project administration manual - asian development bank · pdf fileafter adb board approval of...

Equipping Youth for Employment Project (RRP MYA 48431)

Version: 11 October 2016 Project Number: MYA 48431 Loan Number: <<{LXXXX }>>

Myanmar: Equipping Youth for Employment Project

Project Administration Manual

http://www.adb.org/Documents/RRPs/?id=48431-003-3

http://www.adb.org/Documents/RRPs/?id=48431-003-3

ABBREVIATIONS

ADB = Asian Development Bank ASLO = assessment of learning outcomes BEHS = basic education high school BEMS = basic education middle school BHS = basic education high school BMS = basic education middle school CBMSC = competency based modular short course CDT = curriculum development team CPD = continuing professional development CRC = camera ready copy CQS = consultant’s qualifications selection DBE = Department of Basic Education DDG = Deputy Director General DEO = District Education Office DG = Director General DHE = Department of Higher Education DME = Department of Myanmar Examinations DMF = design and monitoring framework DPO = development partner organization DERPT = Department of Education Research, Planning and Training DTVET = Department for Technical and Vocational Education and Training EA = Executing Agency EC = education college EDC = education degree college EGP = ethnic group plan EMIS = education management information system EYE = Equipping Youth for Employment FMA = financial management assessment FY = fiscal year GAP = gender action plan GOM = Government of Myanmar GMS = Greater Mekong Subregion GTHS = government technical high school HE = Higher Education HT = head teacher IC = international consultant ICB = international competitive bidding ICS = individual consultants selection ICT4ME = information communication technology for Myanmar education ITC = industrial training center IU = Implementing Unit JFPR = Japan Fund for Poverty Reduction LD = link document LSE = lower secondary education MAC = Myanmar Accountancy Council MEB = Myanmar Economic Bank M&E = monitoring and evaluation MOE = Ministry of Education

MOI-HRD = Ministry of Industry – Human Resource Development MOLIP = Ministry of Labor, Immigration and Population MOPF = Ministry of Planning and Finance NC = national consultant NCB = national competitive bidding NESP = National Education Strategic Plan NGO = non-government organization NSSA = National Skill Standards Authority OAG = Office of the Auditor General OSY = out of school youth PAM = project administration manual PD = Project Director PIC = project implementing consultant PMU = Project Management Unit PPP = public-private partnership PPS = post-primary school PPTA = project preparatory technical assistance QCBS = quality and cost based selection RCT = randomized control trial RRP = Report and Recommendation of the President SAE-PAC = Southeast Asia Parties against Corruption SES = secondary education subsector SOE = statement of expenditure S/REO = State / Region Education Office SWC = Subject-Wise Committee TA = technical assistance TB = text book TE = teacher education TEO = Township Education Office TG = teacher’s guide TOR = terms of reference TVET = technical and vocational education and training UAGO = Union Attorney General’s Office UDNR = University for the Development of National Races UMFCCI = Union of Myanmar Federation of Chambers of Commerce and Industry UNCAC = United Nations Convention against Corruption UOE = university of education USE = upper secondary education

CONTENTS

I. PROJECT DESCRIPTION 1

II. IMPLEMENTATION PLANS 35

A. Project Readiness Activities 35 B. Overall Project Implementation Plan 36

III. PROJECT MANAGEMENT ARRANGEMENTS 38

A. Project Implementation Organizations: Roles and Responsibilities 38 B. Key Persons Involved in Implementation 40 C. Project Organization Structure 40

IV. COSTS AND FINANCING 41

V. FINANCIAL MANAGEMENT 53

A. Financial Management Assessment 53 B. Disbursement 57 C. Accounting 58 D. Auditing and Public Disclosure 59

VI. PROCUREMENT AND CONSULTING SERVICES 61

A. Advance Contracting 61 B. Procurement of Goods, Works and Consulting Services 61 C. Procurement Plan 62 D. Outline Consultant Terms of Reference 78

VII. SAFEGUARDS 86

VIII. GENDER AND SOCIAL DIMENSIONS 86

IX. PERFORMANCE MONITORING, EVALUATION, REPORTING, AND COMMUNICATION 91

A. Project Design and Monitoring Framework 91 B. Monitoring 91 C. Evaluation 92 D. Reporting 92 E. Stakeholder Communication Strategy 93

X. ANTICORRUPTION POLICY 93

XI. ACCOUNTABILITY MECHANISM 94

XII. RECORD OF CHANGES TO THE PROJECT ADMINISTRATION MANUAL 94

ANNEX: TECHNICAL APPENDIXES TO ORIGINAL PAM 95

Project Administration Manual Purpose and Process

1. The project administration manual (PAM) describes the essential administrative and management requirements to implement the project on time, within budget, and in accordance with the policies and procedures of the government and Asian Development Bank (ADB). The PAM should include references to all available templates and instructions either through linkages to relevant URLs or directly incorporated in the PAM.

2. The Ministry of Education (MOE), as the executing agency, and Department of Education Research, Planning and Training (DERPT), as the implementing agency are responsible for the implementation of this ADB-financed project, as agreed jointly between the borrower and ADB, and in accordance with the policies and procedures of the government and ADB. ADB staff is responsible for supporting implementation including compliance by executing and implementing agencies of their obligations and responsibilities for project implementation in accordance with ADB’s policies and procedures.

3. At loan negotiations, the borrower and ADB shall agree to the PAM and ensure consistency with the loan agreements. Such agreement shall be reflected in the minutes of the loan negotiations. In the event of any discrepancy or contradiction between the PAM and the loan agreements, the provisions of the loan agreements shall prevail.

4. After ADB Board approval of the project's report and recommendations of the President (RRP),

changes in implementation arrangements are subject to agreement and approval pursuant to relevant government and ADB administrative procedures (including the Project Administration Instructions) and upon such approval, they will be subsequently incorporated in the PAM.

1

I. PROJECT DESCRIPTION

1. The proposed Equipping Youth for Employment Project (EYE) will help strengthen Myanmar’s education and skills base, supporting Myanmar’s transition toward a modern, market-based economy, and promoting inclusive growth and job creation. In particular, it will advance national reforms of the secondary education subsector (SES) and technical and vocational education and training (TVET) aimed at realigning SES and TVET to effectively meet Myanmar’s evolving workforce needs. Complementing other development partner organization (DPO) support and building on ongoing Asian Development Bank (ADB) technical assistance (TA), EYE’s design emphasizes policy-level support for cohesive reforms of SES and TVET, and directly supports the government in implementing selected key priorities in the National Education Strategic Plan, 2016-2021 (NESP) Policy and Programme Framework. To support rationalization of SES and TVET and address key interlinked challenges in subsector management, access, and quality and relevance, EYE’s design is structured around 3 outputs: (i) policy frameworks and capacities for cohesive, workforce-responsive SES and TVET enhanced; (ii) new SES curriculum delivered and access expanded; and (iii) new TVET programs introduced and access expanded. EYE will principally be national in scope, while also providing targeted investments to expand SES and TVET access for underserved populations in areas lying on key economic corridors. 2. EYE’s design recognizes that SES and TVET lie at the epicenter of Myanmar’s human capital challenge. Many young entrants to Myanmar’s workforce are poorly educated and unskilled or poorly skilled, undercutting national poverty reduction and inclusive growth objectives and threatening to trap the economy in a natural resource exploitation-based, low value-added model. SES (which produces most workforce entrants) and TVET (which suffers from very low access) are largely supply-driven and not responsive to Myanmar’s evolving labor force needs. SES and TVET are also not mutually aligned or strategically linked. Such gaps in subsector management are interlinked with gaps in access and quality. Of the roughly 1.1 million new primary school entrants each year, only 10% complete upper secondary education (USE) 11 years later. Given that most forms of TVET (like higher education) require USE completion, this leaves a “missing million” youth without access to many forms of employment, skill training, or higher education. Prospects are particularly bleak for the half of all youth (and two-thirds of those in poor households) unable to complete even lower secondary education (LSE). Partly as a result of this, TVET access has been very low, with only 1 in 60 youth aged 16-19 enrolled in any form of training (versus 1 in 9 enrolled in higher education). Access to skills training is virtually nonexistent in rural areas, and access to construction, mechanical, or industrial skills is limited. Finally, low quality directly undermines access. In SES, outdated, weakly relevant curriculum and rote-based pedagogy (i) undercuts learning outcomes, evidenced in the two-thirds failure rate on the matriculation exam at the end of USE; (ii) drives up costs of LSE and particularly USE; and (iii) contributes to lack of interest as the lead reason cited for SES dropout. Similarly, perceived low quality and relevance undermines both demand for TVET and trainee employability. 3. At the same time, EYE’s design recognizes and builds on Myanmar’s achievement of several critical keystones for SES and TVET reforms. These include (i) the government’s redoubled emphasis on education—reflected in the tripling of the education budget during fiscal years FY2011/12 and FY2013/14 alone; (ii) adoption of an evidence-based approach, with the ongoing Comprehensive Education Sector Review (CESR) feeding into formulation of the NESP; and (iii) commitment by the Ministry of Education (MOE), Department for Technical and Vocational Education (DTVET) and the Ministry of Industry (MOI), and other agencies to pursue

2

cohesive SES and TVET reforms. EYE will provide complementary policy- and investment-level support for these reforms. The “phase 1” design also lays a foundation for integrated, longer-term support to education sector reforms by ADB, potentially in collaboration with other DPOs. A. Impact and Outcome 4. EYE will contribute to the longer-term impact of enhanced education and skills base for inclusive growth. Its expected outcome is secondary education and TVET realigned to evolving labor force needs and equitably expanded. Specific indicators and targets at the outcome and output levels are identified in the revised draft design and monitoring framework (DMF) in Appendix 1. B. Outputs 5. Supporting key SES and TVET reform thrusts laid out in the NESP, EYE will deliver three core outputs:

(i) Policy frameworks and capacities for cohesive, workforce-responsive SES and TVET enhanced - to anchor subsector-specific interventions under outputs 2-3, output 1 will advance cross-cutting reforms to rationalize and better link SES and TVET and reorient them to demand-driven, competency-based approaches, and will build related capacities within MOE, MOI, MOLIP, and related agencies;

(ii) New SES curriculum delivered and access expanded - as the main DPO support to SES under the NESP, output 2 will focus on supporting MOE’s implementation of curriculum reforms aimed at improving SES quality and relevance (which appear to be the lead factor undermining SES completion and learning outcomes), with focused support for access-related interventions (e.g., civil works and social marketing ); and

(iii) New TVET programs introduced and access expanded—output 3 will support

the expansion of labor market-responsive TVET programs, focusing on replication and diversification of competency-based modular short courses being piloted with ADB TA support. It will provide related equipment and minor civil works, as well as support for stipends, social marketing, and other demand-side interventions.

6. The detailed design under EYE’s investment project component will support linked and coordinated interventions that are closely aligned with support to the government to fully operationalize recent/emerging “stage 1” policy reforms and to achieve key agreed forward-looking “stage 2” policy deliverables (Appendix 2 Key Policy Deliverables) and with priorities for SES and TVET outlined in the NESP. The project aims to support nationwide reforms, with some interventions targeted to prioritized disadvantaged areas where dropout after primary school is concentrated. All three outputs will include significant investment in capacity development programs, which will generally target at least 50% female participation and encourage ethnic group representation. Key design features and targets are outlined by output below, as well as in the DMF (Appendix 1).

3

Output 1: Policy frameworks and capacities for cohesive, workforce-responsive secondary education subsector (SES) and TVET enhanced

7. Cross-cutting Policy Overview. Low levels of education and skills among youth undermine Myanmar’s prospects for sustainable, balanced, and inclusive growth while posing a critical constraint to poverty reduction, leaving large segments of the population (particularly in poor and rural areas) unable to participate in socioeconomic transformation and likely to remain trapped in unskilled, often part-time labor. These challenges reflect gaps in access to and completion of education and training, the interlinked challenges related to curriculum quality and relevance, and lack of alignment of both academic education and TVET with Myanmar’s evolving needs for “soft” and “hard” skills. The NESP (2016) maps the reform strategies needed to move from a predominantly academic and supply-driven post-primary education system to a demand-driven approach, focusing on skills and competencies, and opening the way for strengthened MOE and MOI engagement and dialogue with industry partners and employers. In view of such challenges and new directions, EYE output 1 will provide policy- and investment-level support to the government to fully operationalize recent/emerging “stage 1” policy reforms and to achieve key agreed forward-looking “stage 2” policy deliverables.

Policy Area

Stage 1 Policy Deliverables Achieved/Expected by End 2016

Stage 2 Policy Deliverables for achievement by end 2019

1.1) Evidence-based reforms and planning

S1.1.1a) The Government has completed and publically disseminated results from the Comprehensive Education Sector Review (CESR) providing updated evidence on the entire education sector, including analysis of equity across gender and other dimensions. S1.1.1b) Based on the CESR, the Government has formulated a National Education Strategic Plan (NESP) Programme and Policy Framework for 2016-2021 that prioritizes equitable access and employment opportunities for all females and males, with initial investments reflected in the budget for FY2016/17

1.2) Realigning academic-track education and TVET to a modern Myanmar economy

S1.1.2) The Government has promulgated a National Education Law, which provides a unified legal framework for the entire education sector and reforms to strengthen the sector’s role in developing a skilled workforce, and emphasizes equity across gender and other dimensions.

S2.1.2a) The Ministry of Education (MOE) has formulated a mapping of core competencies targeted in the new lower secondary education (LSE), upper secondary education (USE), and government technical high school curricula S2.1.2b) MOE has formulated (i) a National Qualifications Framework providing a common reference frame for qualifications provided by academic-track education and TVET; and (ii) a policy on learning pathways linking TVET and academic education

4

Sub-output 1A: New mechanisms to support school-employment linkages 8. Rationale. Recent industry-focused surveys in Myanmar 1 identify a lack of skilled workers as a serious obstacle to the efficient operation and growth of the business sector within the emerging modern economy. Employers report that general school education and TVET training is not equipping young people with the skills needed in the workplace. It will be critical that the government engage with industry and private education and training providers to identify current and emerging skill needs and ensure that education systems produce those skills. However, there are currently no formal mechanisms to support such dialogue to jointly formulate a more demand driven education system. Policy-level mechanisms are needed that bring together relevant agencies and industry to jointly identify evolving skill needs and ensure general education and TVET is more responsive to collectively meet these. 9. EYE will provide support to strengthen SES and TVET school-employment linkages through delivery of a series of capacity building workshops and seminars at central, region/state and TVET institution level, indicatively shown in the table below and further outlined under Activity Areas 1A1 and 1A2. Activity Area

Activity Target Groups EYE Inputs (indicative)

Notes

1A1 Central, Region/State and Institution level capacity development seminars and workshops in use of LFS and other relevant survey data

Representatives from DTVET, MOI, DERPT CDT, GTHS/ITC HT

2100 workshop days 7 IC months 40 NC months

Activities distributed across each year of the project period

1A2 i. Central level annual “Industry Links” seminar for strategic review of skill standards and skills in BEHS and CBMSC

ii. Region/state level “Industry Links” workshops for action planning, industry visits and identification of skills

iii. Institution level “Industry Links” joint training to review past actions and plan partnership activities in development of skill standards

Representatives from MOE, MOI, DTVET, DPOs, Industry (including UMFCCI & Industry Zone, GTHS/ITC and BEHS HT


Industry sectors and employer linkages to be fully scoped through MOE, MOI and stakeholder consultations and with consultant support. Consultants may facilitate a pilot study of “Industry Links” activities and analysis of initial successes in school-employer engagement to inform subsequent “Industry Links” activities

Activity Area 1A1: Analysis of labor market soft and hard skill needs 10. Project support. The project will assist the DTVET and MOLIP (in cooperation with MOI and other agencies) to conduct further analysis of available data on soft and hard skills that are in demand from employers, building on published findings of the Labor Force, Child Labor and School-Work Transition Survey (LFA-CL-SWTS 2015) and 2014 Census. The project will provide workshops and seminars with related consultant inputs for capacity development of MOE (especially DERPT, DTVET), MOLIP and MOI, to consolidate, analyse, and more extensively utilize available data and information on labor market skills needs at national and

1 Myanmar Business Survey (2014); Myanmar Report (2013) McKinsey Group; The Global Competitiveness Report 2015-2016 (2015) World Economic Forum; Myanmar – Unlocking the Potential (2014) ADB; Multi-Dimensional Review of Myanmar. Vol 2. Filling the Skills Gap in Myanmar (2014) OECD;

5

local levels, including specific soft and hard skill gaps. MOE and MOI will use this analysis to inform periodic strengthening of the SES curriculum and TVET programs linked to sub-outputs 2A and 3A.

Activity Area 1A2: Strengthen mechanisms and capacities to engage industry 11. Project support. The project will assist DERPT and DTVET in cooperation with MOLIP and MOI to develop mechanisms for closer engagement with employers at national and local levels, for example by dialoguing with industry representatives to identify soft and hard skills demands of industry sectors, and draw up skills standards leading into support to sub-output 3A. The project will support DERPT and DTVET through capacity development workshops and seminars and related consultant inputs (i) to assist MOE and MOI in the design and implementation of mechanisms to engage industry; (ii) to enable more effective engagement of DERPT, DTVET, MOI and MOLIP with employers in relation to strengthening skills standards development, and (iii) to engage industry and labor representatives in identifying emerging soft and hard skill needs and to elicit suggestions for new approaches to teaching and learning, linking industry needs with education and training. Sub-output 1B: Rationalization of SES and TVET 12. Rationale. To date, SES and TVET have operated in distinct silos, lacking inter-linkages and with weak alignment to workforce skill needs. Additionally, the NESP identifies the need to establish learning pathways linking academic education and TVET at various levels to support lifelong learning. The introduction of new competency-based modular short courses (CBMSCs; see sub-output 3A) provides a potential new element to support development of such learning pathways. Finally, existing networks of SES and TVET schools appear not to efficiently provide educational opportunities that meet industry and employer demands for soft and hard skills. 13. EYE support to strengthen linkages and alignment between SES and TVET will address three issues through a series of coordinated workshops and seminars: (i) joint identification of skills and competencies to be appropriately assigned to SES and CBMSC TVET courses (Activity Area 1B1); (ii) development and institutionalizing of learning pathways between general education, TVET and HE (Activity Area 1B2); and (iii) improved use of school network mapping and EMIS data to inform SES and CBMSC planning (Activity Area 1B3). The proposed activities and inputs are indicatively summarized in the table below and further outlined under Activity Areas 1B1, 1B2 and 1B3. Activity Area


Notes

1B1 i. Central level workshops to engage industry and SES/CBMSC curriculum developers to identify hard/soft skills and competencies

ii. Institution level curriculum development workshops to review inclusion of soft/hard skills in the new SES/CBMSC curriculum

Representatives from DTVET, MOI, DERPT CDT / Subject Wise Committee, GTHS/ITC and BEHS HT, Industry partners


Activities distributed across each year of the project period

1B2 i. Central level meetings for policy planning and drafting of learning pathways aligned with SES and CBMSC

Representatives from DTVET, MOI, DERPT CDT / Industry partners


6

courses ii. Institution level planning and

capacity development workshops in selected GTHS, BEMS and BEHS to support implementation of alternative learning pathways

GTHS/ITC, BEMS and BEHS HT

1B3 i. Central level workshops (2 per year) to review and plan targeting of project activities utilizing SNM and EMIS data (aligned with PMU 6 monthly reporting)

ii. District level capacity development workshops for EYE project planning, monitoring and reporting

iii. Township level capacity development workshops for EYE project planning, monitoring and reporting

Representatives from PMU, DERPT (Curriculum and Teacher Education), DBE, DTVET, DHE, S/REO, DEO and TEO


Targeted to EYE project locations and more disadvantaged groups, aligned with EYE project six monthly reporting, including data disaggregated by gender and social dimensions

Activity Area 1B1: Capacity development for joint identification of competencies provided by General Education and TVET 14. Project support. Directly supporting achievement of EYE policy deliverable S2.1.2a, the project will assist DTVET, in coordination with DERPT and DHE, to conduct joint workshops and working group meetings to define the soft and hard skill areas and competencies to be covered by general track post primary (SES and HES), and TVET. The project will provide workshops and related consultant inputs to support to the capacity development of SES and TVET CBMSC curriculum development teams (i) to identify and define the soft and hard skills and competencies that can be integrated into the new SES and CBMSC curricula; (ii) to consolidate TVET and SES curricula linkages for inclusion of appropriate soft and hard skills in the new curricula, and (iii) for CBMSC alignment with skills standards and the NQF. Activity Area 1B2: Support to develop and institutionalize learning pathways linking SES, TVET and higher education (HE) 15. Project support. Directly supporting achievement of EYE policy deliverable S2.1.2b, the project will assist DERPT and DTVET, in coordination with DHE, to conceptualize and operationalize new learning pathways linking general education and TVET to ensure that general education (particularly secondary and higher education) and TVET collectively provide the hard and soft skills and competencies needed by employers while also expanding opportunities for youth and workers (especially from disadvantaged groups) to pursue lifelong learning via SES, TVET, and higher education.2 The project will provide capacity development workshop activities along with associated consultant inputs to support DERPT, DTVET and DHE to formulate new learning pathways linking SES, TVET and HE, further developing and building on the TVET Pathways map within the NESP. Activity Area 1B3: Support for school network mapping (SNM) and education management information systems (EMIS)

2 New pathways would encourage, for example, LSE school leavers and current workers to pursue an array of skill certificates (such as via enrolment in a sequence of CBMSCs), with recognition of prior learning (RPL) mechanisms to allow such learning to be recognized in qualifying them for further general-track education.

