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Myanmar – Swiss Centre of ExcellenceforVocationalEducationandTraining
SDCProjectno.7F-08670.01.01SDCContractno.81017372
TracerStudyAfollowupontheBaselineStudy2014
Insightfulassessmenton:• CVTGraduatedApprentices• PartnerCompanies• YoungEntrepreneursforMyanmar• In-CompanyTrainer• CVTCertifiedInstructor
Preparedfor
Preparedby
March2016
CVTMyanmar–CenterforVocationalTrainingMRCSBuilding,No.42,StrandRoad11181YangonUnionofMyanmarwww.cvt-myanmar.cominfo@cvt-myanmar.com+95(0)1383676StefanVogler(Switzerland)DirectorDevelopment/[email protected](Myanmar)[email protected]
Forfurtherinformation,pleasedonothesitatetocontactus.
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Acknowledgements
MyanmarMarketingResearchandDevelopmentCo.,Ltd.(MMRD)wouldliketoexpressitsgratitudeto individuals and officials from companies who participated as respondents in face-to-face andtelephoneinterviewsinthe2015TracerStudyfortheCVTCapacityBuildingProject.MMRDwouldalso like to thankCVTstaffandpartnercompanies,CVTGraduateApprentices,participantsof theYoung Entrepreneurs for Myanmar programme, In-Company Trainers and Certified Instructors inYangonregionfortheirtime,supportandperspectivesduringthefieldworkconductedinNovember2015.Theiractiveandvoluntarysupportwasinvaluableinthepreparationofthisreport.
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ListofAbbreviations
ASEAN AssociationofSouthEastAsianNationsCA CommercialAssistantCEBSD CentreofExcellenceforBusinessSkillsDevelopmentCESR ComprehensiveEducationSectorReviewCI CertifiedInstructors(CVT)CM CabinetMakerCVT CenterforVocationalTrainingEE CVTEmployeesER CVTEmployersE4Y EducationforYouthProgram(CVT)EL ElectricianTrainingGDP GrossDomesticProductH&G HotelandGastronomyICT In-CompanyTrainerICTC PartneroftheIn-companytrainercourseILO InternationalLabourOrganizationKII KeyInformantInterviewMMRD MyanmarMarketingResearchandDevelopmentCo.,Ltd.MMK MyanmarKyatMOLES MinistryofLabour,EmploymentandSocialSecurityMoST MinistryofScienceandTechnologyMPT MyanmaPostsandTelecommunicationsMW Metalworker(CVT)NGO Non-GovernmentalOrganizationNSSA NationalSkillStandardsAuthorityPTC PracticalTrainingCentreSDC SwissAgencyforDevelopmentandCooperationSEZ SpecialEconomicZoneSHL SwissHotelManagementAcademyLucerneSMVTI SingaporeMyanmarVocationalTrainingInstitutionSPSS StatisticalPackagefortheSocialSciencesTTWG TVETTechnicalWorkingGroupTVET TechnicalVocationalEducationandTrainingUNESCO UnitedNationsEducational,ScientificandCulturalOrganizationUSD USDollarVET VocationalEducationTrainingYE4M Post-GraduateYoungEntrepreneurshipProgramme(CVT)YSX YangonStockExchange
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TableofContents
ExecutiveSummary.................................................................................................................................1
1 ManagementSummary.....................................................................................................................4
1.1 Background................................................................................................................................4
1.2 Methodology.............................................................................................................................5
2 HighlightsoftheCurrentEconomicandEducationalContextinYangon..........................................8
2.1 EconomicSector........................................................................................................................8
2.2 EducationSector......................................................................................................................10
3 TrainingCompany............................................................................................................................11
3.1 SatisfactionoftheEmployer....................................................................................................11
3.2 ImpactoftheCVTTraining......................................................................................................12
3.3 OpiniononFinancialContributiontoCVT...............................................................................13
4 CVTGraduateApprentice................................................................................................................14
4.1 SatisfactionamongApprentices..............................................................................................14
4.2 ImpactoftheCVTTraining......................................................................................................16
5 YoungEntrepreneursforMyanmar(YE4M).....................................................................................19
5.1 5.1SatisfactionoftheStudents..............................................................................................19
5.2 ImpactoftheCVTTraining......................................................................................................20
6 In-companyTrainer..........................................................................................................................24
6.1 TrainingFeedback....................................................................................................................24
6.2 ImpactoftheCVTtraining.......................................................................................................25
7 CVTCertifiedInstructor...................................................................................................................27
7.1 TrainingFeedback....................................................................................................................27
7.2 ImpactoftheCVTtraining.......................................................................................................28
8 MultiplicationAbilityofCVT’sDualEducationPrograms................................................................30
9 Recommendations...........................................................................................................................33
9.1 CVTGraduatesandApprentices..............................................................................................33
9.2 YoungEntrepreneursforMyanmar.........................................................................................33
9.3 In-companyTrainer..................................................................................................................33
9.4 CVTCertifiedInstructor...........................................................................................................33
10Index................................................................................................................................................34
11Appendice........................................................................................................................................35
1
ExecutiveSummary
The Center for Vocational Training (CVT) was established in Yangon, Myanmar, in 2002. Theorganization’s main objective is to introduce and practice a Myanmar-adapted form of the dualapprenticeship model from Switzerland and has over the years developed five professionssuccessfullydependingheavilyonthedonationsfromSwissdonatorsandspenders.SupportedbytheSwissAgencyforDevelopmentandCooperation(SDC),CVTinitiatedin2013aCapacityBuildingProject with the overarching goal of raising protracted employment, earning and trainingopportunities to disadvantaged youth inMyanmar through extending the dual vocational trainingsystem.Theimplementationperiodoftheprojectisfromtheyear2014to2018.
MyanmarMarketingResearchandDevelopmentCo.,Ltd.(MMRD)conductedthebaselinestudyfortheprojectfromFebruarytoMay2014.In2015,CVTrepeatedtheassessmentwiththeobjectiveofupdating the baseline data, assessing new trainings, equipping CVT with relevant information totackle the challenge of fundraising, improving its programs, and thereby contributing to thesustainabledevelopmentoftheVocationalEducationsectorinMyanmar.CVTextendedthestudytoincludeparticipantsoftheYoungEntrepreneursforMyanmarprogramme,In-CompanyTrainers,andCertifiedInstructors.
Thefieldworkwasconductedfrom5to20November2015foratotalof16daysinYangonregion.Thetotalnumberofsamplerespondentswas349.MMRDselectedtheavailablesamplerespondentsfromthelistofcontactsamongthecategoriesofrespondentsprovidedbyCVT.Thesamplesizeofrespondents in each category in the 2014 and 2015 studies was determined by CVT and it iscompared in Table 1. The study uses both qualitative and quantitative data collection methods,mainly Key Informant Interviews (KIIs) and structured questionnaires. Most of the respondents(89%)wereinterviewedface-to-face,andtheremaining11%wereinterviewedbyphone.
No. CategoryofSampleRespondents 2014 20151 PartnerCompany 93 1002 CVTGraduatedApprentice(male/female) 140
(83/57)150
(66/84)3 YoungEntrepreneursforMyanmar(male/female) - 24
(15/9)4 CompanyofIn-companytrainercourse - 155 In-companytrainer(male/female) - 25
(18/7)6 CVTCertifiedInstructor(male/female) - 35
(29/4)17 Association 6 - TOTAL 239 349
Table1:ComparisonofcategoriesandsamplerespondentsfromCVTstudiesin2014and2015
1Questionnaires=35,Respondents=33
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Thekeyfindings fromthe2015TracerStudy, includingcomparisonswithresultsobtainedin2014,aresummarizedbelow:
CVTPartnerCompany
Thesatisfactionof thepartner companieson theefficiencyandproductivityofCVTgraduateshasincreased up to 98% (95% in 2014) (Outcome 2, Indicator >85%). The percentage of companies,which believe that the capacity of CVT graduates has increased after graduation, has slightlydeclined(93%in2015and99%in2014).
Regardingfinancialcontributions,morethan70%ofthecompanies,whichresponded,arewillingtopaythedefinedregistrationandannualmembershipfee. Itwasfoundthat66%ofthecompanies,which responded,would like todonate toCVT; 86%of themprefer todonateon an annualbasis.Nearlyhalfofthepartnercompanies(40%)finditreasonabletocontributeupto100,000MyanmarKyats(MMK)(76.98USD2)annually.
CVTGraduatedApprentice
OverhalfofCVTgraduatesreceivedariseinpayorapromotionafterCVTtraining(58%in2015and70% in2014) (OverallGoal, target>45%).Only2%ofCVTgraduatesearn less than100,000MMKper month after training (Overall Goal, target 2%). While the percentage of CVT graduates whoexpressed that CVT training increases their employability is still high at 96%, the figure is slightlylowerthanitwasin2014at98.6%.TheunemploymentrateamongCVTgraduatesis3%in2015.
The level of satisfaction with teachers is ‘high’ among 93% of CVT graduates - almost all of therespondentsprovidedpositive feedbackon teachingmethods.Majorityof the respondents favourthe curricula because it is based on Association of South East Asian Nations (ASEAN) andinternationalstandardsandusesagoodmixtureoftheoryandpracticalcomponentswhichareverysupportive and useful for their workplace; 94% of the respondents stated that CVT’s training isrelevant to their current line of work. The percentage of CVT graduates who expressed that thecontentofthetraining‘exceededtheirexpectations’islowerthanitwasin2014(53%in2015and61% in2014);however,94%ofCVTgraduates think that thecoursesare relevant to their currentlineofwork.
Interestingly,many of the respondents are still in the same professional or expert subject of thetraininginthecurrentworkplace,buttheyarenotnecessarilywiththesamecompanyoremployerthattheywerewithduringthetrainingperiod.
2 USD= 1299 MMK (Reference Foreign Exchange Rates of Central Bank of Myanmar as of 11th December 2015,)http://forex.cbm.gov.mm/index.php/fxrate
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YoungEntrepreneursforMyanmar
Oneoutof12graduatesstartedanewbusinessaftergraduation.Theremaininggraduateshadtheirownbusinessesbeforesigningupforthecourse.Amongthosewhoalreadyhaveabusiness,halfofthemearn revenue of 1millionMMKpermonth.Most of the graduateswith running businessesmakeaprofitofatleast300,000MMKpermonth.
Byoverallgrade,onefourthofCVT’sgraduatesmarkedtheentrepreneurshipcourseas ‘excellent’and ‘very good’. More than 90% of the students ‘agree’ with the teaching methods or teachingmaterials. They also think that the teachers arewell prepared and that the training topicsmatchtheir expectations.More than 95% of the respondentswill recommend the Young Entrepreneurscoursetoothers.
In-CompanyTrainer
Asperthefindingsofthequalitativeassessment,alloftherespondentsbelievethattheteachersareskilled and the hand-outs are impressive. Almost all of them think that the training provided isefficient. Suggestions for the course include selecting more motivated trainees who are able tobecometrainerslater.
CVTCertifiedInstructor
ThefieldofemploymentismostlyinHotelandGastronomy(H&G).Theincomeofgraduatesrangesfrom100,000to500,000MMKpermonthdependingonthepositionofemployment.Approximatelyone in twograduated instructorsarenowteaching inYangonandotherplaces. Suggestions fromsome respondents include recruiting more skilful teachers, updating the curriculum, using moreteachingaids,alibrary,andInternetaccess.
MultiplicationAbilityofCVTProgrammes
Asperthe2015TracerStudy,itisclearthatCVT’sdualVocationalEducationTraining(VET)methodis still effective - partner companies and trainees are both satisfied. It is also highly relevant tocurrent graduateswith the exception of a fewminor issues such as the limited capacity of sometrainers at CVT, which affected the level of satisfaction among some of the trainees. A thoroughreviewoftheskillsandcapacitiesofthetrainers/teachersinvariouscoursesisrecommended.Whilethe curriculum corresponds to international standards, the graduates would like it to be morecompatiblewith the changingneeds in the country.Additionally, the teaching aids and classroomfacilitiesfordifferentcoursesneedtobecompletelyequipped.
Currently, CVT’s activities and courses are knownmostly through personal contacts. To bemorewidely recognized,MMRD recommends that CVT needs to actively seek wide recognition amongpotential partners and apprentice candidates through the media, including webpage and socialmedia. Increasing the number of partner companies and potential apprentices could financiallysupportandstrengthentheproject inthelongrun. Inordertosustainitsposition,andtostayontopofdemandandsupplytrendsinthevocationaltrainingmarket,CVTshouldconsidersustainingits existing recognized courses, while also launching new courses on topics which are in highdemand. For instance, diploma courseswhich are shorter indurationwoulddowell in YangonaswellaslocationslikeMandalay,Ayeyarwady,MonandKayinStates.
