as meetings and correspondence with government officials and development partners8

in Kampala working in Karamoja, the sectors below are considered to have potential to grow in the

next 5 years and will definitely translate into various jobs and occupations that will require skills

development in the region especially targeting Karamojong youths, men and women in the region.

It is important to note that all districts officials (DEO and CAO) stressed the importance of skills training

for youth (m/f), to be able to integrate in the socio-economic tissue and to improve their livelihood. Some

of the DEO’s were especially underlining the need to strengthen the quality of training providers, and to

need to address the negative attitude of some Karamojong towards education and labor9.

Further literature review, reveals that in the next 5 years, Karamoja region will receive investment

worthy billions of shillings from both government and development partners (for 2016, over 50m $) and

private investment too (based on the Karamoja Integrated Disarmament and Development Programme

(KIDDP). These investments in basic infrastructure such as education facilities, water and sanitation,

energy and in productive sectors such as agriculture and tourism, are a true potential for job creation

and form thus a good basis to analyse training needs. Currently these sectors and/or projects are mostly

relying on work force from outside Karamoja.

When triangulating these investment data with data gathered with District Administrators (6), District

Planners (6), District Production Officers (5) and District Education officers (7), Private Sector and

elders; the priority sectors and potential trades for the whole region are the following:

7 Details can be found in annex 2: labour market assessment study, Bachu Mubarak. 8 Irish-Aid, UNDP, FAO, USAID, WFP and a series of INGOs

9 See also report in annex for references to District officials’ opinions on Skills Development and employment opportunities.

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Construction-

Hospitality

But also other sectors are growing or have a potential of creating job opportunities, such as ▪ Mining- Gold (South Africa), Limestone (Tororo cement to open branch, Moroto cement to

start), Marble stones. ▪ Agriculture: both crops, livestock and derived production ▪ Build upon traditional skills (agro pastoral, arts and crafts).

To understand the potential economic growth sectors and the related skills gap, a deepened analysis of

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employment opportunities will be carried out twice in the lifespan of the intervention. Based on this

analysis, and on the ‘learning approach’ of the intervention, new sectors and trades can appear.

Employment should also not be interpreted as formal employment, but as any income generating activity

based on (semi-skilled and skilled) labour, either in formal employment, through informal economic

activities or as self-employed.

1.2 The education sector10

Education is key in poverty eradication. The government sees it as one of the most effective ways of

breaking the recruitment of young boys into warrior hood and reducing early marriages among girls in

Karamoja. Over the past decade, IrishAid has invested significantly in upgrading the education

infrastructure in Karamoja. However, education has long been contentious, viewed by many pastoral

communities as government imposition with no relevance for local populations. Illiteracy remains high,

regular school attendance is still low. Many children who do attend school usually start later compared

to the standard start age of six years and unfortunately, they pull out of school in their early adolescent

stage thus making it even more difficult for them to complete basic schooling.

1.2.1 Education performance in Karamoja

Education in Karamoja needs to be understood in the context of household survival

mechanism/household survival equilibrium. All members of the household, including children from the

age of six, are involved on a daily basis in some activity contributing towards family survival or simply

for families to have something to eat. This is the very reason explaining the very limited numbers of

youth in the technical institutes all over the region. The poor educational facilities, and resulting poor

performance and high illiteracy, increase vulnerability, exclusion, unemployment, low productivity and

thus chronic poverty stems from that theory.

The extremely low level of achievement in education is in part due to the fact that the formal education

system is school-based (residential) education, rather than semi-nomadic, communities. Less than 30

percent of Karamoja population has access to education facilities.

IrishAid’s current bursary support to the Karimojong adolescents enhances the Ministry of Education’s

objective of increasing equitable access to post primary education and training for both girls and boys,

and of meeting the ‘Education for All’ goal. The IrishAid is so much appreciated by the local governments

in the region as one of the serious development partners, who have come up fully to support primary

and secondary education in the Karamoja region with infrastructure, and as from 2016 focusing on

quality of education.

According to the MoESTS statistics department, Karamoja counts 278 schools, mainly primary schools.

Primary enrollment

School enrollment in Karamoja remains a challenge, for several reasons mentioned above. On average,

10 For the national system, institutional setup and data, see technical and financial file of the SSU-intervention

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only 40% of 6-year old children enroll in the first year of primary education11. Also the quality remains a

big challenge, as the pupil/teacher ratio and pupil classroom ratio are very high.

Illiteracy of women in Karamoja

The majority of the women aged 15-45 years in Karamoja have zero years of formal education (Figure

below). Education and keeping of the girl child in School is fundamental factor for socioeconomic

development of Karamoja.

11 The data for Abim seem to be incorrect, as net enrolment cannot be higher than 100%.

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100

Education Status of Girl and Mothers in Karamoja Region

Zero formal Education Primary Secondary or above

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1.3 SD – skills provision in Karamoja

1.3.1 Skills development: the BTVET system in general

Different departments and agencies of the MoESTS are governing the BTVET sector in Uganda, such

as the BTVET department, the DIT, UBTEB etc. These departments are not decentralized, some of their

mandates and roles however are incorporated at the level of the District, i.e. the district education officer

(DEO).

At local level, the District Education Officer (DEO) oversees public and private formal BTVET. The

district education staff operates under the control and supervision of the Chief Administrative Officer

(CAO), who is the accounting officer, while the District Local Council is the main budgetary unit in the

district. De facto, this mandate is not being implemented to its full scope, due to understaffing and priority

given to UPE and USE.

At the level of the BTVET institutions, public BTVET institutions have Governing Councils that are

charged with the responsibilities of managing the institutions under their charge. Each institution has a

principal. For private institutions, management structures differ from institution according to the wishes

of the owner. However, new regulations require all private BTVET institutions to have regularly

appointed Governing Councils. Private providers are operating without public funding, but are (in

principle) accredited by the BTVET department.

To enhance coordination, monitoring and supervision of the commonly agreed standards with a very

expansive private BTVET, the ministry works closely with an umbrella body called Uganda Private

Vocational Institutions (UGAPRIVI), which brings together all private institutions. Non-formal BTVET

however doesn’t have streamlined management structures.

The overall structure of the Ugandan Education System can be divided in 6 levels:

6 University Education, 3 to 8 years, with the three levels Bachelor, Master and Doctorate

5 Non-University Higher Education, 2 to 3 years, Diploma

4 Upper Secondary, 2 grades, grade 1 and grade 2 = A-Levels = Higher Education entry level

3 Lower Secondary, 4 grades, from grade 1 to grade 4 = O-Levels

2 Primary, 7 grades, from grade 1 to grade 7

1 Pre-school, Kindergarten

The non-formal skills provision is not integrated in this table, as youth can often enroll without any pre-condition on diploma-level. The chart on the next page shows a scheme of the education sector, with a division between the different levels of education, and with a division between general education (blue color) and technical and vocational education (yellow color). For each education level, the corresponding Ugandan (Vocational) Qualification Framework (UVQF) – level has been indicated (green color). This UVQF is a labor-market oriented qualification scheme, which corresponds with the level of complexity for each (job) profile. This chart clearly shows the complexity of BTVET provision and how it is anchored within the overall education sector. On each level, there are public, private not for profit and private for profit training providers.

20


Chart 3 The Technical and Vocational Education and Training System in Uganda and the relation Education – Training - Employment

H4 Technical and Vocational Education and Training H3 H2

H1 19 years S6

S5 S4 16 years S1 12 years

P7 12 years

P1 5 years

University

Teaching – Studies and Research

University Studies

4 – 6 years

Technical College 4 (2 years after S 6)

Primary Education

7 years

Lower Secondary Education O-levels - General Education 4 years

Upper Secondary Education A-levels – General Educ. 2 years

Labor Market Levels 1 - 5 or 1 - 8 5 (6, 7, 8) Professional Level 4 Technician (Master Craftsman) Level 3 - Skilled Worker / Employee Level 2 - Semi qualified Worker Level 1 - Without formal qualification

Agricultural College 3 (2 years after S 6)

Internship Apprenticeship

Community Polytechnic 16 (3 y)

Uganda College of Commerce 5 (2 years after S 6)

Vocational Training Institute 3 (2 years after S 4)

Health School 28 Health Training Institutions (2 – 3 years after S 4 and

AFTER S 6)

Non-formal training (3 to 6 months)

Internship Apprenticeship

21

1.3.2 Assessment of training provision in Karamoja and enrollment in SD

The analysis of the data gathered through the questionnaire, field visits and secondary data review

shows that few students enroll into VTI in the whole of Karamoja regional technical Institutes, with a high

dropout rate (50%). In all public and private institutions visited, there was less than 10% of Karamojong

students, most of which are boys and in some institutions there are no Karamojong girls at all. Most

students are from neighboring districts, on probing further as to why, according to the districts’ and

institutions’ authorities the reasons are varied including (1) lack of freedom to movement (2) lack of

interest by Karamojong’s to take TVET training (3) preference for short courses as compared to long

term training.

Nos Training Providers Key trades offered

Admission Completion Numbers in 2014 in %

Assessment by DIT/ UBTEB

1 Nakapiripirit Technical Institute

BCP, C&J, TCG, MVT, AGRIC

12512 55% UBTEB

2 Moroto Technical Institute [Located in Napak District]

BCP, C&J, TCG, MVT

110 45% UBTEB

3 St. Daniel Comboni BCP, C&J, TCG, MVT

234 65% UBTEB

4 Kotido Technical Institute BCP, C&J, TCG, MVT, AGRIC

84 30% UBTEB

5 Kaabong Technical Institute

BCP, C&J, TCG, MVT, AGRIC

97 30% UBTEB

6 Abim Technical Institute BCP, C&J, TCG, MVT, AGRIC

110 50% UBTEB

Non Formal Training Provision by NGOs

ADP – ABIM Depends 75% - 90% DIT/WorkersPAS

C&D Moroto Depends13 70%-90% DIT

An assessment14 of training providers in the intervention area focused on all 7 existing formal SD

institutions (VTI) and 2 major NGO Skills training providers (ADP and C&D15). The ambition of this study

was to identify potential beneficiary institutions and to provide a concise analysis of their performance

(and needs).

The analysis of the institutions focused on the following criteria:

1) Student enrolment and performance per trade for the last three years

2) Number of Instructors per trade and establish capacity gaps

3) Infrastructure and equipment to facilitate skills development and transfer; Availability of land

for future expansion

4) Proximity to local economy/economic actors

Assessment Parameters SCORES

12 Awaiting gender disaggregated figures from baseline

13 Awaiting institute & gender disaggregated figures from baseline, incl UNDP, DFID/VSO and ADP sponsored trainees 14 Assessment of Training Supply in Karamoja region comprising of Abim, Amudat, Kaabong, Kotido, Moroto, Nakapiripirit and Napak Districts, by Bachu Mubarak, Kampala. 15 ADP- Arid Land Development Program, C&D – Cooperation & Development an Italian NGO.

22

Max

imu

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core

4 Public Private NGOs

AB

IM T

I

KA

AB

ON

G T

I

KO

TID

O T

I

MO

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I

NA

KA

PIR

IPIR

ITI

St. D

AN

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C&

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AD

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Student enrolment and performance per trade for the last three years

4 3 2 2 2 3 3 3 3

Performance per trade for the last three years 4 2 2 2 2 3 3 3 3

Availability of qualified instructors 4 3 2 2 2 3 3 4 4

Availability of power/electricity 4 1 2 2 2 2 2 4 4

Availability of equipment 4 1 1 1 1 2 3 3 4

Availability of Tools 4 2 1 1 2 2 3 4 4

Availability of ICT Labs 4 0 1 2 1 2 3 0 0

Availability of IT network coverage 4 0 0 0 0 0 2 4 3

Availability of land for future expansion 4 3 3 3 3 3 3 3 3

Proximity to Business centre & Relation to Private sector

4 1 2 2 1 3 4 4 3

Total 40 16 16 17 17 23 29 32 31

KEY 0= ZERO, 1= POOR, 2= FAIR, 3= GOOD, 4=EXCELLENT NB= Give Priority to those with 50% and above

Based on the above parameters, each of the institution has been assessed and in summary:

1.3.2.1 Abim technical Institute

Scored 16 points only, based on the lack of electricity, no internet connection, no ICT lab, little to no

available equipment for practical work, no fencing on school compound and complete isolation from

private sector activities. Abim technical institute is 25 KM from Abim town. Where the town is now

connected to electricity grid, the institute is not. All trainees who complete their course are assessed by

UBTEB.

1.3.2.2 Kaabong technical Institute

Scored 16 points only, based on the lack of workshops for practical work, lack of electricity, no internet

connection, no ICT lab, no fencing on school compound, no available equipment for practical work, and

complete isolation from private sector activities. Kaabong technical institute is 5 KM from town, where

the town is now connected to electricity grid. All trainees who complete their course are assessed by

UBTEB.

1.3.2.3 Kotido Technical Institute

Scored 17 points only, based on the low levels of enrolment, low levels of completion, lack of workshops

for practical work, lack of electricity, no internet connection, no ICT lab, no equipment for practical work,

and complete isolation from private sector activities. Kotido technical institute is 5 KM from Kotido town,

where the town is now connected to electricity grid. All trainees who complete their course are assessed

by UBTEB.

1.3.2.4 Moroto Technical Institute

Located just outside Moroto district, the institute scored 17 points only, based on the low levels of

enrolment, low levels of completion, lack of workshops for practical work, lack of electricity, state of

buildings, no internet connection, no ICT lab, no equipment for practical work, not fenced - cows just

graze around and complete isolation from private sector activities. Moroto technical institute is isolated

23

at 15 KM from Moroto Municipality and 10 Km from Kangole Trading centre. All trainees who complete

their course are assessed by UBTEB.

1.3.2.5 Nakapiripirit Technical Institute

Located in Nakapiripirit district scored 23 points, as one of the average public institute. This was based

on the average levels of enrolment, 65% levels of completion rate, however the lack of workshops for

practical work, lack of electricity, no internet connection, no ICT lab, limited to no equipment for practical

work, unfinished buildings, not fenced. The other good points is that the location is fair about 3 KM away

from the private sector business hub, but also the institute has a network with private sector. All trainees

who complete their course are assessed by UBTEB.

1.3.2.6 St. Daniel Comboni Polytechnic

Located within the Moroto Municipality. Comboni scored 29 points as the best technical institute in the

Karamoja region, offering two year courses. Although the institute is facing a problem of infrastructure,

as a number of buildings are suffering from earth depression, one will observe seriousness on the part

of the management, the investment made and utilization capacity and future plans too being very

positive. All trainees who complete their course are assessed by DIT and UBTEB.

1.3.2.7 Cooperation & Development (C&D)

C&D is an Italian International NGO located within the Moroto Municipality. C&D scored 32 points as the

highest, although they only provide non- formal training. No doubt C&D at their campus are very good

with all the required tools, equipment, working space. They are good at several trades, and recently they

have just concluded a non-formal training of the youths for DFID/VSO program with 2100 youths

completing their training. C&D served as a regional “gateway’ center for this program. They used

outreach partnership model by using other SD institutions and other providers to train on their behalf.

Approximately 30% of the trainees underwent certification by DIT as the costs were very prohibitive.

1.3.2.8 Aridland Development Programme (ADP)

ADP is a community based Christian Organization started in 2004 and acquired the status of an NGO

in April 2008. ADP scored 31 points. ADP is registered to cover the whole of Uganda, but due to the

above stated situation, ADP will majorly focus on districts in Karamoja region in its community

development programs. ADP is actively engaged in rural skills development e.g. tailoring, bicycle

repairs, fabrications, weaving, etc. These activities are to provide an alternative income to buy food,

take children to school and pay medical bills. The beneficiaries of projects are women, youth, local

communities and other vulnerable groups. Based on the evaluation of ADP Skills training of 2014, Out

of a total of 177 graduates, 108 are in Self-employment on an individual basis, 50 graduates working in

groups, 17 in formal employment and 2 graduates went back to school.