7

16. Project support. The project will assist DERPT, in cooperation with DTVET, to further and more systematically utilize the physical school location data being plotted in the forthcoming school mapping and EMIS Portal (UNESCO) data, in concert with statistical evidence prepared by DERPT and ADB from detailed analysis of recent Myanmar surveys3. More specifically the project will strengthen capacities of central through to township level officials to use SNM, EMIS and other statistical data, disaggregated by gender and ethnic group to the extent possible, to systematically and efficiently target government and DPO resources to underserved areas and schools. Early in the project this will include review and final selection of locations for specific EYE financed civil works, stipends and other targeted interventions based on defined selection criteria to maximize increased SES and TVET completion among disadvantaged youth (Activity Areas 2B and 3B). The project will provide capacity development workshops and related consultant inputs for education planners to target resources to most disadvantaged areas in SES and TVET subsectors. Sub-output 1C: Project Management 17. Rationale. With the recent changes in leadership and governance in Myanmar, departments within the MOE are taking on new roles and responsibilities. Increasingly there is a requirement for the MOE to prepare and present policy briefs to support education sector reforms and development of new policy, strategies and implementation plans. EYE PPTA financial and procurement assessments have identified capacity gaps and lack of experience in implementation of externally funded projects at various levels within the MOE system, with the PPTA supporting the first phase of capacity development, which will be built upon during the EYE. 18. EYE project management will be provided through the establishment of a Project Management Unit (PMU) responsible for overall EYE implementation and day to day management of project interventions. Capacity building of PMU staff will ensure familiarization with ADB project management procedures, including financial and procurement management, disbursement, reporting and grievance mechanisms. The PMU will oversee implementation of a comprehensive monitoring and evaluation strategy including two focused impact evaluation studies, one on the impact of SES classroom and dormitory construction (Activity Area 2B1) and a CBMSC trainee tracer study (Activity Area 3C3). A Reform Support Facility will be established to contribute to the range of documentary materials needed by MOE for implementation of education sector reforms. Project management activities and inputs under the EYE project are indicatively shown in the table below and further outlined under Activity Areas 1C1 to 1C3. Activity Area


Notes

1C1 RSF set up including capacity development to strengthen policy reform activities (e.g., policy forums, analytical policy briefs, and larger studies)

Representatives from PMU, IUs DPOs and key policymakers / planners


Central and S/R level workshop days to include (i) policy forums and (ii) capacity development for reform delivery

1C2 PMU operational management systems setup, and capacity

Representatives from PMU

360 contractual staff months

Implementation of ADB systems

3 Evidence from ADB-supported analysis of 2009/10 Integrated Household Living Conditions Survey (IHLCS)

and Education Management Information System (EMIS) data, as part of the Comprehensive Education Sector Review. See http://www.adb.org/projects/documents/cesr-p1-rapid-assessment-annex-secondary-education-tacr and more recent analysis of Myanmar Census data (2015)

http://www.adb.org/projects/documents/cesr-p1-rapid-assessment-annex-secondary-education-tacr

8

development for procurement and finance systems management Capacity building for PMU and IU staff to operationalize and manage the PMU following ADB rules, including procurement and financial systems, disbursement, reporting and performance monitoring requirements

20 IC months (procurement) 44 NC months (procurement) 12 IC months (finance) 72 NC months (finance) 30 NC months (environment) Office set-up and running costs

1C3 Capacity development and design of instruments for implementation and performance monitoring of GAP and EGP Consultant support for mid-term evaluation and Project Completion Report

Representatives from PMU and IU offices

520 workshop days 8 IC months (M&E) 24 NC months (M&E) 12 IC months (M&E GAP/EGP) 72 NC months (M&E GAP/EGP) Mid-Term Eval. and Project Completion Report consultants

Related M&E activities

Impact evaluation (RCT) of SES classroom and dormitory construction conducted under Activity Area 2B1

CBMSC Tracer Study conducted under Activity Area 3C3

Activity Area 1C1: Reform Support Facility (RSF) 19. Project support. In addition to support for specific reforms covered in other activity areas, the project will flexibly support broader and cross-cutting reforms and analysis to address emerging reform-related issues. The project will include an initial allocation for this flexible facility, and ADB and potential co-financiers are exploring possible augmentation via a linked technical assistance project. The facility will focus on reform issues related to SES and TVET, including issues relating to gender, ethnic and conflict sensitivity in the education subsector, for example in school construction (civil works) and curriculum development4. The RSF may also support reforms involving linkages to other subsectors. Support will include (i) consultancy and resource person inputs, policy forums, workshops, analytical and policy papers, and potentially also larger studies; and (ii) capacity development for at least 120 MOE, MOI and MOLIP officials at central and state/region level to support reform delivery. The project team will plan specific interventions on a rolling basis, allowing for timely response to evolving priorities. In dialogue with ADB, the PMU will coordinate across MOE departments and other agencies to identify priorities periodically. Activity Area 1C2: Project management support (implementation, procurement / contracting and fund management) 20. Project support. The project will assist DERPT to establish a Project Management Unit (PMU) with overall management responsibility for all aspects of administration of project related tasks. This will ensure efficient and effective implementation of project activities, including procurement, contracting, social safeguards, coordination, reporting of project activities, and fund management, etc. The project will provide consultant inputs to develop and conduct a comprehensive and multi-modal capacity building program, and hands-on support to government counterparts to ensure rapid project start-up. This will be carried out when the PMU is established and staff assigned and will continue throughout the project period as required for financial and procurement management, including for all disbursement procedures and

4 Capacity development project activities, for example, will be based on the principle of “do no harm”

9

contracting under the project, and for monitoring and evaluation of targeted support. Consultant support will be provided to assist with finalization of grievance mechanisms drafted with technical support from the PPTA team. The project will support the PMU to develop and maintain an EYE website embedded within the MOE website, where project achievements, procurement related announcements, and other information for public dissemination will be uploaded. Activity Area 1C3: Monitoring and evaluation (M&E) of project components 21. Project support. The project will assist the DERPT PMU team and the respective Implementing Unit teams for each project component to formulate and implement a strategy for project-wide M&E, including assessing progress towards achievement of stage 2 policy deliverables, DMF targets, and other elements of the monitoring and evaluation plan (PAM Section IX). All project activities, including for example the PPS, BHS, GTHS AND ITC civil works construction activities, will report on gender, and ethnicity disaggregated (and, to the extent possible, socio-economic) data related to access, learning outcomes and other SES and TVET indicators. All PMU staff will be trained on ethnicity and social impact issues (linked also to sub-output 2B and 3B). The project will provide consultant inputs to (i) support respective MOE and MOI departments in finalization and operationalization of policy deliverables required for stage 2 policy support under the EYE project; (ii) support the PMU and each IU to develop work plans aligned to the project monitoring and evaluation plan; (iii) develop procedures for PMU and respective IUs to conduct ongoing M&E and performance monitoring of interventions project-wide; and (iv), conduct capacity building workshops to strengthen the IU staff in undertaking timely and reliable, gender and ethnic group disaggregated performance monitoring, data collection and reporting including capacity development under outputs 1-3, CBMSC stipends (activity area 3B2), civil works support (activity areas 2B1 and 3B1).The M&E strategy will also include planning for more focused studies to be contracted-out under outputs 2 and 3, indicatively including (i) a rigorous impact evaluation to assess the impacts of SES school expansion and dormitory provision under activity area 2B1; and (ii) a tracer study of CBMSC trainees under activity area 3C3.

Output 2: New SES curriculum delivered and access expanded

22. SES Overview. The CESR review and subsequent development of the NESP Framework, highlights key issues in quality and relevance of the SES curriculum, pedagogy, and assessment leading to weak learning and workforce outcomes. The National Education Law (NEL, 2014, amended in 5) supports the shift from the current 11 year system to a 12 year system. The commitment of the government to expand the education system to a 12-year system and additional Kindergarten grade has resource and other related implications for reform of the secondary school curriculum. The National Curriculum Framework emphasizes the importance, for LSE and USE graduates, of 21st century skills and soft skills as a preparation for employment, delivered through student centered pedagogies and with reformed approaches to assessment and examinations. In view of such challenges and new directions, EYE output 2 will provide policy- and investment-level support to the government to fully operationalize recent/emerging “stage 1” policy reforms and to achieve key agreed forward-looking “stage 2” policy deliverables.

Policy Area



2.1) Reforms of

S1.2.1) MOE has formulated (i) a national Basic Education

S2.2.1a) Under the Secondary Education Subsector Curriculum Reform Plan, MOE has (i)

10

SES curriculum, pedagogy, and assessment

Curriculum Framework spanning primary and secondary education, which emphasizes ensuring equitable learning outcomes across gender and other dimensions; and (ii) a Secondary Education Subsector Curriculum Reform Plan

commenced the phase-in of the new LSE curriculum, including distribution of grade 6 textbooks and in-service training of at least 90% of grade 6 teachers in MOE schools nationwide; and (ii) approved the new USE curriculum for subsequent introduction into schools S2.2.1b) MOE has introduced formulated and disseminated a new policy on LSE and USE teacher deployment, incorporating evidence from school network mapping and human resource information systems, as well as the expected extension of USE through grade 12 S2.2.1c) MOE has formulated and disseminated a new policy on appropriate information and communication technology (ICT) to support basic education (grades 1-12), which is dictated by educational objectives and clearly prioritizes equity and sustainability S2.2.1d) MOE has formulated and disseminated a new National Assessment Policy for Basic Education, as well as a linked Policy on LSE and USE Student Assessment, which includes clear guidelines on the use of competency-based and formative assessment

2.2) SES Access

S2.2.2a) MOE has formulated and disseminated a new Policy on Public Secondary School and GTHS Dorms, which gives clear guidelines to ensure that dorms promote equitable access and completion and are safe for girls and boys. S2.2.2b) MOE has formulated a Policy on Upgrading Former Post-Primary Schools and Branch and Affiliated Secondary Schools, with an emphasis on enhancing equity of access to good quality secondary education across gender, ethnic group, and socioeconomic dimensions.

Sub-output 2A: Support for SES curriculum, pedagogy, and assessment reforms 23. Rationale. CESR analysis of SES identified the need for a new, revised and reformed SES curriculum to address current weaknesses in curriculum content, pedagogy and assessment. SES curriculum developers have had very limited opportunity to gain professional skills in developing a new curriculum relevant to the 21st century society and soft skills needed in the workplace. The existing SES curriculum content has limited relevance to the lives of children. Some content is outdated, some subjects are overloaded and some gaps have been identified in the scope and sequence. Teaching and learning is based on content knowledge and rote learning pedagogies. The CESR identified the existence of only limited and ad hoc in-service teacher training and continuing professional development (CPD) support for SES teachers and head teachers. The existing pre-service teacher training program for middle and high school teachers and head teachers is in need of reform, including related professional teacher competencies and an alternative to the “ladderized” promotion system. The current

11

assessment and examination system perpetuates the practice of rote learning and memorization: soft skills and co-curricula subjects are not assessed and are therefore not prioritized in curriculum, pedagogy or assessment approaches. Secondary schools lack well-equipped and functioning libraries and science laboratories which further impacts on the quality of teaching and learning. Evidence indicates that each of these curriculum related issues are causal factors in the high levels of SES dropout.5 24. EYE technical support will be provided to support MOE in development of SES curriculum, pedagogy and assessment reforms aligned with the government strategies outlined in the NESP 2016-2021 and the primary curriculum development activities being supported through the JICA-funded CREATE project (2015-2021). The following EYE activities will support comprehensive reform and quality improvement of teaching and learning in all secondary schools: (i) capacity development of curriculum teams to effectively prepare the new curriculum materials for schools through to printing and distribution of new textbooks and teacher guides for all secondary schools (Activity Areas 2A1 and 2A2); (ii) in-service teacher training programs for head teachers and teachers to become familiarized with the new SES teaching materials and pedagogies (Activity Area 2A3); (iii) drafting of policy reforms to improve formative and summative assessment in secondary schools (Activity Area 2A4); (iv) provision of teaching and learning materials in selected currently under-resourced schools to encourage increased secondary school completion (Activity Area 2A5); and (v) support to pre-service teacher education in universities of education (UOEs), the University for the Development of National Races (UDNR), and education colleges and education degree colleges (ECs/EDCs) to ensure parallel curriculum development in SES teacher education (Activity Area 2A6). The activities and inputs under EYE output 2A are indicatively shown in the table below and further outlined under Activity Areas 2A1 to 2A6. Activity Area


Notes

2A1 Central level annual seminar, district and institutional (CDT) level workshops to build the capacity of curriculum teams at each level

Representatives from DERPT CDT, SWCs, UOEs, UDNR, ECs/EDCs, DBE, DEO, TEO, SES HT


Provision of some resources for CDT , UOEs, UDNR and ECs/EDCs including basic curriculum reference materials

2A2 Central level annual consultation seminar, district consultation workshop, and institution (school) level selective trial of new curriculum materials

Representatives from DERPT CDT, SWC, UOEs, UDNR, ECs/EDCs, DEO, TEO, SES HT (PPS, BEMS, BEHS)

3500 consultation and trialing/pilot workshop days 72 IC months (curriculum specialists) 168 NC months (curriculum specialists)

Printing quantities assumes: 10 TB per G6 & G7 student 11 TB per G8 to G12 student 4 TG per G6-G12 teacher Total 11 MS subjects and 18 HS subjects (including electives)

2A3 i. In-service teacher training: 4 days x 4 teachers from each

school with G6 (2019), G7 (2020), G8 (2021), G9 (2022)

5 days x 5 teachers from each school with G10 (2020), G11 (2021), G12 (2022)

ii. School level pilot of CPD activities in 4 MS and 2 HS in

Representatives from DERPT, DHE and: i. LSE/USE

teachers and head teachers

ii. Teachers and head teachers from CPD pilot

Indicatively: >1.35m in-service workshop days 1800 CPD workshop days 720 In-service/pre-service alignment workshop days

5 See ADB-supported Supplementary Annex reports, prepared as inputs to CESR Phases 1 and 2.

12

1 project location(s) initially iii. Institution level workshops at

UOE, UDNR and ECs/EDCs to align SES curriculum and INSET with Pre-Service TE curriculum

schools iii. Curriculum

leaders from UOE, UDNR, ECs/EDCs, DERPT CDT and TE

12 IC months (In-Service and CPD Teacher Training) 36 NC months (In-Service and CPD Teacher Training)

2A4 High level policy seminars and workshops, and institution level workshops to support DME and UOE examinations and assessment experts and build capacities to develop National Assessment Policy and strategy; and procedures and instruments for national sample-based assessment

Representatives from DME, DBE, UOEs, UDNR, ECs/EDCs, PPS, MS and HS HT, DHE, DERPT CDT

740 person days for seminars and workshops 12 IC months 12 NC months (examinations and assessment)

Working in partnership with other DPOs

2A5 Teaching and learning resources (science laboratories and libraries) for 48 EYE project schools Capacity development workshops for Edu-Channel in production of DVDs to support the new SES curriculum

48 EYE project schools

5336 workshop days in use of TLMs Science laboratory and library resources for 48 EYE project schools 100 person days for Edu-Channel capacity development workshops

2A6 Central level consultation workshops on alignment of SES and TE curriculum; Institution level workshops for curriculum review and capacity development; 2 day TWG meeting each year for review and approval of new SES pre-service TE curriculum

Representatives from DERPT CDT, DHE, UOEs, UDNR, ECs/EDCs

Indicatively >13,000 workshop days 10 IC months 28 NC months (pre-service SES TE curriculum development)

Activity Area 2A1: Continued capacity building for SES curriculum development 25. Project support. Directly supporting achievement of EYE policy deliverable S2.2.1a, the project will assist DERPT to build the capacity of SES curriculum developers, textbook and teacher guide writing teams, and Subject-Wise Committee members (including members from Yangon UOE and Sagaing UOE). 6 To ensure that the new curriculum and materials are sensitive to gender, ethnic group, disability, and other dimensions, the project will support collaboration with civil society organizations and other representatives and experts: e.g., via writeshops. The project will provide workshops and seminars, and related consultant inputs, as well as curriculum development related resources including computers and reference materials, to build on the capacity development activities undertaken with the DMER (now DERPT) SES curriculum team under TA8385. Activity Area 2A2: Lower secondary education (LSE) and upper secondary education (USE) textbook and teacher’s guide development, printing and distribution

6 Intermittent capacity development support has been provided to the existing SES curriculum team over the past three years, under ADB contracts TA8187 and TA8385.

13

26. Project support. Directly supporting achievement of EYE policy deliverable S2.2.1a, the project will assist DERPT and DBE to develop and distribute the new LSE and USE Grade 6 to 12 curriculum materials (textbooks and teacher guides)7. A feasibility study will be conducted on textbook policy options, including consideration of “cost versus quality” and the viability of a textbook “borrow and return” scheme which would enable better quality textbooks to be produced within affordable costs8. The project will provide workshops and seminars with related consultant inputs9 (i) for capacity building of the SES curriculum team in the development of manuscripts to CRC including textbook writers, editing, design and layout teams, and Subject-Wise Committee members, and including procedures for quality assurance; (ii) to support selective piloting/trialing of new sections of the G6 to G12 textbooks and teachers guides and monitoring and review of implementation; and (iii) to support the PMU and DBE in procurement of printing, packaging and nationwide distribution of the new G6-G12 textbooks and teachers guides to district level in accordance with the agreed timetable for roll-out (outlined in activity area 2A3 and PAM Section VI). Activity Area 2A3: In-service teacher training (INSET) & continuing professional development (CPD) to support implementation of the new LSE and USE curriculum10 27. Project support. Directly supporting achievement of EYE policy deliverable S2.2.1a, for effective implementation of the new SES curriculum and for capacity strengthening, in-service teacher training (INSET) orientation programs will be required on a year by year basis (aligned to the timeframes for rollout of the new curricula shown in Table 1), to inform and guide LSE and USE teachers in new pedagogical and assessment approaches incorporated in the revised SES curriculum. 11 12 As the activity area’s main thrust, the project will assist DERPT and MOE curriculum development team (CDT) members, alongside DHE curriculum specialists and senior teacher trainers from Yangon UOE (YUOE) and Sagaing UOE (SUOE) as well ECs/EDCs nationwide and UDNR, to conduct a series of project-financed in-service teacher training workshops cascaded from the central to township (for the LSE program) or state/region-level (for the USE program), followed by EYE-supported and MOE-financed peer training at the school level. Tables 2a-b show indicative INSET cascade models for LSE and USE teachers, subject to further refinements as may be jointly agreed by MOE and ADB. Teachers from monastic, and private schools would be invited to participate in INSET program free of cost. EYE will also assist MOE to explore options for including teachers from non-state schools, on a voluntary and fee-free basis. During pre-project implementation in late 2016 support will be provided for MOE to conduct a rapid census of secondary school teachers in school year 2016/17 as a baseline for rollout of the in-service teacher training program.13

7 New curriculum content will be more relevant to the lives of children and will incorporate soft skills for future work-preparedness (e.g., communication skills, team working and critical thinking skills). The content and skills for each grade and subject will be aligned to international SES standards. The new curriculum content will incorporate 21

st

century skills and soft skills to better prepare LSE and USE graduates for employment, and will be quality assured for gender and ethnic group representation. The current system of textbook printing and distribution will be reviewed to identify any systemic weaknesses and capacity gaps that may be addressed to improve efficiency.

8 ADB. 2016 (draft). Policy Brief Textbook Sharing Scheme. Myanmar.

9 Support will align with the timeframe for rollout of the new SES curriculum to each grade (Table 1) and the Basic Education Curriculum Framework for the LSE and USE subject structure.

10 The new pedagogy will be described in the teachers guides (Activity Area 2A2) focused on student centered and more participatory and practical learning activities to replace the current over-emphasis on rote learning.

11 See Table 1 on the curriculum implementation timeframe, with support in each of the school years 2018/19-2021/22, for each grade, in the year preceding the introduction of the new grade 6 to 12 curriculum.

12 To be conducted each year during the April-May vacation 2019, 2020, 2021 and 2022.

13 The EYE Project will support MOE to design and conduct a Teacher Census to ascertain the number of teachers by subject (s) and grade(s) they are currently teaching, including data on level of qualification, etc.

14

Table 1. Timeframe for Rollout of the new SES Grade 6-12 curriculum

Finalization of textbooks & teachers guides

Printing & distribution of new textbooks & teachers guides

In-service teacher training on new curriculum, pedagogy & assessment

Implementation of new curriculum in schools

Grade 6 2017/18 2018/19 2019 SY 2019/20

Grade 7 2018/19 2019/20 2020 SY 2020/21

Grade 8 2019/20 2020/21 2021 SY 2021/22

Grade 9 2020/21 2021/22 2022 SY 2022/23

Grade 10 2018/19 2019/20 2020 SY 2020/21

Grade 11 2019/20 2020/21 2021 SY 2021/22

Grade 12 2020/21 2021/22 2022 SY 2022/23

15

Table 2a. Indicative Cascade Model for In-service Training (INSET) to Introduce the New LSE Grade 6-9 Curriculum

Location Trainers Trainees Cost and other Assumptions

Step Zero

Central Level in (CDT or UOE Inst.)

Capacity building for Central Supervisor Trainers (including on INSET program design) x 5 days

Consultants & resource persons

CDT (8) and UOE (8) “Central level “Supervisor Trainers”

16 Central-level Supervisor Trainers

Est. cost per person-day = $5

Step 1

Central Level

Training of “Master Trainers” x 5 days

CDT and UOE “Central level Supervisor Trainers”

16 = 4 teams of 4

“Master Trainers” from UOEs and ECs/EDCs

352 = 88 teams of 4

Each training team of 4 Master Trainers includes combinations of 2 subjects:

(i) Math & Gen. Science;

(ii) Myanmar & Geography;

(iii) English & History;

(iv) Head Teacher


Step 2

Township Level Training

(4 teachers per school with LSE grades x 4 days)

Master Trainers from UOEs and ECs/EDCs

352 = 88 teams of 4 (see subject groupings above), with each team covering an average of 4 townships

4 teachers per school with G6-9 (lang./math/sci./HT) = 204 T per TSP

Total no. of G6-9 T trained = 67,472

X 4 days = 269,888 person-day per year in SY SY2019/20, 20/21, 21/22, & 22/23

16,868 schools w/ G6-9, averaging 43 schools per township Batch size ~20 teachers implies ~2 batches per townships. Each team needs to conduct (2 batches) x (4 days) x (4 townships) = avg. 50 days per team, including travel.


Step 3 (Government-financed)

School Level Teacher/Peer Training

4 teachers per school that includes G6-9

(see subject groupings above)

All G6-9 teachers

G6 2019

G7 2020

G8 2021

G9 2022

6-9 days per school (assume at least 2 batches of peer teaching)

Govt./local cost est. $10 per school.

Supplementary training materials

16

Table 2b. Indicative Cascade Model for INSET to Introduce the New USE Grade 10-12 Curriculum Location Trainers Trainees Cost and other Assumptions

Step Zero

Central Level in (CDT or UOE Inst.) Capacity building for Central Supervisor Trainers (including on INSET program design) x 5 days

Consultants & resource persons

CDT (10) and UOE (10) “Central-level Supervisor Trainers”

Note: must be distinct from those participating in the LSE INSET for grades 7-9, as programs will run in parallel.

20 Central-level Supervisor Trainers


Step 1

Central Level

Training of “Master Trainers” x 5 days

CDT and UOE “Central level Supervisor Trainers” 20 = 4 teams of 5

“Master Trainers” from UOEs and ECs/EDCs

440 = 88 teams of 5

Note: must be distinct from those participating in the LSE INSET for grades 7-9, as programs will run in parallel.

Each training team of 5 Master Trainers covers combinations of 2 subjects:

(i) Physics & Math;

(ii) Chemistry & Biology;

(iii) English & Economics;

(iv) Myanmar & History;

(v) Head Teacher & Geography


Step 2

State / Region Level Training

(5 teachers per school with USE grades x 5 days)

Master Trainers from UOEs and ECs/EDCs

440 = 88 teams of 5 (see subject groupings above), averaging 5.3 teams per S/R

5 teachers per USE (see subject groupings above)

Total no. of USE teachers trained = 17,565

x 5 days training = 87,825 person-days per year in SY2020/21, 21/22, & 22/23

3513 USE total, averaging 207 USE per S/R

Batch size ~20 teachers implies ~10 batches per S/R.

Each team needs to conduct (2 or 3 batches) x (5 days) = avg. 15 days per team.


Step 3

School Level Teacher/Peer Training

5 teachers per USE school

(see subject groupings above)

All G10-12 teachers

G10 2020

G11 2021

G12 2022 14

8-12 days per school (assume at least 2 batches of peer teaching)

Govt./local cost est. $10 per school.

Supplementary training materials

28. As a second and complementary thrust, the project will support new CPD approaches for LSE and USE teachers, beginning with support to DERPT to develop policy and strategies on CPD, in coordination with DBE. A pilot / feasibility study may be conducted for CPD policy development, introduction and monitoring of LSE/USE-level CPD. Additionally, with project support, the CDT will develop media-based, subject specific resources15 to provide schools with CPD-related materials to guide them in the introduction of new teaching approaches required in the new SES curriculum.

14

MOE will need to consider the implications for extension of USE to G12 for deployment of G12 teachers and the impact on post-secondary levels. See also Policy deliverable S2.2.2b.

15 For example DVDs demonstrating new classroom pedagogy and assessment approaches that can be used in secondary schools as part of a CPD program led by the head teacher as instructional leader.

17

29. Supporting both thrusts, the project will provide consultant inputs (i) to support DERPT and DBE in conducting in-service teacher training programs for LSE and USE teacher orientation into the content, pedagogy and assessment approaches of the new SES curriculum; and (ii) to support DERPT and DBE, in cooperation with UOEs, ECs/EDCs, and UDNR to explore options for introducing CPD in LSE and USE (linked to 2C1 SES head teacher capacity building for instructional leadership, career counseling, and school improvement planning). Activity Area 2A4: Student assessment, including school-based assessment, national LSE and USE completion examinations, sample-based assessment of student learning outcomes (ASLO), etc.16 30. Project support. Directly supporting achievement of EYE policy deliverable S2.2.1d, the project will assist DME and DERPT in the process of reviewing and reforming SES classroom assessment and the SES Grade 9 and Grade 11/12 national school completion examination system aligned to new curriculum content (Activity Area 2A2)—expected to delink USE completion from screening for higher education admission—and pedagogical approach (Activity Area 2A3). The project will also support DME and DERPT to develop: (i) the proposed National Assessment Policy (NAP) in cooperation with support from other DPOs (NESPF, 2016 Student Assessment Strategy 1),; and (ii) procedures and instruments for conducting national sample-based assessments periodically for 1 or more grades of LSE and USE, such as an assessment of student learning outcomes (ASLO17). Project inputs will include workshops and seminars (perhaps jointly with other DPOs) and related consultant inputs to assist DME and DERPT (i) in formulating the NAP and identifying institutional and technical capacity gaps required for implementation of the NAP (e.g., for strengthening of LSE and USE completion exams and for conducting ASLO); (ii) through technical expertise to build MOE capacity to implement reforms in assessment and school completion examinations within SES curriculum development (link to Activity Area 2A2 and 2A3); and (iv) conduct stakeholder and expert dialogue and consultation (including school leader, teacher education expert and DHE representation) on NAP, LSE and USE completion exams, and ASLO. Consultant inputs will be provided under the project for technical inputs to DME-led assessment and examinations working group forums. Activity Area 2A5: Teaching and learning materials, science laboratory equipment, and library resources. 31. Project support. The project will assist DERPT and DBE in the provision of basic packages of supplementary teaching and learning materials to all schools to support delivery of school level INSET and CPD activities (see Activity Area 2A3, Step 3). In addition, on a pilot basis, the project will provide science laboratory equipment, library resources, and furniture for 24 LSE and 24 USE schools selected for construction of classroom blocks under EYE (see Activity Area 2B1 and PAM Section VI). Laboratory kits will include instructional materials for physics, biology, and chemistry. Library kits will provide resources to improve teaching and learning. DERPT with DBE will be responsible for review of the technical lists of equipment and learning materials that will be prepared by the SES CDT for each Grade as textbooks and teacher guides are formulated. Procurement of the equipment and materials agreed under EYE

16

The SES assessment system should align with the learning pathways framework to provide continuity and smooth transition from LSE to next level learning and employment, and from USE to university, technical vocational study and employment (see Activity Area 1B2).