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1 ManagementSummary
1.1.1 BackgroundIn2002,MaxO.Wey3,aSwissnationalformerlyemployedbyRedCrossInternational,launchedtheCenterforVocationalTraining4(CVT)inYangon,Myanmar.Sincethen,CVThaslaunchedanumberof Graduate Apprentices courses such as Cabinet Maker (2002), Commercial Assistant andMetalworker(2003),HotelandGastronomy(2007),andElectrician(2005).OthercoursesincludetheEducation for Youth Program (E4Y) (2008), Young Entrepreneurs forMyanmar (YE4M) (2014), In-CompanyTrainer(2014)andCertifiedInstructor(2014).
Inorder toexpand itsrecognizedservicesbyenlargingandoptimizing its facilities,knowledgeandexpertise,theCVTCapacityBuildingProjectstartedin2013withsupportfromSDC.Theprojecthasfourphases:
• InceptionPhase:January2013–April2014(finished)• DevelopmentPhase:July2014–April2016(ongoing)• HandoverPhase:June2016–April2017• ImprovementPhase:May2017–April2018
TheCVTBoardinSwitzerlandisleadingtheimplementationphaseandsigningrespectivecontractswith SDC. For information exchange, training of instructors and sharing of facilities, CVT has astrategicpartnershipwithSwisscontact,600Kids.organdSwissHotelManagementAcademyLucerne(SHL).
To optimize the multiplication capability of CVT’s vocational training programs and increase theemployabilityofgraduatedapprentices,fiveprofessionaltrainingcoursesareexpectedtogetofficialrecognitionfromtheNationalSkillStandardsAuthority5(NSSA)withinafewyears6.
CVT has commissioned an objective third party to evaluate the project programs, validate thebaseline studies and report accordingly. MMRD conducted the baseline study for the project inFebruary 2014. The Tracer Study commissioned in 2015 is a follow up to the baseline studyconductedbyMMRDin2014–themainobjectiveistoupdatetheinformationonthebaselinestudyand to obtain tracer data from the new trainings which include YE4M, In-company Trainer andCertifiedInstructor.
3MaxOWeypassedawayin2008.4 CVT signedwithMinistryof Labour, Employment and social Security (MOLES) andofficially registered as internationalNGOwithcertificateNo.0057inAugust2013.5Launchedin2007,theNationalSkillStandardsAuthority(NSSA)headedbydeputyministerforlabourandcomprisedofvarious stakeholders (governmentministries and private organizations) to facilitate the free flow of skill labour withinASEANregionandtoestablishtheNationalOccupationalSkillFramework.(OfficialwebsiteofNationalEmployment&SkillDevelopment)(http://www.nesdmyanmar.org/)accessedat14December20156Firstthecompetencylevelswillbedevelopedandthenthecourseswillberecognizedtroughthem(NSSA)
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Output/OutcomesandIndicatorsFromthelogicalframeworkoftheproject,someoftheimportantoutcomes/outputsandindicatorsrelatedtothisstudyarelistedbelowinTable2.
Objective/outcome/Output IndicatorandTargets MeansofverificationOverallGoal(impact)
AveragestartingsalaryCVTalumnimainfield(31%)increasedfrom100,000-200,000Kyatspermonth.Shareoflowsalaries(<100,000Kyatspermonth)oftheCVTalumnidecreasedfrom7.2%to2%.Employability:Averagepercentageofalumnireceivingapromotionaftergraduation,keepsstableon>45%
TracerStudyonCVTalumniTracerstudy/SurveyonCVTtrainingcompanies
Outcome2 Qualityapproach:Thegradeof“highsatisfaction”ofthetrainingcompanieswithgraduatesafterCVTtrainingkeepsstableon>85%.(Accordingtothecurrentbaselinestudy)
Tracerstudy/surveyonCVTtrainingcompanies
Outcome3 Youngentrepreneurs&instructortraining:AverageincomeofCVTPGDincreasesminimum15%-20%withinthefirstyearaftergraduation.
Tracerstudy/surveyonCVTPGD
Table2:Keyoutput/outcomesandindicators
1.2 Methodology
StudyDesignMMRDconductedacross-sectionalcomparative(follow-up)studyusingqualitativeandquantitativedatacollectionmethods.
StudyLocationThestudywasconductedaroundYangonarea,wheretheintervieweesarelocated.
StudyPopulationThestudypopulationwasfromamongthesixcategoriesofrespondentsselectedbyCVT:
1) PartnerCompany(ER)2) CVT‘sGraduateApprentice(EE)3) YoungEntrepreneursforMyanmar(YE4M)4) CompanyforIn-companyTrainer(ICTC)5) ParticipantofIn-companyTrainerCourse(ICTP)6) CVTCertifiedInstructor(CI)
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StudyToolsThestudytoolsusedforfielddatacollectionarelistedbelow:
1) Qualitative tool: An interview guideline was developed for Key Informant Interviews (KII)withthefollowingcategoriesofrespondents:• CompanyforIn-companyTrainer(ICTC)• ParticipantofIn-companyTrainerCourse(ICT)• CVTCertifiedInstructor(CI)
2) Quantitative tool: A structured questionnaire was developed for collecting data from thefollowingcategoriesofrespondents:• Partnercompany(ER)• CVT‘sGraduateApprentice(EE)• YoungEntrepreneursforMyanmar(YE4M)
Interviewswereconductedface-to-faceorbyphone.
SamplePopulationThetotal samplepopulation for thestudywas349respondents.MMRDselected thesample fromeach category based on the availability (ability to contact) and voluntary participation of therespondentsfromthelistofcontactsprovidedbyCVT.ThenumberofsamplerespondentsineachcategoryaswellasthedatacollectionmethodwasdecidedbyCVT(Table3).
No QuantitativeSurvey NumberofSamples
QualitativeSurvey NumberofSamples
1 Partnercompany(ER) 100 CompanyforIn-companyTrainer(ICTC)
15
2 CVTGraduatedApprentice(EE)
150 ParticipantofIn-companytrainerCourse(ICT)
25
3 YoungEntrepreneursforMyanmar(YE4M)
24 CVTCertifiedInstructor(CI) 35
Table3:Thesamplesizeanddatacollectionmethod
SummaryoftheStudyProcedurePrior to field data collection, MMRD received the sample size to study and potential list ofrespondents from CVT which included their names, courses attended or company name, contactaddressand/orphonenumber.CVTandMMRDjointlydevelopedthestudytools–questionnairesandinterviewguidelinesfortheKIIs.MMRDtranslatedthequestionnaires/guidelinesintoMyanmarlanguage.MMRDthenrecruitedthefielddatateamof15staff,andconducteda3-daytrainingtoexplain the tools and how theywere to be implemented; the training included pre-testing of thequestionnaires.
After screening the list of respondents, the field staff contacted them to inquire about theirwillingnesstoparticipateinthestudy.Interviewswerethenscheduledwithrespondentswhoweresuccessfullycontactedandvolunteeredtoparticipateinthestudy.Ontheappointeddate,timeandplace, the assigned field staff obtained verbal informed consent and interviewed the respondentsusingthequestionnaire.Fielddatacollectionwascompletedin16days(from5-20November2015).Thedatacollectedthroughtheinterviewswascleaned,codedandtranslated.
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Fieldstaffanddataentrystaffconducteddataqualitycheckstoensurethatthedatawascompleteandconsistent.Aqualitycontrolteamconductedchecksforphoneinterviews,andverifiedwhetherrespondentscompletedtheirinterviewsasscheduled.
ThedatawasthenenteredusingStatisticalPackagefortheSocialSciences(SPSS)andanalysedforthefinalreport.
LimitationsoftheStudyLimitation DescriptionandmitigationInaccessibilityofafewrespondentsduringdatacollection
FromthelistofcontactsprovidedbyCVT,MMRDwasunabletoreachgraduatesandcompanieswhosecontactdetailswereeitherout-datedor incomplete. MMRD was unable to contact7 53% (422/790) of therespondentswithinthescheduledtimeframeforthestudy.(Annex1)
Phoneinterviewswithafewrespondents
A few respondents from different categories requested that theinterviewsbeconductedonphoneinsteadofin-personduetovariouspersonalandprofessionalconstraints–11%(39/349)oftherespondentshad tobe interviewedbyphone (Table 5). Thehighest percentageofphoneinterviewswasamongrespondentsoftheYE4Mcategory(21%).Inphone interviews,althoughthefieldteamusedthesamestructuralquestionnaire as in face-to-face interviews, some of the respondentshadtobecontactedmorethanoncetocompletetheinterview,astheywerereluctanttoanswer indetail.Toovercomethesechallenges, theinterviewerhadtoexplainthepurposeofthequestionnaireindetailtothe interviewee, ensure that the questions were clearly understood,andcallmorethanonetime.DespitethemeasurestakenbyMMRDtotackle this challenge, it is likely that data collected through phoneinterviews is limited in its reliability and completeness, compared toface-to-faceinterviews.
Unmetdataforsometargetsandindicators
The questionnaire and KII guideline for the tracer study does notcapture all the information required for all the indicators and targetsforrespectiveoutcomes.Forinstance,Outcome3inCVT’slogicalframestatesthatgraduatesfromYE4MandIn-companyTrainingaretargetedto increase theiraverage incomebyaminimumof15-20%within thefirst year after graduation – this information could not be obtainedfrom this study. This limitation could perhaps be traced back to thedevelopment of the questionnaire, before the study began. It ispossible that CVT and MMRD had missed sharing some informationwhiledevelopingthetools.
Table4:Limitationsofthestudy
7Reasonsincludedmissingorincorrectphonenumbersorfailuretoreachtherespondents
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No. CategoryofSampleRespondents Facetoface Phonecontact
Phonecontact%
TOTAL
1 PartnerCompany 88 12 12% 1002 CVTGraduateApprentice 136 14 9% 1503 YoungEntrepreneursforMyanmar 19 5 21% 244 CompanyofIn-companyTrainer 14 1 6% 155 ParticipantofIn-CompanyTrainerCourse 22 3 12% 256 CertifiedInstructor 31 4 11% 35 TOTAL 310 39 11% 349
Table5:Listofsampleofrespondentsinterviewedface-to-faceorbyphone
2 HighlightsoftheCurrentEconomicandEducationalContextinYangon
FormerlythecapitalofMyanmar,Yangonisnowthecommercialcapitalofthecountrycontributingto 23%8 of its national Gross Domestic Product (GDP). Yangon region has not only a sizeablepopulation of 7.3million9 people, but also a sizeable economy at 8.93 trillionMMK in fiscal year2010-11. It has at least 14 industrial zones and various industries including exports in agriculturalproducts.Yangonhasatotalof2,71710basiceducationschools,33universities/colleges11and60112vocational training schools for subjects ranging from engineering design to media andcommunicationandfashiondesign.Inadditiontorecentpoliticaldevelopments,Myanmarhasalsoexperiencedgrowthandchangeinitseconomyandeducationenvironmentoverthepastfewyears.Recentkeydevelopmentsintheseareasarehighlightedbelow:
2.1 EconomicSectorNewEconomicLaws:TheForeignInvestmentLaw(November2012),NationalInvestmentLaw(July2013),MyanmarCentralBankLaw(July2013)andtheLawonminimumdailywageof3600MMK(2.77USD)forworkers(August2015)havebeenrecentlyenactedinMyanmar.TheseneweconomiclawsformthebackboneforallbusinesssectorsinMyanmar.
ForeignBanksOpening: Since1October2014,theGovernmentofMyanmarhasreleasedlicencesfornineforeignbankstooperateinthecountry.Thesebanksareallowedtodowholesalebankingbut not retail banking like domestic banks. Among them, the Bank of Tokyo Mitsubishi UFJ Ltd,SumitomoMitsuiBankingCorporationandOverseas-ChineseBankingCorporationLtdare the firstforeignbankstoopentheirbranchesinYangon13on23April2015.
8TheMyanmarTime(7November2011)9 ‘Census Report’. The 2014 Myanmar Population and Housing Census 2. Nay Pyi Taw: Ministry of Immigration andPopulation.(May2015)10DepartmentofEducationPlanning,MinistryofEducation(March2014)11DepartmentofPlanning12EducationDirectoryandGuideforEveryoneYangon(2014-15),MMRD13TheIrrawaddyNews,9April2015onlinenews(http://www.irrawaddy.org/business/foreign-banks-opening-branches-in-burma-for-first-time-in-decades.html)accessedat8December2015
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SpecialEconomicZone:UnderthelawforMyanmarSpecialEconomicZone,whichwasenactedinJanuary 2014, the newly opened Thilawa Special Economic Zone (SEZ)14 is located 23 kilometressoutheastofYangon.TheSEZ,a1.5billionUSDmanufacturingcomplex,ispromotedbyMyanmar-JapanThilawaDevelopmentLtd., inwhichMitsubishiCorp.,MarubeniCorp.,SumitomoCorp.,andthe government-affiliated Japan International Cooperation Agency hold a 49% stake. MyanmarFederationofChambersofCommerceandIndustryhasprovidedtherestofthecapitalfortheSEZ.Atotalof24Japanesebusinessesareincludedamongthe47foreigncompaniesthatwillbesetupintheThilawaSEZ.