1.3.3 Non formal SD-interventions

In addition to the formal SD programmes provided by the VTIs meniotned above and the two institutions providing non-formal training above, there are a number of initiatives providing short term training through a donor supported intervention. Over the past year, two initiatives stood out:

1. Through the UNDP supported youth initiative Karamojong youth have been trained in short term courses in Abim VTI, Nakapiripirit VTI, … . The intervention also increased the capacity of the VTIs by providing necessary equipment including sewing machines, ICT infrastructure.

2. Through a DFID sponsored program implemented via VSO and C&D as a gateway center, 2100 youth have been trained (as mentioned above). Moroto, Kaabong and Combini VTIs were supported to provide training to youth. The gateway center also provided the necessary

24

additional support career guidance and literacy support and upgraded the equipment of the mentioned centers.

Where the traditional 2-year skills development programs fail to reach Karamojong, these interventions regions managed to reach Karamojong youth with sponsored, short term SD. Unfortunately, these programs are heavily reliant on additional support and have not been able to be sustained nor mainstreamed at the partner institutions.

1.3.4 Insertion to the market

None of the formal SD Institutions visited had data on their graduates who are in formal or self-

employment. Tracer studies and having functional alumni groups could help institutions to estimate the

absorption of trainees in the market and asses how many carpenters/builders/motor vehicle mechanics

are needed in the region for the next three years and even which trade to phase out. The NGOs, like

ADP and C&D had both conducted tracer studies for their trainees, in the non-formal programs they

offered, ADP had 52% in self-employment, 5% employed, volunteers 13% and 30% could not be traced.

While as C&D through the Non Formal training they conducted for VSO/DFID they had 90% of economic

active graduates (income generating activities, not necessarily real employment or self-employment),

9% volunteering and 1% untraceable.

1.4 SWOT and conclusion

Organized capacity for technical skills training in the 7 districts is extremely limited. All public technical

Institutes in Karamoja region, are too ill equipped to effectively deliver skills training, the facilities are

dilapidated, the training equipment scanty and often defunct, training materials not available and the

instructors are not all qualified and de-motivated. Hardly any institution has a strategic plan, and little

innovation capacity was found (on new training courses, …).

The economy in Karamoja is mainly a subsistence economy, with a high focus on livestock and

agriculture, with little to none formal employment opportunities. Though a series of top down investments

are either ongoing or in the pipeline which could lead to local employment opportunities, in sectors such

as tourism and construction, provided that the skills gaps of Karamojong could be mitigated.

SWOT

Based on the context analysis, the strengths, weaknesses, opportunities and threats of the TVET &

employment sector in Karamoja are as follows:

Strengths Weaknesses

SSUs position within the MoESTS and RTF,

supporting SD reform and improving Quality

and Relevance of TVET, allowing to link skills

development to the SU-strategy and reform

agenda,

SDF setup cater for different funding for TVET

of different target groups and to guarantee

quality assessment of training providers and

of training programme and methodology.

Pockets of good NGO training centres in the

Absence of quality formal training providers

(VTI) in the region, with weak management,

infrastructure and equipment capacities

Current non-formal trainings are not always

accredited and seldom certified. Mostly

traditional trainings provided, with no

innovative content nor approach

Absence of work based learning components

Entrepreneurship not fully integrated, but

25

region:

- some of the TVET programmes also

cater for starter kits and/or grants

- scholarships for non-formal short

training programmes with existing

training providers

mostly included in starter kits/grants

Absence of a skilled labour force

Opportunities Threats

New infrastructure & other investments in the

region coming up generating LM

opportunities:

- Some signs of an emerging economy

(solar, water, mobile phones, trade,

tourism)

- Innovation (construction techniques,

green skill) as a boost to skills and

local employment opportunities

Opportunity to build on the humanitarian and

livelihood programmes (selection of trainees;

identification of skills gaps or new skills

needed related to the livelihood activities, …)

Beneficiary transfer from NGO-led activities to

Skills development component.

Demand for skilled labour (although this is

not always clear) is low in the area

Low educational background of Karamojong

Construction of government funded training

centres are at a standstill (funding ran out?)

Location of some of the public VTI is dramatic

– isolated, off grid, no local economy in the

surroundings.

Weak coordination of the SD-activities

between humanitarian operators

Low access for Karamojong youth to formal

training programmes

Recommendations

Based on the context and SWOT, the intervention should diversify its approach, to limit the risks, and to

allow a flexible learning approach with a continuous feedback loop to ensure swift adaptation of activities

and approaches.

As it is a challenging region, the intervention should act on all elements of and factors that influence the

Skills Development sector. Therefore, it should support and strengthen the governance of the sector

and the quality and relevance of skills provision, it should act on certain thresholds (funding, duration of

training, illiteracy, counselling & guidance) that hamper enrolment of Karamojong in skills development,

and should search for a smooth integration and coordination with ongoing development activities in

either livelihood sector or larger scale development sector.

In short, it should adopt innovative, low cost and efficient skills development model which will provide

an opportunity for the youth. The development of new courses in order to respond to employment

opportunities (green jobs, construction, hospitality, …) is paramount.

1.5 Other donors active in SD

For the general overview of donor support to Skills Development in Uganda: see Belgian funded SSU

intervention TFF.

26

Over the past year, UNDP & DFID have supported short term skills development targeting Karamojong

youth. Based on most recent information, these programs are discontinued, though UNDP is yet to work

out a continued support to SD in the region.

The Faith based institutions continue to receive (limited financial) support from partners abroad.

A number of technical and financial partners and NGOs are active in Karamoja, many of which are

focussing on integrated livelihood support and income generating activities. Though SD is not the main

focus, many of these programs have a SD component, albeit often of very short nature.

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2 STRATEGIC ORIENTATIONS

The current intervention will be embedded in the Belgian funded Support to the Implementation of

Skilling Uganda Strategy (SSU) intervention, a 16m€ support to the Ugandan government to fast track

the Skills Development Reform Process on a national and systemic level, and on the local level (Western

Uganda).

Taking into account the Karamoja context, the intervention strategy will follow a differentiated approach,

to avoid unsustainable or unsound investments. It will concentrate on a limited geographical area, and

on a few economic sectors, providing long term comprehensive support to two formal VTIs, but at the

same time providing - through non-formal, short term trainings - skills development opportunities for

Karamojong youth, related to the economic context and prospects of the region. It will build upon existing

experiences and effective skills development providers in Karamoja, ensuring a better coordination

between all stakeholders and a full integration of these approaches in the national Skills development

system.

The intervention will support the Skilling Uganda reforms in order to strengthen the economic

development of Uganda, especially in the targeted Karamoja region, through a better access to and an

increased quality & relevance of skills development. Therefore, the project will

• Be anchored in the MoESTS, at the department of Planning, given the cross-departmental

challenges;

• Support the establishment and functioning of a regional skills and employment platform –

coordination structure, with tripartite representation, with an explicit strengthened role for the

district education officers;

• Support the three components of the SD system: (1) policy and coordination; (2) instruments

and (3) training provision;

• Concentrate on specific economic sectors and trades, in a limited geographical area;

• Strengthen the capacity of stakeholders, at the national and regional level (public sector - DEO,

private sector, trade unions, NGOs);

• Implement on a regional scale the rolling out of the Skills Development Fund, a new model for

financing SD delivery in Uganda;

• Adopt a flexible approach, linking up with other SD and livelihood projects and stakeholders in

the Karamoja region;

• Feed SD experiences of Karamoja back to into the national reform strategy of Skilling Uganda.

The project will act following a set of guiding principles or entry points, to ensure that the risks and

specific characteristics of the Karamoja region are well taken into account.

These guiding principles are briefly presented in the following paragraphs and translated into result

areas and activities in the following chapter.

As a future member of the KDPG, BTC will – as an implementing agency for the EoI – advocate for and

continuously search for coherence with ongoing and future initiatives in the Karamoja region:

- Close coordination on the Irish funded programme in Karamoja (implemented by different actors), to

avoid overlap and ensure economy of scale

- close coordination with other donors and national partners to ensure sustainability and coherence

28

- close cooperation with all actors to ensure a full integration of SD as a theme in the KDPG.

2.1 Guiding principle 1: act on the institutional level, development

of Skills financing instruments and on training delivery of the

BTVET-system

The project will focus its support on 3 levels of intervention:

1) Institutional level: provide institutional support to the national SD stakeholders and supporting

the BTVET reform agenda, technical input to policy formulation based on Karamoja-specific

lessons learned.

2) Instrument -level: develop and support instruments: SDA/SDF with training programmes,

training of trainers, certification and assessment, funding mechanisms, …

3) Skills provision level: improve the training provision and upgrade training providers, where the

direct beneficiaries are located (students, apprentices, interns, trainees, SD providers and

companies, institutions)

2.1.1 The institutional -level: provide institutional support to the national SD

stakeholders and supporting the BTVET reform agenda.

The institutional support component will focus on strengthening stakeholder’s capacity to spearhead

and implement reform related to the BTVET strategy. The main objective of this support will be to move

from the current model of SD in Uganda, to the proposed model (new system).

This will include:

• supporting the main stakeholders such as MoESTS, MoFPED, Private sector

representatives to enable them to the further develop and implement priority sector policies

and reforms

• strengthening M&E systems for the SD sector, with a special focus on capitalizing the

Karamoja experiences and ensuring their integration in the policy work at national level

• ensuring that relevant institutions at central and decentralised levels are empowered to

implement their mandates. At local level, the District Education Officer (DEO) oversees

public and private formal BTVET. The district education staff operates under the control and

supervision of the Chief Administrative Officer (CAO), who is the accounting officer. Key will

be to include the DEO as a key-operator in the regional coordination structures, and to

provide the DEO’s with sufficient support and capacity building to empower the DEO in the

BTVET subsector.

2.1.2 The instrument level: develop and support skills development

instruments

• the set-up of a Karamoja basket of a skills development fund as a new funding instrument

for SD provision, and new system for pooling funds from different sources), and the

modalities on attracting private sector contributions to the new fund (training levy, direct

contributions or hybrid models)

29

• supporting the accreditation of training providers and standardisation and certification of

short and medium-term training programs

• supporting the quality of assessment and examination systems

• supporting SD coordination mechanisms, with a key-role for the DEO, private sector

representatives and NGO’s/civil society.

2.1.3 The training provision level: improve training provision and upgrading of

training providers

The third entry point will be the provision of support to 2 selected public and private (not for profit) SD

service providers in Karamoja, being Nakapiripirit VTI and Saint Daniel Comboni in Moroto. This support

will be based on SD service provider’s potential to provide quality trainees relevant to the livelihood

activities & emerging labour market for Karamoja, while at the same time contributing to the achievement

of the project (and “Skilling Uganda”) objectives by piloting new initiatives (such as the SDF), sharing

lessons learnt from their practical experiences and developing solutions to the problems and challenges

identified, as well as feeding the practical experience from pilots and lessons learned back to the policy

level! The two training providers were selected out of 7 existing VTOI in the Karamoja region.

2.2 Guiding principle 2: direct comprehensive support to 2 training

providers, with soft support to skills development providers in

the other 5 districts

The project will operate in the 7 districts in the Karamoja Region, which enables linking the project and

local implementation with the national policy/macro level.

However, the project will provide a more geographically focused support to two (one public and one

private not for profit) vocational training institutions with a comprehensive approach, one in Moroto and

one in Nakapirpirit. These two institutions were selected based on a number of criteria (see chapter 1),

whereas one of the most important criteria is the proximity to private sector and economic potential. The

quality norms of SU were taken into account in the choice of the targeted 2 institutions, as in having the

ability of becoming Skills Development Centres or even Centres of Excellence16.

The two institutions were ranked first and second out of the 7 VTI in the region, based on an assessment

looking into following criteria: (1) Student enrolment and performance per trade for the last three years,

(2) Performance per trade for the last three years, (3) Availability of qualified instructors, (4) Availability

of power/electricity, (5) Availability of equipment, (6) Availability of Tools, (7) Availability of ICT Labs, (8)

Availability of IT network coverage, (9) Availability of land for future expansion and (10) Proximity to

Business centre & Relation to Private sector. As the available budget for this intervention is limited, not

all institutions can be targeted, but moreover, in order to pilot reforms and ensure quality outputs,

proximity of support and expertise can only be provided for a smaller sample of institutions. As Comboni

(and Nakapiripirit VTI as a runner up) has the most potential for success, these two institutions were

16 BTVET strategic Plan – p21 to p23

30

shortlisted, having 1 private and 1 public institution in the sample.

Both institutions have been supported by donors, but support has mainly focused on infrastructure and

equipment, without a clear support process starting with the development of sound contextualized

business plans.

The capacity building process will include;

1) Develop and implement a capacity building strategy for the selected SD institutions

2) Develop the Business Plans of selected SD Institutions and BMOs

3) Provide capacity building of selected SD instructors and Master Crafts persons

4) Build capacity of heads of selected SD institutions and their board of governors for effective

and active participation in the management of the SD systems.

Within the framework of this intervention, no major investments is foreseen for the other 5 VTI’s in

Karamoja, given their remoteness, low quality of training and below standard infrastructure and

capacities. Nevertheless, the capacity of all 5 other VTI’s in the Karamoja region will be enhanced by

including these VTI’s participation in the soft component of the intervention (school management and

leadership, training of trainers, development and hosting of short term trainings). In total an estimated

amount of 1.5m€ is foreseen as a support package to the 2 institutions (excluding national and

international expertise).

In addition, the project will also support other partners (NGOs, private sector) within an integrated

approach to skills development, for example the project will support linkages between the SD

institutions, NGO’s and private enterprises in the development of short term training courses, linking of

livelihood & Income Generating Activities (IGA) support programmes to vocational training and the

development of internships and upgrading of informal apprenticeships.

Finally, the project will support – where feasible - the participation of representatives of the private

economic sector and NGO’s in the review of training programmes and qualifications, assessment and

certification, and their participation in the management bodies of the targeted SD institutions.

2.3 Guiding principle 3: Sector concentration focused on potential

economic growth sectors in the Karamoja region

Training in itself does not create jobs; job creation is closely linked to economic policies stimulating the

labor market, to the growing of enterprises that induces a demand for additional or new skills that must

then be satisfied by the training market.

The selection of the thematic focus areas is based on the critical skills identified by the “Skilling Uganda”

strategy 2012 - 2021 and on a specially commissioned analysis of the Labour Market in the Karamoja

region. Though given the specificity of the Karamoja economy further livelihood and labour market

analysis will be needed to update growth scenarios, identify upcoming investments and forecast

subsequent skills gaps.

As described in chapter 1, the sectors construction and hospitality have been identified as areas of

potential growth that can be successfully supported through demand-driven skills development.

31

In analysing the actual ‘trades’ required within the construction sector, it is clear that there is a strong

opportunity to support skills developed for semi-skilled labour in construction trades. These can be

broadly categorised as the first thematic focus.

The second thematic focus sector will be the hospitality sector. With ongoing construction of new

hotels in the area, there are indications of some employment opportunities though providing hospitality

related services for both business travellers and tourists in the area.

A third thematic focus is relating to the livelihood, lifestock and agriculture sector. This sector will be

mostly supported through short term non-formal vocational trainings adding up to classic livelihood

activities, supporting productive activities (and skills) for a diversification of family incomes. Here both

livelihood and market research should indicate the priority trades and most prominent skills gaps in close

coordination with livelihood actors through joint forecasting. This could lead to joint implementation

through matching funds (where this interventions will chip in to ensure quality skills development in

livelihood activities executed by other partners.

Within the specific context of Karamoja, the following ‘innovative’ opportunities are identified:

• Production of low environment impact bricks, of energy efficient stoves

• Alternative construction techniques to lower the impact on deforestation

• Solar panel maintenance, installation and repair; mobile phone repair

• Solid waste management and treatment, water pump maintenance

• Husbandry and livestock related occupations

• Food processing, innovation in leather and other traditional crafts.

A series of supporting trades such as mechanics, welding, electricity can be clustered in a fourth

thematic focus, depending on continuous monitoring of economic developments and investments

including industrialized mining, motor vehicle maintenance, etc.