17 Assessment of Student Learning Outcomes (ASLO) – to be discussed and designed as a sample-based national assessment of, for example, Grade 8 and 11 literacy, numeracy and science skills and knowledge, conducted periodically (e.g., every 3-5 years), aligned with SEA-PLM and NESP (2016) assessment policy and strategy.

18

will follow the procurement plan in PAM Section VI-C. The PMU will be responsible for the procurement process and distribution in coordination with DERPT and DBE. The project will support (i) consultant inputs to support CDT identification of teaching and learning materials (TLMs) and for support and oversight to the PMU for the procurement process; (ii) procurement of science lab packages and library packages for the 48 selected schools targeted under Activity Area 2B1; and (iii) pilot in-service teacher training / CPD and monitoring activities to ensure that SES teachers are confident in the use of TLMs (incorporated under Activity 2C3). Activity Area 2A6: Pre-service teacher training (PRESET) to support implementation of the new LSE and USE curriculum18 32. Project support. It will be necessary for the UOEs, UDNR and ECs/EDCs19 to revise the pre-service teacher training curriculum to incorporate the changes in the SES curriculum and in-service teacher training curriculum. The project will assist the Department of Higher Education (DHE) to strengthen the SES-related pre-service teacher training programs at the ECs/EDCs, and at Yangon UOE, Sagaing UOE and at UDNR, to align with the new approaches to secondary education curriculum, pedagogy and assessment described in the NESP Policy and Programme Framework (2016-21). The project will provide capacity development workshops and seminars with related consultant inputs (i) to facilitate the alignment of UOE/EC/EDC pre-service courses to the relevant related SES curriculum reforms; (ii) to equip teacher educators to support the new SES curriculum; and (iii) to support on-going dialogue on reform of SES pre-service teacher training. Drawing on other activity areas, the project will also provide consultancy, workshop, and other assistance to support MOE’s development of a policy order and guidelines on LSE and USE teacher deployment, supporting achievement of EYE policy deliverable S2.2.1b. Sub-output 2B: Addressing supply and demand side constraints to SES access 33. Rationale. Data from the 2014 Census and other recent household surveys indicates that geographic and socioeconomic gaps in educational attainment widen markedly starting at the transition from primary to LSE, while less than half (44%) of youth complete even LSE. In addition to outdated curriculum, pedagogy, and assessment, identification of “lack of interest” as the lead reason reported for SES dropout likely reflects other supply-side issues such as poor learning environments as well as fatigue from travelling to/from secondary schools. Costs are also a key driver of SES dropout, with high school is the most expensive level of education annually per child enrolled, and two cost items accounting for five-sixths of household spending on children’s high school education, with private tutoring accounting for more than 50% and boarding for roughly 33%. 20 For households in rural areas, boarding costs rise markedly starting in grade 9, and overtake private tutoring as the largest component of education costs in high school. The rise starting at grade 9 likely reflects the fact that students attending a post-primary school need to switch to a full-fledged middle or high school (which are concentrated in more urban areas) if they want to finish LSE. 34. To support increased access to secondary education in underserved areas, EYE will support MOE in the construction of new classroom blocks and dormitory facilities in carefully

18

Subject to further dialogue with MOE and clarity on emerging support from other DPOs, this may also include strengthened policies and mechanisms for teacher utilization and deployment as well as pre-service teacher training. (e.g., to address the current shortage of qualified science teachers in poorer rural areas).

19 Education Colleges provide pre-service teacher training for middle school teachers. Universities of Education provide pre-service teacher training for high school teachers.

20 See analysis in the ADB-supported Supplementary Annex to CESR Phase 2.

19

selected school locations, and linked social marketing activities to reach out to parents and communities in promoting the value of secondary school education in enhancing the lives of young people. The activities and inputs under EYE output 2B are indicatively shown in the table below and further outlined under Activity Areas 2B1 and 2B2. Activity Area


Notes

2B1 Design, contracting and oversight of construction of 48 classroom blocks and student dormitories: 24 x 4 classroom block plus science room, library and teachers room 24 x 3 classroom block plus science room, library and teachers room 48 SES dormitories for 30 boys and male teachers room plus 30 girls and female teachers room

48 EYE project schools – targeting students located in areas which are underserved for MS/HS access Oversight responsibility of PMU and DBE

Contracting for construction 48 SES classroom blocks and 48 dormitories 12 IC months 30 IC months (architect/civil engineer)

Classroom and dormitory construction includes sex-separate toilet blocks and furniture ADB procurement rules to be followed including procedures for site supervision Linked to Activity Area 1C3 RCT impact evaluation

2B2 Workshops to develop a social marketing strategy and communications strategy; development of social marketing materials

Representatives from DERPT, DBE, Edu-Channel, OSY, and NGO/CSO youth groups

1500 workshop days 6 IC months 26 NC months (social marketing / communications)

Partnering with existing grass-roots youth organizations and utilization of communication channels including social media and Edu-Channel

Activity Area 2B1: Expanding physical Access (civil works) via school upgrading and construction of classroom blocks and dormitories 35. Project support. Directly supporting achievement of EYE policy deliverable S2.2.2b, the project will assist DBE in coordination with DERPT and MOC21 to upgrade existing schools to support increased access to and completion of LSE and USE via provision of additional classroom blocks (including standard and laboratory classrooms, library/multi-purpose rooms, and teacher rooms), as well as dormitories and sex-segregated toilet blocks. More specifically, subject to possible expansion mid-implementation via potential additional financing from ADB and/or other DPOs, the project will support (i) upgrading of 24 BEPPS to BEMS; and (ii) 24 BHS to full-fledged BEHS. Based on initial school network mapping and subject to site validation following fielding of the implementation consultants, target townships have been identified by MOE and ADB based on agreed selection criteria, including (i) local socioeconomic data (e.g., population, employment rate, poverty indicators, etc.); (ii) States/Regions and township school enrolment, retention and completion data at PS-LSE-USE (iii) maximizing complementarity (in terms of geographic and skill area coverage) with support from other DPOs22; (iv) consideration of EYE support to CBMSC (see Activity Area 3B1); and (v) proximity to GMS economic corridors. Consideration may also be given to whether there is any need for clustering or other logistics and practicalities. An initial list of sites identified during the PPTA will be validated or adjusted via detailed site assessments in the first 6 months of project start-up.23

21

MOC is responsible for provision of construction guidelines and policies of GOM and oversight of civil works. 22

see Activity Area 1B3 School Network Mapping and MIMU website 23

Identifying larger numbers of high-priority sites will also provide the basis for the impact evaluation under Activity Area 2B1, and feed into second phase support under potential additional financing by ADB and/or other DPOs.

20

36. The project will support (i) procurement of civil works, which will follow ADB Procurement Guidelines (2015, as amended from time to time); (ii) capacity development programs for civil works contracting (PMU), civil works engineers, and site supervision/monitoring field visits; (iii) consultant and workshop support to MOEs development of policy and operational guidelines for use under the project (as a pilot test) and potential subsequent MOE expansion of school dormitories in selected school locations where there is evidence to indicate that male and female students are at greatest risk of dropping out from middle school due to distance to school. The project will also support related surveys to support a rigorous impact evaluation, expected to use randomized control trial (RCT) methodology.24 All civil works will be limited to existing MOE school sites, and M&E during project implementation will ensure that there is no resettlement or significant environmental impact (see PAM Section IX.B Safeguards Monitoring and SPRSS Appendix 4 Summary Poverty Reduction and Social Strategy). 25 School construction (classroom blocks and dormitories) will include disaster resilient design features for geographical locations categorized as at high risk of cyclone, earthquake and flood. Technical advice will be provided to relevant PMU and DBE staff by EYE consultants, including guidance on construction site safety for students and contractors, environmental and social safeguards monitoring, and quality standards for disaster resilient design and construction. DBE and DERPT will ensure adequate recurrent budget allocation to ensure running costs associated with new classroom blocks, and adequate technical support at local level (e.g., site supervision and safety standards monitoring) to ensure compliance with EYE project safety, environmental and social safeguard requirements. Activity Area 2B2: Social Marketing to promote increased LSE and USE enrolment and completion of girls and boys 37. Project support. A social marketing plan will provide the MOE with a clear and consistent message of the planned changes in SES and TVET, to inform the general public as well as education sector professionals and students, including information on the importance of soft skills for employability and more inclusive education for all, to balance the current over-emphasis on academic learning. The project will assist DERPT in coordination with DBE to develop and implement a social marketing plan aimed at attracting those at risk of exiting LSE or USE and from disadvantaged backgrounds to continue their education to school completion. The social marketing campaign for SES will target those in the age group 12 to 18 years old who are at risk of exiting the school system before completion of LSE or USE, with target areas identified through SNM analysis (Activity Area 1B3). Consultant inputs will focus on strategies to enable education sector staff at all levels, for head teachers, teachers, and PTAs / community leaders to develop social marketing materials and activities to advocate on the importance of LSE and USE completion for future employability. The project will provide consultative workshops and related consultant inputs to support the design of an effective social marketing strategy, aligned with the TVET social marketing strategy (Activity Area 3B3). Funding of agreed activities under the social marketing strategy, will potentially include forums to engage SES officials, media (print, TV and radio) and NGO groups at school and township level.

24

The RCT would indicatively involve a phased randomization, with similarly disadvantaged localities divided into (i) a “treatment sample”, to receive support during this first phase of EYE; and (ii) a similar “control sample” expected to receive support under EYE’s planned second phase.

25 The PPTA confirmed the project’s safeguard categorization (category “C”)—the project will not have any involuntary resettlement or any significant adverse environmental impacts.

21

Sub-output 2C: Strengthen SES policy and management26 38. Rationale. SES head teachers are provided with an induction program and periodic enhancement training workshops organized and delivered by DBE staff DEOs, focused on school administration and management procedures, with no specific capacity development focused on instructional leadership, career counseling and school quality improvement. TEOs provide oversight and management of primary and post primary school inspections. DEOs provide oversight and management of middle school (LSE) and high school (USE) school inspections. The “criteria on which school inspections are currently carried out is heavily focused on school administration and management checks with little if any focus on support to improvement of quality of teaching and learning. The CESR identified a need for school inspections to be more constructive and supportive to head teachers in improving quality and relevance of school learning outcomes. 39. International evidence indicates that investments by many countries in high cost ICT in the education sector is not leading to improved learning outcomes. CESR findings and the NESP highlight many budgetary priorities for interventions to improve access and quality. Investments in ICT must be carefully screened in terms of (i) evidence of efficacy in promoting core educational objectives; (ii) total cost of ownership and sustainability; and (iii) implications for equity. There is a need for strong policy for “ICT-for-Myanmar-Education” (ICT4ME) that takes these issues into account and ensures that ineffective investments in ICT (including capital and recurrent costs) do not drain resources from other priority interventions. 40. Head teachers and education offices will be key to the successful implementation of EYE SES activities and as such will participate in capacity development programs under Activity Areas 2C1 and 2C2. Additionally, under Activity Area 2C3, support will be provided to develop a strategy and limited pilot of low cost ICT as a tool to support teaching including CPD relating to implementation of the new SES curriculum. The activities and inputs under EYE output 2C are indicatively shown in the table below and further outlined under Activity Areas 2C1 to 2C3. Activity Area


Notes

2C1 Township level (LSE) and Region/State level (USE) capacity development workshops for PPS, BMS/BEMS, and BHS/BEHS head teachers to take on instructional leader, career counselling and social marketing responsibilities

Representatives from PPS, BMS/BEMS and BHS/BEHS head teacher,

Indicatively >64,000 workshop days 10 IC months 36 NC months (School instructional leadership training)

Timed to align with Activity Area 2A3 In-Service cycles for introduction of the new SES curriculum

2C2 District level workshops to build the capacity of S/REOs, DEOs and TEOs to support implementation of SES curriculum including performance monitoring and quality assurance

Representatives from DERPT, DBE, S/REO, DEO and TEO

7758 workshop days 6 IC months 6 NC months (Decentralized M&E capacity building)

S/REO, DEO and TEO will have a role to play in quarterly and annual reporting to PMU-ADB

2C3 Central level ICT4ME policy / strategy development workshops; State/Region level seminars to disseminate ICT policy and strategy; Institution level

Representatives from DERPT CDT, DME, UOEs, UDNR, ECs/EDCs, DBE and Edu-Channel

860 workshop days 7 IC months 16 NC months (ICT4ME, low cost

Coordinate with other DPO ICT policy and strategy initiatives in SES and TE

26

In general, State and Region Education Offices have management oversight of upper secondary schools and District Education Offices have management oversight of lower secondary schools. Township Education Offices have management oversight of primary schools

22

workshops to develop materials for ICT4ME

ICT and materials development)

Activity Area 2C1: Capacity building for SES head teachers (instructional leadership, career counseling, school improvement planning, and engagement with communities to improve access and completion) 41. Project support. The project will assist DERPT in coordination with DBE and DHE to provide capacity building activities for all SES head teachers to (i) support the school level implementation of the new curriculum as instructional leaders (Activity Area 2A3); (ii) support career counseling of students (especially for Grade 9 and Grade 11/12 students); (iii) strengthen systems for school improvement planning (SIP) aligned with other DPO interventions (WB/DFAT, UNICEF) including management of school block grants; (iv) take a lead role in the SES-focused social marketing campaign (Activity Area 2B2) through engagement with the community and local industry representatives to improve access and completion. The project will provide related consultant inputs and support implementation of a one day capacity building program for all head teachers addressing each of the above focus areas, attached to the In-Service teacher training program for introduction of the new SES curriculum in 2019-2022 (see Activity Area 2A3 and Table 1). Activity Area 2C2: Capacity building for S/REO, DEO, and TEO to support curriculum implementation and improve SES school monitoring and quality assurance 42. Project support. Building on prior sector-wide capacity gap assessment undertaken by QBEP and the PPTA, the project will assist DBE in coordination with DERPT to conduct more detailed analysis of capacity gaps of local education offices vis-à-vis responsibilities in implementing school monitoring and quality assurance, as well as other EYE-supported reforms and project interventions and development of a detailed capacity building program. The project will subsequently support the rollout of this capacity development program targeted at S/REOs, DEOs, and TEOs, including via workshops and related consultant inputs to support project implementation. Activity Area 2C3: Policy support and limited pilot test on information communication technology for Myanmar education (ICT4ME) 43. Project support. Directly supporting achievement of EYE policy deliverable S2.2.1c, the project will assist DERPT and the Edu-Channel to prepare (i) a policy and strategy for ICT4ME in SES, which is expected to focus on cost-effective forms of ICT to support teachers, in particular through CPD; and (ii) a limited pilot of low cost ICT as a tool to support teaching, such as by using of media-based materials such as TV and radio broadcasts and DVDs to demonstrate effective student-centered teaching and learning approaches in various subjects. The project will support DERPT, working with the education media team and/or private sector and NGO media groups27 to (i) develop and produce low-cost, curriculum-linked materials for teacher CPD to support introduction of the new curriculum, new approaches to pedagogy, and student assessment in the SES classroom, prioritizing SES science, language, and math subjects; and (ii) conduct a structured CPD program using such ICT resources in selected schools. Following analysis of the pilot, support will be provided to assist DERPT in scale up and development of an ICT resource bank of materials to support teacher CPD. Later in the project, support may be provided to media-based materials for SES subjects such as social

27

For example: Edu-Channel, Spectrum, Myanmar Computer Federation, Mote Oo

23

studies (history and geography), life skills. The project will provide workshops and seminars, with related consultant inputs, for ICT4ME policy and strategy development, development and piloting of low cost curriculum resources for teacher CPD, and targeted scale-up based on results of the pilot phase.

Output 3: New TVET programs introduced and access expanded 44. TVET Overview. Currently the TVET system in Myanmar, both public and private, faces management, quality and accessibility related issues. In terms of management there is little engagement of industry in linking with occupational skill standards or labor market industry needs. TVET programs are supply driven, lacking modern teaching materials, equipment and training facilities. TVET teachers lack industry experience and there are few opportunities for either TVET teachers or trainees to undertake industry placements. Consequently TVET is not seen as an attractive option for SES graduates.28 The NESP and TVET Law encapsulate the commitment of GOM to raise the status and quality of TVET and skills development, which will require significant support for human capacity development and formulation of skill standards. In view of such challenges and new directions, EYE output 3 will provide policy- and investment-level support to the government to fully operationalize recent/emerging “stage 1” policy reforms and to achieve key agreed forward-looking “stage 2” policy deliverables.

Policy Area



3.1) TVET legislation, institutions, and private sector engagement

S2.3.1a) The Government has promulgated (i) a new TVET Law, providing a unified legal framework to promote equitable access to high quality TVET offered by public and private training schools as well as employers; and (ii) new legislation on financing of TVET. S2.3.1b) The Government has established (i) a national TVET Council and State/Region Advisory Councils, which include representation from industry and private TVET providers; and (ii) a policy framework on public-private partnerships in TVET provision

3.2) TVET quality-side reforms

S1.3.2a) The Government has adopted a new national skill standard format and commenced development of new and updated skill standards to guide development of competency-based curriculum and skill assessment of TVET trainees and existing workers

S2.3.2a) The Government has formulated and disseminated a National TVET Quality Assurance Framework S2.3.2b) MOE has formulated a new Policy on Centers of Excellence in Developing and Disseminating TVET Curriculum, and has accredited at least 5 public and/or private TVET providers to serve as centers of excellence in specific skill areas

3.3) TVET access

S2.3.3a) The MOE Department of Technical and Vocational Education (DTVE) of the Ministry of Education has formulated and disseminated a Policy on Promoting Access to Government Technical High Schools and Competency-Based

28

Many existing TVET programs are at least 1 year in duration and require LSE or USE completion. EYE focuses on providing increased access to skills training for disadvantaged youth and young workers regardless of formal education credentials.

24

Modular Short Courses, which promotes equity across gender and other dimensions S2.3.3b) DTVE has introduced, on a pilot test basis, a needs-based stipend program for disadvantaged youth and workers participating in competency-based modular short courses, and has disseminated an interim evaluation of this pilot test

Sub-output 3A: Replication and diversification of competency-based modular short courses (CBMSCs) 45. Rationale. The CESR identified as a high priority the introduction of CBMSCs as a new TVET modality to provide skills urgently needed by industry while opening opportunities for disadvantaged youth and unskilled workers to attain basic skills. ADB-JFPR-supported TA 8634 has supported DTVET and MOI to develop and pilot test CBMSCs in 8 skill areas.29 Given the pilot’s early-stage success, per a key TVET thrust in the NESP, DTVET and MOI plan to (i) replicate piloted CBMSCs (i.e., geographic expansion to new GTHS and ITCs); and (ii) diversify CBMSCs into additional skill areas not yet covered under the pilot, thus allowing CBMSCs to cover a broader range of skills, youth, and workers. This will require developing revised or new skill standards 30 , competency based curricula, and skill assessment tools, as well as strengthening the capacity of TVET teachers to shift towards competency-based approaches and ensuring prerequisite workshop facilities to support applied TVET. For example, capacity building of in-service teachers will be critical given that there is currently no system of CPD for TVET teachers, many of whom lack industry experience and practical knowledge of modern industrial technology and pedagogical techniques. Similarly, many TVET schools lack adequate facilities and equipment to support modern competency-based TVET. 46. EYE will support expansion of the ADB funded CBMSC pilot program by increasing both the range of skill areas covered and locations where CBMSCs are delivered, including development of skill standards, new CBMSC curricula, assessment and certification, teacher capacity development and CPD, and provision of workshop and classroom equipment. The activities and inputs under EYE output 3A are indicatively shown in the table below and further outlined under Activity Areas 3A1 to 3A5. Activity Area


Notes

3A1 Central level seminars to engage industry and MOE in CBMSC skill standards development and institution level workshops to develop selected skill standards

Representatives from DTVET, MOI, MOLIP NSSA, Industry (including UMFCCI & Industry Zone, GTHS and ITC HT, Industry partners,

Indicatively 3120 workshop days 11 IC months 24 NC months (skill standards and industry links)

Indicative list of skill areas agreed with DTVET and MOI in June 2016 (see Activity Area 3A1)

3A2 Central level seminars and Representatives Indicatively 18400

29

Bricklaying, Bar Bending, Cement Shuttering, Welding (Arc and TIG, gas cutting, MIG/MAG), Motorcycle Mechanic, Small Farm Machinery Mechanic

30 In 2015, MOLIP/NSSA approved a unified format for national skill standards, providing a basis for developing new/revised skill standards. With support under TA 8634, DTVET and MOI, in collaboration with MOLIP/NSSA, have drafted new skill standards in 8 skill areas (now at various stages of review and approval by NSSA for national use), based on which the TA has supported curriculum development, teacher training and pilot testing of CBMSCs in 3 GTHS and 2 ITCs. Other development partners, including GIZ and SDC, have also supported skill standard development in other skill areas.

25

conference to coordinate with other stakeholders and plan new CMBSC programs; institution level workshops to build capacity of CBMSC teachers to develop new curricula; capacity development programs to establish a system for trainee career counselling

from DTVET, MOI, MOLIP/NSSA, Industry (including UMFCCI & Industry Zone, GTHS and ITC HT, BEHS HT

workshop days 25 IC months 48 NC months (CBMSC curriculum development) 7 IC months 20 NC months (career counselling)

3A3 Central level workshops to develop assessment protocols and test items aligned to skill standards

Representatives from MOE DTVET, MOI, MOLIP/NSSA, Industry (including UMFCCI & Industry Zone


3A4 Institution level workshops for GTHS and ITC head teachers and teachers to build capacity in competency based pedagogy and career counselling skills for CBMSC, including industry placement schemes

Representatives from participating GTHSs and ITCs

24000 workshop days 18 IC months 24 NC months (competency based pedagogy and industry placement)

3A5 Supply of workshop and classroom equipment and resources for all new CBMSC skill areas Institution level workshops for GTHS and ITC staff on maintenance and health and safety

Participating GTHSs and ITCs

Equipment for each CBMSC 1350 workshop days 0 IC months 0 NC months

Detailed specifications for each CBMSC equipment procurement to be prepared by IC/NC under Activity Area 3A2 including assessment of existing equipment

Activity Area 3A1: Develop and enhance skills standards in skill areas covered by CBMSCs and other development partners (DP) 47. Project support. Directly supporting achievement of EYE policy deliverable S2.3.2a, EYE will support (including via policy workshops, consultant inputs, etc.) the government’s development of a new National TVET Quality Assurance Framework, in close coordination with other DPO support. It will also directly support the formulation of new/revised skill standards to support specific CBMSCs being rolled out with EYE support, in coordination with TVET providers, employer groups and other development partners, with oversight from DTVET, MOI and MOLIP/NSSA as the key government offices in this subsector. The project will assist DTVET in cooperation with MOLIP/NSSA and MOI to engage with industry to develop new skills standards and or review and revise existing skills standards in at least 16 skill areas supported by the project which will feed into curriculum development of CMBSCs (Activity area 3A2). Under the EYE project further support will be given to development and enhancement of skill standards for each new EYE-supported CBMSC approved by DTVET/MOI/MOLIP31. All skills standards will be based on the new format for Myanmar skill standards, based on the recommendations of NSSA aligned with the NQF. The project will support workshops, related consultant inputs, and reference materials required for each new CBMSC.

31

Due to the prevalence of DPOs engaging in the skills sector and development of skills standards the DTVET, MOI, MOLIP and PMU will ensure that there is coordination with other DPO interventions to avoid any duplication, overlapping or parallel skills standards initiatives.

26

48. The project will support development of skill standards (or review and possible refinement, where standards already exist) in targeted skill areas listed below. These skill standards will in turn guide support CBMSC curriculum development (see 3A2) and subsequent support.