Opening ofMyanmar’s StockMarket: The Yangon Stock Exchange (YSX),Myanmar’s first officialstock market, is a joint venture between the state-owned Myanmar Economic Bank, DaiwaSecuritiesGroupandtheJapanExchangeGroup15.Itwaslaunchedon9December2015inYangon.ForeigninvestorswillnowbeabletotradeMyanmarstocks“inafewmonths”,accordingtoMaungMaung Thein, Deputy Finance Minister and Chair of the Securities Exchange Commission ofMyanmar. However, a few entities inMyanmar, including theMyanmar Economic Bank, are stillundersanctionsbytheUSgovernment16. It isnotablethattheUSrecentlytemporarily liftedtraderestrictionsonshippinghubsinYangonforaperiodofsixmonths17.
Mobile and Internet Usage: In addition to the existing national telecommunications operatorMyanma Posts and Telecommunications (MPT), two international telecommunication operators,TelenorandOoredoo,launchedtheirservicesinMyanmarin2014.Mobileandinternetpenetrationskyrocketedfrom4%atthebeginningof2012to65%inOctober2015.Therearenow27million18internetusers(53%ofthetotalpopulation)alloverthecountry.
HotelandTourism:SinceMyanmaropenedupin2011,thenumberoftouristsvisitingfromaroundthe world has soared. Myanmar’s Ministry of Hotels and Tourism forecasted 4.7 million visits in201519;majorityofthetouristsenteredthroughYangonInternationalAirport.WhileYangonhas317licencedhotelsasofOctober2015,morehotelsareunderconstructionandscheduledtolaunch.
Infrastructure: Newly built hotels and high-rise buildings have flourished around Yangon. Theconstruction of affordable housing in Yangon’s suburban areas, initiated by the government, is inprogress. The upgradation and extension of Mingaladon International Airport by local andinternationalcompaniesisalsounderway.
14OfficiallylaunchedinSeptember2015(TheJapanTimesNews,24September2015)15TheWallStreetJournalonline,issueof13October2013(http://www.wsj.com/articles/myanmar-to-open-yangon-stock-exchange-in-early-december-1444775353)accessedon2November201516MyanmarTimes,12October2015(http://www.mmtimes.com/index.php/business/16932-yangon-stock-exchange-risks-opening-under-us-sanctions.html)accesseson2November201517ReuterNewsonline, 7December2015 (http://www.reuters.com/article/us-usa-myanmar-sanctions-trade) accessedat11December201518Thedaily‘Mirror’NewspaperinMyanmarlanguage,16October2015issue19MyanmarTimes,7December2015(http://www.mmtimes.com/index.php/national-news/18015-better-transport-more-open-travel-puts-myanmar-on-track-for-2015-16-tourism-arrival-goal.html)accessedon31December2015
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2.2 EducationSectorMyanmar’sgovernmenthasmadesomesignificantchangesintheeducationsector,someofwhicharedescribedbelow.
MyanmarNationalEducationLaw:TheenactmentofthenewMyanmarNationalEducationLawinSeptember2014aims to reshapethecountry’s several-decades-old failingeducational foundation.Thisnewlawcameundercriticismfromsomestudentgroupsinthecountry,whoprotestedagainstit. It was later amended – the newly developed law has sub-sector laws, including a section forTechnicalVocationalEducationandTraining(TVET)20.
TechnicalVocationalEducationandTraining(TVET):Sufficientskilledlabourisoneofthesixfocusareas forMyanmar’s Comprehensive Education Sector Review (CESR). TVET is among them. CESRrequiresanincreasein,andstrengtheningof,allaspectsofvocationaltrainingwiththeassistanceoftheprivatesector.
Veryrecently,someinternationalnon-governmentalorganizations(INGOs)assistedinthedeliveryofshortvocationaltrainingcoursesthroughlocalgovernmenttechnicalhighschools instatessuchasKayah, with the support of the Department of Technical and Vocational Education under theMinistryofScienceandTechnology.TheLoikawGovernmentTechnicalHighSchoolwillbeequippedwith teaching materials and aids to start the short vocational training courses, aided by theEuropeanUnionandtheSwissAgencyforDevelopmentandCooperation.Similarly,UnitedNationsEducational, Scientific and Cultural Organization (UNESCO), which provides policy advice to thegovernment ofMyanmar, also supports TVET reform through the CESR21 TVET TechnicalWorkingGroup(TTWG).UNESCOalsomanagesapublic-privatepartnershipprojectbetweentheMinistryofEducation,PepsiCoandUNESCOonstrengtheningbusinessskillsforyouthemploymentinMyanmar,which includes the establishment of the Centre of Excellence for Business Skills Development(CEBSD) at the Hlaing Campus of Yangon University of Economics.Currently,themainchallengesforTVETinMyanmarinclude:
• Access to training: Students have difficulties in accessing training especially in rural areaswhereonlyagriculturalextensionservicesareavailable; tuition feesanda rigidenrolmentsystemmaybebarriersforyouth
• Relevantandqualitytraining:Thequalityofthetrainingsofferedispoor,andthereisalackof trust in the qualifications on offer, there are no recognized/regulated nationalqualifications,andTVETandskilldevelopmentissupplydrivenandnotnecessarilyrelevanttotheneedsofthecommunityortheregion
• Management:Thereisanocoordinatedresponsefor,andregulationof,skillsdevelopmentinthecountry
20 The TVET sub-sector comprises multiple stakeholders, whichmakes the situation particularly complex. 21ministriesundertakesomeformofTVETthoughthebulkoccurswithintheMinistryofScienceandTechnology(MinistryofScienceandTechnology,MoST)whichisalsotheleadministryonTVETreform.TheMinisterofMoSTchairstheTVETTaskforce,establishedbythePresident’sofficein2014.AnotherimportantplayeristheMinistryofLabour,EmploymentandSocialSecurity(MOLES)whichisinchargeoftheEmploymentandSkillsDevelopment(ESD)law,enactedinAugust2013.(http://www.unescobkk.org/education/news/article/myanmar-tvet-as-key-to-educational-opportunities-for-all) accessedat20November201521 Myanmar Comprehensive Education Sector Review (CESR) Phase 1: Rapid Assessment Technical Annex on TVETSubsectorAnalysis-Policy,Legislation,Management&ServiceDelivery(8March2013)(ADB)
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100Employers(22femaleand78male)participatedinthesurveyforCVTTrainingCompanies.
3 TrainingCompany
3.1 SatisfactionoftheEmployer
EmployabilityofCVT’sGraduateApprenticeIn comparing the opportunities for CVT graduates and non-CVTgraduates,48%ofthecompaniesrespondedthatCVTgraduatesaremore likely tobeemployed,33%are likely tobepromoted,and31%arebeinggrantedmorepermissiontodosomething.Nosignificant changes were reported for 14% of the companiesinterviewed(Figure1).
Know-How,WorkExperienceandReliabilityAfterbeingtrainedfor3yearsatCVT,companiesexpectCVT’sgraduatestobemoreefficientintheworkplace (76%), to have improved capacity (61%), to have theoretical and practical knowledgerelevanttotheirjob(48%),toobtainmoretechnicalskills(42%),tohaveimprovedcommunicationskills (29%), confidence (19%), critical thinking (14%), English language skills (12%), and to beknowledgeableaboutteamwork(9%).
CVTasaTrainingPartnerAll of the companies involved in the studywere satisfiedwith theCVT trainingprogramme - 80%havea‘high’levelofsatisfactionand20%havea‘medium’levelofsatisfaction.
SourceofInformationaboutCVTAmong partner companies, 78% know about CVT from their friends. Other sources include fromothercompanies(12%), leaflets(8%),staff(6%), introductionsbyCVT(5%),email,newspapersandjournals, and other CVT stakeholders (1% each). None of the respondents knew about CVT fromFacebook,webpagesorNGOs.
48
33 31
14
20
102030405060708090100
Morechancestoemployability
Chancestobepromoted
Beinggrantedauthorizaton
Nochange Don'tKnow
ComparetheopportunityofCVTgraduatedwithnon-CVTgraduatedinpercent
AreasindifferencebetweenCVTgraduatedandnon-CVTgaduated
Figure1:OpportunitiesforCVTgraduatesversusnon-graduates
12
CompanysatisfactiononefficacyandproductivityofCVTgraduates
2014 201595% 98%
ThecapacityofCVTgraduatesatworkincreased
2014 201599% 93%
3.2 ImpactoftheCVTTraining
PerformanceRegardingtheefficiencyandproductivityofCVTapprentices,98%of
the employers interviewed were satisfied (95% in 2014)–67% were
‘highly satisfied’, and 31%were ‘satisfied’ with CVT graduates. The
remaining2%22hadnocommentonit.
QualityasPerceivedbyCompaniesRegarding the fulfilmentof companies’expectations fromCVT’s trainings,69%of the respondents
statedthatitmeetstheirexpectations,25%statedthatthetrainingexceedstheirexpectations,and
94%agreethatthetrainingfulfilstheirexpectations;4%respondedthatthetrainingdoesnotmeet
theirexpectationsand2%didnotknow.
Indicatorsandtargets(CVTLogicalframework)
• Qualityapproach:Thegradeof“highsatisfaction”ofthetrainingcompanieswithgraduatesafterCVTtrainingkeepsstableon>85%.(Outcome2)
EfficiencyofCVTgraduatesInrelationtothecapacityofCVTapprentices,93%ofthecompaniesreportedthatithasincreased
aftertheCVTtraining,5%ofthemdonotthinkithasincreased,while2%couldnottell.
AlthoughCVT’straining isbeneficial fortheemployeeaswellasthe
employer,someCVTgraduatesdonotcontinueworkinginthesame
company or firm after the CVT training is complete. CVT graduates
who left their companies after the training caused some
dissatisfaction among employers who invested time and capital in
their training. A few of them had no agreement or bond with the
company, which enabled them to leave the company without any
hesitationduringoraftertheCVTtraining.
22 Among the interviewees (respondents) from companies, some do not knowwell about the CVT trained staffwho is
completedtheCVTgraduateapprenticecourse.SomeoftheirstaffisstillattendingintheCVTcourse,notgraduatedyet.
Sotheycannotprovidethefeedbackonthem.
13
Dualtrainingsystemisapplicableandadvantageoustothem
2014 201595% 99%
Morethan70%oftheCVTtrainingpartnercompaniesarewillingtopaytheregistrationandannualmembershipfee.
ApplicabilityofaDualTrainingSystemAlmost all of CVT’s apprentices (99%) responded that the dual
trainingsystemprovidedbyCVTisapplicabletotheirwork.Graduate
respondents from courses such as Cabinet Maker (CM), Electrician
Training (EL), Hotel andGastronomy (H&G) andMetalworker (MW)
wereamongthoserespondingthatCVTcoursesarefullyapplicableto
theirrespectivework.
From the employer side, over 90% understand the benefits of the dual training system and its
applicabilitytothecompany.Theremaining6%oftheemployersfailtorecognizethevalue.
3.3 OpiniononFinancialContributiontoCVT
RegistrationFeeOver two thirds (73%) of CVT’s training partner companies which participated in the survey are
willing to contribute a registration fee23 of USD 100 over five years (2015-2020). 23% of the
respondents were unwilling to contribute that much. The key reasons for their unwillingness to
contribute include: financial difficulties (61%); no right to decide on this contribution (13%); on
completionof the training the graduates leave the company (9%); still thinking that CVTprovides
freetraining(4%);andcouldnotinvestintheapprentices(4%),amongotherreasons.
AnnualFeeRegarding the annual membership fee of USD 20, 77% of the
companies would like to support CVT because they think it is
beneficial for all employers/employees, the training fee is low-cost,
CVT requires sustaining for long, and it is a collaborative action
between CVT and the partner company. However, 18% of the
companiesarenotwillingtopayanannual fee, forwhichthereasons includefinancialdifficulties,
lack of decision-making power, no plan to send any more apprentices to CVT, resignation of
graduates on completing CVT’s training and inability to invest in the apprenticeship among other
reasons.5%oftherespondentshadnocommentontheannualfee.
DonationItwasfoundthat66%ofthepartnercompanieswerewillingtoprovideadonation24toCVT.More
thanhalfofthem(59%)arefromcompanieswith19employeesorless.