2.4 Guiding principle 4: Mainstreaming of the Skilling Uganda

reform processes for Karamoja

The intervention will build further on the lessons learned and field experience in skills development of

national and international NGOs, as well as the unique position of BTC’s SSU programme integrated

within the MoESTS and RTF, scaling up both the quality and quantity of the SD provision for the target

groups.

The ongoing non-formal TVET activities in the region are mostly organized on an ad hoc basis, providing

traditional trades and skills, and are leaving some room for quality improvement as they are implemented

in a ‘parallel’ manner with separate parallel curricula, lacking official certification (with a few exceptions

relying on DIT’s worker’s pass), etc.

In order to match the quality criteria set by the Skilling Uganda strategy, the intervention will focus on

following reform processes:

• create the necessary linkages with relevant ministerial departments and districts

education officers to ensure accreditation and quality of training programmes;

• increase the access of Karamojongs to a standardized Ugandan certification system

(worker’s pass, DIT assessments, etc.);

• strengthen the linkages between trainees and the private sector and maximize the

opportunities for work-based learning (internships, apprenticeships) where feasible.

32

Therefore, lobbying is needed towards Gov. of Uganda, donors and implementing

agencies for f.i. social clauses to integrate SD-students and graduates as

trainees/apprentices in small and large investment programmes

• Create regional support and coordination services on skills development. According to

the BTVET Skilling Uganda Strategic Plan, SD information, cooperation and

coordination networks must be initiated. Non-formal training initiatives need to be

coordinated and cooperative networks developed locally. For this purpose the

intervention will support the creation of Regional Support Centres (RSC) as foreseen in

the Skilling Uganda Strategy, charged with facilitating necessary coordination and

capacity building among non-formal and formal skills providers and stakeholders.

Establishing and maintaining an inventory of all providers in the region would be an

initial task of the centres, as well as providing an interface with the regional development

programmes and local authorities (DEO, CAO and traditional leaders). These regional

support centres are not a parallel coordination system for the sake of the intervention,

but structures and functions that are part of the Skilling Uganda reform.Inclusion of

already existing district-based structures and mandates are key-conditions for success

and sustainability of these coordination platforms.

• Promote the Skills Development Fund, a funding mechanism of the Skilling Uganda

reform strategy for SD, as a vehicle for implementing the reform agenda. For this

intervention the Karamoja Skills Development Fund (a separate basket in the SDF) will

be set up to cater for the skills development of Karamojon;

• Include lessons learned from this component in the M&E system of the MOESTS/RTF in order to capitalize the Karamoja context. To ensure the local relevance of SD in Karamoja, given its specific context, it will be of the utmost importance to discuss these specific features (poverty, lack of formal employment opportunities, weak private sector, high illiteracy rate, weak BTVET-service providers) on both a political and administrative/technical level, in order to cater for necessary adoptive approaches for similar regions and similar target groups in Uganda. Such localisation of the Skilling Uganda agenda could include:

o As an example, the results and impact of formal training should be compared

with those of short term training courses, what might lead to an adaptation of

existing training programmes, and what could illustrate the need for a more

decentralized approach and planning of BTVET, to allow local planners and

stakeholders to incorporate characteristics of the region and its population in

TVET-planning and - implementation.

o Another example could be the approaches on work-based learning (WBL),

which might be difficult to mainstream in the Karamoja context, as private sector

is weak and underrepresented. New approaches that could be introduced by

this intervention (simulation workshops, the creation of mini-enterprises in

TVET-institutions), could form good alternatives to a national policy and

guidelines.

o A third example is off course the social targeting through the skills development

fund, as a means for affirmative action for specific groups of concern (girls,

vulnerable youth, orphans, …).

As a means, the intervention will support enhanced donor and agency coordination in skills

33

development in Karamoja through

(1) the “Skilling Uganda” Reform Task Force (RTF), to ensure alignment of Karamoja BTEVET

provision to the Skilling Uganda strategy,

(2) coordination with other relevant SD departments at MoESTS (BTVET, DIT, etc.), and with

deconcentrated services on a district level, especially with the DEO.

(3) increased coherence with relevant skills development activities in Karamoja such as work-

based learning, instructor upgrading, etc. through the relevant channels such as the Sector

Skills Councils and the Skills Development Fund,

(4) contribution to improved information exchange and coordination on skills development of the

Karamoja development coordination platform, such as the Regional Support Centres.

2.5 Guiding principle 5: Social targeting

Based on a preliminary assessment, there is a flagrant mismatch between training programmes offered

by Karamoja based SD training providers and Karamojong’s specific profile. In order to respond to the

skills development needs of the targeted population in the area, skills development should be based on

labour and livelihood assessments as well as a more thorough understanding of local expectations and

cultural habits towards education, economic relevance and career development. To overcome economic

thresholds blocking Karamojong (youth, women and girls) to engage in formal SD, a scholarship window

to increase enrolment and retention is added to the SDF-Karamoja Basket.

Skills development should be diversified to match skills demand of local youth, women and girls. This

intervention will advocate and stimulate increased absorption of the target group beneficiaries by

existing and accredited training providers, through a close cooperation between the different partners in

Karamoja and active participation in the KDPG. In order to improve quality, relevance, innovation and

niche identification, an inclusive and coordinated approach is required to provide an easy transition

between the beneficiaries of the livelihood and “humanitarian” components, and SD-provision. Here as

well close cooperation between all actors (local and international) is key in achieving results, and will be

advocated for by BTC, f.i. through the KDPG Additional vulnerability criteria to absorb untrained

Karamojong in training provision, can be added for each call of the SDF.

In order to target Karamojong, and also the Karamojong in hard to reach and isolated areas all 7 districts

of Karamoja, a specific communication and targeting strategy will be developed during the inception

phase. This strategy and plan should also foresee an important role for other actors that are present in

those areas.

Given the socio-economic and educational background of Karamojong youth, parallel and/or pre-training

programmes on literacy and numeracy, and on life skills, can be integrated in the calls of the Karamoja

earmarked basket within the SDF. This should contribute to reducing hampering factors for enrolment

of Karamojong (uneducated) youth in non-formal skills development.

Therefore, sequencing is of the utmost importance (hence the need for regular coordination meetings),

but also a deep insight in those programmes is needed to ensure that the SD component can add

complementary vocational layers on the activities of government, donor and NGO-programmes,

including:

o Affirmative action: increase access of Karamojong in SD, through scholarships,

o Relevance: organise locally adapted non-formal SD courses in relevant trades,

o Targeting: organise courses to attract young women and girls,

o Livelihood: organise courses to address specific skills gaps within livelihood and IGA,

34

o Diversification: both ‘on site’ training in the selected skills centres, as ‘off site’ training

(short term training programmes at other VTI’s in the region),

2.6 Guiding principle 6: Focus on innovation, green skills and

employment niches

Current training programmes in Uganda are too often lacking innovation aspects, both on new

technologies and technological evolutions, as well as on arising economic opportunities and green skills.

Based on thorough market economic research as well as global trends in innovating skills development,

the intervention should enhance qualitative, tailor-made, innovative and gender sensitive skills

development relevant to green economy, local market development and livelihood activities. By doing

so, it should contribute to:

a. The mitigation of climate change (green skills for green economy),

b. emerging economic activities in and around the main towns of the region,

c. new sustainable employment opportunities and economic development for the

Karamojong,

d. upgrading of informal / traditional apprenticeships through (1) upgrading of skills of local

craftsmen /informal economic actors (CVT through the SDF window 3) and trainees

(funded through either window 1 or 3 of the SDF).

Within the specific context of Karamoja, the following opportunities are identified:

o Production of low environment impact bricks, of energy efficient stoves

o Alternative construction techniques to lower the impact on deforestation

o Solar panel maintenance, installation and repair; mobile phone repair

o Solid waste management and treatment, water pump maintenance

o Food processing, innovation in leather and other traditional crafts.

Furthermore, the intervention will invest in two (at the beginning and midterm of the intervention) labour

market and livelihood assessments, to identify new niches, opportunities and needs in the intervention

area.

But it especially will invest in close coordination and information exchange between the humanitarian

and livelihood programmes, to allow a continuous identification of skills needs within the target groups

and of employment opportunities (emerging markets).

These coordination mechanisms will also cater for sensitization and lobby campaigns to convince

government, donors and implementing agencies to include social clauses (first employment

opportunities for Karamojong graduates and absorption of Karamojong apprentices/students) in

tendering for implementation of activities & investments through third parties (contractors, service

providers, …). This principle will also be adhered to by BTC in all investments and infrastructure support.

Finally, this guiding principle should ease a smooth and swift transfer and transition of the beneficiaries

of the livelihood and humanitarian programmes to the skills component.

35

2.7 Guiding principle 7: Operate the Skills Development Fund in

Karamoja

2.7.1 Piloting New Financing Strategies and Concentrating Funds in Priority

Sectors and Geographical Locations17

Building further upon the Belgo-Ugandan SSU-intervention, it is foreseen that the SDF would form the

basis for pooled funding and eventually grow into a basket fund diversifying funding for SD in Uganda.

Belgium and Ireland have played a leading role in the policy dialogue on the issue of setting up a

coordinated Skills Development Authority and establishing pooled funding mechanisms for SD in

Uganda, as highlighted in the report on Vocational Training for the Oil Sector –“Establishing a Pooled

Funding Mechanism18.

As BTC will also be starting up a SDF-basket for skills development in refugee settlements in Northern

Uganda, within the framework of the European Union (EU) Trust Fund for Irregular Migration, a pooled

fund is slowly being established, with currently three donors channelling funds through this ‘pilot’ SDF.

In the long term, the SDF should be an SDA owned instrument, funded through government budget,

donor contributions and private sector contributions (e.g. a training levy). For the moment, the SDF is

a funding instrument set up by the SSU intervention together with the MoESTS and managed under

Belgian procedures.

Textbox: the Work Based Learning (WBL) Fund in Palestine

In Palestine, BTC is running a WBL-fund to promote work – based learning in TVET. Through a system

of calls for proposals, TVET-institutions and private sector enterprises (or associations) are stimulated

to introduce joint proposals to increase the WBL-practise in the training programmes, adapt the

curriculum, ensure coaching, guidance and follow – up and quality of the ‘apprenticeship’ component.

Next to these necessary measures to increase the relevance and quality of apprenticeship schemes

(WBL), these bottom up initiatives allow for including necessary investments in the workplace.

“Social targeting” proves to be a success.Through this WBL-fund, Aa scholarship component of this

WBL-fund ensures affirmative action measures, to attract more girls to TVET (last year, 47% of the

scholarships were granted to girls in this WBL-fund).

As from 2016, BTC and GIZ (with additional funding from EU and Switzerland) are now engaged in

discussions with the Palestinian Ministries of Education and of Labour to assess the feasibility of

17 For more background on the principles and on assessments of training funds, please see:

http://siteresources.worldbank.org/SOCIALPROTECTION/Resources/SP-Discussion-papers/Labor-Market-DP/0922.pdf

www.cedefop.europa.eu%2Ffiles%2F5189_en.pdf&usg=AFQjCNFIc6qQQl7ntduLFyychiM8-csM8A&bvm=bv.123325700,d.ZGg

https://dfat.gov.au/about-us/publications/Documents/tvet-financing-overview-paper-sustainable-financing.pdf

http://www.adeanet.org/sites/default/files/afd-financement-formation-professionelle-afrique.pdf

18 Establishing a Pooled Funding Mechanism. Irish Aid, Kampala, 2012. Page 17 of the report notes that “Belgium has indicated an interest in contributing to and leading the pooled funding mechanism”

http://siteresources.worldbank.org/SOCIALPROTECTION/Resources/SP-Discussion-papers/Labor-Market-DP/0922.pdf

https://dfat.gov.au/about-us/publications/Documents/tvet-financing-overview-paper-sustainable-financing.pdf

http://www.adeanet.org/sites/default/files/afd-financement-formation-professionelle-afrique.pdf

36

upscaling the WBL-fund to a pooled TVET-fund to provide important invetsmentsinvestments and

means aligned with sector strategies.

2.7.2 Training Funds: the general concept, ambitions, operating and fianncing

modalities

A ‘training fund’ is a dedicated stock or flow of financing outside normal government budgetary

channels for the purpose of developing productive skills for work. The overall purpose of training funds

(TFs) is to raise the productivity, competitiveness and incomes of enterprises and individuals by

providing them with needed skills. Many TFs are financed by levies on enterprises, but may also be

based on public contributions and donor financing. National training funds are an increasingly common

vehicle for financing training. They are a central instrument for financing training in many countries

worldwide. TFs provide an institutional framework for collecting and allocating funding to training

providers.

Training funds are often linked to payroll levies from companies for further or/and initial education.

On this account a NTF provides companies with the opportunity to have a say in steering the national

TVET system. Through a better channelled and strategically more aligned funding policy, it will improve

skill creation and therefore raises the productivity, competitiveness and income levels of enterprises and

individuals.

The design of the training fund varies depending on its aim and general framework. In general it might

serve the following objectives (Johanson 2009, p. 5):

1. Unify and coordinate various sources of revenue, i.e. pooling of income from different sources;

2. Mobilize resources and increase revenue available for training;

3. Build pre-employment training systems and capacities;

4. Expand the volume of employer-based training by encouraging enterprises to invest more in

worker training;

5. Provide equality of opportunity for access to training services by disadvantaged populations;

6. Improve the relevance of training, e.g. allocate funds according to employer priorities and

market needs;

7. Raise the quality of training, e.g. through accreditation and certification of training providers and

specification of performance conditions;

8. Use training resources efficiently, e.g. lower the unit costs of training;

9. Develop competitive training markets; and

10. Foster involvement by employers and collaboration among stakeholders.

37

Training Fund

Income: Government budget Training levies Donor funding Other sources

Policies Governance

Despite these different functions the following graph shows the general framework for training funds:

Disbursement

Core funding to training institutions Pre-employment training

Enterprises Direct subsidies

Levy reimbursements

Purchase of services Unemployment

Special groups

Micro enterprises/ informal sector Intermediary institutions

Sources of funding for the training fund.

Different income sources exist and highly distinguish national training funds from each other. But in

many cases the main income source are training levies, although these are in general different financing

instruments. While training levies can be allocated directly in the governmental budget or in training

authorities, a training fund is administered separately and fed by governmental budget, donors, income

generating activities and training levies or tax.

Ideally, a national training fund receives income from all the relevant stakeholders (see figure below).

Low Wages

Grants/Loans Vouchers

Subsidies/ Rebates

Payroll levies

Fees

Fees

Payments

Income

Grants/Loans

Budget Allocation

National Training Fund/Authority

Government

Public/Private Training

Institutions

Donors

Income generating activities

Firms

Students/Trainees Workers

38

Specific Conditions for implementation of training funds

To assure the positive impact expected from a training fund, certain specific criteria have to be

considered. An acceptable administration structure seems to be of utmost importance, considering

international experiences. Weak administration might lead to the avoidance of levies, low acceptance,

a conflict of interest as well as political influence. Therefore autonomy, participation of stakeholders and

composition of governing bodies are crucial for its effectiveness (Johanson 2009, p. 7).

These conditions are defined as follows (KfW 2008, p. 40f.):

2.7.3 The Karamoja earmarked basket in the SDF

The competitive SDF is performed in a well-controlled environment, fostering innovation and enhancing

quality with appropriate opportunities for learning and feedback. The project will identify partners within

the region that will be invited to respond to the project’s tender or call for proposals, to benefit from the

fund and who will also be expected to provide feedback and other inputs into policy dialogue and

monitoring.

While the fund will follow BTC regulations in terms of financial management, contracting (grant

agreements) and monitoring, a specific committee will be set up for the Karamoja basket to oversee the

policies, selection and operations of this basket of the SDF. As the fund will work with call for proposals,

it is a ‘lean’ and ‘light’ instrument to fund skills development, and to cater for specific needs and target

groups.