CBMSC Skill Areas and Programs by Level Proposed for Support Under EYE (i) Expansion of CBMSC programs in skill areas covered under the TA 8634-supported pilot test (to be expanded from 5 pilot sites to 15 TVET schools under EYE):

Prog. Skill Area Level

1 Bricklaying level 1

2 Bar bending level 1

3 Cement shuttering plus basic scaffolding level 1

4 Basic road construction level 1

5 Arc welding level 1

6 MIG-MAG welding level 1

7 Motorcycle repair and maintenance* level 2

8 Small farm machinery repair and maintenance* level 2

Note: CBMSC programs marked by “*” include level 1 and level 2 skills: level 1 certification is not a prerequisite for these courses. (ii) New CBMSC programs covering more advanced levels of skill areas covered under the TA 8634-supported pilot test:

Prog. Skill Area Level

9 Bricklaying level 2

10 Bar bending level 2

11 Cement shuttering plus basic scaffolding level 2

12 Basic road construction level 2

13 Arc welding level 2

14 MIG-MAG welding level 2

15 Motorcycle repair and maintenance level 3

16 Small farm machinery repair and maintenance level 3

(iii) New CBMSC programs covering additional skill areas not covered under the pilot:

Prog Skill Area Level

17 Tiling and plastering level 1

18 Tiling and plastering level 2

19 Electrical (house wiring) level 1

20 Electrical (house wiring and household appliances) level 2

21 Electrical (industrial electrical installation) level 1

22 Electrical (industrial electrical installation) level 2

23 Plumbing, sewage and drainage (basic) level 1

24 Plumbing, sewage and drainage (advanced) level 2

25 Air conditioning (domestic) level 1

26 Air conditioning (industrial) level 2

27 Building carpentry (basic) level 1

28 Building carpentry advanced (roof constr. installations of windows and doors) level 2

29 Tractor diesel / agro mechanic (basic) level 1

30 Tractor diesel / agro mechanic (advanced) level 2

27

49. EYE will additionally support continued dialogue on additional CBMSC programs that might be supported under a potential EYE Phase 2, which is indicatively planned for approval in 2019: i.e., a broader array of skill areas may be added in a potential second phase of EYE. Activity Area 3A2: CBMSC curriculum development based on skills standards, including trainee career counseling 50. Project support. Directly supporting achievement of EYE policy deliverable S2.3.2b, the project will assist DTVET and MOI to develop competency based curriculum for CBMSCs linked to each of the new skill standards noted above. It will support capacity development and workshops for DTVET and MOI staff as well as selected teachers (see Activity Area 3A4) at participating TVET schools to develop curriculum based on skill standards, and will provide related consultant support. 32 CBMSC curricula will include basic health and safety (for all courses). To varying degrees CBMSC curricula will incorporate basic entrepreneurial skills, an introduction to trainee career counselling strategies, and will ensure sensitivity to gender and ethnic group dimensions. EYE will also support development and operationalization of a new policy and mechanisms for accrediting public and/or private TVET providers (potentially including selected GTHS and/or ITCs included in EYE) as centers of excellence (COEs) in curriculum development in specific skill areas. Activity Area 3A3: Assessment and certification of CBMSC trainees (aligned to national skill standards) 51. Project support. The project will assist DTVET, in coordination with MOLIP/NSSA and MOI, with support from other DPOs, to engage industry in developing procedures and instruments for skill assessment. Support will also include development of practical test items for the NSSA-administered test item bank 33 for conducting skill assessment of both TVET program graduates and existing workers as recognition of prior learning (RPL) in the focal skill areas covered by the CBMSC under EYE. The project will ensure engagement with industry to develop a flexible and fair assessment system in collaboration with employers. Through project support, certification of trainees and employees will be expanded to include the CMBSC skill areas, and parallel support for the expansion of more flexible systems and identification of additional assessment centers. It will support workshops combining ministry and industry technical experts to develop assessment protocols and test items (aligned to skill standards), as well as related consultant inputs. Activity Area 3A4: TVET teacher capacity development and CPD in CBMSC-provider institutions (including industry attachments and CPD in career counseling) 52. Project support. The project will assist DTVET and MOI to analyze capacities of teachers in participating TVET schools to develop curricula and deliver new CBMSCs using competency-based pedagogical methods in delivering the new curricula and in providing career counseling on employment opportunities to trainees. Based on the capacity gap analysis, the EYE project will design and provide a phased, multi-modal capacity development program for an estimated 100 TVET teachers participating in EYE-supported CBMSCs, at least 50 of whom will be females and encouraging ethnic staff representation. It will provide (i) related consultant

32

Subject to further assessment, curricula for more advanced CBMSCs may incorporate industry placement schemes as part of CBMSC study programs.

33 Note: this refers to practical exercises to test concrete competencies, as opposed to “test item banks” for paper-based examinations in general education, which tend to focus on theory, content knowledge, etc. SDC is currently supporting MOLIP and NSSA to develop such a practical test item bank.

28

inputs to the design and implementation of the capacity gap analysis and capacity development program, including specifically health and safety, and career counseling capacity development for CBMSC teachers; (ii) resources for workshops and other formal seminars as part of that program; and (iii) as part of that multi-prong program, industry attachments for participating TVET teachers in skills and familiarity with industry practices to strengthen/update opportunities related to the skill areas they will teach. Activity Area 3A5: Workshop and classroom equipment, resource libraries, and other teaching and learning materials (TLM) for CBMSC 53. Project support. The project will assist DTVET, in coordination with MOI, to equip participating TVET schools with equipment and materials needed to conduct new competency-based programs, including equipping workshops, resource libraries, classrooms, etc. The PPTA identified basic specifications for equipment needed for the initial batch of CBMSCs, with detailed needs for subsequent CBMSCs to be identified alongside curriculum design. Procurement will follow ADB Procurement Guidelines (2015, as amended from time to time), as well as relevant MOE procedures (see Section VI), and will be administered, managed and coordinated by the PMU in dialogue with DTVET and MOI. The project will support (i) procurement, delivery, and installation of equipment/materials; (ii) provision of training and materials to ensure maintenance of equipment provided, and health and safety awareness training; and (iii) procurement of an initial stock of supplies and materials for each CBMSC. Consistent with the Legal Agreements, (LD 1 and 2). DTVET and MOI will ensure adequate recurrent budget allocation to ensure running costs, including equipment maintenance and replenishment of consumable materials (the project will finance an initial stock), and will ensure deployment of TVET teachers (releasing them from other duties, as needed) to support CBMSC implementation throughout the project. Sub-output 3B: Addressing supply and demand side constraints to TVET access 54. Rationale. TVET access and enrolment has been very low, with only 1 in 60 youth aged 16-19 enrolled in any form of training (versus 1 in 9 enrolled in higher education), and training virtually non-existent in rural areas or, for example, in construction, mechanical, or industrial skills. This partly reflects subsector management dimensions and a supply driven TVET system. The perceived low quality and relevance of TVET skills training undermines both demand for TVET and trainee employability.34 Most forms of TVET in Myanmar (as with higher education) require USE completion, leaving the majority of youth without access to TVET.35 The target groups for access to CBMSC skills training under the EYE project are those youth who are identified from CESR TVET analysis as most disadvantaged and educationally excluded from learning pathways that lead to better workplace and employment opportunity. 55. To promote increased access to CBMSC for youth in underserved areas, EYE will support MOE and MOI in the construction of new CBMSC workshops and dormitory facilities in selected GTHSs and ITCs (Activity Area 3B1), targeted needs-based stipends for CBMSC

34

Illustrating the magnitude of the challenge, recent household survey data indicates that less than half (48%) of 20-22 year-olds in Myanmar have completed even lower secondary education (LSE): i.e., 9 years of schooling.

34 Of the

roughly 1.1 million youth in each age cohort (e.g., 20 year-olds), fewer than 10% successfully completed upper secondary education (USE)—defined by passing the matriculation exam at the end of grade 11. Many youth retake the exam in subsequent years and a total of around 18% of students eventually pass.

35 For example, the same analysis suggests that only 1.7% of 16–19 year-olds are enrolled in various forms of skills training, with access to training concentrated in urban areas and fields like computers and languages. ADB. 2015. Revised Approach Note – Myanmar Preparing Youth for the Workplace. Manila.

29

trainees (Activity Area 3B2), and linked social marketing activities to reach out to secondary schools, parents, communities, employers and youth groups in promoting the value of skills training in enhancing the employability of young people (Activity Area 3B3). 36 The activities and inputs under EYE output 3B are indicatively shown in the table below and further outlined under Activity Areas 3B1 to 3B3. Activity Area


Notes

3B1 Design, contracting and oversight of construction of: 41 large CBMSC workshops 20 medium CBMSC workshops 4 outside shed areas 15 CBMSC trainee dormitories (one per EYE CBMSC TVET school) for 36 boys and male teachers room plus 36 girls and female teachers room

11 EYE project GTHS and 4 EYE project ITCs – targeting students located in areas which are underserved for CBMSC access Oversight responsibility of PMU and DTVET

Contracting for construction of 41 large and 20 medium CBMSC workshops and 15 CBMSC trainee dormitories 12 IC months 42 IC months (architect/civil engineer)

CBMSC workshop and dormitory construction includes sex-separate toilet blocks and furniture ADB Procurement Guidelines and procedures to be followed, and site supervision appropriate to the type and form of contract to be used for the works. Linked to Activity Area 3B2 needs-based stipend scheme

3B2 EYE project funded needs-based stipends including dormitory space for 6/16 trainees in each CBMSC batch and monthly stipend payment, EYE support to develop guidelines for management/ implementation and M&E of stipend scheme Central level training workshop on managing and administering CBMSC stipends

Representatives of PMU, DTVET, EYE project GTHSs and ITCs, CBMSC trainees from underserved areas

Indicatively >17,280 needs-based stipends >40,000 trainee uniforms Food costs for >120,000 trainee months 40 workshop days 4 IC months 8 NC months (Stipend guidelines and M&E)

Food and uniforms provided under EYE project for all CBMSC trainees Needs-based stipend selection criteria for CBMSC trainees and PMU/DTVET implementation guidelines to be prepared by PMU following WB stipend guidelines and lessons learned

3B3 Township level workshops to design and implement an effective social marketing strategy Institution level social marketing events/forums at participating GTHS/ITC Middle school level social marketing events/forums in collaboration with DTVET and GTHS/ITC

Representatives from PMU, DTVET, MOI, GTHS, ITCs, local NGO and OSY groups

200 workshop days at township level 100 workshop / event days at GTHS/ITC 200 workshop / event days at MS 6 IC months 40 NC months (CBMSC social marketing)

36

MOE/MOI will fund the rehabilitation of workshop facilities in 11 GTHSs and 4 ITCs targeted for CBMSC

30

Activity Area 3B1: Construction/upgrading of workshops, dormitories and toilet facilities (sex-disaggregated) 56. Project support. The project will assist DTVET and MOI to undertake a thorough assessment of existing and required workshop facilities at participating GTHS/ITC. Based on the facilities assessment the project will support DTVET and MOI to renovate and construct workshop facilities, at participating GTHS and ITCs which will host new CBMSC programs under the EYE project. Construction of sex-segregated dormitories and toilet blocks, aligned with a stipend scheme for CBMSC trainees (Activity Area 3B2) will provide an additional incentive to attract trainees. Subject to possible expansion mid-implementation, the EYE project will support 11 GTHS and 4 ITCs selected from the existing network of 34 GTHS and 6 ITCs based on criteria including (i) local socioeconomic data (e.g., population, employment rate, poverty indicators, etc.); (ii) assessment of current and future skill needs in surrounding areas, giving some priority to GMS economic corridors; (iii) feasibility (facilities) assessment (e.g., availability of extra space to add CBMSCs); (iv) maximizing complementarity (in terms of geographic and skill area coverage) with support from other DPOs.37 All civil works will be limited to existing GTHS and ITC sites, and M&E during project implementation will ensure that there is no resettlement or significant environmental impact (see PAM Section IX.B Safeguards Monitoring and SPRSS Appendix 4 Summary Poverty Reduction and Social Strategy). 38 CBMSC workshop and dormitory construction will include disaster resilient design features for geographical locations categorized as at high risk of cyclone, earthquake and flood. The project will provide consultant inputs to support procurement of civil works, which will follow ADB Procurement Guidelines (2015, as amended from time to time). Technical advice will be provided to relevant PMU, DTVET and MOI staff by EYE consultants, including guidance on construction site safety for trainees and contractors, environmental and social safeguards monitoring, and quality standards for disaster resilient design and construction. DTVET and MOI will ensure adequate recurrent budget allocation to ensure running costs associated with new/refurbished facilities, and adequate technical support at local level (e.g., site supervision and safety standards monitoring) to ensure compliance with EYE project safety, environmental and social safeguard requirements.

List of GTHS and ITCs (EYE Phase 1)

GMS Economic Corridors

No. Type School Name State/Region Northern Central

North-South East-West

I. Existing pilot schools (2015-2017 ADB-JFPR TA)

1 GTHS Mandalay GTHS Mandalay x

2 GTHS Naypyitaw GTHS Naypyitaw x

3 GTHS Yangon GTHS Yangon x x

4 ITC Mandalay ITC Mandalay x

5 ITC Pakokku ITC Magway x

II. Additional sites

6 GTHS Hpa-an GTHS Kayin x

37

For example, support to ITCs in Pakokku, Mandalay, Thagaya, and Magway, complementing other DPOs’ support for ITCs in Sinde and Myingyan.

38 The PPTA confirmed the project’s safeguard categorization (category “C”)—the project will not have any involuntary resettlement or any significant adverse environmental impacts.

31

7 GTHS Kale GTHS Sagaing (Chin border)

x

8 GTHS Lashio GTHS Shan x

9 GTHS Mawlamyine GTHS Mon x

10 GTHS Meikhtila GTHS Mandalay x

11 GTHS Monywa GTHS Sagaing x

12 GTHS Pathein GTHS Ayeyarwady x

13 GTHS Taungoo GTHS Bago x

14 ITC Magway ITC Magway x

15 ITC Tha Ga Ya ITC Bago (Yedashe Tsp.) x

Activity Area 3B2: Development, pilot testing and evaluation of targeted needs-based stipends 57. Project support. Directly supporting achievement of EYE policy deliverable S2.3.3b, the project will assist DTVET and MOI to develop guidelines and procedures for a new needs-targeted stipend program for disadvantaged youth and workers, with a principal focus on those from ethnic group households, to enroll in the 11 GTHS and 4 ITCs where CBMSCs are being conducted.39 Based on agreed procedures, DTVET and MOI will select roughly one-third of CBSMC trainees who will receive targeted support in the form of (i) dorm space (see activity area 3B1); and (ii) a needs-based stipend (indicatively 40,000 kyat per month). The final criteria will ensure that at least 50% of beneficiaries will be females and 80% will be ethnic group trainees from more remote rural areas. The project will provide food and uniforms for all CBMSC trainees. To varying degrees, the CBMSC stipend program will include community and industry engagement in various project dimensions, including supervision and public dissemination of information on stipend awards, attendance, and completion rates. CBMSC stipend program guidelines (to be approved by MOE and MOI in discussion with ADB prior to any fund flows) will include specific procedures and requirements to ensure transparency and targeting to needy trainees, including provisions for posting information on GTHS billboards, requiring trainee’s signed verification of fund receipt in liquidation documentation. In close communication with the PMU, DTVET and MOI will take responsibility for the day-to-day management and monitoring of the CBMSC stipend program. Activity Area 3B3: Social marketing including local employer outreach to promote interest among youth, workers and employers in TVET, and increased employability of graduates 58. Project support. The project will assist DTVET, in coordination with MOI, MOLIP, and other ministries, local industries and labor unions, to develop and implement a social marketing plan aimed at promoting interest in TVET and skills development among youth and workers—with an emphasis on those from disadvantaged backgrounds—as well employers, and to increase employability of trainees. The campaign will center on but not be limited to CBMSCs supported under the EYE project. Campaign elements related to CBMSCs will target those in the age group 16 to 23 years old who have exited or are at risk of exiting the school system before completion of Grade 9. It will include an awareness raising campaign for parents and community leaders from disadvantaged and low access SE groups to increase understanding of

39

The new targeted stipend program is distinct from DTVET’s existing non-targeted allocation of 30,000 Kyat per month for 2-year GTHS students to cover basic food and uniform. As relevant, targeting will draw on experiences under MOE’s basic education stipend program (supported by World Bank and Australia).

32

the benefits of enrolment in CBMSCs to be offered under the project, and broader awareness raising to try to reverse traditional gender norms and promote females’ access to employment in non-traditional skill areas. Elements targeted at employers will aim to support employment of TVET-trainees. The project will engage with media, NGO groups and labor unions to reach out of school youth and secondary schools (linked to Activity Area 2B2). The project will support activities including consultative workshops and related consultant inputs to support the design of an effective social marketing strategy, and funding of agreed activities under the social marketing strategy, potentially including at least 1 forum/event per year engaging local employers, media and local NGO youth groups, targeting middle school students, their parents and local community leaders, etc. Sub-output 3C: Strengthen TVET management 59. Rationale. The establishment of a TVET Council is one of the key recommendations arising from the CESR Phase 1 and 2 TVET subsector analysis, to strengthen subsector management and coordination across the TVET sector as a whole. In particular to ensure smooth management of relevant ministries engaged in the TVET subsector, formation of local advisory boards, establishment of a financial management system and information management system, establishment of a research center, and securing public-private partnerships. The TVET Council would coordinate the quality assurance system and the NQF, working in alignment with the proposed National Accreditation and Quality Assurance Committee (NAQAC) and NSSA. The forthcoming TVET Law is expected to clarify responsibilities across the proposed TVET Council, proposed NAQAC, and NSSA in terms of responsibilities for skill assessment leading to skill certification, as well as accreditation of institutions to provide specific TVET programs. 60. The CESR TVET sub-sector analysis identified a need for strengthening of TVET-industry linkages for both TVET teachers and trainees on skills courses to gain practical workplace experience from industry placements and to introduce job matching and trainee placement schemes. Management level capacity development in GTHS and ITCs needs to be strengthened to support the continuation of CBMSC, to ensure responsiveness to future subsector developments and demands of the growing economy in Myanmar. Training programs are needed for TVET providers and education officers at all levels, GTHS head teachers, teachers, and industry partners/leaders including strategies to address critical issues relating to (a) equitable access for girls and boys, (b) access to skills training for young people from ethnic groups, (c) more inclusive access for TVET trainees with disabilities and those from poor households. Emerging economic and social sector developments in Myanmar provide new opportunities for development of public-private partnerships across the TVET subsector. 61. To strengthen the overall management of TVET and specifically the management of CBMSC targeting disadvantaged youth, EYE will support MOE, MOI and MOLIP in subsector coordination including establishment of the proposed TVET Council (Activity Area 3C1), development of mechanisms for job-matching and trainee placement schemes (Activity Area 3C2), system strengthening within state/region offices and CBMSC partner institutions including career counselling and tracer studies of trainees (Activity Area 3C3) and policy development for PPP provision within the TVET sub-sector (Activity Area 3C4), The activities and inputs under EYE output 3C are indicatively shown in the table below and further outlined under Activity Areas 3C1 to 3C4. Activity Area


Notes

3C1 EYE support to establishment of Representatives of 160 workshop days EYE inputs will

33

the TVET Council (details to be determined later) Central level capacity development workshops to support policy, strategy, establishment and functioning of TVET Council

MOE DTVET, MOI and MOLIP/NSSA

8 IC months 18 NC months

complement and be closely coordinated with support expected from other DPOs

3C2 Central and Region/State level multi-stakeholder workshops and seminars to engage TVET, industry and other DPOs in development of practical TVET – Industry linkages

Representatives of MOE DTVET, MOI, MOLIP/NSSA, Industry (including UMFCCI & Industry Zone, DPOs


3C3 Institution level (GTHS/ITC) capacity development workshops for principals and State and Region officers to promote CBMSC access, monitoring and evaluation Conduct an annual Tracer Study to track CBMSC trainees from application to graduation and employment

Representatives from principals from EYE project GTHSs and ITCs, MOE DTVET, MOI, MOLIP, community/NGO groups and local industry partners

2520 workshop days Tracer Study funding 6 IC months 15 NC months (M&E of CBMSC and outreach strategies)

3C4 Central level multi-stakeholder policy dialogue workshop on potential PPPs in the TVET sub-sector

Representatives from MOE DTVET, MOI, MOLIP/NSSA, Industry (including UMFCCI & Industry Zone, DPOs


Aligned with ADB Private Sector Development Framework and Action Plan (draft 2016)

Activity Area 3C1: Support to new TVET Council and strengthened subsector coordination 62. Project support. Directly supporting achievement of EYE policy deliverable S2.3.1b and policy deliverable S2.3.1a, the project will assist DTVET in efforts to establish the TVET Council and its Secretariat, and will subsequently assist to build their capacities to ensure effective functioning. The project will support capacity development workshops and related consultant inputs. The project will also support the MOE and DTVET in drafting legislation on TVET financing. Such support will complement and be closely coordinated with support expected to be provided by other DPOs involved in the subsector, to ensure a harmonized approach. Activity Area 3C2: Industry engagement mechanisms including skills standards development (e.g., job-matching and trainee placement scheme) to align TVET programs to labor market needs (national and local) 63. Project support. Linked to broader support under activity area 1A2, the project will assist DTVET, in coordination with MOLIP, MOI, and other ministries, to develop and roll-out mechanisms for engaging industry and labor unions at various levels to better link skills supply via TVET and skill demand. In addition to broader interventions, the project will support DTVET’s development of a new Strategy for TVET Institution-Employer Engagement, and implementation of specific industry engagement mechanisms focused on CBMSCs supported under the project, including CBMSC trainee and graduate job placement schemes. The project will support (i) a series of multi-stakeholder workshops; (ii) consultant inputs; (iii) related capacity development at the central level (with local support provided under activity area 3C3 below). Such support will complement and be closely coordinated with support expected to be

34

provided by other DPOs involved in TVET. Activity Area 3C3: Capacity building for state/region/local offices & CBMSC training center school principals, including on CBMSC management and outreach (periodic assessment of available data to map local skill demands) 64. Project support. The project will assist DTVET and MOI to conduct a capacity gap analysis to identify capacity building activities needed for strengthening of state/region and local offices and principals of the 11 GTHSs and 4 ITCs participating in the project. Activities will focus on (i) improved systems for management of CBMSC programs and outreach to ensure that more disadvantaged youth and workers can access programs; (ii) strengthening of local industry links (under the framework developed in Activity Area 3C2); and (iii) monitoring and evaluation systems and improved data analysis to ensure that resources are best targeted to disadvantaged groups and to ensure longer term sustainability. The project will support a series of capacity development workshops and related consultant inputs. Capacity development support will also be provided to strengthen local level and GTHS/ITC institution level systems for on-going identification of local skills demand, local employer engagement linked to career counseling services, and periodic tracking of trainees transitioning into employment. Finally, the project will support a formal, externally contracted Tracer Study to assess employment outcomes of CBMSC graduates. Activity Area 3C4: Support to develop policy on public-private partnerships (PPP) for TVET provision 65. Project support. Directly supporting achievement of EYE policy deliverable S2.3.1b, the project will assist DTVET, in coordination with MOI, MOLIP, and other ministries, to develop a new policy and mechanisms to support potential PPPs related to TVET, such as voucher schemes, private management of public TVET facilities, job placement, apprenticeship schemes, etc.). Such support will be aligned to broader PPP policy initiatives in Myanmar, and will ensure close dialogue with government, industry and other DPOs to ensure a harmonized approach. The project will support a series of multi-stakeholder policy workshops and related consultant inputs.

35

II. IMPLEMENTATION PLANS

A. Project Readiness Activities

Table 1: Equipping Youth for Employment (EYE) Indicative Project Readiness Activities

Indicative Activities

Months

Aug 2016

Sep 2016

Oct 2016

Nov 2016

Dec 2016

Jan 2017

Feb 2017

Responsible Individual/Unit/Agency/

Government

Advance contracting actions

MOE

Establish PMU and project implementation arrangements

MOE

ADB Board approval

ADB

Loan signing

MOPF, UAGO, MOE, and ADB

Government legal opinion provided

UAGO

Government budget inclusion

MOF

Loan effectiveness

MPF and ADB

ADB = Asian Development Bank, MOE = Ministry of Education, MPF = Ministry of Planning and Finance, UAGO = Union Attorney General’s Office. Sources: Ministry of Education, and Ministry of Planning & Finance consultations.

66. The EYE PMU will be established by end August 2016, including government-seconded staff (with contractual staff to be fielded immediately after loan effectiveness). The implementation strategy is summarized in the following Section IIB in the form of an overall implementation schedule. Activities are aligned to dovetail where appropriate with the activities of the preceding ADB technical assistance support to the MOE which relates specifically to activities under TA 8385 for Output 2 capacity development for secondary education curriculum reform, and for activities under TA 8634 for Output 3 supporting development and introduction of 8 CBMSC in 3 GTHSs and 2 ITCs. 67. A table of project readiness filters is included as Appendix 8.