AmongthosewhowouldliketocontributetoCVT,86%prefertodosoonanannualbasisand13%
wouldprefertodonateonamonthlybasis.Amongthosewhoareinfavourofanannualdonation,
53%suggesteddonatinglessthan50,000MMKperyear. Another40%canaffordbetween50,000
to 100,000MMK annually. Only 3% stated that they would donate between 100,001 to 200,000
everyyear.Theremaining1.5%candonatenomorethan300,000MMKonceayear.
23Apaymentforaparticularright,workorserviceofCVT24MoneygiventosupportCVTinlongrun
14
150CVTgraduates(84femaleand66male)respondedtotheassessmentofCVTGraduatedApprentices.
Mandalay(74%)andAyeyawady(17%)arethemostcommonlyproposedregionstoopenbranchesofCVT.
EmployabilityofCVTgraduates
2014 201595% 96%
OpiniononOpeningBranchesinMyanmarOver74%oftheinterviewedcompaniessuggestedMandalayRegionand17%suggestedAyeyawadyRegioninwhichtoextendCVT’sbranches(previously66%forMandalayRegionand17%forNayPyiTawCouncilRegionin2014).OtherregionscommonlyproposedwereShanState(14%),MonState(10%)andKayinState(3%).
Thereasonsprovidedforexpansion intoMandalayregion include: itisapopulatedcommercialhubwithmanyindustriesincludinghotelsandtourisminupperMyanmarandtocreatemorejobopportunities,especially for those from disadvantaged backgrounds. The reasonsprovided for expansion into Ayeyarwady region include: its highpopulationdensity,tocreatemorejobopportunities,andtofacilitatethedevelopmentofthearea.
The new training programmes recommended include automobile repair services (33%), Englishlanguage classes (23%), computer training (18%), and construction training (14%). Other trainingssuggested are food processing (10%), beauty salon/dress making (10%), phone and accessoriesservices (5%), safety training, management (HR/Tourism), sales and marketing, basic bankingcourses, air-conditioning services, pharmacy, video editing, mechatronic, mechanics, agricultural,livestock,andpoliticalscience,amongothers.
4 CVTGraduateApprentice
4.1 SatisfactionamongApprentices
ReputationasCVTGraduatedApprenticeOver 61% of CVT’s graduates expect to get paid more than thoseemployeeswhodonot attend theCVT training. Themost commonreasonisbecausetheycanapplytheirknowledgefromCVT’strainingto theirwork andpractice comprehensively.Other reasons include:CVTgraduatesthinkofthemselvesasbetterthannon-CVTgraduatesineveryaspect,CVTcoursesteachthemeverythingthattheyneedtoknowfortheirjobandaCVTcertificate indicates that they are competent employees in their respective fields. Among thosegraduateswhodonotexpecttogetpaidahighersalaryafterCVTtraining,77%statedthatagrowthinsalarydependsonthelengthofservice,qualificationsandhardwork.Nearlyafourth(22%)thinkthattheyhavemanycompetitorswhoareattendingnon-CVTtrainings.Another3%respondedthatthetrainingsarenotrelevanttotheirjob.Nearly2%ofthemarealsogovernmentstaff.
EmployabilityIntermsofemployability,96%ofthegraduateapprenticesexpressedthat CVT helps them become more employable. The remaining 4%responded‘No’tothisquestion.
15
Thetrainingexceededtheexpectationsofthegraduates
2014 201561% 53%
SourceofInformationaboutCVTMostof thegraduatedapprentices (89%)get informationonCVT from their friends.Othersknow
aboutCVTfromownersoftherespectivecompaniesandothercompanies(5%each),leaflets,NGOs,
andemails(1%each).
RelevanceofCVTCoursestoCurrentWorkAsmanyas94%ofCVTgraduatesthinkthatthecoursesarerelevanttotheircurrentlineofwork.
OnlyathirdofCVTgraduatesarestill inthesamecompanyorworkingwiththesameemployerat
work while attending CVT courses; 60% of CVT graduates are no longer in the same business,
company or profession. The remaining 4% of CVT graduates aremanaging their own businesses,
whileanother3%currentlyhavenoworkatall.
QualityTheoreticalTraining&DocumentationRegardingtraining,53%oftherespondentsstatedthatthecontentofthetraining ‘exceededtheir
expectations’.Thispercentage is slightly lower than in2014 (61%).Thecourses thatexceededthe
expectationsofthegraduates,fromthebesttoleastareCM,CA,EL,H&GandMW.
Amongthegraduateswhoexpressedthatthetrainingexceededtheir
expectations, 80% think that CVT has systematic teaching, 40% like
teachingofaccounting,36%likecomputeraccounting,31%thinkthat
CVTteachershavegoodfacilitationandteachingaids,25%thinkthat
theyhavebecomeprofessional after theCVT trainingand13%have
gained mechanical knowledge. At the same time, 45% of the
respondentsthinkthatthetrainingmeetstheirexpectations.Only2%oftherespondentsanswered
thatthetrainingdoesnotmeettheirexpectationsatall.
41%ofCVTgraduateswouldliketosuggestchangestothedurationofthetheoreticalprogramme.
The types of CVT courses and suggested months for theoretical programmes (based on highest
percentageofcommonlysuggestedmonths)arementionedbelowinTable6.
No. CVTApprenticeTraining Mostlysuggestedmonthsfortheoreticalprogramme1 CommercialAssistant 24
2 CabinetMaker 24or36
3 Electrician 24
4 Hotel&Gastronomy 24or36
5 Metalworker 18
Table6:CVTApprenticetrainingandsuggestedmonthsfortheoreticalprogramme
QualityofPracticalTrainingOver 76% of CVT graduates do not think that there is a gap both in the theoretical and practical
training.Additionally,95%thinkalloftheareasareusefulfortheirwork.
Moreover, 64% of the respondents would like to keep the existing duration of courses for the
PracticalTrainingCentre(PTC).ThetraineessuggestedthatmostofthePTCsinCVTcoursesshould
beconductedwithin12-36months.ThetypeofCVTcoursesandtheirmostlysuggested(inhighest
percentage)monthsforPTCarementionedbelowinTable7.
16
Graduates’highlevelof
satisfactionwithtrainers
2014 201596% 93%
37%oftheCVTgraduatesearn
between100,000-300,000MMK,
and2%getasalarylessthan
100,000MMK
No. CVTApprenticeTraining MostlysuggestedMonthsforPCT1 CommercialAssistant 24or36
2 CabinetMaker 12or36
3 Electrician 12or36
4 Hotel&Gastronomy 12or36
5 Metalworker 12
Table7:CVTApprenticetrainingandsuggestedmonthsforPTC
Teachers&TrainersRegarding the capacity of the trainers, 93%of the respondents rated their level of satisfaction as
‘high’and7%rateditas‘medium’.Norespondentsratedtheirlevelofsatisfactionas‘low’.Themost
commonreasonsforsatisfactioninclude:1)sharingknowledgeinthe
class, 2) teaching method is systematic, 3) lecturers are patient in
deliveringthetraining,4)professionallecturersdeliverthecourse,5)
the trainers are approachable, and 6) lecturers link theory and
practicewell.Oneof therespondentscommentedthatsomeof the
lecturerscouldnotexplainhard-to-understandlessonsverywell.
In relation to the trainingofferedbyCVT,54%of thegraduateswould like tokeep theadmission
requirement and training content and syllabus, and 42% would like to keep the training period.
Amongtherespondents,33%suggestedchangestothetrainingperiod,and29%suggestedchanges
tothetheoryandpracticeratio.
4.2 ImpactoftheCVTTraining
JobOpportunitiesIt is stated that 89% of CVT graduates expect better efficiency at work compared to employees
withoutCVTtraining.Aquarteroftherespondents(26%)foreseeanincreaseinsalary,andthenext
23% anticipate a good position at work. Another 3% think that the trainings improve their
knowledgeandcommunication,while1%awaitsopportunitiesforoverseastraining.
UnemploymentRateCurrently,3%(5outof150;4fromCAand1fromH&G)ofCVTgraduatesareunemployed.Among
thesefivegraduates,two(CAandH&G)arepregnantorhaverecentlydelivered.Anothertwo(CA)
aretryingtoapplyforjobslocally.Theremainingone(CA)graduateisattendingaMaster’sDegree
course.
IncomeThroughout the CVT apprentice training, both in the theoretical
programmeandPTC,85%oftheapprenticesareprovidedasalaryby
their companies. During the theoretical programme, all those
employeesattendingtheCMcoursereceiveasalary.Almostallofthe
apprentices, irrespective of the course, receive their salaries during
theirPTC.
17
The incomeof theCVT graduates shows thatmore thanhalf (61%)of them receiveover 300,000
MMKpermonth.Anotherthird(37%)earnbetween100,000and300,000MMKonamonthlybasis.
Only2%ofthemearnlessthan100,000MMKpermonth(Figure2).
Figure2:EstimatedincomepermonthofCVTgraduates
Indicatorsandtargets(CVTLogicalframework)• AveragestartingsalaryofCVTalumnimainfield(31%)increasesfrom100,000-200,000
Kyatper• monthupto200,000–300,000Kyatpermonth.• Shareoflowsalaries(<100,000Kyatpermonth)oftheCVTalumnidecreasesfrom7.2%to
2%.
Bygender,femalegraduatesshowthesameorslightlylowersalariesthantheirmalecounterparts,
especiallybelowthesalaryof500,000MMKpermonth.Nearlyonethirdofthefemalerespondents
–mostofthemaregraduatesoftheCAapprenticecourse–earnamonthlyincomeofover500,000
MMK,whichisalmost10%higherthanmalegraduates(30%vs.21%)(Figure3).
Figure3:Income(inMMKpermonth)ofmaleandfemalegraduatesofCVTApprentice
2
37
35
26
0 10 20 30 40 50 60 70 80 90 100
Under100,000
Between100,001and300,000
Between300,001and500,000
Above500,000
PercentofCVTgraduates
RangeofIn
come
RangeofesimatedincomepermonthofCVTgraduatesinMMK
CVTgraudated
2
17
23
20
18
21
3
17
19
17
15
30
0 10 20 30 40 50 60 70 80 90 100
Lowerthan100,000
Between100,001-200,000
Between200,001-300,000
Between300,001-400,000
Between400001-500000
Above500,001
Income(inMMKpermonth)bysexamongCVTGraduatedAppreniceinpercent
Female
Male
18
CVTgraduatesreceivedapayriseorwerepromotedatwork
2014 201570% 53%
PromotionAfter completing the CVT apprenticeship training, 53% of the
graduates received a pay rise or a promotion at work (70% in the
2014 baseline study)(Figure 4). The highest percentages of traineeswhoreceivethatopportunityarefromCM,H&GorCAcourses.43%
ofthemreceiveapayriseofabouthalftheirpreviouspaymentafter
CVTgraduation.Another10%makenearlydoubletheirformersalary.
Indicatorsandtargets(CVTLogicalframework)• Employability:AveragepercentageofCVTalumnireceivingapromotionaftergraduation,
keepsstableon>45%.
Nearlyhalf(48%)ofthecompaniespromoteemployeeswhograduatedfromCVT,whileanotherhalf
(50%)doesnotpromotetheirgraduateemployees.Asmallpercentageofrespondents(2%)didnot
answer this question. The most common reasons for promotion provided by the companies
interviewed include: 1) the trainees’ capacity is in progress (85%), and 2) they are more
knowledgeableandefficientthannon-CVTgraduates(54%).ManycompaniesdonotpromoteCVT
graduatesbecausetheyarenotpermanentstaff(30%),orthebusinessitself isfamily-run(24%)or
promotionsarebasedonhardworkandnotonlyknowledgeandskill.A few (10%) think that the
graduatedstaff(4%fromCA,4%fromCMand2%fromH&G)donotshowanysignificantchangein
theircapacityaftertheCVTcourse.
Long-TermWorkContractAmongCVTgraduates,aboutathird(33%)arestillworkinginthesamecompanyorwiththesame
employerthroughwhichtheyareattendingtheCVTcourses.Morethanhalf(60%)ofthemarenow
nolongerwiththesamecompanyoremployer.
ImpactofCVTTrainingonGraduatesTheimportantfindingsontheimpactofCVTtrainingongraduatesareinrelationtotheirincreased
employability(99%vs.96%),improvedsalary(70%vs.53%)andapplicabilityofknowledgeandskillsatwork(98vs.99%)between2014and2015–thisisillustratedinFigure4.
Figure4:Comparisonbetween2014and2015onimpactofCVTtraining
98.6
70
97.996
53
99
0102030405060708090100
CVThelpinemployability Improvedsalary ApplicableatworkPercen
tofC
VTGradu
ated
App
reni
ces
ImpactofCVTtraining
Comparebetween2014and2015resultsonImpactofCVTtrainingonCVTGadautedApprenicesinpercent
2014
2015
19
24Students(15femaleand9male)includedintheanalysisofYoungEntrepreneursforMyanmar(YE4M).