The use of the SDF as a funding instrument in the region of Karamoja, should also contribute to the

sustainability of both (1) the SDF and of (2) the funding of the skills provision in Uganda. By adding

Mandate/Aim

Secured income

Autonomy/Governance

Stakeholder ownership

Allocation of resources exclusively for national training demands

Promoting market development

No operation/ownership of own training providers

Flexible financing instruments, transparency and decision taking

Target group specific and non bureaucratic design of programmes

Regular and solid evaluation

39

another earmarked basket in the SDF for skills development for a specific region, proof of feasibility and

flexibility of the SDF, and of multi-donor funding of such an instrument for skills development in Uganda

is given. If three donors (within 1 year of operations of the Belgian funded BTC – MoESTS SSU-

intervention) are putting in considerable funds in this instrument, both other donors and the Ugandan

partner (MoESTS, Ministry of Finance, the OPM, the RTF) can but recognize the advantages of this

instrument (economy of scale, flexibility, handiness, rapid response).

This also confirms the strategic choices (creating a skills development fund) Uganda has made

in its ten year BTVET strategic plan. A seed fund is set that later on could convince other donors

to channel their funding for SD in Uganda through the skills development fund, either earmarked

(regional, thematic, sectoral, beneficiaries) or not earmarked (overall contribution to SD).

2.8 Guiding principle 8: Rendering the action sustainable

The sustainability of the action is situated at four levels.

2.8.1 Expected sustainability through improved coordination and integration in

the national BTVET system19.

The intervention will cater for skills & employment coordination, alignment, communication and capacity

enhancement to allow SD providers (or system) to increase its absorption capacity to accommodate

youth, women and girls in the area and/or expand SD provision.

In addition, it will ensure that the current training offer will be both expanded and aligned

(integrated/recognized/certified) through relevant existing national systems and structures. This should

reduce the number of parallel (unrecognized) training courses.

To enhance the information exchange on the SD activities catering for the youth, women and girls in the

3 areas, a regular coordination will be set up at the district level, with relevant actors in SD. The set-up

of such local SD coordination structures is foreseen under the Skilling Uganda strategy (through

mechanism such as the Regional Support Centres). After completion of this action, it is up to the actors

in skills development and the national partners (MoESTS, oPM, etc.) to continue to use these platforms

to make sure coordination and sustainability of the approach is guaranteed.

2.8.2 Expected sustainability of the funding modality and funding opportunities

for skills development for Karamoja

Through close monitoring of the ‘one stop shop implementation’ (of the Support to Skilling Uganda

intervention), it is expected that the key stakeholders implementing SU reform (including MoESTS, the

RTF, private sector federations and oPM) will capitalize on the results and approach, and learn from the

operationalization of SDF as a vehicle to support specific pockets of vulnerable youth, such as the

Karamojong, and to enhance the capacities of existing training providers to integrate the training (needs)

of this vulnerable population in their institutions.

These lessons learned are expected to feed into the ongoing BTVET reform process in an attempt to

19 Targets on sustainability related actions are presented in the logframe

40

mainstream SD provision for the region into the regular Skills Development policy in Uganda.

2.8.3 Integration of skills development in livelihood agenda

As mentioned above, the intervention has the ambition to coordinate and integrate the skills

development activities with the other livelihood and humanitarian supported programmes. The hands-

on integration of SD in the implementation of livelihood, water and sanitation and other humanitarian

support activities is expected to open avenues for continuation and even extension of such an holistic

approach. This will include, amongst others:

- Integration of specific needs in the call for SD proposals including identified livelihood skills

gaps, priority intake of graduates of e.g. livelihood programmes, etc.;

- Focus on holistic approach in monitoring & communication obligations of SDF beneficiaries

(SDF funded organisations)

- Analyse data from tracer studies (employability, HR needs and economic analysis)

2.8.4 Learning and adaptive approach

To ensure relevance and effectiveness of skills development activities in Karamoja, a continuous

learning approach will guide the implementation of the activities under the various results. A flexible M&E

system, combined with action research and capitalization should flag the need for reorientation of

activities and investments and allow for timely response of the PMT to a changing context or

unsuccessful approaches. Tracer studies of graduates of SD, a dedicated budget for action research,

and the test run of the SDF-facility are but some examples of this principle.

2.8.5 A high level technical dialogue and political dialogue

The sustainability of the action is not only in the action itself, but has to be discussed on the relevant for

a where donors, agencies and partner institutions meet. A such BTC will become an active partner in

the Karamoja Development Partners Group, as a forum to share experiences and concerns on

sustainability with relevant actors in Karamoja.

On the other hand, as BTC is evolving towards a unique the steering committee for all the education

interventions (7 separate interventions), the steering committee will act on a high level, with the PS of

the MoESTS as the representative of the partner. On this high level, sustainability of all BTC-

implemented education and BTVET interventions will be discussed.

As other donors (WB, GIZ and IDB) are also heavily involved in the BTVET sector, a deepened dialogue

with these actors on sustainability of the reform and the donor’s engagements is also relevant.

Finally, BTC and the EoI and EoB will develop a new structure (see chapter 4) to exchange on the

evolutions, orientations and concerns of the BTC-implemented interventions. BGC will provide through

this structure the necessary technical information to the two embassies to engage in a political dialogue

with the Ugandan partner, f.i. through the education sector working groups and other relevant fora.

41

3 INTERVENTION FRAMEWORK

3.1 General objective

The employability of youth is improved through better quality of instruction and learning in skills

development

3.2 Specific objective

The quality of skills development is enhanced and responsive to labour market needs in20

Karamoja in line with the Skilling Uganda reforms

3.3 Expected results21

3.3.1 Activities under Result 1: The BTVET and employment sector has a

coordinated and formally agreed governance structure, vision and

medium-term strategy (est. budget for R1: 393,000€)

The actions under Result 1 are a translation of part of the 1st guiding principle, being the “Institutional

Support” component and of the 4th guiding principle, being mainstreaming of Skilling Uganda reform

processes for Karamoja based SD provision.

Most of these activities are already foreseen in the TFF of the SSU-intervention, and will be

implemented by the Project Management Team (PMT). Some actions and budget are here added

to the initial SSU-intervention.

The institutional support component will focus on strengthening the stakeholders’ capacity to guide and

implement the reform process of the “Skilling Uganda” strategic plan 2012 - 2021. This is mainly a

“policy” function. The intervention will

• Ensure an improved coordination to include skills development actions under

humanitarian and livelihood support targeting the Karamoja region, into the national SD

reform process and national SD system

• Ensure that relevant institutions at central and decentralised levels are empowered to implement

their mandates with an appropriate level of autonomy that facilitates the best use of their

expertise and local knowledge. Special attention will be given to the DEO, and in strengthening

his capacity to ensure a coordination role in BTVET –provision in the district.

• Support the quality of assessment and examination systems

• Support SD coordination mechanisms.

The capacity strengthening component, addressing private sector associations, employers and other

representative bodies, concentrates on their technical capabilities to identify the skills, that are required

20 The four districts in Western Uganda are covered by Belgian funding 21 For a full description of activities, see SSU technical and financial file. In this document, only the Karamoja specific activities are described.

42

by employers and which reflect economic opportunities in the selected areas (thematic and geographical

focuses).

3.3.1.1 Activity 1.1 Support the Reform Task Force22

This activity will support the RTF in spearheading certain critical reforms as identified in the BTVET

strategy, and provide technical and financial support to allow the RTF to fully fulfil its mandate.

Related to the Karamoja region, this will include

Task 1.1.4: Support piloting and governance of SD linked with the labour market in Karamoja

Establishment of regional SD coordination platforms (Regional Support Centres), and a light

Labour Market and livelihood Information gathering in the Karamoja region

Task 1.1.5: Support piloting and governance of SD linked with the labour market in Karamoja

Total indicative budget for activity 1.1: 273,000€

3.3.1.2 Activity 1.2 Establish a Monitoring & Evaluation & Learning System

This activity will allow the project stakeholders (MoESTS, Govt. of Uganda, BTC, RTF, Govt of Belgium,

Embassy of Ireland and other donors,…) to closely monitor, learn and adjust the intervention and its

achievements. It will lead to a comprehensive project steering instrument, and thus facilitate

communications between all stakeholders.

Task 1.2.4 expand M&E system to Karamoja, conduct baseline and ensure capitalisation of good

practices.


3.3.1.3 Activity 1.3: Implement a Capacity Building Programme for all key stakeholders

in Government and private sector

This activity will strengthen the capacities of public and private stakeholders on the national level, to

ensure an improved piloting of the SD sector.

Task 1.3.3 build the capacity of public and private key-actors in the Karamoja region


3.3.1.4 Activity 1.4 Support the establishment of coordination structures in the

Karamoja region

To enhance the information exchange on the SD activities catering for the youth, women and girls in the

Karamoja region, a regular coordination will be set up at the district level, with relevant actors in SD.

The set-up of such local SD coordination structures is foreseen under the Skilling Uganda strategy. With

a specific attention for the specific needs of the communities in the area, the coordination meetings are

expected to ensure exchange (amongst a wide range of stakeholders) on livelihood and labour market

22 See SSU TFF for a full description of the actions and activities

43

needs analysis, implementation modalities, who-is-doing-what-where in terms of SD, to avoid

duplication and seek to enhance mutual cooperation and joint implementation of SD activities.

This activity will also lead to the establishment of regional public-private SD and labour market

coordination structures, to enhance demand driven SD delivery, provide technical steering etc.

The project establishes its own office in Karamoja (Moroto), and “incubates” the Karamoja basket of the

competitive skills development fund (SDF). The project establishes its own office in Karamoja (Moroto),

and that amongst others provides technical assistance on relevant SD in Karamoja, “incubates” the

Karamoja basket of the competitive skills development fund (SDF), and . The project office in Karamoja

will host – besides its functions as an administrative office.

Once the SDA is operational, this office could function as a second decentralised / regional office of the

SDA. The Skilling Uganda Project Team calls on the regional-local stakeholders and helps them in

establishing administrative coordination structures at the District level, with the DEO in a key-role,

starting with Moroto & Nakapiripirit.

Task 1.4.1 Establish a District-based SD and Labour Market “council” facility in Moroto and Nakapiripirit

Task 1.4.2 Establish a Labour Market Observation and Intermediation capacity in the selected SD

Institutions, the district and relevant partners (Business Membership Organisations and

companies (human resources officers).

Means: Transport, lump sum for funding activities and general means of the council


3.3.1.5 Activity 1.5 Undertake Action Research in the field of PPP, results based

financing, demand driven training provision, etc.

This activity is initiated by the project and the main stakeholders from public and private sector, with the

support of a professional organisation giving advice and providing coaching. It will link Action Research

with innovation activities under Result 3 and with the SDF, and thereafter inject the results of the Action

Research in the Learning from good practice experiences under Result 1, Activity 1.2

Means: Action research budget, consultancies


3.3.2 Activities under Result 2: The Competitive pilot skills development fund

is established and operates in the Project Area and serves as a model for

the future National Skills Development Fund (est budget for R2: 203,000€).

As described in chapter 2 under the eighth guiding principle, the Skills Development Fund will be

extended to the Karamoja region. As described in the SSU-TFF, the fund will go through 3 distinct

phases, whereas one could consider it is already growing towards the phase of pooled funding (Belgium,

Ireland and EU).

For each package of actions and submission of proposals, the Project Management Team will have to

prepare a “Tender”. For this purpose, it will have at its disposal a specific budget for studies, analyses

44

and preparatory services (Studies and Services Facility)23.

3.3.2.1 Activity 2.1 Design at the central level, the competitive skills development fund

and test its pilot locally

Task 2.1.1 Design the project competitive pilot Skills Development Fund with national partners.

The project will support the partners in the design and development of the overall

“architecture” of the national SDF and of its pilot.

Task 2.1.2 Circulate a first draft among the stakeholders (Government ministries, Business membership

organisations, Trade Unions, Donor agencies)

Task 2.1.3 Integrate experience from the project area into the national SDF concept

Task 2.1.4: integrate the experience from Karamoja region into the national SDF.

Means: consultancies, workshops

Total indicative budget for activity 2.1: 15,000

3.3.2.2 Activity 2.2 Build capacity and elaborate the Manual of Operations for the

Competitive pilot skills development fund

The SDF has to be operated by a team of Ugandan and International experts. A clear manual of

operations, and training of the future SDF staff (and selection / grant committee), is planned for in this

activity.

Task 2.2.7: Select and train the professional staff operating the Fund in the Karamoja area

Visits to countries where Skills Development Funds run successfully

Invite staff from one or two of these countries for on-the-spot advice

Recruit competent consultancy to coach staff


3.3.2.3 Activity 2.3 Operate the Competitive pilot skills development fund –

Administration and Finance

Under this activity, the management structure/staffing of the SDF/Karamoja earmarked basket is

included.

Task 2.3.1 Test-run the fund with Tenders to be introduced by networks formed by SD institutions

Task 2.3.2 Target each tender of the SDF on specific objectives responding to Skilling Uganda and

project objectives

Technical support will be provided to SD institutions in the development and implementation

of Tender as follows:

• The project will locate 1 National Technical Assistant (NTA), 1 National Assistant SDF

manager and 1 National field coordinator in Moroto, Karamoja. They will assist the SD

stakeholders in planning and implementing activities for the functioning of the SDF;

23 See 3.4.3

45

• The Karamoja PMT will support the monitoring and supervision of the selected SD

partners. They will give their agreement to transfer the money from the SDF. They will

be supported by the project team based in Kampala to ensure transparency and to

evaluate the initial SDF model;

• The SD institutions will submit a quarterly report on the implementation of approved

proposals. The will also prepare an annual plan and an annual financial report;

3.3.2.4 Activity 2.4 Document, transfer and capitalize on the experience gained while

operating the Competitive pilot skills development fund, to the National Skills

Development Fund

During the whole project duration, the lessons learned of the SDF should be captured,

documented and shared with the stakeholders (MoESTS, Ministry of Finance and Planning,

other donors, RTF, …) on a regional and national level. Capturing the experiences, is one of the

main tasks of the Fort Portal team. They can recruit external expertise (e.g. for capitalisation

studies) to assist in documenting the experiences, and organize regular evaluation missions

and meetings with stakeholders. The lessons learned should then be reintegrated in activity 2.1.

Means: Consultancy, Workshops, Visits

Total indicative budget for activity 2.3 and 2.4: 163,640€

3.3.3 Result 3: Quality of training and qualification processes In the Albertine

region is improved and the access to quality SD provision is enhanced

with special attention to the needs and potentials of females.

See SSU TFF

3.3.4 Activities under Result 4: Quality of training and qualification processes

in Karamoja region is improved and the access to quality SD provision is

enhanced with special attention to the needs and potentials of

females.(est budget for R4: 4,074,000€)

3.3.4.1 Activity 4.1 Upgrade the two selected Training Providers: equipment,

infrastructure improvements, instructor training and upgrading24

Based on evidence from the labour market (making use of the labour market study and the skills supply

study), the project will initiate necessary investments actions to improve the learning environment

through the rehabilitation and extension of buildings and infrastructure in two SD institutions, partly

organised through school practice projects planned and implemented by Teacher-Student Teams under

professional supervision.

This activity includes also the upgrading of the equipment of the selected SD institutions in priority

trades, based on livelihood and labour market intelligence. Finally, it will also support the development

and trial implementation of practical competence-based, flexible training modules adapted to the needs

24 See annexes for detailed scenarios for budgeting of infrastructure and equipment needs. Given the limited budget,choices will have to be made based on the ‘business plans’ of the two institutions.

46

of Karamojong, combined with technical and pedagogical training for trainers, technicians, instructors

and master-craftsmen.

The two selected SD institutions are:

- Saint Daniel Technical Institute – Comboni (Moroto)

- Nakapiripirit Technical Institute (Nakapiripirit).

Task 4.1.1 Invite the 2 targeted SD Providers to present their business and institutional development

plan. The needs have to be marked as priority areas in their institutional development

plans.

Task 4.1.2 Identify, control and launch tender for construction, rehabilitation and equipment provision.

Provide supervision.

For each tender, include social clauses for internships/apprenticeships of SD graduates

and SD students. Fix a percentage of workers and/or subcontractors that are to be

recruited regionally. Include decent work clauses in each tender.

Task 4.1.3 Identify capacity building needs of technical teachers / instructors / workshop assistants (=

skilled workers) and of technical staff in collaborating companies.