36

B. Overall Project Implementation Plan

Table 2: EYE Overall Project Implementation Plan – NOTE: Includes Ongoing PPTA-Financed Start-up Support


A. DMF qtr 3 qtr 4 qtr 1 qtr 2 qtr 3 qtr 4 qtr 1 qtr 2 qtr 3 qtr 4 qtr 1 qtr 2 qtr 3 qtr 4 qtr 1 qtr 2 qtr 3 qtr 4 qtr 1 qtr 2 qtr 3 qtr 4 qtr 1 qtr 2 qtr 3 qtr 4

Output 1: Policy frameworks and capacities for cohesive, workforce-responsive SES and TVET enhanced

1.2 Support for mapping of priority competencies to be delivered by general education and TVET commenced in April

2017 and completed by end 2018;

1.3 Technical/policy support to develop SES-TVET-HES pathways provided during April 2017- March 2019;


2.3 All targeted schools equipped by May 2019 with teaching and learning resources (e.g., science laboratory

equipment and school library materials) to support new curriculum;

2.5 Pilot testing of sample-based learning assessment (ASLO) completed for 1 grade of LSE and 1 grade of USE

(indicatively grades 8 and 11) by 2018;

2.9 Additional demand-promotion initiatives (e.g., social marketing to promote primary-secondary transition, prevent

dropouts, etc.) launched in June 2017, completed by 2022.

2.10 Capacity development program for SES and school managers from June 2017 until project completion

(instructional leadership, career counseling, CPD, school improvement planning, and community engagement);

Output 3: New TVET programs introduced and access expanded

3.1 Skill standards, curriculum, and assessment mechanisms developed (in dialogue with employers and other

ministries and based on learning pathways) for successive batches of CBMSCs during 2017-2019;

3.2 Development and distribution of teaching and learning materials for all CBMSCs completed by end 2019;

3.6 Other demand-promotion initiatives (e.g., social marketing) launched by June 2017 - end 2022;

3.8 Policy-level support on TVET financing, PPP in TVET provision, and strategy for TVET institution-employer

engagement completed during March 2017-June 2019.

3.3 Classroom/workshop construction/upgrading at 11 GTHS and 4 ITCs completed by end 2017, with equipment and

supplies for all batches of CBMSCs provided during 2017- 2019;

3.4 TVET teachers provided initial training on provision of CBMSCs in 2017, with periodic follow-on training during

2017 to 2020;

3.5 Pilot testing of a new stipend scheme for 690 disadvantaged trainees (30% of CBMSC students enrolled,

launched in July 2017 and implemented through project end, with biannual assessments informing refinements;

3.7 Trainee counseling and job matching scheme developed in dialogue with employers and launched by end 2017.

1.1 Subsector management capacity development program (including labor market analysis and engagement with

industry to identify soft and hard skill needs) formulated by March 2017, and implemented through 2022;

2.7 LSE and USE disaster-resilient model school designs / standards developed by June 2017; construction of new

classroom blocks, dorms, and toilets at all targeted existing schools completed by April 2019;

2.6 Support to reforms of pre-service teacher education curriculum completed during 2017-2021, with support for

development of new policy on teacher deployment completed by March 2019;

2.8 Impact evaluation study baseline conducted in June 2017, with final data collection in March 2020;

2.11 Policy on ICT4ME drafted by end 2017, with elements pilot tested from 2018 and assessed by mid 2019.

2.4 Ongoing support for reform of examinations, including replacement of matriculation exam with interim upper

secondary (grade 11) completion exam in SY2017/18, and new completion exam (grade 12) in SY2022/23;

2.2 Annual in-service teacher training rounds completed by May of each year during 2019-2022, with ongoing

continuing professional development program run during 2018 to 2022;

2.1 Capacity development of curriculum development teams during 2017-2021, with development, printing, and annual

distribution of LSE and USE textbooks and teacher guides, with all SES grades completed by SY2022/23;

1.5 TVET MIS developed and integrated within or linked to MOE EMIS by end 2017; related capacity building

program completed by June 2018;

1.4 SES and TVET school network mapping completed by May 2017, with action plan for prioritized under-served

areas approved and implemented from July 2017;

1.6 Detailed M&E strategy and comprehensive multi-modal M&E plan finalized by November 2016, with

comprehensive baseline data collected by early 2017 and progress reported in quarterly reports.

20222016 2017 2018 2019 2020 2021

37


B. Management Activities Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Project management: PPTA-supported capacity development program implemented during Oct 2016 to March 2017.

Project management: (ii) PMU consultants and contractuals fielded and project-financed capacity building program

launched in Feb/Mar 2017.

Master bidding documents finalised and approved by October 2016

Procurement plan key activities to procure contract packages (see Procurement Plan Section VI for details)

Consultant selection procedures (see Procurement Plan Section VI for details)

Gender Action Plan and Ethnic Group Plan: key activities

(i) capacity development program for PMU and IU teams completed on gender and ethnic group dimensions of all

EYE project activities, by March 2017

(ii) gender action plan and ethnic group plan implemented from April 2017 to end 2022 and reported in all EYE project

progress reports

Communication strategy: key activities

(iii) policy briefs and information relating to proposed project activities communicated to stakeholder groups at all levels

as relevant and in a timely manner throughout the project period to 2022

(iv) social media and MOE edu-channel media communication strategy approved and functioning by August 2017 to

communicate key EYE messages, reach out to youth and provide a forum and channels for teacher CPD

ADB inception mission by June 2017 (tbc - within 2 months of project start-up), and 6 monthly review missions

thereafter

Independent evaluation of project performance

ADB mid-term review mission

Quarterly progress reports

Consolidated annual reports (progress achieved by output, key implementation issues and solutions, updated

procurement plan, updated implementation plan)

Project completion report to be submitted to ADB by June 2023 (analysis of project implementation, project

performance and achievements against the targets, and expected project impact)

Pre-project activities under PPTA conducted during Sept 2016 through Mar 2017;

EYE project implementation activities during Feb 2017 through Dec 2022.

Source (s): DMF, ADB Aide Memoire May 2016

ASLO = assessment of student learning outcomes, CBMSC = competency based modular short courses, CPD = continuing professional development, DMF = design and monitoring framework, INSET = In-Service Teacher Training, PPP = public-private partnership, qtr = quarter.

2022

(i) an EYE PMU website established linked to MOE website by March 2017, and regularly maintained/updated

throughout the EYE project period to end 2022

(ii) social marketing plan developed and approved by June 2017, and implemented in geographically targeted

communities throughout the project to end 2022

2017 2018 2019 2020 20212016

38

III. PROJECT MANAGEMENT ARRANGEMENTS

A. Project Implementation Organizations: Roles and Responsibilities

Table 3: EYE Project Implementation Organizations: Roles and Responsibilities

Project Implementation Organizations

Management Roles and Responsibilities

Executing Agency MOE will serve as the Executing Agency (EA) for the EYE, in coordination with other agencies as needed. As EA, MOE shall ensure that relevant staff involved in implementation are fully aware of, and comply with, relevant Government and ADB procedures including, but not limited to, those for implementation, procurement, use of consultants, disbursement, reporting, monitoring, and prevention of fraud and corruption.

MOE Executive Committee The MOE Executive Committee will provide senior-most supervision, guidance, and cross-agency coordination to EYE, particularly on policy level issues. The MOE Minister chairs the Executive Committee, which will also liaise with other government agencies at a senior level, as needed on major policy or reform issues.

Implementing Agency Project Management Unit Project Manager (MOE) Assistant Project Manager (MOE) Financial/Accounting Officers (2 - contractual) Procurement Coordinator (contractual) M&E Officer (MOE) IT Officer (MOE) Civil Works Coordinator (contractual) Project Assistant (contractual)

Within MOE DERPT (as EA) the Project Management Unit (PMU) will provide overall management of all aspects of implementation of the EYE, ensuring compliance with loan covenants, relevant ADB policies, and PAM, as well as alignment with the project design (excepting agreed modifications), the GAP, and EGP, and other agreements. Specific areas of responsibility will include: (i) overall planning; (ii) monitoring and evaluation; (iii) social safeguards; (iv) administration, including procurement, disbursement, and accounting; and (v) ensuring independent auditing. The PMU, reporting to the Project Director, will supervise and be supported by project-financed consultants, and will coordinate the work of individual Implementing Units (IUs), noted below. The PMU will also serve as focal point for periodic reporting, submission of annual or periodic work plans and other proposals, and liquidation and provision of other documentation to ADB. Detailed terms of reference (TOR) for the PMU will be defined in an MOE order before effectiveness, and included in agreed revisions of the PAM.

Department of Research, Education Planning and Training

The Deputy Director General of MOE DERPT will serve as Project Director, and will facilitate policy dialogue across MOE IUs (i.e., departments, institutions, etc.) and with other agencies as appropriate; supervise and oversee project implementation at the central and sub-national levels; mobilize professional staff to support project implementation; review and endorse any requests and documents within his\her jurisdiction

39

during project implementation (e.g. approval of bidding documents, bid evaluation results and contract awards for contracts procured by PMU; approval of overall and detailed implementation plans and cost estimates); and submit periodic and ad hoc reports on project performance as required by ADB and concerned agencies.

Implementing Units40 Implementing Units (as indicated in the Project Organization Structure) will act as technical lead units for implementation of specific clusters of project activities. Director Generals for each IU will assign one focal staff to take day-to-day responsibility for supervising interventions overseen by that IU. IUs will propose work plans annually or as needed by the PMU (for quarterly reports). They will also be responsible for timely submissions of documents of allowable expenditures and other required documentation to the PMU to support liquidation. Membership and TOR of each IU will be defined in an MOE order before effectiveness, and included in agreed revisions of the PAM.

ADB ADB will approve procurement activities and withdrawal applications, disburse funds for allowable expenditures, supervise project implementation and compliance with the Loan Agreements and PAM, and conduct periodic reviews to assess progress towards project outcome, outputs, and expected deliverables, as well as the GAP and EGP.

ADB’s Myanmar Resident Mission will directly oversee the EYE project, in close coordination with the ADB, which will additionally provide front-line support to ongoing policy and donor dialogue, project- specific trouble-shooting, etc.

ADB = Asian Development Bank, DERPT = Department of Education Research, Planning and Training, EGP = ethnic group plan, EYE = Equipping Youth for Employment, GAP = gender action plan, MOE = Ministry of Education, PMU = project management unit. Source: Consultation with MOE.

68. The PMU will provide overall management of all aspects of implementation. The PMU will supervise and be supported by project-financed consultants, and will coordinate the work of individual implementing units (IUs). It will also serve as focal point for periodic reporting, submission of annual or periodic work plans and other proposals, and liquidation and provision of other documentation to ADB. Detailed TOR of the PMU will be defined in an MOE order before effectiveness. The roles and responsibilities related to EYE will include distribution of textbooks to schools, selection of schools and teachers for in-service teacher training and M&E. An implementation unit will be established in each EYE-participating MOE department headed by a deputy director general, or appropriate authorized officer and with delegated members of the technical sections for construction and development assistance, finance, stipends, teacher development, secondary curriculum and others, as appropriate to the activity-related tasks under the EYE.

40

Five implementing units are currently foreseen, subject to revisions to be agreed between MOE and ADB. Other departments (e.g., Department of Human Resources and Education Planning) will maintain EYE-wide roles.

40

B. Key Persons Involved in Implementation

Executing Agency Ministry of Education Dr. Win Tun

Director General Telephone No. +95-67-407122 Email address: [email protected]

Ministry of Education, Building 13, Nay Pyi Taw, Myanmar

Asian Development Bank

Human and Social Development Division

Mr Winfried Wicklein Country Director Myanmar Resident Mission, Southeast Asia Department Asian Development Bank Telephone No. (95) 0678106280-86 (Nay Pyi Taw MYRM Office) (95) 0185603433-34 (Yangon MYRM Office) Email address: [email protected]

Mission Leader

Mr. Christopher A. Spohr Principal Social Sector Specialist Myanmar Resident Mission Southeast Asia Department Asian Development Bank Telephone No. (95) 67-8108066 Email address: [email protected]

C. Project Organization Structure

69. Flow chart to show the reporting lines essential internal structures of key organizations involved in implementation.

mailto:[email protected]



41

IV. COSTS AND FINANCING

A. EYE Financing Plan 70. Total financing for the EYE is estimated at $105 million equivalent, as shown in Table IV.1.

Table IV.1: Financing Plan

Source Amount ($ million) Share of Total (%)

Asian Development Bank Special Funds resources (project loan) 98.49 93.8

Governmenta 6.51 6.2

Total 105.00 100.0 a Includes provision and preparation of land, project management unit and consultant office accommodation

(including utilities), seconded staff, and waiver of taxes and duties on textbooks and other agreed items.

Source: Asian Development Bank staff estimates.

EYE Investment Plan 71. Cost estimates for the project component were prepared by ADB staff and the PPTA team, in close dialogue with MOE and MOI counterparts. Costing assumptions are shown under Table IV.2 below. 72. The government has requested a loan not exceeding $98.49 million equivalent to finance the EYE Project, which is expected to be implemented over a 6-year period (from effectiveness through the end of 2022). Subject to further ADB review, it is envisaged that selected taxes and duties will be financed by ADB, with MOE securing exemptions for agreed items (see next para.). The indicative project financing plan below (Table IV.1) outlines the envisaged costs and financing of EYE’s project component, subject to further refinements and discussion at negotiations. Including government contribution (estimated at roughly $6.51 million equivalent), the total project cost is estimated at $105.0 million, as summarized below. Government contribution principally consists of in-kind contributions in the form of (i) provision and basic site preparation of land at secondary school, GTHS, and ITC sites; (ii) secondment of selected PMU staff, as well as office accommodation (including utilities) for the PMU and the project implementation consultants; (iii) facility maintenance; and (iv) exemption of taxes and duties on agreed items. 73. MOE will secure exemption of taxes on textbooks and teacher guides and other agreed materials, submitting a request to MOPF for tax exemption prior to procurements. Subject to dialogue leading up to and during negotiations, the project is expected to finance reasonable taxes on other items.

42

Table IV.2: Project Investment Plan (Including Government Financing) ($ million)

Item Amounta

A. Base Costb

1. Policy frameworks and capacities for cohesive, workforce-responsive SES and TVET enhanced 5.98

2. New SES curriculum delivered and access expanded 57.88

3. New TVET programs introduced and access expanded 24.45 Subtotal (A) 88.32 B. Contingencies

c 13.68

C. Financing Charges During Implementationd 3.00

Total (A+B+C) 105.00 SES = secondary education subsector; TVET = technical and vocational education and training a Includes taxes and duties to financed by the government and ADB. Loan financing of $2.5 million in taxes on ADB-

financed expenditures comprises a small share of the total cost and is material and relevant to project success.

b In mid-2016 prices.

c Physical contingencies computed at 10.0% for all items. Price contingencies computed at 1.4% in 2017 and 1.5%

annually in 2018-2022 for foreign currency costs, and 8.5% in 2017 and 7.0% annually in 2018-2022 for local currency costs, with provision for potential exchange rate fluctuation under the assumption of a purchasing power parity exchange rate.

d Interest during implementation calculated at 1%.

Source: ADB staff calculations.

74. Excluding government counterpart contribution, the estimated breakdown for ADB financing ($98.49 million) by output is shown in Table IV.3 below.

Table IV.3: ADB Financing by Output (EXCLUDING Government Contribution)

Item Amount

a

A. Base Costb

1. Policy frameworks and capacities for cohesive, workforce-responsive SES and TVET enhanced 5.03

2. New SES curriculum delivered and access expanded 54.52 3. New TVET programs introduced and access expanded 22.26 Subtotal (A) 81.81 B. Contingencies

c 13.68

C. Interest During Implementationd 2.92

Total (A+B+C) 98.49 SES = secondary education subsector; TVET = technical and vocational education and training a Includes taxes and duties financed by the government and ADB. Loan financing of $2.5 million in taxes on ADB-

financed expenditures comprises a small share of the total cost and is material and relevant to project success.

b In mid-2016 prices.

c Physical contingencies computed at 10.0% for all items. Price contingencies computed at 1.4% in 2017 and 1.5%

annually in 2018-2022 for foreign currency costs, and 8.5% in 2017 and 7.0% annually in 2018-2022 for local currency costs, with provision for potential exchange rate fluctuation under the assumption of a purchasing power parity exchange rate.

d Interest during implementation calculated at 1%.

Source: ADB staff calculations.

43

C. Detailed Cost Estimates by Expenditure Category

MMK (million) US$ (million) Total Total Cost Cost

A. Investment Costs 1) Civil works and land

1A) New classrooms & TVET workshops 21451.41 17.88

1B) TVET Workshop Refurbishment 1572.35 1.31

1C) Land 4172.46 3.48

2) Equipment and furniture 6936.23 5.78

3) Teaching and learning materials 21288.69 17.74

4) Capacity Building 4A) Training and staff development 26225.43 21.85

4B) In-school peer support 917.78 0.76

5) Consulting services 5A) International consultants 8190.48 6.83

5B) National consultants 3288.87 2.74

6) CBMSC stipends & supplies 6A) CBMSC targeted stipends 2032.74 1.69

6B) CBMSC supplies 5321.30 4.43

7) Project management and monitoring 7A) PMU Specialists & Contractual staff 2344.68 1.95

7B) Contracted studies 194.82 0.16

7C) Miscellaneous management & monitoring 894.24 0.75

Sub-total (A) 104831.48 87.36

B. Recurrent Costs 8) Government staff, maintenance, etc. 1149.41 0.96

Sub-total (B) 1149.41 0.96

C. Contingencies 1) Physical 0.00 8.18

2) Price 7067.93 5.50

Sub-total (C) 16980.26 13.68

Interest during implementation 3599.93 3.00

TOTAL PROJECT COST 126000.00 105.00 CBMSC = competency-based modular short course Note: Numbers may not sum precisely because of rounding. Source: ADB staff estimates.

44

D. Allocation of Withdrawal of Project Loan Proceeds

Table D1. Denominated in Special Drawing Rights (SDR)

ALLOCATION AND WITHDRAWAL OF LOAN PROCEEDS (Equipping Youth for Employment Project)

Number

Item

Total Amount Allocated for ADB Financing

Basis for Withdrawal from the Loan Account

(SDR)

Category Subcategory

1 New classrooms & TVET workshops

a+ 12,851,000 100% of total expenditure claimed

2 Equipment and furniture+ 4,155,000 100% of total expenditure claimed

3 Teaching and learning materials

b+ 12,753,000 100% of total expenditure claimed

4 Training and staff development+

15,711,000 100% of total expenditure claimed

5 Consulting Services+ 6,877,000 100% of total expenditure claimed

6 CBMSC stipends and supplies

4,406,000

6A CBMSC targeted stipends+** 1,218,000 100% of total expenditure claimed

6B CBMSC supplies+ 3,188,000 100% of total expenditure claimed

7 Project management and monitoring

c+ 2,057,000 100% of total expenditure claimed

8 Unallocated+ 9,836,000

9 Interest during implementation

2,156,000 100% of amounts due

Total 70,802,000 a Works excludes land and site preparation at various sites as well as refurbishing of existing TVET

workshop spaces, which comprise government contribution. b Teaching and learning materials includes printing/production, packaging, and distribution of various

teaching and learning materials. c Training and staff development excludes government-financed in-school teacher peer support.

+ Subject to condition for withdrawal referred to in paragraph 6(b) of Schedule 3 to the Loan Agreement. ** Subject to condition for withdrawal referred to in paragraph 6(a) of Schedule 3 to the Loan Agreement.

45

Table D2. Denominated in US$ Equivalent

ALLOCATION AND WITHDRAWAL OF LOAN PROCEEDS (Equipping Youth for Employment Project)

Number

Item

Total Amount Allocated for ADB Financing

Basis for Withdrawal from the Loan Account

($ Equivalent)

Category Subcategory

1 New classrooms & TVET workshops

a+ 17,876,178

100% of total expenditure claimed

2 Equipment and furniture+ 5,780,191 100% of total expenditure claimed

3 Teaching and learning materials

b+ 17,740,577


4 Training and staff development+ 21,854,523


5 Consulting Services+ 9,566,127 100% of total expenditure claimed

6 CBMSC stipends and supplies 6,128,365

6A CBMSC targeted stipends+** 1,693,948 100% of total expenditure claimed

6B CBMSC supplies+ 4,434,416 100% of total expenditure claimed

7 Project management and monitoring

c+ 2,861,453


8 Unallocated+ 13,682,643

9 Interest during implementation 2,999,943

100% of amounts due

Total 98,490,000 a Works excludes land and site preparation at various sites as well as refurbishing of existing TVET

workshop spaces, which comprise government contribution. b Teaching and learning materials includes printing/production, packaging, and distribution of various

teaching and learning materials. c Training and staff development excludes government-financed in-school teacher peer support.

+ Subject to condition for withdrawal referred to in paragraph 6(b) of Schedule 3 to the Loan Agreement. ** Subject to condition for withdrawal referred to in paragraph 6(a) of Schedule 3 to the Loan Agreement.

46

E. Detailed Cost Estimates by Financier

ADB Government

Amount % of Cost Amount % of Cost TOTAL

(million $) Category (million $) Category COST A. Investment Costs

1) Civil works and land 1A) New classrooms & TVET

workshops 17.88 100.0% 0.00 0.0% 17.88 1B) TVET Workshop Refurbishment 0.00 0.0% 1.31 100.0% 1.31 1C) Land 0.00 0.0% 3.48 100.0% 3.48 2) Equipment and furniture 5.78 100.0% 0.00 0.0% 5.78 3) Teaching and learning materials 17.74 100.0% 0.00 0.0% 17.74 4) Capacity Building

4A) Training and staff development 21.85 100.0% 0.00 0.0% 21.85 4B) In-school peer support 0.00 0.0% 0.76 100.0% 0.76 5) Consulting services

5A) International consultants 6.83 100.0% 0.00 0.0% 6.83

5B) National consultants 2.74 100.0% 0.00 0.0% 2.74 6) CBMSC stipends & supplies

6A) CBMSC targeted stipends 1.69 100.0% 0.00 0.0% 1.69 6B) CBMSC supplies 4.43 100.0% 0.00 0.0% 4.43 7) Project management and monitoring

7A) PMU Specialists & Contractual staff 1.95 100.0% 0.00 0.0% 1.95 7B) Contracted studies 0.16 100.0% 0.00 0.0% 0.16 7C) Miscellaneous management & monitoring 0.75 100.0% 0.00 0.0% 0.75

Sub-total (A) 81.81 93.6% 5.55 6.4% 87.36 B. Recurrent Costs

8) Government staff, maintenance, etc. 0.00 0.0% 0.96 100.0% 0.96

Sub-total (B) 0.00 0.0% 0.96 100.0% 0.96

C. Contingencies 1) Physical 8.18 100.0% 0.00 0.0% 8.18

2) Price 5.50 100.0% 0.00 0.0% 5.50 Sub-total (C) 13.68 100.0% 0.00 0.0% 13.68 Interest during implementation 3.00 100.0% 0.00 0.0% 3.00

TOTAL PROJECT COST 98.49 93.8% 6.51 6.2% 105.00 CBMSC = competency-based modular short course; PMU = Project Management Unit Note: Numbers may not sum precisely because of rounding. Source: ADB staff estimates.

47

F. Detailed Cost Estimates by Outputs

Output 1 Output 2 Output 3

TOTAL Amount % of Cost Amount % of Cost Amount % of Cost

COST (million $) Category (million $) Category (million $) Category

A. Investment Costs 1) Civil works and land 1A) New classrooms & TVET

workshops 17.9 0.0 0.0% 10.4 58.1% 7.5 41.9% 1B) TVET Workshop Refurbishment 1.3 0.0 0.0% 0.0 0.0% 1.3 100.0%

1C) Land 3.5 0.0 0.0% 2.6 74.6% 0.9 25.4%

2) Equipment and furniture 5.8 0.2 3.3% 2.2 37.4% 3.4 59.3%

3) Teaching and learning materials 17.7 0.0 0.1% 17.4 98.4% 0.3 1.6%

4) Capacity Building 4A) Training and staff development 21.9 0.5 2.1% 19.9 91.0% 1.5 7.0%

4B) In-school peer support 0.8 0.0 0.0% 0.8 100.0% 0.0 0.0%

5) Consulting services

5A) International consultants 6.8 1.3 19.1% 3.2 46.6% 2.3 34.3%

5B) National consultants 2.7 0.8 28.3% 1.2 42.0% 0.8 29.7%

6) CBMSC stipends & supplies 6A) CBMSC targeted stipends 1.7 0.0 0.0% 0.0 0.0% 1.7 100.0%

6B) CBMSC supplies 4.4 0.0 0.0% 0.0 0.0% 4.4 100.0% 7) Project management and monitoring

7A) PMU Specialists & Contractual staff 2.0 2.0 100.0% 0.0 0.0% 0.0 0.0%

7B) Contracted studies 0.2 0.0 0.0% 0.1 31.3% 0.1 68.8% 7C) Miscellaneous management & monitoring 0.7 0.3 44.9% 0.3 35.5% 0.1 19.6%

Sub-total (A) 87.4 5.0 5.8% 57.9 66.3% 24.4 28.0%

B. Recurrent Costs 8) Government staff, maintenance,

etc. 1.0 1.0 100.0% 0.0 0.0% 0.0 0.0%

Sub-total (B) 1.0 1.0 100.0% 0.0 0.0% 0.0 0.0%

C. Contingencies 1) Physical 8.2 0.5 6.6% 5.3 64.5% 2.4 28.8%

2) Price 5.5 0.4 6.5% 4.1 75.0% 1.0 18.5%

Sub-total (C) 13.7 0.9 6.6% 9.4 68.7% 3.4 24.7%

Interest during implementation 3.0 0.2 6.7% 2.0 66.0% 0.8 27.3%

TOTAL PROJECT COST 105.0 7.1 6.7% 69.3 66.0% 28.6 27.3%

CBMSC = competency-based modular short course; PMU = Project Management Unit Note: Numbers may not sum precisely because of rounding. Source: ADB staff estimates.