5 YoungEntrepreneursforMyanmar(YE4M)
Thepilotpost-diplomacourseonYoungEntrepreneursforMyanmarcommenced in2014withthe
objective of equipping young people with entrepreneurial knowledge and skills, supporting
sustainableeconomicdevelopmentingeneral,andopeningupmoreemploymentopportunitiesfor
thenextgeneration.
5.1 5.1SatisfactionoftheStudents
OverallGradeAsanoverallgrade,aboutoneinfouroutofatotalof24sample
respondentsfromYE4Mgraduatesratedthecourseas‘excellent’
or ‘very good’. Another 62% rated it as ‘good’; 4% rated it as
averageand8%rateditas‘pass’.
QualityTheoreticalTraining&DocumentationMorethan95%oftherespondents‘stronglyagree’or‘agree’thatthetrainingcoversthetopicsthat
they would like to learn. Again, majority (87%) of them also ‘strongly agree’ or ‘agree’ that the
trainingitselfiswellstructured.Ofthetotalrespondents,4%wereundecidedand8%didnotthink
thetrainingwaswellstructured.
Regardingthetrainingmaterials,includingcurriculaandhand-outs,91%oftherespondents‘strongly
agree’or‘agree’thattheyareusefulandeasytounderstand;8%donotagree.Regardingthelength
ofthetraining,andwhetherit issufficienttodelivertheintendedcontent,46%‘stronglyagree’or
‘agree’ that the length is sufficient.On thecontrary,42%donot think the length is sufficientand
respondedas‘disagree’or‘stronglydisagree’.
Teachers&TrainersMajorityofthegraduatedentrepreneurs(87%)‘stronglyagree’or‘agree’thatthebusinesstrainers
cameacrossasself-confidentandadequatelypreparedfortheirlessons.Only4%didnotagreewith
this.
Regardingtheteachingmethods,92%oftherespondents‘stronglyagreed’or‘agreed’thatmethods
suchaspairandgroupwork,brainstorming,smallgroupdiscussions,roleplays,gamesandquizzes
usedduringthetrainingdeepenedtheunderstandingofthetrainingcontent.4%oftherespondents
didnotagreewithit.
The study found that 92% of the entrepreneurs ‘strongly agree’ or ‘agree’ that the students’
questionsrelatedtothecontentofthesessionswereansweredinacompetentmanner;8%ofthe
respondentsdisagreed.
Majority(96%)oftherespondents‘stronglyagree’or‘agree’thatthelanguageusedbythebusiness
trainerswasunderstandable for the learnersand that complicated termswereproperlyexplained
usingpracticalexamples.Only4%oftherespondentsdisagreedwithit.
20
Highconfidentin:
• Developabusinessplan• HumanresourceManagment• Microeconomics• Innovationandcreation
Leastconfidentin:
• SalesandMarketing
TrainingVenueOver two third (79%) of the respondents ‘strongly agree’ or ‘agree’ that the training venue isconducive for learning.Nonetheless,13%of the respondentsdisagreedwith it,and the remaining8%hadnocomments.
OverallImpressionWhenaskediftheywouldrecommendsomeonewithoutreservationfortheYE4Mprogram,almost96% of them ‘strongly agree’ or ‘agree’; 4% of the respondents stated that they would notrecommendittoothers.
5.2 ImpactoftheCVTTrainingThestatusandoutcomeofhavingabusinessforthe24graduatessampledfromtheYE4Mcourseislisted in Table 8. Only 42% (10 out of 24) of the respondents had their own business beforeattendingthecourse;theremaining58%didnotownabusiness.Amongthoserespondentswhodidnot have a business during the course, only two graduates (4%) establishednewbusinesses aftercompleting the course. Out of 10 graduates who already had a business, only one extended thebusiness, inadditiontotheexistingbusiness.Halfofthegraduateshavenotownedorstartedanybusinessesuntilnow.
No. StatusofGraduatesfromEntrepreneurshipProgramme Number Inpercent1 Haveabusinessduringtheentrepreneurshipcourse 10* 42%2 StartanewbusinessaftercompletionofEntrepreneurshipProgramme 2 8%3 Notownabusinessduring,andafterEntrepreneurshipProgramme 12 50%
TOTAL 24 100%Note:*Outof10,1(4%)extendsanewbusinessapartfromexistingbusinessaftercompletionofEntrepreneurshipProgramme
Table8:StatusandoutcomeofgraduatesfromEntrepreneurshipProgramme
Self-employmentNearly half of the sample (42%) had their own business during theentrepreneurship course. Majority (90%) of them felt that theirbusiness had improved after their participation in theentrepreneurship training. Another half responded that the twosignificant changes were that they could employ more people andtheir sales had increased.One third of themalso noticed that theirbusiness became more profitable and they started selling newproducts or offering new services. A few reported that their workhad become more systematic and their managerial skills hadimproved.
After the course, 90% of the trainees felt that they achieved slightly more confidence in thefollowingareas(Figure5):
1) Innovationandcreationofnewproductsandservices,andimprovementofexistingones2) Developmentofbusinessplans3) Humanresourcemanagement4) Microeconomics
21
Aslightlylowerpercentage(80%)gainedmoreconfidencein:
1) Business organization and management (selecting the right legal form of businessorganizationandmanagement)
2) Financialplanning (e.g.sales,costandprofitplans,book-keeping,profitand lossaccounts,balance)
Afterthetraining,70%ofthetraineesgainedmoreconfidentindevelopingabusinessstrategy.
Thearea inwhich traineesgained the least confidentareawas salesandmarketing -only60%ofthemreporteditashavingimproved.
Figure5:Thestatusofconfidencefeltbythetraineesafterthetraining
Intheirownbusinesses,themostfrequentlyappliedskills,whichwerelearnedduringCVTtrainings,include:
1)Developingorrefiningabusinessplan2)Improvingfinancialplanningandbook-keeping3)Reviewingcostsofgoodsandservicesandpricesetting4)Improvingmanagementofpeopleinthebusiness
Theleastappliedskillsinclude:
1)Improvingproductsandservices2)Increasingmarketingeffortsandoptimizingmarketingplan/mix3)Selectinganappropriatelegalformforthebusiness(e.g.soleproprietorship,partnership,cooperative,limitedcompany)
Noonerespondedthattheyusedtheknowledgeofapplyingforaloanfromfinancialinstitutionsintheirbusiness.
10
10
10
20
20
30
40
10
0% 20% 40% 60% 80% 100%
Developmentofabusinessplan
HumanResourceManagement
Microeconomics
Innovatonandcreatonofnewandimprovementofexistngproductsandservices
Businessorganizatonandmanagement
Financialplanningandbookkeeping
Developmentofabusinessstrategy
Salesandmarketng
Howconfidentdoyoufeelintheareassincethetraining?
AslightlymoreconfidentNochange
Lessconfident
22
MorethanhalfoftheYE4Mgraduatesdonotdoanythingtowardstartingabusiness
Theydonotstartanybusinessbecause:
• 42%areemployedstaff(Government,orNGOs)
• 25%donotfindasuitablelocationforthebusiness;
• 16%lackoffinance
OneintwelvegraduatesstartedanewbusinessaftercompletingtheEntrepreneurshipProgramme
NobusinessduringthecourseHalf of the respondents (12 out of 24) did not have their ownbusiness when they were attending the entrepreneurship course.Aftergraduation,iftheyhavetheopportunityandresources,42%ofthe graduates ‘strongly agree’ and 50% ‘agree’ to start a business.
Only8%ofthemareundecidedonit.Fromtherespondents,25%‘stronglyagree’and42%‘agree’thattheyknowthenecessarypracticaldetailstostartabusiness;onefifthoftherespondentsareundecidedonwhethertheyknowthedetailsaboutstartingabusiness.Athird(33%)ofthemwerenotsureiftheyhavetheconfidencetostartabusiness.
Among12graduates,75%ofthemgainedconfidencein:1)innovationandcreationofnewproductsandservices,andimprovementofexistingones,2)developmentofabusinessplan,and3)businessorganization and management, and 4) microeconomics. Two thirds (66.7%) achieved moreconfidencein:1)developmentofabusinessstrategy,2)financialplanningandbook-keeping,and3)humanresourcemanagement.Thelowestrateofconfidencewasfoundinsalesandmarketing.
Regarding any further action towards starting a business andbecoming an entrepreneur during or after the YE4M training, onlyonefourth(25%)oftherespondentshadconductedmarketresearchfor a business idea.More than a half (58%)had not conducted any
marketresearchsofar.Abouthalfofrespondentstooknoactiontoprepareabusiness, lookforasuitablebusiness location,or investtimeindevelopingthebusinessproduct/services.Twothirdofthemdidnotacquirethenecessarybusinessequipment(e.g.tools,furniture).Veryfewrespondentscompletedorinitiatedabusinessoftheirown.Noonecompletedapplyingfortherequiredbusinesslicences, permitsor arranged for anyothernecessary formalities.Onlyone graduatedid it so far.Organizingfinancestostart theirownbusinesswasthemostcommonactivityreportedby66%oftherespondents.
NewCompaniesOnlyoneYE4Mgraduateextendedtheirbusiness,inadditiontotheexistingone,aftergraduation.
NoActivitySoFarHalfoftherespondentsdidnothavetheirownbusinessduringorafterattendingtheYE4Mcourse.
Reasonsbehind this include:Nearlyhalfof them (42%) stated thatthey are employed staff (either government, 17% or NGOs, 25%)while 25% did not find a suitable location for the business, 16%lacked financial support,and8%reportedthat they lackconfidencein technical skillsorhave family issues.However,nooneexpressedthat they lacked confidence inentrepreneurial skills or experiencedproblemsinobtainingtherequiredthepermissionsfromauthorities.
Planstostartabusiness:OneseventhoftheYE4Mgraduateswhodonothaveanybusinesssofar,havenoplantostartabusiness.Additionally,oneoutofthreearenotcertainaboutit.Nearlyhalf(42%)ofthemintendtostartabusinesswithinoneyear.Another8%willstartbusinesseswithinthenext3years.
23
Income-RevenueandProfit
WhencomparingthemonthlyrevenuesofentrepreneurswhoalreadyownedabusinessduringtheYE4Mcoursewiththosewhostartedtheirownbusinessaftercompletingthecourse, itwasfoundthat70%ofthosehavingabusinessduringthecourseearnedmorethan1millionMMKpermonthinrevenues.Amongthem,30%receivedmorethan2millionMMKinrevenuespermonth.Alloftheentrepreneurswhostartedtheirownbusinessaftercompletingthecoursehaveamonthlyrevenueoflessthan500,000MMK(Figure6).
Figure6:ComparingmonthlyrevenueofthebusinessofYE4MGraduated
Indicatorsandtargets(CVTLogicalframework)• Youngentrepreneurs&instructortraining:AverageincomeofCVTPDGincreasesminimum
15%-20%withinthefirstyearaftergraduation(Outcome3)
As for the monthly profits, 70% of the entrepreneurs who owned a business during the coursereceivedabove300,000MMKpermonth.Nearlyoneoutofthreeofthemreceivedmorethan1.2millionMMKofmonthlyprofit.Ontheotherhand,alloftheentrepreneurswhostartedtheirownbusinessesaftercompletingthecoursereceivedamonthlyprofitmarginoflessthan100,000MMK(Figure7).
Figure7:ComparingmonthlyprofitofthebusinessofYE4MGraduates
20
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100
0 20 40 60 80 100
Lessthan500,000
500,001-1,000,000
1,000,001-1,500,000
1,500,001-2,000,000
Morethan2,000,001
MonthlyrevenueofthebusinessofYE4MGraduatesinper
cent(inMMK)
Graduatedwhostartedownbusinessaxercompletngthecourse
Graduatedwhohaveownbusinesswhentheywereayendingthecourse
20
0
30
10
30
10
100
0 20 40 60 80 100
Don'tknow
Lessthan100,000
100,001-300,000
300,001-600,000
600,001-900,000
Morethan1,200,001
MonthlyprofitofthebusinessofYE4MGraduatesinpercent(inMMK)
GraduatedwhostartedownbusinessaxercompletngthecourseGraduatedwhohaveownbusinesswhentheywereayendingthecourse
24
15Companies(3female,12male)and25In-companyTrainers(7femaleand18male)answerthein-companytrainerquestionnaires
6 In-companyTrainer
ThepilotcourseforIn-CompanyTrainersstartedinMarch2014.Thecoursetakesover70hoursandcovers subjects such as work safety, skill management, dealing with apprentices, evaluationprocessesandbasicmethodsanddidactics.