Task 4.1.4 Organise initial training and upgrading, constitute mixed groups or twins of technical teachers

/ instructors of SD institutions and master-craftsmen / technicians of companies

Total indicative budget for activity 4.1: 1,335,000€

3.3.4.2 Activity 4.2 Upgrade the management capacities of all public and private

formal Training Providers in Karamoja: Principals, Registrars, Accountants and

Heads of Department

Besides an important investment in infrastructure and equipment, the management staff of the targeted

SD institutions will be provided with training, coaching and other types of capacity building activities. As

SD school management is crucial for quality training, the Karamoja field officers will provide day-to day

coaching and support to the targeted SD institutions. This is closely linked to activity 4.1 and 4.3.

Means: trainings, consultancies, coaching, equipment

Task 4.2.1 Identify capacity building needs of management (Principal, Registrar, Accountant, Heads of

Department). Provide for packages of Personal Computers with stabilizers etc.

Task 4.2.2 Organise management training and coaching, transfer financial, academic and materials

management including maintenance to simple standardised IT tools

Task 4.2.3 Introduce standardised reporting to management and Supervisory Board of the institutions

Task 4.2.4 procure management-related equipment, follow up and supervise delivery


Activity 4.3 Supervise the implementation of the institutional development plans of

the targeted SD institutions

Task 4.3.1: Coach principals, registrars and financial officers of SD institutions in modern institutional

management techniques

Task 4.3.2: Develop and implement light and flexible IT management systems for the institutions

47

Task 4.3.3 Implement the “Production Unit” approach in the selected SD institutions through capacity

building and coaching

Task 4.3.4 Control the reporting in the targeted SD institutions and coach management and support

staff on making use of the provided information


48

3.3.4.3 Activity 4.4 Establish - in collaboration with the National Instructors’ Colleges

Abilonino/Nakawa/etc. – a continuous Instructor Training programme.

In the region, no continuous training is offered for SD instructors and technicians. It is considered more

effective and efficient to establish a training offer and a specific training offer in one of the targeted SD

colleges, than having all trainers and instructors move to Kampala or Lira for short term upgrading

courses.

Upgrade instructors of the selected SD institutions technically and pedagogically in the following trades,

according to the graphic of trades in key economic sectors.

Task 4.4.1 Develop needs assessment tools

Task 4.4.2 Conduct needs assessment in the priority trades, following the Training Programme

methodology described above

Task 4.4.3 Develop a Master Training Plan with costing

Task 4.4.4 Design in-service courses (including teaching aid’s), which are complementary to NIC

Abilonino and case by case with the Instructor Training at Nakawa VTI (in-service training),

Jinja VTI (pre-service training), etc.

Task 4.4.5 Organise intensive training and skills exposure programmes for SD instructors and master-

craftsmen in national industry, in collaboration with partner institutions such as SYNTRA

Belgium, VDAB, ILO and similar organisations in other countries

Task 4.4.5: provide means for twinning between the VTI’s and Abilonino, Nakawa, Jinja, etc.


3.3.4.4 Activity 4.5 Improve the quality of internships, apprenticeships and

placements

Apprenticeships and all types of dual training and learning, are crucial to overcome skills mismatch and

irrelevant practical training. It allows students to “taste” and “live” the actual and real job and working

conditions, and it allows employers to test and train their future employees. Quality of such Work-based

Learning schemes needs to be improved, and therefore, a model for Work-based Learning needs to be

developed, as well as its modalities and the capacities of both employers and training institutions.

Task 4.5.1 Design internship programme structures to cater for SD students,

Task 4.5.2 Institutionalise quality internships and apprenticeships in the management of selected SD

institutions and partner companies

Task 4.5.3 Improve existing traditional apprenticeships:

Task 4.5.4 Expose human resource personnel and master-craftsmen of less experienced companies to

the good practice experiences of more advanced ones through enterprise-to-enterprise

learning and coaching


3.3.4.5 Activity 4.6: Launch training and skills development tenders through the SDF –

49

Karamoja Basket to improve training provision and improved access to training

The Karamoja basket of the SDF will mainly support the access to short and medium term quality

vocational training and enhancement of entrepreneurial skills for youth, women and girls. As the

capacities of SD institutions in the Karamoja region are weak, the fund will mainly channel its funding

through third parties with local expertise in Karamoja, in a joint venture with SD operators. They will be

selected through a series of competitive calls for proposals. A management mechanism will be put in

place which will be led by a ‘SDF committee’ composed of representatives of relevant stakeholders.

Eligibility and selection criteria will be drafted, based on based on livelihood and labour market

information.

Mainly operators already operational in the region will be targeted, as they have the necessary

experience and relevant knowledge to reach out for the target groups. It allows also to build their

capacities and to ensure continuity for targeted youth (see guiding principle 7).

Grant agreements and/or contracts will be signed between BTC and the implementing third party, after

assessment of the beneficiary operator. To this end, BTC will put the necessary checks and balances in

place to ensure technical quality control and financial management. Some of the “instant” short term

trainings under window 3, will be tendered according to public procurement rules.

Means: tenders, tendering, execution agreements

Total budget for activity 4.6: 1,190,000€

Task 4.6.1 Define specific focus for each tender, based on specific and clear ToR (and for the tenders

once the SDF is running). Both initial vocational education and training and continuing

vocational education and training will be eligible. Cross cutting themes as gender,

environment, HIV and any other judged opportune by the project team, should be an integral

part of each tender, either in separate windows, or integrated in the ‘regular’ tenders.

The Karamoja basket in the Skills Development Fund (SDF) will have three specific “Windows”, to cater

for different activities and target groups in Karamoja:

The 3 “Windows” of the Karamoja earmarked skills development fund

Skills Development Fund – Karamoja region basket

Window 1

Relevant and quality short and medium term skills development, including entrepreneurial support and start kits

Window 2

Absorption in existing formal BTVET training through scholarships

Window 3

Instant tailor-made innovative and gender-sensitive skills development relevant to green economy, livelihood market development and humanitarian programmes

50

1. Window 1 will cater for “Increased access to relevant, qualitative skills development (including short

and medium term training, entrepreneurial skills’ coaching and start-up kits) for Karamojong (with a

specific focus on youth, women and girls).

Through this window the intervention will support Skills Development provision in Karamoja (or in

preselected quality training providers in Uganda) of youth, women and girls. Third parties with

experience in working with the target population and/or in Skills Development are expected to provide

short term, flexible, non-formal Skills Development training programmes relevant to the identified skills

gaps, based on livelihood opportunities and labour market analysis in the area, in a

partnership/consortium with accredited training providers (MoESTS or by other ministries).

As such, Karamojong will have increased access to training, and local training providers can increase

their absorption capacity and relevance for local youth within the local socio-economic context.

The training providers are expected to take on a holistic approach, including intake, career guidance,

entrepreneurship training, post training coaching, and provide start-up kit and/or access to MFI’s.

Third parties implementing SD activities under this window are expected to adhere to the following:

1. Quality control of development of new or upgrading of existing training programmes

targeting specific trades relevant to livelihood and employability (through f.i. cooperation

with DIT)

2. Capacity enhancement of the TVET institutions to absorb increased numbers and specific

needs of the Karamoja population and/or adaptation of organisational set up to

accommodate the target groups including TVET-antenna’s, mobile TVET provision, etc.

3. Participate in coordination activities to ensure the technical quality, standardisation and

alignment of training content with Skilling Uganda

4. Providing certification of relevant training packages (DIT/UGAPRIVI, …)

5. Provision of specific counselling, tracing and other services required to accommodate for

specific needs and boost employability of the Karamojong

2. Window 2 will cater for “Increased absorption of youth, women and girls in existing skills development

training programmes through provision of scholarships, followed by entrepreneurial skills coaching and

start-up kits”

Through scholarships or capitation grants the intervention will facilitate the access of disadvantaged

youth, women and girls will to existing long term and short term, non-formal Skills Development training

programmes and formal SD programmes in the targeted region or –exceptionally – within the country25.

The scholarships will be granted to cater for tuition fees and any related costs for those beneficiaries

that will attend existing and official training and education programmes, accredited by the MoESTS or

any other Ugandan Ministry.

1. The scholarships will be disbursed to the training institution through an intermediate NGO

or development actor.

2525 Coherence of this component with the existing Irish scholarship facility, will be developed during the inception phase to ensure linkages and avoid overlap and double funding.

51

2. The demand for the scholarship will be confirmed in an agreement between the beneficiary,

the training provider and third party implementing agency.

3. While priority will be given to 2-6 months short term, non-formal but certified training

courses; a maximum of 2 years schooling can be funded (crafts 1 and Crafts 2).

4. The SD training providers will be subject to a pre-selection through a (non-exhaustive) list

of trustworthy training providers and/or after a quality check by BTC/MoESTS

5. In addition to scholarships, the third party is expected to also foresee the necessary

pedagical & social support (literacy & numeracy training accelerated learning programs),

quality control of training, career guidance, entrepreneurship skills development, provision

of starter’s kits & coaching and/or access to MFI.

6. Exceptionally, based on a clear justification, the enhancement of the capacity (equipment,

tools, …) of the TVET institutions can be considered to absorb increased numbers and

specific needs of the targeted groups, while keeping a minimum standard of Skills

Development.

3. Window 3 will cater for “Increased provision of instant, qualitative, tailor made, innovative and gender

sensitive skills development responding to identified skills gaps for the green economy, livelihood &

market development and settlements service delivery”.

Groups of beneficiaries can benefit from this grant, based on an identified need (through a livelihood

and labour market scan) by a third party implementer or SD institution providing “instant courses” (of

10-100 hours) in specific skills.

Priority will be given for instant training programmes catering for a skills gap identified by other actors

working with the youth, women and girls in Karamoja, facilitating a smooth transfer and transition

between beneficiaries of livelihood and humanitarian programmes and SD and entrepreneurship

training.

Four specific categories of “instant SD training courses” (10-100 hours) are considered here:

a. Green skills for the green economy in Karamoja, such as sustainable construction

of shelters/homes (eco-friendly brickmaking), energy efficient cooking instruments,

solar energy, etc.

b. Matching a Skills Development component with ongoing livelihood or other social

protection activities provided by NGOs and other actors in livelihood and integrated

support programs (e.g. cattle, poultry, agri-business, veterinary services, bicycle

repair, mobile phone repair, sandal-making, etc.)

c. Specialised skills required by operators accommodating Karamojong in the

“emerging local economy” including e.g. WASH such as water and sewage pump

maintenance; recycling of solid waste; shelter-infrastructure; health, first aid, HIV-

awareness and nursing; etc.

d. Facilitate exposure of primary & secondary pupils/students to Skills Development

through visits and short term skills training during holidays. This vocationalisation

can function both as a teaser for youth to engage in skills training at a later stage,

and as a first layer of productive skills for any livelihood and income generating

activity (IGA)

52

General guiding principles of the fund

1. Targeting specific needs groups:

a. At least 80% of the trainings should be provided for youth (aged between 15-35,

referring to the Ugandan definition),

b. At least 30% of the beneficiaries should be women and girls

c. Overall a ratio of 70% Karamojong and 30% non-Karamojong will be adhered to in

all direct beneficiary ratios. For indirect beneficiaries calculation the same ratios will

be taken into consideration, in indicative, overall manner.

2. The skills training should not exceed 9 months, focusing on practical skills (with the

exception of scholarships and activities for absorption in formal SD).

3. Provision of Life Skills can be considered through a) a pre-training (maximum of 3 months),

b) in parallel or c) preferably integrated in to the skills development training components

(including literacy and numeracy training, additional language and general life skills) based

on specifically identified needs of the candidates (only if not already provided through

NGO’s or other actors).

4. The skills training will focus on technical profiles, based on livelihood and labour market

needs that prepare for a true job opportunity for the beneficiaries.

a. Local and regional, formal and informal economy: a livelihood and labour market

scan will be executed during of the intervention

5. The training should at least partly be provided by renowned local training providers that are

certified/accredited by the MoESTS or any other Ugandan Ministry (e.g. Ministry of Gender,

Labour, Social Development, etc.). Even short term training and training for the informal

economy should lead to certification through e.g. “workers pass”.

6. Each training should encompass a work-based learning component, either in a company

through internships or apprenticeships, either in a “simulated” work environment provided

by the training institution or another partner of the training institution.

7. Each candidate should be subject to an intake interview, where prior learning should be

recognized as well as personal background is appraised (and special needs for

personalized career guidance and/or psycho-social support is verified: potentially to be

outsourced)

8. Each training should take into account entrepreneurship training component and start-up

guidance of the beneficiaries:

a. The entrepreneurship training should be according to national or international standards

and instruments (ILO or others)26, and a minimum of 6 hours of individual or small group

coaching and advise must be included.

b. The provider will have to ensure a smooth transfer of the trainees / graduates to MFIs

26 Such as the National youth entrepreneurship training package developed by the Ministry of Gender, Labour and Social Development and ILO.

53

(Micro-finance institutions). MoU between the provider and the MFI will have to be

attached to the proposals. No collateral will be funded through this intervention.

c. Trainees that have successfully passed the vocational skills training and the

entrepreneurship training, can be granted a “start-up kit” with basic tools and equipment

(mechanism to be developed and validated by project Steering Committee).

Promotion of SDF to provide for relevant and qualitative skills development

The fund and its calls for proposals will be pro-actively promoted to potential third party implementing

agencies, through advertisement, livelihood working group meetings.

Quality aspects of skills development programmes will be integrated in the promotion campaign, seeking

necessary alignment with the Skilling Uganda reform strategy as well as with ongoing livelihood and

economic support programs in Karamoja.

As SSU is working alongside with the various departments working out a Skilling Uganda strategy, the

campaign ‘selling skills development to youth’ should also be extended to the East of the country.

However, Aas reports indicate Karamojong have often overall negative attitudes of Karamojong towards

education and training (and employment to a certain extend) , a special and extensive communication

(and retention) strategy needs to be developed in the inception phase of the intervention. Local /

traditional leaders, graduates, NGOs with outreach programmes and community-based project

offices/units will be included to define and implement the locally adapted communication and retention

strategy to attract Karamojong youth to skills provision.

As such, the SD interventions should seek alliances with other actors working on livelihood and local

market development to seek mutual reinforcement in messaging and increase impact by

supporting beneficiaries through matching support programmes.Results Based Financing:

See SSU TFF

3.3.4.6 Activity 4.7 Set and implement gender targets

Task 4.7.1 Set a Gender Target of e.g. 20 % of the total number of students / trainees

Task 4.7.2 Open a specific window for Women Entrepreneurship and TVET training in the SDF

Task 4.7.3 Sensitisation campaign

Total indicative budget: 40,000€

3.3.4.7 Activity 4.8 Set and implement social targets

Task 4.8.1 Provide social funds for vulnerable youth, in collaboration with specialised NGOs, such as

Save the Children, who may co-finance bursaries

Task 4.8.2 Co-finance training and upgrading of master-craftsmen from industry and small workshops

who train and supervise interns and apprentices

3.3.4.8 Activity 4.9 set quantitative targets and trace

Task 4.9.1: organise tracer studies and organise with local (traditional) leaders, media, graduates and

all stakeholders and actors in the region communication activities and outreach.

54

3.3.4.9 Activity 4.10 provide international and national expertise

Staffing of the Karamoja / Kampala based project team (see chapter 4):

Total indicative budget: 1,115,100€

55

3.4 Indicators and means of verification27

Objectively Verifiable Indicators Baseline values Targets28

Means of Verification

GENERAL

OBJECTIVE

The employability of youth is improved

through better quality of instruction and

learning in skills development

INDICATORS • Number of SD trainees of targeted institutions,

employed or working as an apprentice in private sector

or self-employed.

• Evolution in income of trainees after graduation

No overall data

available (ADP

and C&D

results not

available at

formulation

stage)

idem

increase

idem

Tracer studies

idem

SPECIFIC

OBJECTIVE

The quality of skills development is enhanced

and responsive to labour market needs in

Karamoja in line with the Skilling Uganda

reforms

27 The indicators, baseline values and targets are indicative at this stage. They will be validated or adapted and further defined / refined during the start-up phase (inception) and after a participatory process, including a theory of change (TOC) workshop.