48

G. Detailed Cost Estimates by Year

Total

Cost 2017 2018 2019 2020 2021 2022

A. Investment Costs

1) Civil works and land 1A) New classrooms & TVET workshops 17.88 7.50 10.38 0.00 0.00 0.00 0.00 1B) TVET Workshop Refurbishment 1.31 0.70 0.61 0.00 0.00 0.00 0.00 1C) Land 3.48 3.01 0.47 0.00 0.00 0.00 0.00 2) Equipment and furniture 5.78 2.21 3.55 0.02 0.00 0.00 0.00 3) Teaching and learning materials 17.74 0.16 2.77 5.25 4.79 4.69 0.08 4) Capacity Building 0.00 0.00 0.00 0.00 0.00 0.00 0.00 4A) Training and staff development 21.85 0.55 0.62 3.92 5.64 5.62 5.51 4B) In-school peer support 0.76 0.00 0.00 0.17 0.20 0.20 0.20 5) Consulting services 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5A) International consultants 6.83 2.85 1.98 1.11 0.66 0.14 0.08 5B) National consultants 2.74 0.82 0.70 0.55 0.38 0.17 0.12 6) CBMSC stipends & supplies 0.00 0.00 0.00 0.00 0.00 0.00 0.00 6A) CBMSC targeted stipends 1.69 0.11 0.32 0.32 0.32 0.32 0.32 6B) CBMSC supplies 4.43 0.23 0.55 0.86 0.90 0.95 0.95 7) Project management and monitoring 0.00 0.00 0.00 0.00 0.00 0.00 0.00 7A) PMU Specialists & Contractual staff 1.95 0.66 0.46 0.27 0.20 0.18 0.18 7B) Contracted studies 0.16 0.03 0.03 0.02 0.05 0.02 0.03 7C) Miscellaneous management & monitoring 0.75 0.12 0.12 0.12 0.12 0.12 0.12 Sub-total (A) 87.36 18.94 22.55 12.61 13.26 12.41 7.58 B. Recurrent Costs 0.00 0.00 0.00 0.00 0.00 0.00 0.00 8) Government staff, maintenance, etc. 0.96 0.14 0.16 0.16 0.16 0.16 0.16 Sub-total (B) 0.96 0.14 0.16 0.16 0.16 0.16 0.16 C. Contingencies 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1) Physical 8.18 1.60 1.97 1.27 1.33 1.25 0.76 2) Price 5.47 0.07 0.59 0.75 1.20 1.48 1.38 Sub-total (C) 13.65 1.67 2.55 2.02 2.54 2.73 2.14 Interest during implementation 3.00 0.04 0.23 0.45 0.60 0.76 0.91

TOTAL PROJECT COST 105.00 20.79 25.53 15.25 16.57 16.07 10.79 CBMSC = competency-based modular short course; PMU = Project Management Unit Note: Numbers may not sum precisely because of rounding. Source: ADB staff estimates.

49

H. Contract and Disbursement S-Curves for ADB Financing

ADB-FINANCED CONTRACT AWARDS

Year Q1 Q2 Q3 Q4 TOTAL

2017 0.0 2.5 6.7 7.6 16.8

2018 6.1 3.7 7.3 7.3 24.4

2019 3.6 2.2 4.3 4.3 14.4

2020 3.9 2.3 4.7 4.7 15.5

2021 3.7 2.2 4.5 4.5 14.9

2022 5.7 2.8 0.9 0.0 9.4

2023 0 0 0 0 0

TOTAL 23.0 15.7 28.4 28.3 95.49

ADB-FINANCED DISBURSEMENTS (US$ million) EXCLUDING INTEREST ACCRUAL


2017 0.0 0.0 1.1 4.4 5.5

2018 3.2 2.4 4.8 5.6 16.1

2019 5.1 3.1 6.1 6.1 20.4

2020 4.1 2.4 4.9 4.9 16.2

2021 3.7 2.2 4.4 4.4 14.7

2022 3.7 2.2 4.5 4.5 14.9

2023 3.8 3.8 0.0 0.0 7.6

TOTAL 23.6 16.2 25.8 29.9 95.49

ADB-FINANCED DISBURSEMENTS PLUS ACCRUED INTEREST (US$ million)


2017 0.0 0.0 1.1 4.4 5.6

2018 3.3 2.5 4.9 5.7 16.4

2019 5.2 3.2 6.2 6.2 20.9

2020 4.2 2.6 5.0 5.0 16.8

2021 3.9 2.4 4.6 4.6 15.4

2022 4.0 2.5 4.7 4.7 15.8

2023 3.8 3.8 0.0 0.0 7.6

TOTAL 24.3 16.9 26.6 30.7 98.5

0

10

20

30

40

50

60

70

80

90

100

0 4 8 12 16 20 24

Contract Awards

Disbursement

Quarters (Jan. 2017-Jun. 2023)

$U

S M

illio

n

50

I. Fund Flow Diagrams 75. Diagram 1. EYE Flow of Funds and Reporting for Direct Payments to Contractors/Suppliers41

41

See Appendix 6 for further detail of fund flow disbursement and reporting arrangements.

NOTE:

Flow of funding request forms

Funding request review / endorsement

Flow of funds to contractor/supplier

Asian Development Bank PMU Project Director

PMU

Project Accountant Contractor/supplier submits

payment requests

1

2

3

4

51

76. Diagram 2. EYE Proposed Funds Flow using Imprest Account (for Project Management, Workshops, payments for small contracts, etc.) with Accountability and Reporting Arrangements

NOTE: Flow of funding request forms

Funding expenditure reporting

Accounting records are prepared at the PMU. The procedures start from PMU compiling receipt certificates from the contractors/suppliers. PMU then reports to the project director for account administration. PMU creates and submits withdrawal application through the project director for submission to ADB. Funds flow from ADB to the MEB for the imprest account. Funds are transferred to contractors/suppliers from the imprest account at the MEB upon instruction of payment from PMU through the project director. PMU generates financial report to MOE and ADB.

Project Director /

authorized signatory

Receipts

Deposit Advance / Replenishment

Accounting Reporting

ADB

One MEB USD

Imprest Account

Submit Withdrawal Application for (i) Advance; (ii) replenishment / liquidation PMU

1

2

4a,b,…

3a,b,…

52

77. Diagram 3. EYE Proposed Funds Flow for CBMSC STIPEND PAYMENTS (Output 3), with Accountability and Reporting Arrangements



The procedures start from CBMSC trainees and schools signing receipts and submitting them to PMU. PMU compiles expense report and reports to the project director for account administration. PMU creates and submits withdrawal application through the project director for submission to ADB. Funds flow from ADB to MEB (Imprest Account). For CBMSC trainee stipends, funds are transferred directly from Imprest Account to TVET school accounts (participating GTHS and ITCs), established at a nearby bank, upon instruction from PMU through the project director (with approval from MOE for GTHS, and MOI for ITC, and ADB). Each school will account for the payments to trainees. PMU generates financial report to MOE and ADB.

Project Director /

authorized signatory

Receipts



ADB

One MEB USD

Imprest Account

Submit Withdrawal Application for (i) Advance; (ii) replenishment / liquidation PMU

1

2

4a,b,…

3a,b,…

GTHS - ITC Accounts

Stipend Recipients

5

6 Receipts

53

V. FINANCIAL MANAGEMENT

A. Financial Management Assessment

78. The financial management assessment (FMA) was conducted under ADB technical assistance in March-May 2016 in accordance with ADB’s Financial Management Technical Guidance Note and the Revised Staff Guidance for Implementing the Second Governance and Anticorruption Action Plan (GACAP II).42 A financial management assessment (FMA) report has been prepared by the PPTA team. The FMA considered the capacity of the Department for Education Research, Planning and Training (DERPT) as the Executing Agency (EA), and the Department for Basic Education (DBE), and the Department for Technical and Vocational Education and Training (DTVET) as the lead Implementing Units (IU), including funds-flow arrangements, staffing, accounting and financial reporting systems, financial information systems, and internal and external auditing arrangements. Based on the assessment, the key financial management risks identified are (i) the lack of experience within MOE of managing ADB-financed projects, 43 (ii) a low level of human resource capacity and professional qualification within the finance and budgeting departments of MOE, (iii) a paper-based accounting and procurement system, and (iv) highly centralized systems for reporting and approval. 44 It is concluded that the overall pre-mitigation financial management risk of the DERPT, DBE and DTVET is substantial.45 The Government of Myanmar Ministry of Education as the borrower and the Executing Agency have agreed to implement an action plan as key measures to address the deficiencies. The financial management action plan is provided in Table 4.

Table 4: Financial Management Action Plan

Key Risks46 Activities to mitigate risks Staff and/or personnel responsible

Timeline

PUBLIC FINANCIAL MANAGEMENT ASSESSMENT

1. Capacity gaps relating to antiquated (albeit accurate) finance systems and lack of familiarity with ADB procedures and management of externally financed projects delay project implementation;

ADB rules will apply for EYE financial management procedures, considered alongside requirement for PMU to also be compliant with MOE rules. 47 Careful selection of PMU/IU staff to participate in capacity development activities. Orientation to ADB financial management systems and procedures for IU

PMU manager, financial / accounting officers and finance section of each IU

Nov 2016 to Mar 2017

42

ADB. May 2015. Financial Management Technical Guidance Note. Manila.; ADB. 2014. Revised Staff Guidance for Implementing the Second Governance and Anticorruption Action Plan (GACAP II).

43 JICA School Reconstruction Project following the 2015 floods and World Bank / DFAT Decentralizing Funding to Schools Program (school grants and stipends) are the only two models currently operational in MOE and these have different modalities to the ADB modality. Neither projects have a PMU arrangement. JICA has set up an imprest account. In both projects the funds are managed by MOE following GOM rules.

44 Budget allocation and management is decentralized to each department within MOE

45 ADB. 2016 (draft). Country Governance Risk Assessment: Myanmar. Manila.

46 ADB (2015, draft 3.0) Country Governance Risk Assessment: Myanmar.

47 Note: UNICEF support ongoing for full MOE capacity gap assessment. Capacity gap assessment will be conducted specific to EYE implementation requirement.

54

reporting to PMU and PMU reporting to ADB, including training on ADB disbursements for MOE staff (at a minimum) as a condition for withdrawal. Analysis of compliance with MOE rules and financial management requirements. Capacity development in management of Imprest Account (see Fund Flow Diagram 2).

2. Outdated financial rules and regulations for budget planning, preparation, budget execution and budget accounting, recording and reporting; - Weakness in accounting procedures can cause delays in reporting.

ADB rules for financial management will apply. Effective M&E of EYE finances will ensure budgeting under EYE will be optimal, predictable and controlled in budget execution, to the extent possible. Capacity development of PMU and IU staff to manage and run the accounting, recording and reporting systems to support EYE implementation, including training on ADB disbursements for MOE staff (at a minimum) as a condition for withdrawal, with external support and capacity development as required. Action initiated in 2016 through DPO coordination (ADB, World Bank and EU/DFAT) to align financial systems with MOE systems and provide capacity development support.

PMU Project Director, Project Manager and PMU financial / accounting officers and finance section of IUs

Nov 2016 - throughout the EYE lifetime

3. Low capacity of MOE finance teams (e.g. use of technology and accounting packages) undermines efficient project management. - A paper-based accounting and procurement system - Shortage of finance staff in MOE/IU offices for budget preparation and budgeting linked to project

Capacity gaps will be identified and addressed under this EYE Financial Management Action Plan for key EYE PMU and IU staff. A computer-based system will be implemented for management of EYE finances under PMU. Equipment and capacity support will be provided as required under the project. The project will fund contracted staff for the PMU who will provide system

PMU financial / accounting officers and finance sections of IUs, S/REO, DEO and TEO as required PMU Project Director participation as required

Nov 2016 to March 2017 with follow-up as required aligned with 6 monthly EYE review missions

55

performance - Increase in project activities from other DPOs will place further pressures on already limited capacity of MOE/IU staff - Lack of experience at all levels within MOE for managing ADB- financed projects

development and capacity development to support EYE implementation. Orientation, including training on ADB disbursements for MOE staff (at a minimum) as a condition for withdrawal, to be conducted during pre-project implementation on ADB financial management systems & rules, aligned with MOE systems & rules. On-going support throughout the project period.

GOVERNANCE ASSESSMENT

4.1 Basic Education Sector Law and TVET Law revised (2015) to support education sector reform, to be incorporated in National Education Sector Plan for implementation requires funding and prioritization of activities

Support MOE to strengthen implementation capacity aligned to scope of EYE project

PMU Project Director and Project Manager

End 2016 and ongoing throughout the project as needed

4.2 Implementation of National Education Law (NEL, 2015) Basic Education Sector Law (pending approval), TVET Law (pending approval) and NESP (2016, full NESP pending approval) to support education sector reform will challenge the capacity of MOE causing delays in implementation.

Identify capacity gaps and provide capacity development required to support EYE project components of education sector reform taking into account other competing demands and existing low HR capacity (shortages) in some areas.

PMU Project Director and Project Manager

End 2016 and ongoing throughout the project as needed

4.3 Existing fund flow arrangements do not have appropriate safeguards for full and timely disbursement which may cause delays in implementation of activities.

ADB fund flow procedures have been agreed with MOE and will be implemented by the PMU with consultant support and capacity development provided to PMU. Budget oversight will be part of regular and systematic project monitoring and reporting by the Project Director and ADB project review missions which will capture and resolve issues at an early stage, linked to

PMU Project Director, Project Manager and PMU financial / accounting officers

Nov 2016 and ongoing throughout the EYE lifetime

56

forward planning exercises as part of capacity development.

79. The PMU will be responsible for day-to-day implementation and preparation of progress reports, ensuring that financial and reporting requirements are met and ADB procurement procedures are followed. Under the proposed project the PMU staff will be supported by a qualified international and national financial management consultant, with provision of appropriate tools for computerization of EYE finances and ADB reporting requirements. The PMU will comprise of at least two financial/accounting officers as contractual staff recruited under the project, supported by the financial management consultants. By working alongside the consultants, MOE staff will gain capacity and capability in the implementation and monitoring of ADB projects. This arrangement has been discussed and agreed with MOE. 80. Accounting policies and procedures. MOE prepares its financial statements in accordance with the Myanmar Standards of Accounting, which is based on the International Accounting Standards. The accounting manuals that MOE uses are outdated and in urgent need of updating to bring them in line with international best practices. In addition to the manuals mentioned above, there is also a set of Government financial regulations which Government agencies are obliged to follow. The Myanmar Accountancy Council (MAC) under the guidance of the Office of the Auditor General, is responsible for setting accounting standards, and has the mandate to set the accounting standards for both the private and public sectors.

81. Accounting/financial information systems. A basic, mainly manual accounting system is currently maintained by MOE. There is low level of computerization in all areas, including on financial transaction processing and financial reporting. In terms of financial transaction processing and financial reporting, the cash book entry transactions and some other financial data are computerized. Due to the lack of computers at township level, accounts are manually recorded and reported to central level. Staff indicated that township level computerization would allow for electronic mailing of financial reports. MOE maintains general ledgers and subsidiary ledgers for such activities as township level accounts.

82. Internal control systems. The internal control systems of MOE generally provide for job segregation and authorization, management of bank payments, management of bills, and accounting supervision to strengthen the internal control and management of funds.

83. Budgeting and variance analysis. MOE follows a sound budget formulation process. MOE’s budget is prepared in accordance with the Government’s schedule and is approved well in advance of the start of the financial year. The budget process starts in August of each year, with submission in September and approval by March of the following year, in line with Government procedures. The capital budgets are prepared by the admin and finance departments for civil works and machinery, and the recurrent budgets are prepared by each finance section with information from HR and other admin sections. The finance and budget department oversees the budget preparation activities. Once the budgets are activated the monitoring is rather weak. Variance analyses are prepared on a quarterly basis (since 2015), and this analysis is used by MOE as a management tool. There is scope for the system to be further strengthened. Part of the problem is related to the lack of computerization, as without the aid of electronic processing, it is very difficult to produce meaningful financial reports which can be used as a management tool. Approximately 40% of financial operations are computerized into Excel spreadsheets.

57

84. Safeguards over assets. MOE’s Finance Department takes physical inventories and examines fixed assets and stocks, together with other departments, once a year. Any discrepancy identified between the physical count and the records is brought to the attention of the Executive Committee of MOE, who takes the appropriate action in accordance with the Government regulations. MOE does not cover all assets with comprehensive insurance for damages and theft. Only motor vehicles are insured, while the rest of the assets are uninsured.

85. External Audit. The Office of the Auditor General (OAG) audits all Government accounts, including MOE’s account. The financial statements were previously prepared by MOE twice a year at the end of September for the period April-September, and at the end of March for the period October to March. Financial statements are submitted to OAG. MOE accounts for the period April-September 2014 were audited in November/December 2014 and the report was issued in Jan 2014. MOE accounts for the period October 2014 to March 2015 were audited in May/June 205 and the audit report issued in September 2015. Starting from fiscal year 2015/16 external audit of accounts will be undertaken annually.

86. Annual Budgets are disbursed by MOPF, in full for the year, to each departmental account at the beginning of each financial year. There are three signatories for cheque signing (for example DG, DDG, Assistant Director Finance) and two signatures are required. Excess budget is returned to MOPF at the end of each financial year. Underspend does not affect the next year’s budget allocation.

87. Given the capacity and capability constraints that have been identified in the FMA, it is apparent that building appropriate capacity and capabilities within MOE can only be achieved through capacity development and longer term support. However, with its existing financial management system, MOE is capable of implementing and monitoring ADB-financed projects, with appropriate support from PIC. MOE has qualified accounting and finance staff, though there are shortages at all levels. Adequate accounting/reporting policies and procedures are followed, and sound internal control procedures and systems are in place ensuring the security of data and transactions, and which conforms to ADB’s requirements.

B. Disbursement

1. Disbursement Arrangements for ADB Funds

88. The loan proceeds will be disbursed in accordance with ADB’s Loan Disbursement Handbook (2015, as amended from time to time), and detailed arrangements agreed upon between the government and ADB. 89. As detailed in other PAM sections, consultants embedded in the PMU will provide concerted capacity development and other support to ensure project familiarity and compliance with ADB procedures, in this training to help ensure efficient disbursement and fiduciary control. Initial formal training (commenced under the PPTA, and included as a condition for project disbursement) will be followed by ongoing face-to-face capacity development and mentoring, complemented and linked to staff’s utilization of online training on ADB disbursement policies and procedures is also available.48 90. Imprest fund procedure. The PMU will be authorized to open one imprest account, in

48

Disbursement eLearning. http://wpqr4.adb.org/disbursement_elearning

http://wpqr4.adb.org/disbursement_elearning

58

US dollars, in Myanmar Economic Bank (MEB). The imprest account is to be used exclusively for ADB’s share of eligible expenditures. The PMU who established the imprest account in its name is accountable and responsible for proper use of advances to the imprest account.

91. The total outstanding advance to the imprest account should not exceed the estimate of ADB’s share of expenditures to be paid through the imprest account for the forthcoming 6 months. The PMU may request for initial and additional advances to the imprest account based on an estimate of expenditure sheet49 setting out the estimated expenditures to be financed through the account for the forthcoming 6 months. Supporting documents should be submitted to ADB or retained by the PMU in accordance with ADB’s Loan Disbursement Handbook (2015, as amended from time to time) when liquidating or replenishing the imprest account.

92. Statement of expenditure procedure. The SOE procedure may be used for reimbursement of eligible expenditures or liquidation of advances to the imprest account. The ceiling of the SOE procedure is the equivalent of $50,000 per individual payment. Supporting documents and records for the expenditures claimed under the SOE should be maintained and made readily available for review by ADB’s disbursement and review missions, upon ADB’s request for submission of supporting documents on a sampling basis, and for independent audit. Reimbursement and liquidation of individual payments in excess of the SOE ceiling should be supported by full documentation when submitting the withdrawal application to ADB.

93. Before the submission of the first withdrawal application, the Borrower should submit to ADB sufficient evidence of the authority of the persons who will sign the withdrawal applications on behalf of the government, together with the authenticated specimen signatures of each authorized person. The minimum value per withdrawal application is set in accordance with ADB’s Loan Disbursement Handbook. Individual payments below this amount should be paid (i) by the PMU and subsequently claimed to ADB through reimbursement, or (ii) through the imprest fund procedure, unless otherwise accepted by ADB.

94. Conditions for Withdrawal. Consistent with the draft Loan Agreement (6 September 2016 version): (i) training on ADB disbursements for the Project Director and MOE staff seconded to the PMU is a condition for withdrawal project-wide; and (ii) no withdrawals shall be made from the Loan Account for Stipends until the MOE has approved the detailed guidelines for the Needs-Based Stipend Program for Competency Based Modular Short Course Trainees.

2. Disbursement Arrangements for Counterpart Fund

95. The finance section of each IU of MOE (and MOI) will be responsible for allocation of counterpart funds on a timely basis and in accordance with the loan agreement. MOE will secure waiver of taxes on textbooks and teacher guides and other agreed items. Additional counterpart contribution will include land and basic land preparation for SES and TVET civil works, limited renovation of existing TVET workshop (separate from EYE-funded new workshop construction), PMU office space, government staff seconded to the PMU, PMU utilities, distribution of textbooks and teachers guides from districts/townships to schools, etc. C. Accounting

96. The MOE, as executing agency, will maintain, or cause to be maintained, separate books and records by funding source for all expenditures incurred on the project using cash-

49

ADB. 2015. Loan Disbursement Handbook.

59

based accounting system following the government’s financial regulations which is based on International Public Sector Accounting Standard for cash-based accounting. The MOE will prepare consolidated project financial statements in accordance with the government's accounting laws and regulations which are consistent with international accounting principles and practices. D. Auditing and Public Disclosure

97. The MOE will cause the detailed project financial statements to be audited in accordance with International Standards on Auditing and government audit regulations by OAG or another independent auditor acceptable to ADB. The audited project financial statements together with the auditor’s opinion will be presented in the English language to ADB within 6 months from the end of the fiscal year by the PMU. 98. The audit report for the project financial statements will include a management letter and auditor’s opinions, which cover (i) whether the project financial statements present an accurate and fair view or are presented fairly, in all material respects, in accordance with the applicable financial reporting standards; (ii) whether the proceeds of the loan were used only for the purpose(s) of the project; and (iii) whether the borrower or executing agency was in compliance with the financial covenants contained in the legal agreements (where applicable). 99. Compliance with financial reporting and auditing requirements will be monitored by review missions and during normal project supervision, and followed up regularly with all concerned, including the external auditor. 100. The government, executing agency and implementing agency have been made aware of ADB’s approach to delayed submission, and the requirements for satisfactory and acceptable quality of the audited project financial statements.50 ADB reserves the right to require a change in the auditor (in a manner consistent with the constitution of the borrower), or for additional support to be provided to the auditor, if the audits required are not conducted in a manner satisfactory to ADB, or if the audits are substantially delayed. ADB reserves the right to verify the project's financial accounts to confirm that the share of ADB’s financing is used in accordance with ADB’s policies and procedures. 101. Public disclosure of the audited project financial statements, including the auditor’s opinion on the project financial statements, will be guided by ADB’s Public Communications Policy 2011.51 After the review, ADB will disclose the audited project financial statements and the opinion of the auditors on the project financial statements no later than 14 days of ADB’s

50

ADB’s approach and procedures regarding delayed submission of audited project financial statements: (i) When audited project financial statements are not received by the due date, ADB will write to the executing

agency advising that (a) the audit documents are overdue; and (b) if they are not received within the next 6 months, requests for new contract awards and disbursement such as new replenishment of imprest accounts, processing of new reimbursement, and issuance of new commitment letters will not be processed.