6.1 TrainingFeedback
ReasonsforAttendingTrainingBy the qualitative assessment it was found that the mostcommon reason for a company to allow their employees toattend the training programme was to increase theirproductivity (60%). Other reasons included: to share theirknowledgeandskillswithotheremployees(15%);theemployeehimself/herself was interested in attending the course; toincrease their salary, or they were requested by a highermanagingbodytoattendthetraining.
FromtheIn-CompanyTrainer’sownperspective,morethanhalfoftheresponsesindicatedthattheywantedtoincreasetheirownproductivity(55%),sharetheirknowledgeandskills(26%),wereself-motivatedand interestedtoattend(11%)orwererequestedbyseniormanagementtoattendthetraining(8%).
DifficultyinSendingEmployeesAbout80%oftherespondentsstatedthattheyfacednodifficultyinsendinganemployeetothosetrainings. The remaining 20% of them stated that they face difficulties in finding talented andmotivatedsupervisor-levelstafftoreplacethoseattendingthetraining.
CurriculaMajorityoftherespondents(23outof25)expresseda‘high’levelofsatisfactionwiththecurricula,while the remaining (2 out of 25) expressed a ‘medium’ level of satisfaction. The company’sinstructors acknowledged the practical usefulness of the curricula, which is based on Swiss andinternationalstandardsofastep-by-stepapproachandafocusonmanagementandtechnicalskillstaught through discussion methods. To improve the curricula, suggestions include updating thecurricula, adding topics on management, leadership, and human resources which are morecompatiblewithpractice.
TeacherandMethodsAll the respondents recognized the instructional skills of the teachers as good - there was noparticularprobleminunderstandingthelectures.Oneoftherespondentscommentedthatwhenthecurriculumisstudiedindependently,itisdifficulttounderstandbecauseitispreparedinEnglish.Tosolvethisproblem,theteachersshouldbeavailableandapproachablefortheinstructors(trainees)whohavetroubleunderstanding.
Satisfactionwiththeteachingmethodswasratedas‘high’or‘medium’fromalloftherespondents.The group work activity - sharing knowledge through discussions, role plays, presentations and
25
Compatible,brief,illustrative,bilinguallyexplained,re-applicableandfreely-suppliedhandouts
systematic arrangementof theeasy-to-understand teachingprogramme - is valuedby the trainedcompany instructors. One respondent suggested teaching management skills using discussionmethods.
HandoutsAlmost all of the respondents rated their satisfaction with thehandoutsprovidedduringthecourseas‘high’–thehandoutsarenotonly compatiblewith the topics, but they also serve as a referenceresource later. Other reasons are that handouts are supplied free;theyareessentiallyconcise,illustrativeandbilingual.
ClassRoomandTeachingEnvironmentMore than half of the respondents expressed ‘high’ satisfactionwith the classroom and teachingenvironment. A few respondentsexpressed ‘medium’ satisfaction- themost common reasonwasthatsomeoftheclassroomswereslightlynoisyforteachingbecausetheywereclosetothetrafficoutside.
6.2 ImpactoftheCVTtraining
TrainingEfficiencyAlmost all of the respondents from the company (14 out of 15) are either ‘satisfied’, or ‘verysatisfied’with theefficiency andproductivity of the staff.One respondenthadno commenton itbecausethetwotrainedstaffleftthecompanyrightafterthetrainingwascompleted.
Almostall respondentsexpressed that the trainers fulfilled theexpectationsof thecompany;onlyonerespondentanswered‘No’becausethestaffquitthecompanyafterthetraining.Thefulfilmentofexpectations isbecausetheknowledgeandskillsacquiredfromthetrainingcanbesharedwithother staff easily and more efficiently than before. This kind of work is fulfilling companyexpectationsandalsospeedinguptheworkprocedures.
QualityandEffectivenessIn terms of the effectiveness of the subject or its usefulness at the workplace, almost all of therespondents‘stronglyagreed’or‘agreed’withit.InBasicofDualVocationalTraining,almostall(24)ofthemstronglyagreedoragreedwithit.Inskillmanagement,preparationandimplementationofinternaltraining,dealingwithapprentices,andworksafetyandhealthprotection,majority(23/25)oftherespondentsstronglyagreedoragreedabouttheusefulnessofthesesubjects.Mostofthem(21/25) strongly agreed or agreed that basic methods and didactics are beneficial for them. Thelowest percentageof satisfaction is found in contracting andemployment -more than two thirds(19/25)oftherespondentsstronglyagreedoragreedthatthissubjectiseffective.Fiverespondentswereneutralandonerespondentdisagreedontheusefulnessofthistopic.
SuggestionsfortheProgramme:Selection of trainees: They should be prioritized from those who are very motivated and willpractically reapply the training course later - for instance, some of the TCs from governmentdepartmentsandprivatecompaniesforinstance,havehadnochancetoworkasinstructorssofar.
26
Suggestion:
• Updated,robustandprecisetrainingtopics
• Smallgroupsession• TeachinMyanmar
language• Powerpointslides• Separatedclassrooms
Curricula: It needs to be more updated and robust. A few of the respondents and companiessuggestedthatthetopicsbemorespecificandspecialized.
Topics/subjects to add: Among the respondents, a third of theinstructorswould liketoaddsubjects/topicstotheprogramme.Thenew suggestions are to add topics on general knowledge, skills onleadership, management, communication and problem solving etc.,toaddmoredetailson safetyatwork.Updatedandpromisingnewcourses such as Information Technology (IT) and mechanicalworkshopswerealsosuggested.
Teachers and teaching methods:One respondent proposed that teachers should wear uniformsduring the training hours. To have an effective teaching-learning environment, smaller grouptrainingsessionshavebeensuggested. It ispreferred thatMyanmar language25bethemediumofinstructiontoensurethatthemessagerelayedisunderstood;Englishlanguageshouldplayalesserroleduringcoaching.
As the participants have different levels of skill and knowledge, the teaching session or classesshouldbeseparatedaccordingtotheskillandknowledgeorthelearninglevelsoftherespondents.Somerespondentssuggestedfewerseminar-likesessionsandmorePowerPointslides.
Teaching activity: To achieve a more stimulating teaching environment, a few respondentsrecommended a talk show and that afternoon sessions should be replaced by games or otheractivities.
Handouts:Majority of the respondents hadno suggestions on the handouts. A fewwould like torecommend translating the handouts into Myanmar language, distributing it to the students inadvance,changingitintotextbookstyletosaveorrefertoeasily,deliveringtheminaholdingbag,andalsoprovidingPowerPointslidesinhandouts.Onerespondentsuggestedchangingthecolourofthehandoutstobedarker,becausethepresentcolourislighterinsomeway.
Classroom and teaching environment: Some suggestions include separating the office andclassroomforindividualsubjects,makingmorespaceandalessnoisyteachingenvironment.Afewsuggestedinternetconnectionintheclassroom.
25CurrentlyCVTusesMyanmarlanguageasmediumofteachingandinstructionintheclassroom
27
35Responsesby33Instructors(4female,29male)intheanalysisofCertifiedInstructor:
• 5-Metalworker• 5-Woodprocessing• 5-Electrician• 5-H&GFrontOffice• 5-H&GFoodPreparation• 5-H&GFood&Beverage• 5-H&GHousekeeping
7 CVTCertifiedInstructor
CVT’sCertified InstructorTrainingProgrammewas launched in
January 2014. H&G, Metalworker, Wood processing and
Electrician courses are in progress. Each course consists of: a
basis didactic period (total 90 hours in two weeks, a
professional education (total 250 hours in six weeks), and an
applied field trainingperiod.After eightweeksof training, the
trainees have to demonstrate their instructor’s skills to verify
theircompetencyforreceivingthe‘certificate’intheinstructor
course. The assessment was done by qualitative interviewing
method.
7.1 TrainingFeedback
i.Didactic:Curricula:Majority of the certified instructors did not provide any negative feedback about the
curriculumofthetwo-weekdidacticcourse.Onlytworespondentsexpressedthatthecurriculumis
alittlehigh-levelforthem,partlyduetotextissuedinEnglish.
Teacher and methods: About a fifth (6 out of 34) of the respondents thought that the Englishmedium of instruction makes it difficult for them to follow the course. As some of the certified
instructors have taken the basic training course before, they have no concernswith the teaching
method.Theyalsopreferthemethodofteachingbydiscussionwhichmakeslearningeasy.
Handouts:ThefindingiscombinedwiththenextsectiononProfessionalDidactic.
ii.ProfessionalDidactic:Curricula:Majority of the respondents favour the curricula because it is based on Association of
SouthEastAsianNations(ASEAN)andinternationalstandardsandusesagoodmixtureoftheoryand
practical componentswhicharevery supportiveanduseful for theirworkplace.Somecourses like
Metalworkerarereportedasimprovingdrawingskills.Afewwouldliketoupdatethecurriculumto
thelatesttechnologyanddevelopments.
Teacher and methods: Almost all of the respondents provided positive feedback - many of the
instructors liked the method of teaching based on discussion, practice and team work. Those
respondentsfromH&GtrainingrecognizetheessentialusageofEnglishlanguageduringthecourse,
butafewpreferusingbilingualteachingmethodsinEnglishandMyanmar.
Handoutsandothers:MostoftherespondentsweresatisfiedwiththehandoutsprovidedbyCVT.
Theinstructorsappreciatedthefreesupportofneat,well-preparedandcompletehandouts,itssoft
copieswhichcouldbekeptforreferencelater,andalsoPowerPointpresentationsusedduringthe
course.AfewinstructorsfromtheWoodProcessingcoursesuggestedprovidingbilingualhandouts
inMyanmar and English language. A few respondents fromH&G - Food Preparation and Food&
Beveragecourses-wouldliketoreceivetextbooksratherthanhandouts.
28
NearlyhalfofthetrainedinstructorsprovidetheteachinginYangon,Mandalay,Bagan,Dawei,KayinandShan.
iii.Evaluation:Workplace: In this phase, more than half of the respondents (21/35) have no specific opinion
becausemany feel that this fourweekevaluation is enoughand complete for them. Someof the
respondents think that this phasemayneedmore time to absorb the teaching/coachingmethod,
moreteachingaids,better logisticalarrangementswithgovernmentcounterpartsforplaceoffield
work, accommodation, place for teaching and so forth for field practice, and more information
providedbeforethefieldworkbegins.Concerningtheteachers,therespondentswouldlikethemto
demonstratecoachingfirstbeforelettingthestudentstryit.Teachersshouldbemorepunctualfor
theclasses.
Coaching: The 12 week course was recognized as enough time for majority of the respondents
(25/35)-someoftherespondentsappreciatethatthecourseissystematicallydesignedandthatit
makesthemfamiliarwithteachingmethodsandpracticalaspectsof instructingandcreatesaself-
confident instructor. Someof the respondentswhohavealready finished somebasicCVT courses
such as H&G feel quite comfortable during the 12 weeks of the course. Nonetheless, 8/35
respondents think that 12 weeks is not enough and suggested increasing it to five months. In
contrast,afewrespondentssuggestthatthecourserequiresonlytwomonthstobecomplete.
7.2 ImpactoftheCVTtraining
JobMarketAmong the 33 trained instructors interviewed, 15 (45%) of them
provided some teaching in Yangon,Mandalay, Bagan, Dawei, Kayin
and Shan State (Table 10). The rest, 18 (55%) did not provide suchactivity yet. Out of those doing their own teaching so far,majority
hadnoparticular issue.Afewinstructors(3)hadsomedifficulties in
teaching to young learners, shortening the course due to time
limitations and lack of familiarity with some of the topics of the
course,forexampleinMetalworker.
No. Subjectoftrainingproviding NumberofInstructors
Placeofteachingafterthetrainingcourse
1 H&GFoodPreparation 2 Yangon,Bagan,Mandalay
2 H&GHousekeeping 1 Yangon
3 H&GFood&Beverage 3 Mandalay,Kayin,Shan
4 H&GFrontOffice 3 Yangon,Mandalay,Kayin,Shan
5 Woodprocessing 2 Yangon
6 Electrician 3 Yangon,Mandalay,Dawei
7 Metalworker 1 Yangon
TOTAL 15
Table9:Typeoftraining,numberofinstructorsandplaceofteachingprovidedaftertheCVTInstructorcourse
FieldofEmploymentOutof33respondents,themajority(17outof33)areemployedinH&Ginvariouspositions(Table11). They are all now in the same business. One respondent who completed the H&G Food &
BeverageandFrontOfficecourseestablishedhisowntrainingschool.Allsixrespondentsfromthe
Metalworkercoursearestillinthesameindustrialprofession.Anotherfiveinstructorswhofinished
29
thewood processing course are employed in furnituremanufacturing. Three instructors from theElectrician course are in the electricity businesses, either government or private.One respondentwhofinishedtheElectriciancourseisemployedasavolunteerinstructoratthemoment.