28 No targets are put at the level of the general objective, as attribution of results can only be indirect.

56



INDICATORS • Increase in employer’s satisfaction of quality and

knowledge of trainees and interns personnel vis-à-vis

non-trained personnel

• Number of new short training modules organized

(funded through SDF) and developed, based on

employer’s / labour market needs

• Evolution in number of Karamojong at SD institutions

(formal and non-formal skills development) in selected

and supported sections

• Evolution in number of girls in skills training

• Overall beneficiary resilience improvement: Evolution

in income pre-training vs post-training

N/A

0

5% for formal

SD, approx.

70% for non-

formal

Less than 5%

in VTI

No data

available

Increase of 25% in

2020

At least 5 new

modules per call of

SDF

70% of all direct

beneficiaries are

Karamojong

Increase (minimum

30% in non-formal

courses)

• Survey by PMU

• Statistical data at

MoESTS

• Tracer study

RESULT 1 The TVET and employment (sub)sector have a

coordinated and formally agreed governance

structure, vision and medium-term strategy

57



INDICATORS At the national level: see SSU

•

In the project area (Karamoja).

• livelihood and labour market scans are carried

out in a timely manner identifying potential

enhancement of qualitative, tailor made,

innovative and gender sensitive skills

development relevant to green economy,

livelihood & market development service

delivery

• skills development coordination meetings

take place in a timely manner in Karamoja

•

0

Not in place

N/A (in 2015, no

livelihood and labour

market assessments

have been carried out

to map skills gaps;

information is

scattered and not

comprehensive)

N/A (in 2015, no Skills

Development

coordination meetings

took place in the

6 & 18 months after

the project’s start-up

livelihood and labour

market scans are

carried out identifying

potential

enhancement of

qualitative, tailor

made, innovative and

gender sensitive skills

development relevant

to green economy,

livelihood & market

development and

service delivery

Skills Development

coordination meetings

take place twice per

year at the Regional

level as per the 6

Reports of private sector

organisations and trade

unions

RTF Report and plan

Yearly “Skilling Uganda”

progress report

Media reports, project

documentation

Baseline Study report

Livelihood and labour

market

Minutes of Skills

Development coordination

meetings at Karamoja level

58



targeted areas)

months after the

project’s start

RESULT 2

The Competitive pilot skills development fund

is established and operates in the Project Area

and serves as a model for the future National

Skills Development Fund

INDICATORS At the national level: see SSU

At the local level: timely availability of SDF design, Manual

of Operations, establishment of a multi-actor selection

committee and launching of call for proposals

Not available

N/A (no SDF in

place)

within 12

months after

project start-

up SDF design

& Manual of

Operations are

available and

the first call for

proposals has

been launched

Concept and

Manual of

Operations of the

Skills

Development Fund

Minutes of SDF

selection

committees

Project records

Project records

RESULT 4 Quality of training and qualification processes

are improved and the access to quality SD

provision is enhanced with special attention to

the needs and potentials of females.

59



• effective administration and management tools for

academic management, financial management,

management of procurement, stocks,

maintenance and services for clients in two SD

institutions targeted by the intervention

• Number of trainers that received continuous

training in technical and pedagogical fields (for the

7 institutions)

• percentage of trainees in non-formal courses and

participating in formal assessment and certification

(DIT/other) through SDF

• Number of new short term training courses

developed and accredited by MoESTS

None of the SD

institutions is using

any management tools

0

Between 0 & 40% of

current trainees in

non-formal courses are

participating in formal

assessment and

certification

(DIT/other)

N/A (based on non-

Three years after

project start-up, the

two providers are

trained in TVET-center

management, and use

effective tools for

overall management

50% of trainers of the 7

existing formal VTI

have been exposed to

technical & managerial

upgrading

At least 60% of SD

trainees take part in

formal assessments

5 per call of the SDF

Request documents

submitted by the targeted

SD institutions

Survey at management of

SD providers

Reports and records of

targeted SD institutions

Project data collection

Project reports

60



• Increased percentage of training time is dedicated to WBL activities (in 2 targeted VTIs)

• number (#) of youth that have enhanced their skills

through participation in non-formal & formal

BTVET and entrepreneurships training (including

at least 30% girls and women and 70%

Karamojong)

• number (#) of youth that have enhanced their skills

through instant (10-100 hours) courses

responding to identified skills gaps for green

economy, livelihood & market development and

service delivery

verified information:

VTI trainees undertake

1 month industrial

training per year)

None available

(in 2015 through

development

programs

approximately 2500

youth enhanced their

skills through non

formal SD training)

N/A

At least 15% of training

time is dedicated to

WBL activities (in 2

targeted VTIs

over 1000 youth have

enhanced their skills

through participation

in non-formal & formal

BTVET and

entrepreneurships

training by the end of

the project (including

at least 30% girls and

women and 70%

Karamojong)

over 1000 youth have

enhanced their skills

through instant (10-

100hours) courses

responding to

identified skills gaps for

green economy,

61



livelihood & market

development and

service delivery by the

end of the project

(including at least 30%

girls and women and

70% host communities)

62

3.5 Description of beneficiaries

The direct beneficiaries of the project are people who have gone through training funded through the

SDF-Karamoja Basket (mainly young Karamojong/women & girls) and in SD institutions supported by

the project, including relevant internships and apprenticeships in enterprises and other collaborating

entities.

Other beneficiaries are

• ‘Clients’ of SD training institutions (graduates29, employers and actors in livelihood activities).

• Existing SD training institutions & their partners of the private sector.

• Managers and instructors of training institutions

• The members of the Reform Task Force for Skilling Uganda (RTF), and its Executive Secretariat

(ES), and at a later stage the SDA

• The heads and staff members of directorates and departments at MoESTS, in particular SD

department and DIT, and district staff (CAO, DEO, …)

• Human Resources officers and technical staff engaged in enterprises, business organisations

and trade unions

29 As mentioned in chapter 1, most of the students in VTI are non-Karamojong

63

3.6 Risk Analysis

Identification of risk or issue Analysis of risk or issue Deal with risk or issue

Risk description Category Likelihood Potential impact

Total Action(s) Resp.

Risk for not achieving the Project Objective: · the Large scope of the project could lead to scattered activities · Scattered and only partial administrative responsibility of the relevant departments in the Ministry of Education, Science, Technology and Sports could lead to internal competition · Non-existence of administrative and coordination structures in the project region, could lead to lack of ownership and weak feedback · Unclear future of SDA could slow down reforms

DEV Low High Medium

Risk

Flexible implementation structure, large project team, education programme approach with coordination structure

SC

Political attachment of the project to the overarching policy body promoting the reform and to the department of planning to ensure coherence

SC

Independent project office in the project region with a large autonomy of action. Project office will function as a pilot regional RTF/SDA office

PMT

Creation of (in a later stage up to four) Consultative Committees which prepare and accompany decision-making and implementation

SC

64




The Skilling Uganda Strategy has been formally approved by the Government and signed by the President. However, the institutional structures have not been put in place, and if political will is lacking, implementation of the proposed reform will be slower

DEV Medium Medium Medium

Risk

Document and spread the statements by the President, the Prime Minister and sector Ministers, and of international and national investors who stress the importance of skills for development

PMT + RTF

Technical support to RTF and SDA

PMT + RTF

Organisation of field achievements independently from the creation of the Skills Development Authority

PMT

Approval processes for the national Skills Development Fund may take time. In the debate, the Fund might suffer from obstacles in the way of setting up the Skills Development Authority.


Risk

The Project establishes a Competitive pilot skills development fund, a measure, which can be taken right from the beginning of the project

PMT + SC

Experience in how to manage a Skills Development Fund can be collected from running the Pilot Fund and from successful and unsuccessful examples abroad, specifically in East Africa

PMT

65




If other donors are not eager to support a future Basket Skills Fund, and/or if a nationally owned SDF is made dependent from the training levy; the SDF will probably remain a pilot


Risk

Active presence on the political and the technical level, sustained by the Belgian and Irish Embassy and the Resident Representative of BTC, support for a specific Sector Table “SD-Employment”

BTC RR

Continued dialogue with RTF/SDA to advocate for the creation of a basket Skills Development Fund (and a nationally owned SDF), for which the Competitive pilot skills development fund collects experiences. This will allow for adapting and fine-tuning the national fund to the specific conditions

PMT + RTF

Active support to RTF for the creation of sustainable multi-source funding mechanims for SDF/SDA

PMT + RTF

66




If companies and business organisations don’t see the benefit of cooperating with training providers, they will not be eager to formulate their needs and neither participate in regional coordination structures (Consultative Committee) with District and Municipal authorities and SD institutions

DEV Low Medium Low Risk

Participatory approach strategy of the Project: pro-active and continuous communication with District and Municipal authorities are the first priorities for the Project and its staff

PMT

Set up and coach Sectors Skills Councils & Regional Support Centres

PMT + RTF

Enquiries with potential employers, search for champions, negotiation with management of SD institutions to seek PPP alliances

PMT

If current managers of SD institutions see the modernisation of management structures and processes as a threat to their positions and decision-making powers, the investments in infrastructure, equipment and capacity development will have a lower impact


Participatory approach strategy of the Project: pro-active and continuous communication with District and Municipal authorities are the first priorities for the Project and its staff

PMT + RTF

Negotiation with management of SD institutions motivating them to recruit more change minded managers and recruit female instructors and managers

PMT

Engage with SD institutions for developing PPP business plans

PMT

67




If the management capacity in the relevant departments of the Ministry of Education, Science, Technology and Sports (as well as the relevant trade unions & professional associations) is not strengthened, reforms cannot be successfully implemented

OPS Low High Medium

Risk

Targeted capacity building measures addressing staff of relevant MoESTS departments (incl.SD Department and Department of Industrial Training)

PMT + RTF

Targeted capacity building measures addressing technical staff and human resources officers of business associations, trade unions, and the Association of Human Resources Managers

PMT + RTF

Capacity building and coaching addressing the members and staff of the RTF/SDA PMT +

RTF

68




If SDF Procedures and management are too complicated and rigid, its implementation and its scaling up risks to become a failure

OPS Medium Medium Medium

Risk

Flexible management, learning by doing, transparency of operation, giving the local Coordination Committee insight

PMT

Develop the Manual of Operations while test-running the Fund

PMT + RTF

Technical committee to be included as reflection body in project activities with international and local expertise

PMT

Ensure maximum participation from the local business community and from District and Municipal authorities.

PMT

Procurement rules and lengthy procedures for construction and equipment tenders may constitute stumbling blocks on the way of implementation and could demotivate project stakeholders

OPS Medium Medium Medium

Risk

Speedy project start-up in order to show that the project exists and that it engages in relevant action

PMT

A package of “Quick win” actions can be contracted out right from the beginning, whereas more structured interventions should be planned carefully in the years 2-3-4

PMT

69

Construction & equipment delivery is implemented under ‘Own Management” & enough capacity is foreseen for management of procurement

PMT




An excessive belief in certificates and diplomas and the attitude of employers who do not honour hands-on competences with better pay (the “low skills equilibrium”) may render improvements brought about by the project irrelevant


Risk

A communication strategy which shows cases of “champions” who have invested in training and who are rewarding quality. This strategy has to be planned and implemented in alliance with employers and trade unions at the national level and in the project region

PMT + RTF

A sensitisation campaign which explains that it is rewarding to set and reach international qualification standards. This will marginalise assessment bodies which are separating practical competence at work from achieving formal standards.

PMT + RTF

70




The project is not understood as an actor and agent for 'systems' building. The Skills Development Authority would function as an administrative body without marking a clear difference from the current set-up (SD-DIT-UBTEB)


focussing on “quick wins” in the first two years PMT

reach communication among key stakeholders (Ministries of the Economy, Labour and Education; Employer Organisations, Trade Unions, Donors) in the medium term (three to five years) and reach systemic structures in a long-term perspective (five to 10 years)

PMT + RTF

cooperate with other actors supporting the change process of the SU strategy

PMT + SC

71




Skills mismatch: non-responsiveness of the local labour market, could lead to unemployed youth & if SD institutions are overloaded with students in order to increase income for the institutions and its staff, training quality, will suffer


Communication strategy addressing employers and the local media, including radio broadcasts

PMT + RTF

Participatory approach (regional-local Coordination Committees, participation of business representatives on management boards of SD institutions) giving employers a say and bringing productivity and innovation gains to companies and businesses

PMT

Pro-actively seeking cooperation with development partners & livelihood actors to seek sector specific & pragmatic collaboration on matching economic support & addressing skills gaps

72




SD providers and other beneficiary institutions and partner companies will not make the necessary provisions for maintenance and procurement of working materials. As a consequence, there would not be a sustained practical training – a core condition for quality training and qualification processes


A baseline (organisational audit) will be established in order to adequately assess the management approach of the SD institutions

PMT

Contracting for any type of support for SD institutions and companies, professional monitoring of the activities to be accomplished by the beneficiary institutions and companies under these contracts. Special clauses regarding financial management and maintenance

PMT

Corruption for construction and equipment FIN Medium Medium Medium

Risk

This risk is under the control of the project staff, as all investments are executed under ‘own management’

PMT

For all steps in tendering procedures, special attention will be given to anti-corruption measures.

PMT

73




Given the cultural and educational background of Karamojong youth, the enrolment and retainment of Karamojong in SD provision can be problematic. This could lead to a low ratio of Karamojong in skills development activities

DEV medium Medium Medium

Risk

Communication strategy addressing Karamojong and local leaders. PMT +

RTF

Working closely with livelihood and humanitarian agencies and actors, to ensure a smooth transfer of beneficiaries between different programmes

Provision of short term training, to take into account the specificities of the local context and the real skills needs of Karamojong

Provision of parallel socio-professional counselling and guidance, including possibilities to include in SD-provision through the SDF short numeracy and literacy courses

75

4 RESOURCES

4.1 Financial resources

4.1.1 Irish Contribution

The Irish contribution amounts to 6,000,000 Euros (6 million Euros). 5,398,111 € of these 6

millions are dedicated to the activities of the intervention and 601,889€ are dedicated to the

management fee for BTC (=11,15%).

4.1.2 Ugandan Contribution

There will be no Ugandan contribution. Value-Added Tax (VAT) will be paid for.. Import Tax for

purchases will be exempted.

4.2 Human resources

4.2.1 The Project Team

The project staff is responsible for the operational implementation of the activities. The

international technical assistant running the Belgian funded SSU-intervention, will be the overall

responsible for the implementation of this component (although fully funded through the Belgian

SSU-intervention).

Regarding the physical location (offices), BTC will seek economy of scale and share offices with

the ongoing SSU Project Management Team. Some of the international and national staff will

also be shared with other BTC interventions. All resources sharing between interventions will be

materialized through a Service Level Agreement (SLA) and booking of expenses on interventions

will be realized accordingly. The amount mentioned per budget line gives the maximum amount

to be booked on the total life span of the project. The resource sharing % is indicative.

The project team at the central level (Kampala): At the national level, the overall management of the project is under the responsibility of the

international technical assistant who is currently also the SSU-Intervention Manager. The project

team in Kampala is also composed of an international TVET expert, who will work on result 1 and

2 for 25% of his time30, and for 75% of his time on the 4th result (Karamoja-focus). The team is

further composed of a full time accountant, a 33% SDF-manager (shared with SSU), a national

architect (fully funded under SSU), a gender and vulnerable group & M&E expert (fully funded

under SSU) and several international and national support staff, shared with other education

interventions implemented by BTC (RAFI, procurement expert, architect, …).

INTERNATIONAL Project

Staff

Absolute value

and Irish

Contribution in

Euros

Estimated .

percentage31

Budgeted under

activities

Number of months Contracting

Party

Intervention Change Manager,

national , part time, appointed

54 MOEST

30 He will jointly work with the MoESTS and the SSU-team on themes such as the reform process, the setup of the skills development fund, capacity building of stakeholders etc.