(ii) When audited project financial statements are not received within 6 months after the due date, ADB will withhold processing of requests for new contract awards and disbursement such as new replenishment of imprest accounts, processing of new reimbursement, and issuance of new commitment letters. ADB will (a) inform the executing agency of ADB’s actions; and (b) advise that the loan may be suspended if the audit documents are not received within the next 6 months.

(iii) When audited project financial statements are not received within 12 months after the due date, ADB may suspend the loan.

51 Public Communications Policy: http://www.adb.org/documents/pcp-2011?ref=site/disclosure/publications

http://www.adb.org/documents/pcp-2011?ref=site/disclosure/publications

60

confirmation of their acceptability by posting them on ADB’s website. The management letter, additional auditor’s opinions, and audited entity financial statements will not be disclosed.52

52

This type of information would generally fall under public communications policy exceptions to disclosure. ADB. 2011. Public Communications Policy. Paragraph 97(iv) and/or 97(v).

61

VI. PROCUREMENT AND CONSULTING SERVICES

A. Advance Contracting

102. All advance contracting will be undertaken in conformity with ADB’s Procurement Guidelines (2015, as amended from time to time) and ADB’s Guidelines on the Use of Consultants (2013, as amended from time to time).The issuance of invitations to bid under advance contracting will be subject to ADB approval. The borrower and MOE have been advised that approval of advance contracting does not commit ADB to finance the Project. 103. Advance contracting. The following contracts may be subject to advance contracting: (i) recruitment of a consulting firm for EYE project implementation using quality- and cost-based selection (QCBS) using a standard quality to cost ratio of 80:20; (ii) international and national financial management and procurement consultants to be embedded in the PMU, and national PMU contractual staff, to be recruited individually through International Consultant Selection (ICS); (iii) construction of workshops and dormitories for CBMSC (for GTHS and ITC) through ICB; (iv) procurement of training equipment for CBMSC (under DTVET) for courses planned in 2017 through NCB ; (v) procurement of initial lot of supplies and materials for CBMSC training for courses planned in 2017 through Shopping (under DTVET) through Shopping; (vi) procurement of vehicles (for initial PMU operations) through Shopping; and (vii) renovation of PMU office through Shopping. B. Procurement of Goods, Works and Consulting Services

104. All procurement of works and services will be undertaken in accordance with ADB’s Procurement Guidelines (2015, as amended from time to time). 105. To ensure competitive bidding, ICB procedures will be adopted for civil works contracts estimated to cost $3.0 million or more, and procurement of goods valued at $1.0 million or higher. For works and goods below the thresholds, NCB procedures will be used respectively. Shopping will be applied to procurement of works and goods valued below $100,000. The relevant sections of ADB’s Anticorruption Policy will be included in all procurement documents and contracts. 106. Before the start of any procurement, ADB and the Ministry of Education will review the public procurement laws of the central and state governments to ensure consistency with ADB’s Procurement Guidelines (2015, as amended from time to time). 107. An 18-month Procurement Plan indicating procurement thresholds and review requirements for Goods, Works, and Consulting Service contract packages is formulated and presented in Section VI.C. 108. Based on the project procurement risk assessment undertaken by the PPTA team (reported in the PPRA Report), and consistent with recent education sector procurement assessments by ADB and the World Bank, the overall procurement risk rating for the EYE Project is assessed as moderate. At the same time, particularly as this represents ADB's first education sector lending in Myanmar, the project design puts in place substantial measures to address potential risks and build executing agency capacity, including embedding of dedicated international and national procurement and financial management consultants in the PMU. The Procurement Risk Assessment and Management Plan (P-RAMP) is in PAM Appendix 7. Project-level interventions will be further complemented by cross-sector system strengthening

62

and capacity development support being provided by ADB, as well as ADB-JICA-World Bank collaboration through Joint Country Portfolio Review (JCPR) initiatives. 109. All consultants will be recruited according to ADB’s Guidelines on the Use of Consultants (2013, as amended from time to time).53 The terms of reference (TOR) for major consulting services are detailed in Section VI.D. 110. A consulting firm, estimated 330 person-months of international inputs and 899 person-months of national inputs, will be engaged for EYE project implementation services including design engineering, and construction supervision of the civil works component of the EYE project. The firm will be selected through QCBS method with a standard quality to cost ratio of 80:20 and through submission of Full Technical Proposals. 111. Three other consulting packages to be recruited through firms are: (i) Study on Stipends, (ii) Tracer Studies on CBMSC Trainees, and (iii) Data Collection Survey on Impact Evaluation of Dormitories / SES School Classroom Blocks. As additionally outlined in Section VI.D, all other consultant services are expected to be selected through Individual Consultant Selection (ICS) method, including (i) a total of 32 person-months of international inputs and 146 person-months of national inputs from senior consultants embedded in the PMU and supporting procurement, financial management, and environment; and (ii) a total of 360 person-months of inputs from PMU contractual staff.

C. Procurement Plan

Basic Data Project Name: Equipping Youth for Employment (EYE) Project

Project Number: 48413 Approval Number:

Country: Republic of the Union of Myanmar Executing Agency: Ministry of Education

Project Financing Amount: ADB Financing: Non- ADB Financing:

Implementing Agency: DERPT

Date of First Procurement Plan: October 2016

Date of this Procurement Plan: May 2016

C.1. 18-Month Procurement Plan and Consulting Methods and Thresholds 112. Except as the ADB may otherwise agree, the following process thresholds shall apply to procurement of goods and works.

PROCUREMENT OF GOODS AND WORKS

ADB Review Requirements

ICB for Works Above US $3,000,000 Prior review

ICB for Goods Above US $1,000,000 Prior review

NCB for Works Beneath that stated for ICB - Works

Post review

NCB for Goods Beneath that stated for ICB - Goods

Post review

53

Checklists for actions required to contract consultants by method available in e-Handbook on Project Implementation at http://www.adb.org/documents/handbooks/project-implementation/.

http://www.adb.org/documents/handbooks/project-implementation/

63

Shopping for Works Below $100,000 Post review

Shopping for Goods Below $100,000 Post review

CONSULTING SERVICES

ADB Review Requirements

Quality and Cost Based Selection (QCBS) Above US $100,000

Prior review

Fixed Budget Selection (FBS) Prior review

Least Cost Selection (LCS) Below $100,000 Prior review

Consultant’s Qualification Selection (CQS) Below $200,000 Prior review

Individual Consultants Selection (ICS) Depending on inputs required

Prior review

C.2. Goods and Works Contracts estimated to cost US$ 1 Million or more (for Goods) and US$ 3 Million or more (for Works) 113. The following table lists Goods and Works Contracts for which procurement activity is expected to commence within the next 18 months:

64

C.2.a. Goods and Works Contracts estimated to cost US$ 1 Million or more (for Goods) and US$ 3 Million or more (for Works) 114. The following table lists Goods and Works Contracts for which procurement activity is expected to commence within the next 18 months (estimated values are inclusive of contingencies): Package Ref

Description Estimated Value (USD)

Procurement Method

Review Bidding Procedure

Advert Date

Bidding Document / Comments

CW/Schools/01

Construction of Additional Classrooms and Dormitories for 48 school sites

11,832,326

ICB Prior Single Stage Single Envelope

Aug 2017

SBD Works-Small using post-qualification It is expected that the package would be divided into appropriate number of Lots depending on geographic distribution of sites

Goods/TB-TG/01

Printing of G6 TB Quantity Per Grade : 11 subj / 10 books x (839 pages per grade 6) x 900,000 st in G6 (est/round-up) Printing of G6. TG Quantity Per Grade 6 : 11 subjects x (100 pages per subject) x (900,000 students in grade 6 / PTR 1:25 x 4 TG per teacher) (est/round-up)

2,812,011


March 2018

SBD for Goods It is expected that the package would be divided into 2 Lots for TB’s and TG’s respectively

CW/CBMSC/01

Construction of TVET/CBMSC Workshops (41 Large + 20 Medium + 4 Sheds and Dormitories (15 Dorms) at 11 GTHS and 4 ITC locations

8,265,503


Oct 2016

SBD Works-Small using post-qualification It is expected that the package would be divided into appropriate number of Lots depending on geographic distribution of sites

65

C.2.b. Consulting Services Contracts expected to cost US$ 100,000 or more (the estimated values include local taxation as appropriate) 115. The following table lists Consulting Services Contracts for which procurement activity is expected to commence within the next 18 months (estimated values are inclusive of contingencies): Package Ref


Selection Method

Review Type of Proposal Advert Date

Bidding Document/ Comments

CS/PIC/01 EYE project Implementation Consultant Firm

10,860,000

QCBS (80:20)

Prior FTP (with technical and financial proposals in separate sealed envelopes)

Dec 2016

Solicitation of EOIs through ADB CMS followed by ADB Standard RFP Document to shortlisted firms Single contract to cover the project period from 2017 to 2022

ICS/IPS/01

International Procurement Specialist (20 person months over 2 or 3 years as considered appropriate)

462,611

ICS Prior ICS Mar 2017

Solicitation of CV’s through public notification on ADB CMS and notification in national media if considered necessary

ICS/IFS/01 International Financial Management Specialist (12 person months over 1 or 2 years as considered appropriate)

275,818

ICS Prior ICS Mar 2017

Solicitation of CV’s through public notification on ADB CMS and notification in national media if considered necessary

C.2.c. Goods and Works Contracts estimated to cost less than US$ 1 Million (for Goods) and less than US$ 3 Million (for Works) 116. The following table lists smaller value Goods and Works Contracts for which procurement activity is expected to commence within the next 18 months (estimated values are inclusive of contingencies): Package Ref


Procurement Method

Review Bidding Procedure

Advert Date


Goods/CBMSC/Equip/01

TVET/CBMSC Training Equipment (for courses

857,903

NCB Post Single Stage Single

Nov 2016 NCB Document for Goods (modified from

66

planned in 2017) Envelope SBD for Goods)

Goods/CBSMC/Supplies & Material Resources for Training /01

TVET/CBSMC Training Stock of Supplies and Materials (including CBMSC Teacher Training Material) for courses planned in 2017

99,000

Shopping

Post Single Stage Single Envelope

Jan 2017 ADB template for Shopping (Goods)

Goods/CBSMC/Supplies & Material Resources for Skills Stds Prep /01

Reference materials to support skills stds preparation

6,829

Shopping Post Single Stage Single Envelope

TBD ADB template for Shopping (Goods)

Goods/CBMSC/Uniforms/01

Project-funded provision of trainee uniform for all CBMSC students in 2017

42,029 Shopping Post Single Stage Single Envelope

Nov 2016 ADB template for Shopping (Goods)

Goods/Schools-Furniture/01

Classroom Furniture (pupil desk/chairs + teacher desk/ chair) + black/ whiteboard for 48 schools (comprising 168 new class rooms)

155,670

NCB


Sept 2017

NCB Document for Goods (modified from SBD for Goods)

Goods/Schools-Lab/01

Furniture for School Laboratory at 48 schools

403,208

NCB Post Single Stage Single Envelope

Sept 2017


Goods/School-Library Furn/01

Furniture for School Library at 48 schools

268,805


Sept 2017


Goods/School/ Furniture Dorms/01

Furniture for School level Dormitories at 48 schools

990,000

NCB Post r Single Stage Single Envelope

Sept 2017


Goods/School/ Science Lab Equip/01

Science Lab Equipment for School Laboratories at 48 schools

491,837


Dec 2017


Goods/School/ Library Books/01

(i) Library Book Sets for 48 Schools (ii) Library set of reference books for SES subjects for UOE and ECs/EDCs and for CDT Office

401,188 NCB or Direct Procurement from Publishers

Post if NCB or Prior if Direct Procurement

Single Stage Single Envelope

Dec 2017 NCB Document for Goods (modified from SBD for Goods) in case NCB procedures are used

67

Goods/CBMSC/Equip/01

TVET/CBMSC Training Equipment (for courses planned in 2018)

882,781 NCB Post Single Stage Single Envelope

Jun 2017 NCB Document for Goods (modified from SBD for Goods) in case NCB procedures are used

Goods/CBSMC/Supplies & Material Resources for Training /01

TVET/CBSMC Training Stock of Supplies and Materials (including CBMSC Teacher Training Material) for courses planned in 2018

99,000

Shopping


Oct 2017 ADB template for Shopping (Goods)

Goods/CBSMC/Materials and Printing for Media Broadcast/01

Printing/production of materials for distribution via various channels (e.g., brochures, Edu-Channel, radio, etc.)



Goods/CBMSC/Uniforms/01



Nov 2017 NCB Document for Goods (modified from SBD for Goods)

Goods/CBMSC/WS-Furn/01

Furniture for TVET/CBSMC Workshops(including 41 Large W/S + 20 Medium W/S)

909,636


Apr 2017 NCB Document for Goods (modified from SBD for Goods)

Goods/CBMSC/Dorms-Furn/01

Furniture for TVET/CBMSC Dormitories (for 36 boys + 36 girls + 2 teachers for 15 dormitories

437,830


May 2017


Goods/IEC Materials/01

Brochures, information leaflets, posters, T-shirts, comics, etc.

5527



Goods/RSF Materials/01

Printing & dissemination of RSF materials – Policy Briefs

2763 Shopping Post Single Stage Single Envelope


CW/PMU Office/01

PMU Office Renovation 2,973

Shopping for Works

Post


Jan 2017 ADB template for Shopping (Works)

CW/CDT Office/01

CDT Office Renovation

2,162

Shopping for Works

Post


Jan 2017 ADB template for Shopping (Works) May be consolidated with

68

Package CW/PMU Office/01 if considered appropriate

Goods/PMU Equip/01

PMU Office Equipment 28,040 Shopping . Post


Jan 2017 ADB template for Shopping (Goods) Delivery to Nay Pyi Daw where PMU Office would be located

Goods/CTD Equip/01

CDT Office Equipment (computers)

16,824

Shopping Post


Jan 2017 ADB template for Shopping (Goods) Delivery to Yangon where CDT Office would be located

Goods/PMU Furniture/01

PMU Office Furniture 11,378

Shopping Post


Feb 2017 ADB template for Shopping (Goods) Delivery to Nay Pyi Daw where PMU Office would be located

Goods/CDT Furniture/01

CDT Office Furniture

11,378

Shopping Post


Feb 2017 ADB template for Shopping (Goods) Delivery to Yangon where CDT Office would be located

Goods/Vehicles/01

Vehicles 168,251(Double cab Pick Up and Mini Van)


Jan 2017 ADB template for Shopping (Goods) Estimated cost inclusive of duties and local taxes

C.2.d. Consulting Services Contracts expected to cost less than US$ 100,000 (the estimated values include local taxation (as appropriate) 117. The following table lists smaller value Consulting Services Contracts for which procurement activity is expected to commence within the next 18 months (estimated values are inclusive of contingencies): Package Ref Description Estimated

Value (USD) Selection Method

Review Type of Proposal

Advert Date Bidding Document / Comments

CS/NPS/01 National Procurement

154,564

ICS Prior ICS Oct 2016 Solicitation of CV’s through public notification on ADB CMS and notification in national media if

69

Specialist

considered necessary Total budgeted for 44 months. Initial contract proposed for 12 months which may be subject to renewal for a further 32 months based on performance.

CS/NFS/01 National Financial Management Specialist

261,248

ICS Prior ICS Oct 2016 Solicitation of CV’s through public notification on ADB CMS and notification in national media if considered necessary Total budgeted for 72 months. Initial contract proposed for 12 months which may be renewed for a further 60 months subject to performance.

CS/NES/01 National Environmental Specialist

103,452

ICS Prior ICS Oct 2016 Solicitation of CV’s through public notification on ADB CMS and notification in national media if considered necessary Total budgeted for 30 months. Initial contract proposed for 12 months which may be renewed subject to performance.

CS/NPFO/01 (2 contracts)

2 Project Financial Officers

403,862

ICS Prior ICS Oct 2016 Solicitation of CV’s through public notification on ADB CMS and notification in national media if considered necessary. Total budgeted for 72 months for each position. Initial contract proposed for 12 months which may be renewed for a further 60 months subject to performance. For 2 Financial Officers positions .

CS/NPCO/01 Procurement Coordinator

201,931

ICS Prior ICS Oct 2016 Solicitation of CV’s through public notification on ADB CMS and notification in national media if considered necessary Total budgeted for 72 months. Initial contract proposed for 12 months which may be renewed for a further 60 months subject to performance

CS/NCWC/01 Civil Works Coordinator

201,931

ICS Prior ICS Oct 2016 Solicitation of CV’s through public notification on ADB CMS and notification in national media if considered necessary Total budgeted for 72 months. Initial contract proposed for 12 months which may be renewed for a further 60 months subject to performance

CS/NPA/01 Project Assistant 201,931

ICS Prior ICS Oct 2016 Solicitation of CV’s through public notification on ADB CMS and notification in national media if

70

considered necessary Total budgeted for 72 months. Initial contract proposed for 12 months which may be renewed for a further 60 months subject to performance

CS/Stipend Study/01

Study on Stipends

36,837

FBS Prior LCS/FBS June 2017 Solicitation of EOIs through ADB CMS followed by ADB Standard RFP Document to shortlisted firms Contract will cover period of 2017 to 2022 or as appropriate

CS/Tracer Study CBMSC/01

Tracer Studies on CBMSC Trainees

98,209

FBS Prior LCS/FBS June 2017 Solicitation of EOIs through ADB CMS followed by ADB Standard RFP Document to shortlisted firms Contract will cover period of 2017 to 2022 or as appropriate

CS/Impact Evaluation Dormitories/01

Data Collection Survey on Impact Evaluation of Dormitories/ School Room Blocks

58,636

FBS Prior FBS Oct 2017 Solicitation of EOIs through ADB CMS followed by ADB Standard RFP Document to shortlisted firms Contract will cover period of 2018 to 2022 or as appropriate

C.2.e. Indicative List of Packages Required Under the Project 118. The following table provides an indicative list of other major Goods and Works Contracts over the life of the project (excluding the contracts listed above). Note: The procurements listed and scheduled below on a yearly basis is to ensure distribution of procurement load and budgets over the life of the project. The packages listed below are only the major and essential packages and is not an exhaustive listing covering all the procurements that may finally have to be implemented over the life of the project till 2022. (estimated values are inclusive of contingencies). Package Ref Description Estimated Value Procurement

Method Review Bidding

Procedure Advert Date


For 2018/2019

TVET/CBMSC Training Equipment (for courses planned in 2019)


TB NCB Document for Goods

(modified from SBD for Goods)

in case NCB procedures are

used

71

TVET/CBSMC Training Supplies and Materials (including CBMSC Teacher Training) for 2019

99,000


TBD ADB template for Shopping

(Goods)




(Goods)




(Goods)



TBD NCB Document for Goods


Printing of G7 TB Quantity Per Grade 7: 11 subjects / 10 books x (927 pages per grade 7) x 800,000 students in G7 (est/round-up) Printing of G10 TB Quantity Per Grade 10 : 12 subjects / 11 books x (1569 pages per grade 10) x 500,000 students in G10 (est/round-up) Printing of G7 TG. Quantity Per Grade 7: 11 subjects x (100 pages per subject) x (800,000 students in grade 7 / PTR 1:25 x 4 TG per teacher) (est/round-up) Printing of G10 TG. Quantity Per Grade 10: 18 subjects x (100 pages per subject) x (500,000 students in grade 10 / PTR 1:25 x 4 TG per teacher) (est/round-up)

5,885,550


TBD SBD for Goods

It is expected that the package would be divided

into 2 Lots for TB’s and TG’s respectively

Equipment for Edu-Channel 11,588

Shopping Post Single Stage Single


72

Envelope (Goods)

ICT kit to support SES teacher CPD in 48 target schools -- e.g., DVDs, DVD player, & other low cost ICT

22,889



(Goods)


5,712



(Goods)

Printing & dissemination of various materials (may be split into smaller packages)



(Goods)

For 2019/2020

TVET/CBSMC Training Supplies and Materials (including CBMSC Teacher Training) for 2020

38,517



(Goods)




(Goods)

Development of radio/TV media broadcast scripts for CBMSC, printing and distribution of materials eg through Edu-Channel



(Goods)





Printing of G8 TB Quantity Per Grade 11: 11 subjects / 11 books x (947 pages per grade 8) x 700,000 students in G8 (est/round-up) Printing of G11 TB Quantity Per Grade : 12 subjects / 11 books x (1916 pages per grade 11) x 400,000 students in G11 (est/round-up))

5,428,706 (including price escalation on a year on year basis)


TBD SBD for Goods



73

Printing of G8 TG. Quantity Per Grade : 11 subjects x (100 pages per subject) x (700,000 students in grade 8 / PTR 1:25 x 4 TG per teacher) (est/round-up) Printing of G11 TG. Quantity Per Grade : 18 subjects x (100 pages per subject) x (400,000 students in grade 11 / PTR 1:25 x 4 TG per teacher) (est/round-up)


5,712



(Goods)




(Goods)

Mid Term Evaluation

27187 FBS Prior FBS TBD Solicitation of EOIs through ADB CMS followed by ADB Standard RFP Document to shortlisted firms

Contract will cover period of 2018 to 2022 or as appropriate

For 2020/2021

TVET/CBSMC Training Supplies and Materials for 2021

39,271



(Goods)




(Goods)

Printing/production of 24,788 Shopping Post Single Stage TBD ADB template

74

materials for distribution via various channels (e.g., brochures, Edu-Channel, radio, etc.)

Single Envelope

for Shopping (Goods)





Printing of G9 TB Quantity Per Grade 9: 11 subjects / 11 books x (1096 pages per grade 9) x 600,000 students in G9 (est/round-up) Printing of G12 TB Quantity Per Grade 12: 12 subjects / 11 books x (1782 pages per grade 12) x 400,000 students in G12 (est/round-up) Printing of G9 TG. Quantity Per Grade 9: 18 subjects x (100 pages per subject) x (600,000 students in grade 9 / PTR 1:25 x 4 TG per teacher) (est/round-up) Printing of G12 TG. Quantity Per Grade 12: 18 subjects x (100 pages per subject) x (400,000 students in each grade / PTR 1:25 x 4 TG per teacher) (est/round-up)

5,413,087 (including price escalation on a year on year basis)


TBD SBD for Goods




5,869



(Goods)




(Goods)

For 2021/2022

Brochures, information 6,030 Shopping Post Single Stage TBD ADB template

75

leaflets, posters, T-shirts, comics, etc.

Single Envelope

for Shopping (Goods)




(Goods)

TVET/CBSMC Training Supplies and Materials for 2022

14,873



(Goods)




(Goods)





119. The following table provides an indicative list of other Consulting Services Contracts over the life of the project (excluding the contracts listed above): Package Ref Description Estimated

Value Selection Method

Review Type of Proposal

Advertisement Date

Comments

C.2.f. List of Awarded and On-going, and Completed Contracts 120. The following tables list the awarded and on-going contracts, and completed contracts.

(i) Awarded and On-Going Contracts Goods and Works

Package Number

General Description

Estimated Value

Awarded Contract Value

Procurement Method

Advertisement Date (quarter/ year)

Date of ADB Approval of Contract

Comments11

76

Award10

10

Date of ADB Approval of Contract Award is the date of No-Objection letter to the EA/IA. 11

Indicate the Contractor’s name and the contract signing date.

Consulting Services

Package Number

General Description

Estimated Value

Awarded Contract Value

Recruitment Method

Advertisement Date (quarter/year)

Date of ADB Approval of Contract Award

10

Comments12

10

Date of ADB Approval of Contract Award is the date of No-Objection letter to the EA/IA.

C.2.g. Non-ADB Financing 121. The following table lists goods, works and consulting services contracts over the life of the project, financed by Non-ADB sources.

Goods and Works

General Description Estimated Value

(cumulative) Estimated Number

of Contracts Procurement

Method Comments

77

C.3 NCB Annex A. Regulation and Reference Documents 122. The procedures to be followed for national competitive bidding shall be those set forth in ADB’s standard bidding documents, with the clarifications and modifications described in the following paragraphs required for compliance with the provisions of ADB’s Procurement Guidelines (2015, as amended from time to time). B. Procurement Procedures

(i) Application 123. Contract packages subject to national competitive bidding procedures will be those identified as such in the project procurement plan. Any changes to the method of procurement from those provided in the procurement plan shall be made through updating of the procurement plan, and only with prior approval of ADB.