No. Fieldofemployment
Position CIcourseattended Number
1 Hotel Manager,AssistantManager,HGConsultant,Captain,ExecutiveChef,Chef,Supervisor,F&BIn-charge,Part-timetrainer,Receptionist
Hotel&GastronomyFoodPreparation,Food&Beverage,Housekeeping,FrontOffice
17
2 Furniture Owner,Manager,Engineer,Staff Woodprocessing 53 Industry Owner,AssistantManager,
MechanicsMetalworker 6
4 Electricity Owner,AssistantManager(Government),Supervisor(Private)
Electrician 3
5 TrainingSchool
Owner Hotel&GastronomyFood&BeverageFrontOffice
1
6 Entrepreneur VolunteerInstructor Electrician 1 TOTAL 33Table10:FieldofemploymentandCVTcourseattended
ApplicabilityoftheTrainingSystemAlloftherespondentsexpressedthatthetrainingissatisfactoryforthem.Intermsofapplicabilityofthe training,majorityprovidedaverypositive responsebecause thecourses includedboth theoryandpracticalaspectsandtheycouldsharetheirknowledgeandskilleasilywiththeircolleagues.
One respondent answered that the training is not useful for him until now because the trainingattendedandthepresentpositiondoesnotmatch-forinstance,thetrainingisforhousekeepingbuthispresentpositionisinthefrontoffice.
SuggestiononProgrammeMany of the respondents had no specific suggestions for the programme. A few suggested newcoursesonautomobileworkshop,mobilephoneandITservices,refrigeratorrepair,Englishlanguagespeaking,generalknowledge,arts,humanresource,engineeringdrawingsuchasAUTOCADetc.
ToimprovetheservicesofCVT,followingaretherecommendationsfromtherespondents:
Studentselection:
• Toenrolgraduatedtraineeswithoutcurrentemployment
30
Course:
• Thecurriculashouldbeupdatedandpromotedbymorepeoplethroughmedia
• Toopenmorethanonecourseperyear
• Toprovidemoretimeforpracticalcomponents
• Todiscusswiththepartnercompanytoallowthestafftoattendthecoursesonsome
weekdays(sometraineeshavetoresignfromtheircurrentworktoattendthecourse)or
openthecoursesonweekends
TeachingEnvironment:
• Toinstallmoreteachingaidsinpracticalsessions,forexampleinH&Gprogrammes
• Toopenalibrary
• Tohaveinternetaccess
• Toteachboththeoryandpracticeinoneplace
Teachers:
• Tosupervisestudentsmore,notonlyduringthecoursebutintheworkplaceaswell
• TorecruitmorequalifiedCVTcertifiedinstructorsasteachers
• Toimprovetheskillandmoraleoftheteachers
• Tohavefrequentstudent-teachergatheringstoensurestrongrelationsandsharing
information
8 MultiplicationAbilityofCVT’sDualEducationPrograms
POSITIVEACCEPTANCEOFCVTOVERALL-TEACHINGENVIRONMENTINRELATIONTOTHE
CAPACITYBUILDINGOFTHEGRADUATESNEEDSTOBEREVIEWEDIngeneral,basedonthe findingsof the2015study, thedualVETapproachofCVTtrainings isstill
perceived and shown as a positive and beneficial method in Myanmar. Compared to other
vocational trainings,whereemployeesarenotpaidasalaryduringthecourseandareresponsible
for courseexpenses/ fees themselves, thedualVETmethodofCVT iswell-suited tocountries like
Myanmar where opportunities for acquiring work-related training and a trainee salary are rare.
Trainees are not burdened by course fees and can avoid going into debt during the course.
Moreover,therelevanceoftheCVTtrainingcontent(boththeoreticalandpracticalcomponents)to
their current work is high for many of the graduates. Compared to 2014 findings, although the
accessed indicators are well within the acceptable range of the target percentage, some of the
responses on impact of the training such as ‘perceived capacity of the graduates’, ‘high level of
satisfactionwith the trainers’, and ‘the trainingexceeded their expectations’ of the graduates are
slightlylowerinpercentageinthe2015study.Areviewoftheteachingenvironment,especiallythe
teachingskillsandexpectationsofthetraineesfromtheteachersiscrucial.
From the partner companies’ perspective, as the CVT graduates were not employed in the
companies for long, a few of the companies were dissatisfied with them. While the number of
traineesenrollingforvariousCVTcoursesorprogrammesisgrowingeveryyear,afewofthepartner
companies are losing interest in continuing to sendmore apprentices to CVT in the near future,
irrespectiveofhowmuchtheywouldliketosupportalonger-termrelationshipwithCVT.
31
It is notable that the partner companies are sendingmore of their employees to other non-CVT
trainingprogrammes(Appendix3.7).
MOREROBUSTANDBRIEFCOURSESWITHUPDATEDCURRICULAAlthoughCVT’s apprenticeship coursesarebasedon theoretical andpractical instructions, aligned
with CVT’s international/ Swiss model and with regional standards, the most striking challenge
discoveredisthatittakesalongtimetocompletethecourse.Inthemeantime,neitherthetrainee
apprenticenor thesponsorcompanycouldguarantee thatemployeewouldstillbewith thesame
companyuntiltheendofthe3-yeargraduationcourse.Manyofthesponsorcompaniesarenotbig-
scaleandthetrainingisalong-terminvestmentforthem–theyneedtoprovideatleastpartofthe
employees’ salaryand time for the training. It is thesame-for theemployeeswhoare required to
staywiththecompanyuntiltheendofthecourseandcontinueworkingwiththemforadesirable
period.
AfewapprenticesorgraduatesleavethecompanyduringthetrainingperiodorassoonastheCVT
courseiscomplete.Thisisanunexpectedlossforthecompanies.Itisalsoalossforthoseemployees
wholeavethecompanyduringthecourseandneedtocontinuethecourseattheirownexpense.To
overcomethisissue,andtosustainalong-termworkingrelationshipwiththepartnercompanies,it
isrecommendedthatCVTrevisitthedurationoftheapprenticeshiptrainingordiscusswithsolutions
withpartner companies,whichwould suit theMyanmarcontext. It isalso recommended that the
training curricula of the diverse CVT courses are reviewed and updated based on the changing
economic and technical demands inMyanmar. The trainees requestmore instructiononpractical
problemsolvingduringthetraining.Additionally,theskillsoftheteachersinCVTcourses,especially
the Certified Instructor course, need to be revised because some of the instructors are fresh
graduatesfromCVTitself.
EXPANDINGTHEPROGRAMMESANDEXTENDINGAREASThough well received, the current CVT apprenticeship and other instructor training courses are
limitedinsubjectsanddonotfullycovertheanticipatedgrowingeconomicneedsofMyanmarasa
whole (refer to Section 2). The enrolled candidates and areas covered are still confined to
metropolitan Yangon. To build local human resource capacity and employability, CVT may face
competition in the near future from upcoming vocational training programmes26which are beingstartedalloverthecountrybydifferentplayersincludingNGOsorjoint-governments.
Until now, the main source of information about CVT has been personal networks - friends and
contacts.MorebrandawarenessofCVTcoursesanditsactivitiesisnecessaryforfurtherwideningof
itsnetworkamongcompaniesandpotentialtrainees.IfCVTwouldliketoextenditscapacitybuilding
project, itneedstoconsider launchingnewsubjects/coursessuchasauto-repairworkshop,mobile
phone/ITservice,construction,andagriculturalandlivestockbreeding inMandalayorAyeyarwady
Regions(refertoSection3.cOpiniononFinancialContributiontoCVT,OpiniononOpenBranchesin
Myanmar),amongothertopics.
26SingaporeMyanmarVocationalTrainingInstitution(SMVTI)willopeninYangonwiththetrainingcoursesonhospitality
andtourism,electronics,facilitymanagementandengineeringservicesinaccordancewiththecurriculaoftheInstituteof
TechnicalEducationinSingapore.(Ministryofinformation,June2015)
32
OPTIONS FOR FUTURE REPLICATION OF CVT LIKE TRAINING INSTITUTIONS IN SDC-FOCUSEDMYANMARECONOMICDEVELOPMENTZONESReferringback to theprofile information27onthepotential replicationofCVTtraining inMonand
KayinStateinthe2014baselinereport,somehighlightedupdatesinclude:
Mon State: With a population of over 2 million28 people, Mon State ranks fourth in population
density inMyanmar. The state’s GDPwas 254,845millionMMK (USD 1736million) in fiscal year
2013-1429,contributingto4.3%ofMyanmar’sGDPin2014-15(seventhlargestamongallstatesand
regions).Keysectorsinthestateincludeagriculture(25%oftotalGDPofthestate),trading(18%of
totalGDPofthestate),transportation(17%oftotalGDPofthestate),industry(17%oftotalGDPof
thestate),meatandfishery(9%oftotalGDPofthestate),andconstruction(9%oftotalGDPofthe
state)30.Moreover, in thehoteland tourismsector, theMonStategovernment recentlyapproved
thedevelopmentofahotelzoneprojectonaneight-milestretchofthestate’scoastlineinsouthof
the capital Moulmein over the next two years. The US$12 million infrastructure development
project, planned inpartnershipwith international companies, is expected tobe completedby the
endof2017. Initialdevelopments include thebuildingof100bungalows, several three-starhotels
andrestaurants,playgrounds,poolsandotherresortfacilities31.Othersectorssuchasagriculture32
and high-potential new industries jointly developed with neighbouring Thailand33, are under
development in Mon State. All in all, Mon State has many high-potential economic sectors for
successfulreplicationofCVTtraininginstitutes.
KayinState:Adjacent toMonState,KayinState (withapopulationof1.5million34)hadaGDPof
903,568millionMMK(US$696million)andcontributedto1.9%ofthecountry’sGDPin2014-1535.
Keysectorsinthestateincludeagriculture(38%ofthestatesGDP),industry(22%ofthestatesGDP),
andtradingsharing(20%ofthestatesGDP)36.Thesectorsofpotentialgrowthincludetourismand
industry37 (400 hectares of Hpa-An Industrial zone) because of improvements in infrastructure,
energy and road accessibility. Supported by ADB, the New Asian Highway roads are under
construction;aborderportionbetweenKawkayeik-Myawaddy-MaeSotisalreadyopen.KayinState
isalsoasegmentofGreaterMekongSubregion’sEast-WestEconomicCorridor38.Thenewroad is
expected to significantly improve trade, industry and travel betweenMyanmar and Thailand, and
providetheregionswithbettereconomicopportunitiesalongwithregainingpeaceandstability in
theState.
27Table41-Optionforfuturereplication,Page64ofCVTBaselineStudyinMay2014
28NationalCensusReport,2014
29NationalEconomicandPlanningDepartment,MonState,2014
30Ibid
31http://www.mymagicalmyanmar.com/regular/coastal-hotel-zone-to-develop-in-mon-state/assessedat25January2016
327BillionKyatsAgriculturalDevelopmentLoanforMonState,February2015(BurmaNewsInternational)
33 http://www.nationmultimedia.com/business/Ten-Thai-firms-eye-investing-in-Myanmars-Mon-state-30214806.html
assessedat25January201634NationalCensusReport,2014
35 National Planning law 2015-2016 by Wunna Htun, Governance Coordinator, ActionAid Myanmar
http://www.slideshare.net/WunnaTun3?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview36NationalEconomicandPlanningDepartment,KayinState,2014
37http://www.mmtimes.com/index.php/business/14287-chief-minister-says-kayin-state-ready-to-move-ahead.html
38 Myanmar’s New Road to Prosperity (Asian Development Bank), 3 December 2014.
http://www.adb.org/news/features/myanmar-s-new-road-prosperityassessed25January2016
33
Inconclusion, it isrecommendedthatCVTprovideshortercourses,possiblydiplomas,andopeninthosestatesandregionswhichhavepositiveeconomicprospectsinthenearfuturebuthighratesofunemploymentandlowcapacityamongyoungpeoplecurrently.