31 This percentage is indicative

76

by MOEST32

Intervention Manager,

International Technical

Assistant TVET33

034 0% X

54 BTC

Intervention Field Manager,


Assistant TVET

202,500€

25%

X

54 BTC

NATIONAL Project Staff

based in Kampala

percentage

Number of months

Contracting

Party

Gender & M&E expert 0 0%

54 BTC

SDF MANAGER 35,640€

33%

X 54 BTC

Financial Officer 108,000€

100%

X 54 BTC

Accountant35 0 0%

BTC

NTA architect36 0 0%

BTC

Secretary37 0 0%

BTC

Driver38 0 0%

BTC

At the local level:

An operational team based in Moroto will be in charge of implementing all activities under R4, and has a ‘liaison’ function as well with the project team in Kampala, to feed in local experience and lessons learned into the M&E framework. The project office in Karamoja will implement all capacity building activities, will ensure proximity of action and ensures all follow-up and monitoring of actions and investments. It will provide the necessary expertise to run the SDF-Karamoja Basket, to build capacities at the two VTI and to ensure (during the project life) the role of a supporting unit (executive secretariat) for the SD-coordination in the region.

The team in the field office in Karamoja is managed by the TVET International technical assistant (see above, for 75% of his assignment), assisted by a National full time Project Field officer, and two full time national experts (1 TVET expert and 1 SDF/M&E officer), with support staff, ( full time accountant and a full time driver/logistician).

INTERNATIONAL Project

Staff

Absolute value and

Irish contribution

in Euros

Estimated

percentage

Budgeted

under activities Number of months Contractin

g Party

Intervention Field manager,


Assistant TVET

607,500€

75%

X

54 BTC

NATIONAL Project Staff based

in Karamoja

percentage

Number of months

Contracting

Party

Field officer (NTA TVET) 162,000€

100%

54 BTC

32 No salary will be paid to the MoESTS manager. Reimbursement of additional costs can occur and are budgeted.

34 Financed 100% by DGD SSU intervention

35 ibidem

36 ibidem

37 ibidem

38 ibidem

77

X

1 Field Coordinator (NTAl TVET

)

121,500€

100%

X 54 BTC

1 SDF & M&E Field Officer

(National SDF Field Monitoring

Officer)

121,500€

100%

X

54 BTC

Gender and vulnerable Youth

Expert39

DRIVER/LOGISTICIAN 37,800€

100%

X 54

BTC

ACOUNTANT 64,800€

100%

X 54 BTC

4.2.2 The Education Programme Unit Team

Such as the SSU project, this intervention is integrated in the Uganda-Belgium cooperation’s

Education Programme. In terms of human resources this translates into a pooling of experts for

the overall education portfolio that are shared between the interventions of the sector according

to an allocation key. All resources sharing between interventions will be materialized through a

Service Level Agreement and booking on interventions will be realized accordingly, The amount

mentioned per budget line gives the maximum amount to be booked on the lifespan of the Project.

This Project will also beneficiate from the support of the Programme Unit Team

Programme Staff

Absolute value and

Irish contribution in

Euros

Number of months

(estimated %

contribution € on

this intervention)40

Contracting Party

Education Programme Change Manager (MoESTS) 0

54 months (NA%) MoESTS

Education Programme Manager (BTC) 81,000€

54 months (10 %) BTC

International Architect 40,500€

54 months (5%) BTC

International Administrative and Finance Officer (RAFI) 121,500€

54 Months (15%) BTC

International Procurement Officer 40,500€

54 Months (5 %) BTC

National Procurement Officer 0

BTC

39 Financed 100% by the DGD SSU intervention

40 The % are indicative and resource sharing will be done according to a key allocation that will be mentioned in the Service Level Agreement.

80

5 IMPLEMENTATION MODALITIES

5.1 Contractual framework and Administrative responsibilities

• See SSU TFF

5.2 Institutional anchorage Institutionally, the project is anchored in the Ministry of Education, Science, Technology and

Sports (MoESTS) in the Planning Directorate. The project will also have a field office in

Karamoja.

5.3 Technical responsibilities

• See SSU TFF

5.4 Project Life Cycle

The project execution period is of 54 months.

5.4.1 Execution Phase

• See SSU TFF Project Start-up phase : from Implementation agreement notification (CMO) –>

PSC1 (Validation of the Start-up report)

At the beginning of the project’s implementation phase, an initial phase of maximum 6 months will

start, during which the following activities will be carried out.

- 1st Project Steering committee

- Finalize the recruitment of staff

- First project operational planning (Year 1)

- Establishing baseline and monitoring system…

- Start-up report (including work plan)

- Development of a communication and targeting strategy and plan. In the targeting strategy for

Karamojong youth (especially girls) will be developed in close consultation with and building

on the expertise and experiences of all stakeholders. This communication and targeting plan

and strategy will also be presented and endorsed at the level of the steering committee and at

the level of our the structure with EoI/EOB and BTC. It will take into account the specific

features of the region and the target population, and the roles of all actors active in the region,

to be able to attract also Karamojong in hard to reach areas of all 7 districts to the skills

development actions

5.4.2 Administrative Closure phase

Project administrative closure will be managed as per article 7.1 of the Memorandum of Understanding

signed between BTC and Irish Aid.

The final narrative and financial report will be sent to the IrishAid for final approval. Irish Aid will send a

written confirmation with its approval before the intervention is administratively closed.

81

5.5 Implementation and follow-up structures

5.5.1 The Project Steering Committee (PSC)

See SUU TFF

Besides the PSC, the intervention will create a forum between the EoI/Irish Aid and BTC to ensure swift

information exchange for policy dialogue, and to provide technical advice and implementation feedback

on skilling Uganda policy reform and its integration in the Karamoja Development partner context.

For Belgium, the education sector is one of the two focal sectors, with a high implementation of the

embassy on sector dialogue, where the EoB is supported by BTC to provide inputs and feedback based

on our experiences and expertise in the field/programme. BTC will make sure that the necessary

information and feedback is given to both EoB and EoI to engage in a high-level polictical dialogue on

BTVET/Skilling Uganda regarding sector evolutions, sustainability and the commitments of the Ugandan

partner.

5.5.2 The Project Management Team (PMT)

MoESTS designates a part time national Intervention Change Manager within the Planning directorate

, detached by MoESTS after BTC’s no-objection.

BTC contracts the Intervention Manager after the MoESTS’ no-objection. To ensure the joint strategic

implementation of the Belgian & Irish funded interventions under Skilling Uganda, both components will

be managed by the 1 BTC Intervention Manager.

The Project Intervention Manager will be supported by:

• Project staff at central level located within MoESTS in the RTF offices

• A Project field office in Karamoja

• The Education Program Unit

The full list of Project and Program staff is presented in Chapter 4.2 Human Resources.

Intervention Change Manager and Intervention -Manager will work in close collaboration and take

operational decisions and actions on a day to day basis in order to ensure that the project strategy is

fully implemented, in time, within budget and as approved by the PSC. They are jointly responsible for

the achievement of the results and specific objective of the project.

5.5.2.1 The Management of the project’s responsibilities comprise of41:

See SUU TFF

5.5.2.2 Specific Responsibilities of the Project Field Team in Karamoja:

The Karamoja based Project Team will have clear responsibilities for the planning and delivery of

activities in the region.

This team is headed by the Intervention Field Manager (ITA TVET) and supported by the Field officers

(NAT TVET and NTA SDF Private Sector) and the Field Coordinator (NTA TVET) and support .

41 Non exhaustive list

82

Specific responsibilities of this team concern project activities in karamoja:

• Overall planning of the project Karamoja activities and adjustments within their areas of

responsibility (assumed to be results 2 and 4 for now) on quarterly basis. It is noted that responsibility

for activity 2.1 may be allocated to the national Project Team. The Karamoja team works under the

management of the Intervention Manager and Intervention Change manager..

• Organizing, coordinating and supervising the implementation of project activities in accordance

with the approved project work plans (for results 2 and 3 activities only);

• Ensuring that all result 2 and 4 activities outputs are linked to the results and specific objective

through a close monitoring based on pre-defined indicators

• Providing timely compilation of progress reports and budgeted work plans (results 2 and 4

activities only) for the following period to the PCU for consideration by the Steering Committee;

• Supporting sub-national Beneficiary Institutes in designing, implementing, monitor and evaluate

their HR development plans

• Providing high level technical guidance on project methodology and strategy for results 2 and 3

• Promoting capitalization, and specifically sharing experiences and lessons from the

implementation of results 2 and 4

• Preparing tender/solicitation documents for the procurement of works, goods and services for

results 2 and 4 in conformity with applicable regulations

• Managing Contracts at the sub-national level

5.5.3 The Education Programme

See SUU TFF

5.6 Operational Management of the intervention

See SUU TFF

5.6.1 Human Resources Management

See SUU TFF

5.7 Construction management

See SUU TFF

5.8 Financial Management

5.8.1 Bank Accounts

From the signature of the Memorandum of Understanding a main bank account in own-

management will be opened at a commercial bank in Uganda or at the Bank of Uganda named

“BTC project – own-management “ in EURO. Other bank accounts in own-management

(operational accounts) can be opened when needed. BTC Resrep is responsible for the opening

of the accounts. He/she is responsible for adding and removing signatory rights on the

83

mandatories of the accounts, in accordance with BTC internal rules

BTC mandate structure is applied.

In terms of signature, the double BTC-signature is compulsory.

This bank account will be used for expenses incurred in Uganda,

General means expenses shared between DGD SSU intervention and Irish Aid SSU, will be

paid out of the DGD SSU intervention (bank account) and a reallocation will occur on a semi-

annually basis. The reallocation of operating expenses will be done according to the

participation of each donor in the general means budget of the SSU program. This also applies

for activities shared within result 1 and 2.

84

5.8.2 Funds transfer

Irish Aid will transfer annual instalments to BTC according to the signed Memorandum of Understanding.

Funds are transferred from the IS-HQ account to the specific main account open in Uganda for this intervention (see 5.7.1) for expenses incurred locally.

Transfer to the local BTC account will be done according to BTC internal procedures (see SSU TFF for more information)

5.8.3 Financial planning

Financial planning and accounting will be done according to BTC internal procedures (see SSU TFF for more information)

5.8.4 Budget Management

Budget constraints: The budget of the project sets out the budgetary limits within which the project must

be executed. The total budget and the budget per execution mode may not be exceeded.

Budget Change

Budget change will be done in accordance with article 4.3 of the memorandum of understanding and

with BTC internal procedures.

5.8.5 Skills Development Fund – financial managemend and modalities

See SSU TFF

5.8.6 Public Procurement Management

Procurement will be done according to Belgian procurement rules and regulations.

The following activities will be managed according to Belgian Law and BTC system (BTC -management):

• Staff contracting

• All the consultancies

• Audits

• Mid-term and End-term Reviews (MTR and ETR)

5.9 Monitoring & Evaluation

5.9.1 Monitoring & Evaluations

The project will have a common monitoring & evaluation system together with other projects of the TVET

component of the Education Programme.

Report Title Responsibility System Frequency Users

Baseline Baseline

Report

Project Team BTC Unique Project, PSC,

BTC

Operational MONOP Project Team BTC Quarterly Project, BTC Rep

85

Monitoring office

Results

Monitoring

Results Report Project Team BTC Annually Project team,

partner, PSC,

BTC rep office, BE

embassy, Irish ….

Mid-term

review

MTR report BTC HQ BTC Unique BTC HQ, project

team, PSC, donor,

…

End-term

review

ETR report BTC HQ BTC Unique BTC HQ, project

team, PSC, donor,

…

Final

Monitoring

Final Report Project Team BTC Unique PSC, Partner,

BTC rep office BE

embassy, Irish….

See SUU TFF

5.9.1.1 Baseline

Establishing the baseline in the beginning of the project is a BTC system requirement. The project M&E

framework will be aligned with existing frameworks and methodologies already used by the partner.

The Baseline Report needs to be established by the PCT at the beginning of the project (ideally within

the 9 months after the first project steering committee (start-up PSC).

The Baseline Report will be presented to the Project Steering Committee (PSC). The PSC takes note

of the Baseline Report and validates the way the intervention will be monitored. The main goal of the

JLCB should be to assure that the Baseline Report is good enough to guarantee sound monitoring.

5.9.1.2 Operational Monitoring and reviews

Operational monitoring refers to both planning and follow-up of the intervention’s management

information (inputs, activities, outputs) and its purpose is to ensure good project management. It is an

internal management process of the intervention team. Every quarter the Operational Monitoring update

is sent to and discussed with BTC representation. BTC Resident Representative has the overall

responsibility of ensuring that all projects conduct Operational Monitoring in a correct and timely manner.

Results Monitoring

Results Monitoring refers to an annual participatory reflection process in which intervention team reflects

about the achievements, challenges, etc. of the past year, and looks for ways forward in the year(s) to

come. The PSC approves or disapproves recommendations made by the intervention team in the annual

result Report.

5.9.1.3 Mid-term review

The mid-term review is a key – moment for the intervention.

An external Mid-Term Review (MTR) shall be carried out after 30 months of project implementation,

jointly with the MTR of the SSU-belgian funded intervention. The MTR will focus of the performance of

the project and verify its realizations, approaches and may propose adaptations. The MTR report will be

submitted to the steering committee for endorsement of the proposed recommendations. Consequently

the PMU will define an implementation plan of the recommendations in line with the decisions of the

86

steering committee. The follow-up of this plan will be included in each progress report.

An external End Term Review (ETR) shall be carried at the latest 6 months before the end of the

intervention. The ETR will focus on the intervention’s achievements as well as on its lessons learned.

This mission will perform a check of compliance with results listed in this TFF and will capitalize lessons

learned.

These exercises will be conducted under the final responsibility of BTC as part of its M&E policy. To

strengthen mutual accountability, coordination with similar Vietnamese procedures will be seeked if

possible. This will be assessed during the set up phase.

Final Monitoring

The purpose of final monitoring is to ensure that the key elements on the intervention’s performance

and on the development process are transferred to the partner organisation, the donor and BTC and

captured in their “institutional memory”. This enables the closure of the intervention (legal obligation for

back-donor of BTC), the hand-over to the partner organisation and the capitalisation of lessons learned.

It can be considered as a summary of what different stakeholders might want to know at closure or some

years after closure of the intervention.

87

5.10 . Financial and procurement audit

Project audit

Project audit will be organized as per BTC internal rules. Two audits are budgeted. One will be

organized in 2018 and one at the end of the intervention. Those audits will be organized

according to BTC internal rules.

BTC and the Steering Committee may request additional audits if necessary.

Audits will be handled according to BTC internal procedures

BTC Audit

The College of Commissioners will yearly audit BTC accounts. They also audit the projects at

that moment. BTC Audit Committee can also request that BTC internal auditors audit this

project.

Irish Aids may directly commission an audit if deemed necessary (not included in project

budget).

5.11 Closure of the intervention

Financial Statement

Six months before the end of the memorandum of understanding signed between BTC and Irish Aid, the

Intervention Manager together with the Intervention Change Manager must prepare a financial

statement with the Representation according to BTC procedures, presented to the closing PSC

Balances

Unused funds on bank accounts will be transferred to Irish-aid.

Expenses after the end of the Memorandum of Understanding

After the end of the Memorandum of Understanding, no expenditure will be authorized. Exceptionally,

expenditure will be authorized after the end of the MOU date, only when linked to commitments taken

before this date.

5.12 Expenses before the signature of the MoU.

Before the actual start of the project, a series of tasks can already be done during a preparatory phase:

• Establishment of the Project Management Team

• Recruitment process of staff

• Feasibility plans and studies, business plans and organisational assessments of the targeted

institutions

88

6 ANNEXES

6.1 Cross cutting themes

see also SDF-Karamoja earmarked budget and guiding principle 6 & 7

It has to be noted that the project team has all possible means to develop an integrated approach to

CCT’s. The SDF can provide funding, and for each tender, at least two cross cutting themes should be

integrated as selection criteria. Furthermore, the SDF can even create separate windows to launch

tenders to test innovative approaches in TVET concerning gender (dedicated budget line), HIV/AIDS,

sexual and gender-based violence, vulnerable groups (dedicated budget line), environment, children’s

rights, …. It is important that the project also builds upon the approaches developed by the TTE

programme in addressing the crosscutting issues as to ensure the development of a coherent approach

and to create opportunities for synergies.

6.1.1 Environment

6.1.1.1 Environmental issues: integrated in the present project at three levels:

1) Environment as a management issue: concerning school - training centre eco-

construction, consumption of energy, water, waste management on site, etc.

2) Environment as a subject within the Technical and Vocational Education and Training

system: integrated in training programmes through the curriculum, the training of

technical teachers, instructors, in-company tutors and master-crafts persons.

3) Green jobs and green skills as a focus in the SDF.

The Project Management Team will nominate one professional out of its team working at the field office

in Karamoja to be the “Environmental Manager”. This partial responsibility will be anchored in the Terms

of Reference of the post description.

The professional chosen will benefit from dedicated training and will inspect the institutional master

plans, individual building projects, construction sites and pollution-prone workshops. S/he will inform

and train the project staff and the management, staff and students of the partner institutions, and train

one environmental agent per partner institution. S/he will also link up with the public service responsible

for environmental issues (e.g. labour inspection service).

6.1.1.2 Eco-design & construction

Firstly, in constructing and equipping the new and improved facilities, the project will apply

environmentally friendly technologies. It will work with the governing boards and the management of the

directly targeted SD providers, in order to ensure that they integrate environmental considerations in

their institutional upgrading plans. BTC experience in Uganda, Vietnam, Cambodia and Palestine can

inspire the project team in drafting specific environment friendly ToR.

The project will include environmental concerns during the design phase of the spatial master plans for

the rehabilitation and extension of buildings. The approach will include passive measures: greening of

the compounds, orientation of new buildings, taking into account the exposition to the sun and the main

wind direction, the maximal use of daylight, rainwater collection and natural ventilation.

Due attention will be given also to ensuring the selection of construction materials that will have the least

89

negative environmental impact, and likewise when selecting furniture and equipment42. During

demolition, special care will be given to the removal of asbestos roofs and their proper treatment. It has

to be taken care, that all these guiding principles are included in the terms of references and tender

documents for work contracts.

6.1.1.3 Use of renewable energy

Secondly, as an active measure, autonomous photovoltaic systems that are not connected to the grid,

will be installed in the five directly targeted SD institutions. This system will diminish the fossil-based

electricity consumption and contribute to more eco-friendly building. Other alternative solutions will also

be explored and experimented, with a view to replacing wood for cooking and thereby to reduce

deforestation. One of the SD institutions visited uses already a kitchen stove, which is designed to

consume a lower quantity of fire wood. This is not a sufficient measure, but shows that small

improvements can be introduced and gradually adapted, instead of inaction and waiting for the best-

quality solution.

6.1.1.4 Waste management

Proper attention will also be given to wastewater and solid waste collection and treatment. The

wastewater collection and treatment is problematic in the majority of the SD institutions visited. The

framework contract BTC has signed on waste management, can be used to call upon international

expertise to train local project staff and staff of supported institutions in waste management and effective

use of consumables.

6.1.1.5 Preserving biodiversity

Construction sites will be chosen, taking into account existing trees and other vegetation, so as to

safeguard as much as possible valuable plant species present on the training centres and colleges’

premises. Any tree cutting for the purpose of construction will be compensated by planting at least the

same number of new trees. Planting of endemic plant species by the technical colleges and vocational

training institutes will be actively encouraged.

6.1.1.6 Awareness raising

The implementation of these activities in collaboration with the directly targeted SD institutions can also

be used for awareness activities addressing various departments of the Ministry of Education, Science,

Technology and Sports, primarily the SD Department, the Teacher and Instructor Education and Training

Department and the Directorate of Industrial Training.

Environmental concerns will be integrated in the initial and continuing technical teacher, instructor, in-

company tutor and master crafts persons’ training programmes. Technical teachers, instructors and in-

company tutors are role models for their students. Therefore, it is important that the SD institutions and

their staff adhere to environmentally friendly practices in their own day-to-day work. Ultimately, the aim

is to mainstream environmental considerations as a natural part of all training programmes. This can be

organised either as part of the formal curriculum and / or as extra-curricular activities undertaken at the

training centres and colleges, where the teachers, instructors and in-company trainers can replicate

what they have learned in their own teaching and coaching practice. The impact of such programmes

will be considerably enhanced if the environmental concerns become part of the technical teacher,

instructor, in-company tutor and master crafts persons’ training programmes.

42 The BTC construction guide and publication on renewable energy will be used as a main source to guide the works.

90

Thirdly, for SD in particular, occupational health and safety, waste minimisation, recycling, handling of

hazardous substances etc. are particularly important. Moreover there will be issues and concerns that

are relevant for specific occupations. An electrician, for example, should not only know the dangers and

hazards associated with the profession, but should ideally also be able to choose and advise customers

on the most energy-efficient solutions.

6.1.1.7 Potential for “green jobs”

The potential for green jobs is clear: Not only for recycling, but also for the installation and maintenance

of solar panels and solar energy systems, low impact brick production etc. If opportunities for green

jobs are identified, the SDF can be used to stimulate such trainings.

6.1.2 Gender

In the Ugandan Constitution, men and women are considered equal before the law in all aspects of

political, social and cultural life. However, in reality, opportunities for men and women are not equal. On

average, women in Uganda only earn between 40% and 50% of a man’s income. The incidence of youth

unemployment for girls and young women is double as high as that of males. Promoting gender equality

and women’s empowerment, (as also emphasized in MDG no. 3) is necessary for a number of good

reasons, not least because it is key to economic development and poverty eradication.

The overall strategy outlined in the Gender in Education Policy is ‘gender mainstreaming’, a conscious

approach to take into account gender equality concerns in all policy, planning, programme,

administrative and financial activities as well as organizational structures and procedures. At the lower

level of implementation, this entails amongst others that each institution in the system providing

education and training must:

• Ensure gender equality and participation

• Mainstream gender in the curricula

• Ensure that gender responsive methods of teaching, learning and assessment of learners are

applied

• Collect and maintain gender disaggregated data

• Ensure that the school environment is gender sensitive and conducive to the learning of both

sexes.

In the SD Sector, the participation of girls and young women is very limited. It is much lower than in the

primary education (grades 1 to 7) segment and in general secondary education. One explanation is the

types of trades offered in SD, which are mainly male-dominated, with the exception of health sector

occupations, administrative occupations and occupations in the hospitality sectors.

There are some exceptions in the transport and construction sectors, but they are irrelevant in

quantitative terms. The underrepresentation of girls and young women in SD reflects in some way the

underrepresentation of women in the workforce of many economic sectors. Women represent the

majority of workers in agriculture, but there they are mainly working in the subsistence agriculture

segment, where no salaries are paid.

The MoESTS “Girls in Education Strategy 2015-2019, proposes strategies to overcome the gender

imbalance in education in general. Its Goal is to “Promote girls’ education as an integral part of efforts

to create gender equity and equality in the education system in Uganda.”

This strategy outlines some actions for improved gender balance (on access, quality and learning

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outcomes) in SD, but these are less developed than f.i. the ones for basic education and secondary

education. The proposed actions are:

• to construct facilities in SD institutions that have minimal or less facilities for girls,

• to develop strategies to encourage more girls to take on technical courses

• to engender the curriculum and include girls\female friendly courses and, employable skills

for the youth

• to promote SD as a career option for girls Mentorship programme for girls

For the project’s intervention strategy, this analysis leads to the following orientations:

1) The project can provide support to an increase in the number of women who work as teachers

and instructors in the SD sector, in the directly targeted SD institutions. The role model, female

teachers can play, reinforces the self-assurance of female students.

2) The Hospitality and Tourism sector is one to the priority sectors for the project. In the Hospitality

and Tourism sector, around half of the employed staff is females.

A caveat has to be formulated here: It can be counterproductive, and a waste of energies and funds, to

promote higher female participation in SD, if the labour market is not receptive for female graduates in

the given field. Specific attention to these issues will be integrated for each tender of the SDF.

At the system level, the project will ensure that gender issues are brought to the fore in the planned

capacity development activities – in terms of reviewing and strengthening current procedures and

performance, and also not least of all, in sharing of innovative ideas and best practices amongst decision

makers and managers. At the level of individual SD institutions and cooperating companies, practices

will also be reviewed and new approaches to mainstreaming gender issues will be encouraged. The

funds earmarked for small projects can be used proactively to promote new ideas, methodologies and

gender sensitive materials.

6.1.3 HIV /AIDS

Uganda used to be a global leader in reducing the prevalence of HIV/AIDS, with figures down from 25-

30% in the early 90s to the 7,4% Successes in the fight against HIV/AIDS were mainly attributed mainly

to successful behaviour change campaigns like the ABC concept (Abstain, Be faithful, use Condom)

rather than technology. Over the past years, however, the HIV prevalence rates are on the rise again as

a result of withering attention for prevention and the number of new infections remains unacceptably

high, especially among women and adolescents. More than 1.6 million Ugandans are living with

HIV/AIDS and over 130,000 new infections occur each year, so HIV/AIDS causes tremendous suffering

and places an enormous burden on government and civil society

For all institutions within the Education Sector, the ‘Work place Policy for Education Institutions’ (2004)

serves as a guideline. The policy mainly focuses on rights, rules and procedures, but also mentions that

‘teachers’ education curriculum shall be revised to include HIV and AIDS issues’ (section 4.1.1.8)’, and

Appendix 2 outlines ‘Recommended content for employee and students education programmes’ (p. 17-

18)

The project will assist in the national fight against HIV/AIDS. At system level the efforts will be integrated

in the planned capacity development activities in terms of reviewing current guidelines and sharing best

practices and innovative ideas. At the level of individual SD institutions, current practices will also be

reviewed, using the above-mentioned guidelines as a starting point, and activities will be revised and

strengthened as needed. The funds earmarked for vulnerable groups, can be used as encouragement.

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As educators of teachers and tutors of children and adolescents, it is particularly important that the

colleges are at the forefront of the battle, linking to relevant national initiatives.

6.1.3.1 Gender, HIV/AIDS and Sexual and Gender-Based Violence

The Ugandan MoESTS HIV Prevention Plan 2011 includes a specific focus on sexual violence

prevention and response. In Uganda sexual violence in the educational environment has taken endemic

proportions. Learners and staff (teaching and non-teaching) easily engage in cross-generational and

transactional sex for marks, cars, cash, cell phones, favours, etc. Long traveling distances, poor

infrastructure, inadequate accommodation and sanitation, weak enforcement of SGBV related policies

as well as with stigma and discrimination, often turn educational institutions into unsafe and insecure

environments. Girls in Ugandan secondary schools report sexual violence and harassment from both

teachers and fellow students.

A study report published by the Ugandan MoESTS reveals that some 77.7% of children at primary school

and 82% of children at secondary school have experienced sexual abuse at school. Fifty-one percent

of the victims were aged between 10 and 13 years and 40.6% between 14 and 17 years. Teachers

appeared to the major perpetrators of sexual abuse. The percentage of children having been sexually

abused by male teachers was found to be higher in private schools (69.1%) than in public schools (66%).

Factors hampering the effectiveness and implementation of official child protection manners, include

rigid procedures for enforcing policy provisions, limited budgets, inability at the village level to address

child protection, harmful traditional cultures and inconsistencies in the decentralise government model .

Addressing school-related SV requires a proactive, holistic and multifaceted approach addressing both

prevention and response. The management and teaching staff play a key role in enhancing the

implementation of SV related policies and programmes. In order for any school-related SV policy to be

effective, teachers should also be offered opportunities for exploring their own attitudes and personal

experiences regarding SV, sexuality, HIV and AIDS.

6.1.4 Social Economy

The “social economy” comes into play, where public and private not-for-profit SD institutions offer

services to the community and engage in income-generating activities, which offer to the students the

opportunity of practicing the trade which they are learning.

The project includes master- crafts persons of the formal and the informal economy in its concept. It

may help a number of informal sector enterprises develop towards formalisation and it can contribute to

the recognition of competences acquired by practical work experience, a function which is now placed

at UGAPRIVI, the organisation of Private Training Providers in Uganda.

The SDF can provide funding to local and international NGO’s to support skills development of social

economy activities, labour market insertion of vulnerable groups etc.

Regarding construction, social clauses will be integrated, both for internships, as well as to fix a

percentage of local craftsmen to be contracted for the construction.

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6.2 Chronogram

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

to enhance the quality of skills development and make them responsive to labour

market needs in four districts in Western Uganda in line with the Skilling Uganda

Reforms

01

The BTVET en Employemnt sector have a coordinated and formally agreed

gouvernance structure, vision and medium-term strategy

01 01

Support the RTF

01 02 ESTABLISH AN M&E SYSTEM

01 03

IMPLEMENT A CAPACITY BUILDING PROGRAMME FOR ALL KEY ACTORS

01 04

SUPPORT THE ESTABLISHMENT OF COORDINATION STRUCTURES AT DISTRICT

LEVEL

01 05 UNDERTAKE ACTION RESEARCH

02

The Competitive pilot skills development fund is established and operates in the

Project Area and serves as a model for the future National Skills Development Fund

02 01

DESIGN THE SDF

02 02 BUILD CAPACITY AND ELABORATE MANUAL OF OPERATIONS

02 03

OPERATE THE Psdf

02 04 TRANSFER EXPERIENCE TO NATIONAL SDF

04

Quality of training and qualification processes IN KARAMOJA is improved and

access to quality BTVET provision is enhanced

04 01

Upgrade the first group of selected Training Providers: equipment, infrastructure

improvements, instructor and master-craftsmen training and upgrading

04 02

Upgrade the management capacities of all public and private formal Training Providers

in Karamoja: Principals, Registrars, Accountants and Heads of Department

04 03 SUPERVISE DEV PLANS OF 2+5 INSTITUTIONS

04 04

Establish - in collaboration with the National Instructors’ College Abilonino, Nakawa and

VDAB/SYNTRA– a continuous Instructor Training Division in one or more of the targeted

BTVET institutions

04 05 IMPROVE QUANTITY & QUALITY OF INTERNSHIPS

04 06

Launch training and skills development tenders through the SDF – Karamoja Basket to

improve training provision and improved access to training

04 07 SET GENDER TARGETS

04 08 SET SOCIAL TARGETS

04 09 SET QUANTITATIVE TARGETS AND TRACE

04 10 PROVIDE INTERNATIONAL AND NATIONAL EXPERTISE

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6.3 List of agencies and donors in TVET in Karamoja

No. Organisation

Category of target population Geographical coverage

1. Woord & Daad (Through ADP) in Abim

Livelihood & Skills Training Education

Vulnerable, Youth and Women ABIM, KOTIDO and KAABONG

2. Restless Development Livelihood and Vocational Training Youth (Napak, Moroto

& Kotido)

3. Cooperation & Development (C&D)

WASH, OVC, Health and Youths Skills Training

Children, Youth and other people

4. VSO Youths Skills Development The Youth

5. Save the Children International

Constructions, Child Protection, Early Childhood ,Education and Support to ABEK and Skills training

School Children, ABEK facilitators and Youths

6. UNICEF Donated tools and equipment to

Vocational training Institute Regional

7. UNDP Donated tools and equipment to

Vocational training Institute (Computers)

Regional

8. Save the Children in Uganda

SMC Training, ECD and ABEK, sponsorship of skills training

Regional

9. Church of Uganda (COU),Karamoja Diocese Development Services (KDDS)

Community education programme including skills training for the youths

Regional

10. ZOA Uganda Sponsoring youths for skills training Amudat, Karita, Loroo

S/C

11. BRAC Early Childhood Development,

Youth Development Programme, for youths

Town Councils

12. UGAPRIVI Assessment & Certification Regional

13. DIT Assessment & Certification Regional

14. UBTEB Assessment & Certification Regional

15. OPM Sponsorship Regional

16. Ministry of Education Formal & Non Formal Regional

17. European Union Non- State Actors (NSA) Calls Most NGOs, have

benefited from EU Calls - Regional

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6.4 Detailed indicative budget & scenarios for upgrading two VTI’s