9 Recommendations
9.1 CVTGraduatesandApprentices• Reconsidertheagelimitationof16-22years,becauseyoungpeopleinthatagegroupare
lessinterestedinthetraining.Possiblymoreadulttraineesshouldbeenrolledinthecourse• Selectthetraineefocusingmoreontheirmotivationandinterestinthetraining• Addnewcoursessuchascomputer,English,mobilephone/IT,auto-repairandconstruction• FurtherpromoteCVTcoursesamongcompaniesandbusinesses• Providediplomadegreesfortheexistingcourses(thepresentcoursesarethreeyearsand
onlyprovidecertificates),orprovidenewandupdatedbutshortercourseswithdiplomadegrees
• Consideropeningnewtrainingcoursesinotherregionsandstates
9.2 YoungEntrepreneursforMyanmar• UseMyanmarlanguageasthelanguageofinstruction39• Havemoretopicsandteachingonpracticalissues• Improvetheteachingofthetopicson‘salesandmarketing’toincreasetheconfidenceofthe
entrepreneurshiptrainees• OpenthecourseafterdoingafeasibilityassessmentsurveylikeInternationalLabour
Organization(ILO)• Promotethecourseasmuchaspossible
9.3 In-companyTrainer
• Enroltraineeswhohaveahigherchanceofbecominggenuineinstructors• Considerappointingteachersfromoutsidewhohavesoundtheoreticalknowledgeand
amplepracticalexperience
9.4 CVTCertifiedInstructor• Enroltraineeswhohaveahigherchanceofbecominggenuineinstructors• Considerappointingthoseteachersfromoutsidewhohavesoundtheoreticalknowledge
andamplepracticalexperience(appointedCVTgraduatesforteachershavelimitedexperienceinpracticalissuesintheworkplace)
39SomeofthetrainingdocumentsareinEnglish
34
10 Index
10.1 ListoftablesTable1:ComparisonofcategoriesandsamplerespondentsfromCVTstudiesin2014and2015.......1
Table2:Keyoutput/outcomesandindicators.......................................................................................5
Table3:Thesamplesizeanddatacollectionmethod...........................................................................6
Table4:Limitationsofthestudy............................................................................................................7
Table5:Listofsampleofrespondentsinterviewedface-to-faceorbyphone......................................8
Table6:CVTApprenticetrainingandsuggestedmonthsfortheoreticalprogramme........................15
Table7:CVTApprenticetrainingandsuggestedmonthsforPTC........................................................16
Table8:StatusandoutcomeofgraduatesfromEntrepreneurshipProgramme.................................20
Table 9: Type of training, number of instructors and place of teaching provided after the CVT
Instructorcourse..................................................................................................................................28
Table10:FieldofemploymentandCVTcourseattended...................................................................29
10.2 ListoffiguresFigure1:OpportunitiesforCVTgraduatesversusnon-graduates......................................................11
Figure2:EstimatedincomepermonthofCVTgraduates...................................................................17
Figure3:Income(inMMKpermonth)ofmaleandfemalegraduatesofCVTApprentice..................17
Figure4:Comparisonbetween2014and2015onimpactofCVTtraining..........................................18
Figure5:Thestatusofconfidencefeltbythetraineesafterthetraining...........................................21
Figure6:ComparingmonthlyrevenueofthebusinessofYE4MGraduated.......................................23
Figure7:ComparingmonthlyprofitofthebusinessofYE4MGraduates............................................23
35
11 Appendice
36
Appendix1ListofContactfor2015TracerStudy
CategoryofRespondents Detailprofessional
ListofContactprovidedbyCVT
FailedforInterview Notcontacted/includedinthesurvey
InterviewedSample
MissingPhoneNumber
IncorrectPhoneNumber
FailedPhone
Connection
OutofYangon
Refusethe
interview
Canceltheappointment
PartnerCompany
Electrician 60 0 1 10 1 2 1 17 28Metalworker 28 0 4 6 0 0 0 3 15CommercialAssistant 122 0 6 20 1 15 1 47 32CabinetMaker 28 0 0 2 2 0 0 13 11Hotel&Gastronomy 65 1 9 8 0 7 0 26 14
Total 303 1 20 46 4 24 2 106 100
CVTGraduatedApprentice
CommercialAssistant 270 51 16 48 6 12 3 39 95CabinetMaker 78 22 1 7 1 1 0 35 11Electrician 130 21 9 10 1 3 1 65 20Hotel&Gastronomy 87 30 5 8 2 1 0 25 16Metalworker 95 44 2 1 2 1 0 37 8
Total 660 168 33 74 12 18 4 201 150
YoungEntrepreneurProgrammeYE4M-Pilot1 11 0 0 0 1 1 1 0 8YE4M-Pilot2 22 1 1 1 0 1 0 10 8YE4M-Pilot3 19 0 0 1 0 0 0 10 8
Total 52 1 1 2 1 2 1 20 24PartneroftheIn-companytrainer ICTC 40 0 0 1 0 5 0 19 15
Total 40 0 0 1 0 5 0 19 15
ParticipantofIn-companytrainercourse
ICT-Pilot1 19 0 0 0 0 0 0 8 11ICT-Pilot2 20 0 1 1 0 3 0 7 8ICT-Pilot3 18 0 0 1 0 5 0 6 6
Total 57 0 1 2 0 8 0 21 25
CertifiedInstructor
Electrician 11 0 0 1 0 0 2 3 5FoodandBeverage 23 0 0 0 0 0 0 18 5FrontOfficer 22 0 1 1 1 0 0 14 5FoodPreparation 8 0 0 1 1 0 0 1 5HouseKeeping 20 0 0 1 0 0 0 14 5Metalworker 6 0 0 0 0 1 0 0 5Woodprocessing 10 0 0 0 0 0 0 5 5
Total 100 0 2 4 2 1 2 55 35GrandTotal 1212 170 56 129 19 58 9 422 349
37
Appendix2DemographicdataofCVTGraduatedApprenticeingraph
A2.1AgeGroupsofCVTGraduatedApprentice
A2.2SexDistributionofCVTGraduatedApprentice
A2.3EducationlevelofCVTGraduatedApprentice
24
51
21
3 10
102030405060708090100
20-25years 26-30years 31-35years 36-40years 41-45years
AgeGroupofSampleofCVTGraduatedApprenHceinpercent
AgeGroupofRespondentinpercent
44
56
SexcontribuHonofSampleofCVTgraduatedApprenHceinpercent
Male Female
1
1011
71
7
EducaHonlevelofSampleofCVTGraduatedApprenHceinpercent
Middleschool
Highschool
University
Graduated
Postgraduated
38
A2.4SalaryoftheCVTgraduatesinMMK
A2.5TypeofbusinessofCVTgraduates
A2.6ScaleandsizeofbusinessofCVTgraduates
2
17
21
18
17
26
0 10 20 30 40 50 60 70 80 90 100
Lowerthan100,000
Between100001-200000
Between200001-300000
Between300001-400000
Between400001-500000
Above500001
SalaryofSampleofCVTgraduatesinMMKinpercent
IncomepermonthinMMK
23
1066
TypeofBusinessofthesampleofCVTgraudatedinpercent
ProducBon
Trading
Services
9
12
43
35
1
0 10 20 30 40 50
Lessthan5employees
Between6and19employees
Between20and100employees
Morethan100employees
Don'tknow
ScaleandSizeofBusinessofCVTgraduatesinpercent
ScaleandSizeofBusiness
39
63
713 11
5
0
10
20
30
40
50
60
70
80
90
100
CommercialAssistantTraining
CabinetMakerTraining
ElectricianTraining
HotelandGastronomyTraining
MetalworkerTraining
CVTtrainingprogramaQendedbytherespondentsinpercent
TrainingprogramaMended
A2.7YearofenrolmenttoCVTgraduatedcourse
A2.8CausesofattendingCVTtrainingprogramme
A2.9CVTTrainingProgrammeattended
24
69
7
YearofEnrolmentofCVTgraduatedcourseinpercent
2002-2006
2007-2011
ANer2012
71
53
25
17
14
13
7
2
1
0 10 20 30 40 50 60 70 80 90 100
Hobby/Interest
Relatedtowork
CVTisanadvancedtrainingprovider
Moredetailedtrainingisprovided
BeabletosecuregoodposiBonatwork
Employability
Encouragedbyemployer
Getpromotedatwork
BecomeaJuniorProfessional
CausesofaQendingCVTtrainingprograminpercent
CauseofaMendingtrainingprogram
40
A2.10ImpactoftrainingonCVTgraduates
A2.11PayriseinCVTgraduates
A2.12TrainingmetexpectationsofCVTgraduated
96
53
99
4
47
10102030405060708090
100
CVThelpinemployability Improvedsalary Applicableatwork
ImpactoftrainingonCVTgraduatesinpercent
YesNo
43
1811 8 5 3 3 3 3 3 1 1 1
0102030405060708090100
50 30 20 100 60 25 10 40 70 75 2 45 Don'twanttosay
PayraiseofCVTGraduatesinpercent
Payraiseinpercent
5345
2
TrainingmetexpectaWonsofCVTGraduatedinpercent
ExceededexpectaBons
MetexpectaBons
Didn’tmeetmyexpectaBons
41
A2.13Thereasonswhytrainingexceededexpectations
A2.14SatisfactionwithtrainersbyCVTgraduated
A2.15Causesofthesatisfactionwiththetrainers
80
40
36
31
25
13
3
0 10 20 30 40 50 60 70 80 90 100
SystemaBcteaching
TeachingofAccounBng
ComputerAccounBng
GoodteachingfaciliBes,toolsandaids
TobeprofessionalskillworkeratrespecBvefieldaNerCVTtraining
Knowledgeonmechanics
Englishlanguage
ThereasonswhytrainingexceededexpectaWonsinpercent
WhytrainingexceededexpectaBons
93
7
SaWsfacWonwithtrainersbyCVTGraduatedinpercent
High Medium
61
60
56
43
38
25
1
0 10 20 30 40 50 60 70 80 90 100
Sharingknowledgeintheclass
TeachingmethodissystemaBc
LecturerspaBentlydeliveredthetraining
Deliveredbyprofessionallecturers
Easilyapproachabletrainers
LecturerscanexplainverywellonlinkingtheoryandpracBcal
Someteacherscan'texplainthecomplexlessonswell
CauseofsaWsfacWonwithtrainersinpercent
CauseofsaBsfacBonwithtrainers
42
A2.16DifferencebetweenCVTgraduatedandworkerswithoutCVTtraining
A2.17SuggestionsonCVTcoursestobechanged
-
A2.18Recommendationontheoreticalandpracticalcourse
89
26
23
20
3
1
0 20 40 60 80 100
Efficientatwork
Salary
GoodposiBonatwork
Careeradvancement
ImproveKnowledge/ImprovecommunicaBon
Overseastrainingopportunity
AreasCVTgraduatesdowellincomparetoworkerswithoutCVTtraininginpercent
AreasCVTgraduateddowellthanthosewithoutCVTtraining
33
29
28
15
5
1
1
0 20 40 60 80 100
Trainingperiod
TheoryandpracBceraBo
Don'twanttochange/NoopBon
Trainingcontent/syllabus
Admissionrequirement
Specificsubjectcourse
Don'tknow
WhatshouldbechangedforCVTinpercent
WhatshouldbechangedforCVT
39
17
17
17
8
6
3
3
0 20 40 60 80 100
moretheorycourses(LogisBc/Fo/AC/HR/
Updatedcourses(StockShare)
ExtendtheBmeofpracBcaltrainings
MoretechingonEnglishlanguage
Moregeneralknowledge
Teachingaids,materials(forpracBcal)
Trainingforplumbingtechniques
TeachwiththedomesBcmachines
RecommendedtheoreWcalandpracWcalcourse
RecommendedtheoreBcalandpracBcalcourse
43
Appendix3BackgrounddataofPartnerCompaniesingraph
A3.1Yearofestablishmentofthepartnercompanies
A3.2Typesofbusinessofthepartnercompanies
A3.3Scaleandsizeofbusinessofthepartnercompanies
3 13
11
226
18
27
YearofEstablishmentofthepartnercompaniesinpercentBefore1985
1985-1990
1991-1995
1996-2000
2001-2005
2006-2010
2011-2015
26
767
TypeofBusinessofthesampleofpartnercompaniesinpercent
ProducBon
Trading
Services
17
29 29 25
0102030405060708090
100
Lessthan5employees
Between6and19employees
Between20and100employees
Morethan100employees
ScaleandsizeofBusinessofthesampleofpartnercompaniesinpercent
ScaleofBusiness
44
A3.4DesiretomakedonationtoCVTbythepartnercompanies
A3.5ContributiontoCVTbypartnercompanies
A3.6Planofexpansionofbusinessbypartnercompanies
6617
17
DesiretomakedonaWontoCVTbythepartnercompaniesinpercent
YesNoDon'tknow
53
41
3
2
2
0 20 40 60 80 100
Lessthan50,000
Between50001-100000
Between100001-200000
Between200001-300000
Morethan300,000
AmountofContribuWontoCVTbypartnercompanies(inMMK)inpercent
AmountofContribuBoninMMK
3862
Anyplanforbusinessexpansioninotherstatesandregionsbythepartnercompaniesinpercent
Yes
No
45
A3.7Employeesfrompartnercompaniesjoinednon-CVTtraininginlast12month
87
4 2 2 2 20
10
20
30
40
50
60
70
80
90
100
Under15 15-30 31-45 46-60 61-75 91-105
NumberofEmployeesfromthepartnercompaniesallowedtojointrainingprogramme(NotCVT)inlast12monthsinpercent
Employeesallowedtojointrainingprogramme(notCVT)inlast12months
46
Appendix4Organizationchart