(ii) Eligibility 124. The eligibility of bidders shall be as defined under section I of the Procurement Guidelines (2015, as amended from time to time); accordingly, no bidder or potential bidder should be declared ineligible for reasons other than those provided in section I of the Guidelines, as amended from time to time.

(iii) Sanctioning 125. Bidders shall not be declared ineligible or prohibited from bidding on the basis of barring procedures or sanction lists, except individuals and firms sanctioned by ADB, without prior approval of ADB.

(iv) Advertising 126. The posting of NCB specific notices for contracts valued at less than $1 million on ADB’s website is not required but is highly recommended

(v) Rejection of all Bids and Rebidding 127. Bids shall not be rejected and new bids solicited without ADB’s prior concurrence. C. Bidding Documents

(vi) ADB Policy Clauses 128. A provision shall be included in all NCB works and goods contracts financed by ADB requiring suppliers and contractors to permit ADB to inspect their accounts and records and other documents relating to the bid submission and the performance of the contract, and to have them audited by auditors appointed by ADB. 129. A provision shall be included in all bidding documents for NCB works and goods contracts financed by ADB stating that the Borrower shall reject a proposal for award if it

78

determines that the bidder recommended for award has, directly or through an agent, engaged in corrupt, fraudulent, collusive, coercive or obstructive practices in competing for the contract in question. 130. A provision shall be included in all bidding documents for NCB works and goods contracts financed by ADB stating that ADB will declare a firm or individual ineligible, either indefinitely or for a stated period, to be awarded a contract financed by ADB, if it at any time determines that the firm or individual has, directly or through an agent, engaged in corrupt, fraudulent, collusive, coercive or obstructive practices or any integrity violation in competing for, or in executing, ADB-financed contract.

(vii) Additional Clauses 131. A provision shall be included whereby the Employer puts the Bidder on notice that the Bidder or any joint venture partner of the Bidder (if any) may not be able to receive any payments under the Contract if the Bidder or any of its joint venture partners, as appropriate, is, or is owned (in whole or in part) by a person or entity, subject to applicable sanctions. 132. A provision shall be included whereby the Bidder declares that it is aware of and acknowledges the contents of paragraph 10 above and states, as a “yes” or “no” answer, whether:

(i) the firm, the firm’s joint venture partners (if any), the firm’s shareholders, the shareholders of the firm’s joint venture partners (if any), is subject to any national or international sanctions or on any sanctions list maintained by any multilateral development bank? (If the answer is “yes”, the Bidder must provide details, including which sanctions list);

(ii) the firm, the firm’s joint venture partners (if any), the firm’s shareholders, the

shareholders of the firm’s joint venture partners (if any) can make and receive electronic fund transfer payments through the international banking system? (If the answer is “no”, the Bidder must specify in which currency the Bidder cannot make/receive such payments)

133. A provision shall be included whereby it is a termination right by the Employer if the ADB has suspended disbursement under the financing from which payments to the Contractor are being made or has cancelled such financing.

D. Outline Consultant Terms of Reference

134. The Eye project will be supported by consultants, including (i) firm-based consultants; and (ii) individually-recruited technical consultants.

(I) Firm-Based Consultants

Position(s) Key Tasks International/

National Person-months

TEAM LEADER (TL) AND DEPUTY TEAM LEADER (DTL) FOR OVERALL PROJECT IMPLEMENTATION

Expert on Labor Market-Responsive Education and

The TL’s work will span all outputs. Core tasks will include (but not be limited to): Focal point for MOE and ADB on project management; Support PMU in EYE management, reporting to MOE and ADB,

International 56

79



Training / Team Leader (1)

etc.; Develop detailed work plans for the consultant team and

supervise and coordinate inputs; Coordination and advice to MOE and government on EYE-

supported reforms; Dialogue/coordination with development partners (DPs) Provide guidance to other consultants and the PMU as needed,

particularly on cross-cutting tasks Provide lead technical and supervisory inputs to initiatives

outlined in PAM section1B for activity areas: o 1A1 on LFS analysis; o 1A2 on industry engagement; o 1B1 on mapping academic and TVET competencies; o 1B2 on learning pathways; o 1C1 on Reform Support Facility; o 1C3 on project-wide monitoring and evaluation, as well

as support to drafting of the EA’s PCR; o 2C2 on DEO/TEO capacity development; o 3B2 on M&E design for the CBMSC stipend program.

Specialist on Labor Market-Responsive Education and Training / Deputy Team Leader (1)

The Specialist will serve as DTL, spanning all outputs. Core tasks will include (but not be limited to): Support the TL in the tasks above; Provide overall oversight, guidance, and coordination for

national consultant team members; Take the lead in dialogue at the sub-national level (e.g., PES,

etc.) Provide technical and supervisory inputs to initiatives outlined

in PAM section1B for activity areas: o 1A1 on LFS analysis; o 1B2 on learning pathways; o 1C3, in particular support to drafting of the EA’s PCR; o 2C2 on DEO/TEO capacity development.

National 68

OUTPUT 1

Specialist on Industry Stakeholder Engagement (1)

The Specialist will:

principally work with the TL provide technical and supervisory inputs to initiatives outlined in PAM section1B for activity area 1A2 on industry engagement; and

provide focused support to other activity areas.

National 18

Specialist on Skills for a Modern Economy

(1)


principally work with the TL to provide technical and supervisory inputs to initiatives outlined in PAM section1B for activity area 1B1 on mapping academic and TVET competencies;

provide focused support to other activity areas.

National 20

Expert on EMIS and School Network Mapping

(1)

The Expert will

principally provide lead technical and supervisory inputs to initiatives outlined in PAM section1B for activity area 1B3 on strengthened use of EMIS, school network mapping, and other data analytical tools for SES and TVET;

provide focused support to other activity areas, including 1C3 on project-wide M&E.

International 4

Specialist on Monitoring and Evaluation (M&E)

(1)


principally work with the TL and EMIS Expert to provide technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas:

o 1B3 on strengthened use of EMIS, school network mapping, and other data analytical

National 80

80



tools for SES and TVET; o 1C3 on M&E for the EYE project, including M&E

system design, field investigations as needed, etc.;

o 3B2 on M&E design for the CBMSC stipend program.

provide related support at the subnational level;

provide focused support to other activity areas

Specialist on Policies for Labor Market-responsive Education and Training (1)


principally work with the TL to provide technical and supervisory inputs to initiatives outlined in PAM section1B for activity area 1C1 on the PSF;

provide focused support to other activity areas

National 18

Expert on Gender and Social Development (1)

The Expert will provide lead technical and supervisory inputs project-wide regarding issues linked to equity across gender, ethnic group, and other dimensions. This will include:

Advise the PMU, IUs, and consultants in design of guidelines for the CBMSC stipend program, dormitory support, and other targeted initiatives;

Support strategies to ensure equity project-wide, ranging from gender- and ethnic-group sensitivity of the new SES curriculum to attracting females into male-dominated skill areas, to social marketing;

Work with the PMU and IUs to develop detailed mechanisms to support implementation and monitoring of the GAP and EGP;

Provide capacity building as needed to regarding the GAP, EGP, and broader gender and social aspects;

Provide gender and ethnic group-related inputs to EYE’s overall M&E strategy and instruments

International 12

Specialist on Gender and Social Development (1)

The Specialist will work closely with the noted Expert to support the tasks above, and (in particular) support the PMU and IUs to implement the GAP and EGP throughout EYE’s duration. This will include:

Support the PMU and various IUs to ensure ongoing M&E of gender- and ethnic group-related aspects (including GAP and EGP) of EYE interventions, including via periodic spot checks;

Work with the PMU, DBE, and other relevant units to develop detailed protocols and capacity building for school management of dormitories (emphasizing student security and well-being), and to ensure ongoing M&E of dormitory use and conditions, including via periodic spot checks;

Support or conduct training/orientation/capacity building related to the above for central and local staff;

National 72

OUTPUT 2

Experts on Secondary Education Curriculum Development

(indicatively 4 covering: (i) Physical

sciences; (ii) Math and

economics;

For his/her subject area, each Expert will support members of relevant sub-teams of the MOE Curriculum Development Team in finalizing the curriculum design and developing new textbooks and teacher guides. This will include:

Provide lead technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas: o 2A1 on CDT capacity building; and o 2A2 on development of textbooks and teacher guides;

Provide related inputs to activity areas: o 2A3 on teacher training reforms; o 2A4 on student assessment reforms

International 80

81



(iii) Social studies;

(iv) Co-curricular subjects)

Specialists on Secondary Education Curriculum Development

(indicatively 8, with 2 for each of: (i) Physical

sciences; (ii) Math and

economics; (iii) Social

studies; (iv) Co-curricular

subjects)

Subject to the firm’s technical proposal, it is foreseen that each Expert above will be paired with 2 national counterpart consultants to support the tasks noted above, with one national consultant focused on LSE curriculum and the other on USE curriculum.

National 188

Expert(s) on Secondary Education Teacher and Head Teacher Training (<<X>>)

The Expert will:

principally provide lead technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas: o 2A3 on in-service teacher training and continuing

professional development; o 2A6 on pre-service teacher training program reform; o 2C1 on capacity development for head-teachers

provide focused support to other activity areas, including 2C3 on ICT4ME.

International 32

Specialist(s) on Secondary Education Teacher and Head Teacher Training (<<X>>)

The Specialist will work with the noted Expert to:

principally provide technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas: o 2A3 on in-service teacher training and continuing

professional development; o 2A6 on pre-service teacher training program reform; o 2C1 on capacity development for head-teachers;

provide focused support to other activity areas, including 2C3 on ICT4ME.

National 100

Expert on Secondary Education Student Assessment Reforms (1)

The Expert will:

principally provide lead technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas: o 2A4 on reforming SES student assessment

provide focused support to other activity areas, including 2A3 and 2A6 on teacher training.

International 12

Specialist on Secondary Education Student Assessment Reforms (1)


principally provide technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas: o 2A4 on reforming SES student assessment;

provide focused support to other activity areas, including 2A3 and 2A6 on teacher training.

National 12

Expert on Education Sector Civil Works (1)

The Expert will:

principally provide lead technical and supervisory inputs to initiatives outlined in PAM section1B for activity area 2B1 including support to:

o develop new SES designs classroom blocks, dorms, and toilets;

o support the PMU in finalizing specifications, bidding documents, etc.

o carry out in-field inspections, quality checks, and other monitoring of civil works; and provide related

International 12

82



capacity development to the PMU, DBE, and related units;

provide focused support to other activity areas, including output 3 civil works.

Specialist on Education Sector Civil Works (1)


principally provide technical and supervisory inputs to initiatives outlined in PAM section1B for activity area 2B1 including support to:

o develop new SES designs classroom blocks, dorms, and toilets;

o support the PMU in finalizing specifications, bidding documents, etc.

o carry out in-field inspections, quality checks, and other monitoring of civil works; and provide related capacity development to the PMU, DBE, and related units;

provide focused support to other activity areas, including output 3 civil works.

National 30

Expert on Social Marketing and Advocacy for Education and Training (1)

The Expert will:

principally provide lead technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas:

o 2B2 on social marketing for SES; and o 3B3 on social marketing for TVET and new

CBMSCs.

provide focused support to other activity areas, including related to implementation of the stipend pilot, GAP and EGP implementation, etc.

International 12

Specialist on Social Marketing and Advocacy for Education and Training (1)


principally provide technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas::

o 2B2 on social marketing for SES; and o 3B3 on social marketing for TVET and new

CBMSCs.

provide focused support to other activity areas, including related to implementation of the stipend pilot, GAP and EGP implementation, etc.

National 66

Expert on Appropriate ICT to Support Secondary Education (1)

The Expert will:

principally provide lead technical and supervisory inputs to initiatives outlined in PAM section1B for activity area 2C3 on new policy, strategy, and pilot testing of low-cost, equity-enhancing ICT tools in SES, with a focus on use to support teacher capacity development.

provide focused support to other activity areas, including related to SES curriculum development, teacher training, etc.

International 7

Specialist Expert on Appropriate ICT to Support Secondary Education (1)


principally provide technical and supervisory inputs to initiatives outlined in PAM section1B for activity area 2C3 on new policy, strategy, and pilot testing of low-cost, equity-enhancing ICT tools in SES, with a focus on use to support teacher capacity development.

provide focused support to other activity areas, including related to SES curriculum development, teacher training, etc.

National 16

OUTPUT 3

Experts on Competency-based TVET

(indicatively 4

For his/her skill area, each Expert will support MOE, MOI, MOLIP, and teachers at participating GTHS and ITCs in developing new/improved competency-based TVET programs. This will include:

International 76

83



covering: (i) Construction; (ii) Electrician; (iii) Welding; (iv) Machinery

repair

Provide technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas: o 3A1 on skill standards; o 3A1 on CBMSC curriculum development; o 3A3 on skill assessment; o 3A4 on career counseling; o 3A5 on TVET teacher industrial attachments

Provide related inputs to activity areas as needed.

Specialists on Secondary Education Curriculum Development

(indicatively 4, (i) Construction; (ii) Electrician; (iii) Welding; (iv) Machinery

repair

Subject to the firm’s technical proposal, it is foreseen that each Expert above will be paired with 1 national counterpart consultant to support the tasks noted above.

National 152

Expert on TVET System-Industry Linkages (1)

The Expert will:

principally provide lead technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas: o 3C1 on support to TVET Council establishment; and o 3C2 on industry engagement to strengthen TVET

programs; o 3C3 on school-local industry dialogue mechanisms

provide focused support to other activity areas, including 3A1-3A4, and 3C4 on PPPs in TVET

International 18

Specialist on TVET System-Industry Linkages (1)


principally provide technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas: o 3C1 on support to TVET Council establishment; and o 3C2 on industry engagement to strengthen TVET

programs; o 3C3 on school-local industry dialogue mechanisms o 3C4 on PPPs in TVET;

provide focused support to other activity areas, including 3A1-3A4

National 67

Expert on PPPs in TVET (1)

The Expert will principally provide lead technical and supervisory inputs to initiatives outlined in PAM section1B for activity areas 3C4 on developing policy frameworks for PPPs in TVET.

International 9

(II) Individually-Recruited Consultants (Embedded in the PMU)



Expert on Procurement for Social Sector Projects

(1)

The Expert will provide ongoing support to build the capacity of the PMU team and other government counterparts to operationalize & manage procurements under the project;

this will include updating the PPTA team’s analysis of capacity gaps and finalizing the indicative capacity development plan, supporting drafting and review of procurement-related EYE project manuals and documents;

implementation of that capacity development plan;

International 20

84



supporting drafting and review of procurement-related EYE project manuals and documents;

provide focused support to other activities as needed.

Procurement Specialist (1)

The Specialist will work with the Expert to provide continuous support to build the capacity of the PMU team and other government counterparts to operationalize & manage procurements under the project in compliance with ADB procedures (see above).

National 44

Expert on Financial Management for Social Sector Projects (1)

The Expert will provide ongoing continuous support to build the capacity of the PMU team and other government counterparts to undertake effective financial management, under the project in compliance with ADB procedures. This will include

updating the PPTA team’s analysis of financial management capacity gaps (including with regard to ADB requirements for disbursement, liquidation and SOE procedures, and accounting/reporting) and finalizing the indicative capacity development plan;

Providing follow-on training and mentoring on disbursement (expanding upon training provided by the PPTA team);

Implementing other dimensions of that capacity development plan;

supporting drafting and review of financial management-related guidelines and documents;

provide focused support to other activities as needed.

International 12

Specialist on Project Financial Management (1)

The Specialist will work with the Expert to provide continuous support to build the capacity of the PMU team and other government counterparts to undertake effective financial management (including ADB disbursement, liquidation and SOE procedures, and accounting/reporting procedures), under the project in compliance with ADB procedures (see above).

National 72

Specialist on Environment (1)

The Specialist will support and build the capacity of the PMU team in implementing the project, including but not limited to measures to prevent risks to student health and safety linked to construction of new classroom blocks under output 2, and responding to any grievances that should arise. Amongst others, the environment specialist will: (i) confirm that EYE school construction works do not cause any involuntary resettlement impacts; (ii) help develop bidding documents for EYE school construction works to ensure that the environment-related specifications provided in the generic EMP are incorporated in technical specifications; (iii) provide support in evaluating bids for EYE school construction works to ensure that compliance with the environment-related specifications is evaluated and documented in bid evaluation reports; (iv) review and clear, on behalf of the PMU, site-EMPs prepared by civil works contractors; (v) Conduct at least two site visits to each selected school site (at the beginning of the works and at completion stage); (vi) Prepare annual progress reports of the EMP implementation (including compliance of the civil works contractors with obligations, inspection activities and findings, problems encountered during EYE school construction operations, complaints received, if any, and the relevant corrective actions undertaken); (vii) together with the architectural engineers, carry out EYE school construction completion inspections to confirm the regularity and

National 30

85



safety of each building, with the involvement of relevant government agencies; (viii) prepare an EMP implementation completion report, no later than three months after completion of all EYE school construction works supported under the project;

Expert on Education Project Evaluation (1)

The Expert will lead an independent midterm assessment to review progress under the EYE, including identifying achievements and areas requiring enhancements to strengthen implementation.

International 1

Specialist on Education Project Evaluation (1)

The Specialist will support the noted Expert in an independent midterm assessment to review progress under the EYE, including identifying achievements and areas requiring enhancements to strengthen implementation.

National 1

86

VII. SAFEGUARDS

135. The ADB involuntary resettlement category is C with the EYE project including upgrading and construction of classroom blocks and dormitories on government land in government secondary school compounds, and construction/upgrading of workshops, dormitories and toilet facilities within existing TVET facilities. All sites are expected to be on government-owned land with no resettlement impacts. 136. The EYE project only includes small-scale construction, and all building are expected to be on government-owned land and situated in non-sensitive areas. The ADB environmental category is B, principally in view of potential risks to SES students during construction of new classroom blocks and dorms, which will be confined to vacant land at existing school sites. The IEE is expected to be finalized prior to loan negotiations. 137. The ADB ethnic group categorization is B, as the EYE project is expected to have a limited impact while substantially benefitting under-represented ethnic groups.54 The project will target traditionally marginalized groups, including poor, disabled, women, and ethnic nationalities through activities such as CBMSC stipend program, dormitories to increase access to SES and CBMSC, and social marketing strategies. 138. An Ethnic Group Plan (EGP) has been prepared in order to: (i) outline the potential impacts of the EYE project on ethnic groups, (ii) specify actions to address the impacts, and (iii) help improve the distribution of benefits to ethnic groups (see also Appendix 3). The EGP supports integration of ethnic group needs and interests into each of the project outputs, and ensure effective participation and access to the benefits of the project. It outlines anticipated positive and negative effects and recommendations to enhance/mitigate impacts. Where impacts on ethnic groups are positive, measures are identified to enhance and ensure equitable sharing of benefits. Where impacts are potentially negative, appropriate mitigation measures are identified. Key features of the EGP include: (i) construction of dormitory spaces, and classroom and facilities targeting poor and ethnic communities in SES and CBMSC; (ii) secondary curriculum, pedagogy, assessment and school completion exam integration of ethnic sensitivity; (iii) pre and in-service teacher training integrating ethnic sensitivities; (iv) ensuring CBMSC project stipend activities consider ethnic group issues and criteria; and (v) incorporation of ethnic group stakeholders in the design and implementation of the assessment of social impacts of the EYE project. 139. Prohibited investment activities. Pursuant to ADB’s Safeguard Policy Statement (2009), ADB funds may not be applied to the activities described on the ADB Prohibited Investment Activities List set forth at Appendix 5 of the Safeguard Policy Statement (2009).

VIII. GENDER AND SOCIAL DIMENSIONS

140. Analysis of household survey and EMIS data show that there is a wide socioeconomic gap in education and training that is the key poverty trap and obstacle to inclusive growth of Myanmar. While more than 80% of youth finish primary education, less than half (44%) complete even LSE, leaving a majority of youth with limited or no access to higher education, most existing forms of TVET, and modern sector employment. Moreover, gaps across urban/rural, geographic areas, and socioeconomic groups widen markedly after primary education. Additionally, while more females than males successfully complete high school,

54

ADB. 2009. ADB Policy on Indigenous People. Manila

87

higher education, and some forms of training, women have substantially lower workforce participation, due to a combination of factors including social norms and low workforce-relevance of general-track education and TVET. 141. EYE aims to promote improved education and workforce outcomes for youth and young workers, with an emphasis on those from educationally, socially and economically disadvantaged households, females, and under-represented ethnic groups, thus contributing to poverty reduction and inclusive growth and social development. 142. EYE’s Gender Action Plan (GAP, below and in Appendix 5) includes, among others, actions to ensure: (i) prioritized female participation in capacity development programs; (ii) provision of at least 50% of project-supported dormitory spaces for SES to disadvantaged female students; (iii) females comprise at least 40% of all CBMSC trainees, and disadvantaged females comprise at least 50% of EYE-supported targeted need-based stipends and CBMSC dormitory spaces for CBMSC trainees; (iv) at least 50% of female teacher participation in in-service and pre-service teacher training programs; (v) new skill standards, curriculum, training materials, and teacher training for CBMSCs, as well as career counselling to trainees are sensitive to gender dimensions; (vi) support to school network mapping, EMIS, and labor force analysis initiatives incorporate gender dimensions; and (vii) promotion of sensitivity to disability project-wide. The Project Manager and PMU will assume overall responsibility for implementation and reporting on the gender action plan (GAP). One international and 1 national consultant on gender and social development will provide technical support to GAP implementation, with the national consultant working closely with the PMU throughout the project duration. The PMU and consultants will coordinate with units responsible for specific activity areas and GAP actions noted above. All PMU quarterly reports submitted to the ADB will report progress against the GAP.

GENDER ACTION PLAN (GAP) Outputs Actions (by output and sub-output) Lead Unit

55


1A. Ensure that skill need analysis and industry engagement mechanisms include gender dimensions and inform strategies to increase female participation in formal wage employment including in currently male-dominated fields. 1B. Ensure that work to identify competencies for delivery by general education and TVET and to develop new learning pathways assesses challenges and promotes improved learning and workforce outcomes for both males and females. 1B. Building on ADB-supported analysis to date, incorporate sex-disaggregated analysis in EYE Project support to SNM and EMIS and build related capacities. 1C. Ensure that policy-level support under the PSF emphasizes gender dimensions, and that these are mainstreamed in project-wide M&E. 1C. Ensure at least 50% female participation (totaling at least 60 females) in capacity development on reform delivery; train all PMU staff on gender/ethnicity issues, including gender analysis.

DERPT and DTVET DHREP and DTVET DERPT DERPT DERPT

Output 2: New SES curriculum delivered

2A. Include gender and disability-related sensitivity in capacity building for SES curriculum developers, including cooperation with relevant civil society groups. 2A. Ensure that new LSE and USE curricula, textbooks, teacher guides,

DERPT DERPT

55

Pending approval of new MOE structure. For brevity, omits PMU oversight and coordination and consultant support.

88

and access expanded

and ICT-based resources are gender and disability sensitive and display positive images and role models of females and disabled youth in rural and urban settings. 2A. Ensure that females comprise at least 70% of participants in in-service and pre-service teacher training programs (totaling at least 63,000 females), and: Prioritize females in selection and training of master trainers; Ensure that all in-service and pre-service training programs and CPD (i)

use curricula and approaches that are sensitive to gender and disability; (ii) promote new pedagogies that are sensitive to these dimensions in schools; and (iii) include Codes of Conduct and strategies to reduce gender and disability-related gaps in enrolment, participation, and learning achievement.

2A. For support to introduce new techniques for ongoing student assessment, LSE and USE completion examinations, and sample-based ASLO, ensure: Approaches are gender sensitive and promote soft skills for girls and

boys; Analysis of results of completions examinations and ASLO includes

disaggregation by gender and other dimensions (e.g., urban-rural gaps, etc.).

2B. Ensure that SES-related civil works (i) involves site selection prioritizing areas with low female and male completion rates; (ii) includes separate toilets for girls in separate locations and ensures accessibility for disabled girls and boys (e.g., ramps); (iii) promotes opportunities for female employment and ensures equal pay for equivalent work; and (iv) does not use child labor. 2B. Ensure that: new dormitories (i) reserve at least 50% of spaces for disadvantaged

female students; (ii) have separate toilets/wash facilities for males/females;

briefings on safety and protection (particularly for females) and reporting mechanisms are provided to dorm residents and all other students in project-supported schools;

Code of Conduct (including health, harassment, and safety dimensions) is publicized and integrated in training programs for dormitory supervisors/managers, head teachers, TEO officials, and communities.

2C. Include in social marketing (i) a campaign for parents and community leaders to (a) increase understanding of the benefits of schooling for girls and boys; and (b) promote female education in science; and (ii) a strategy to recognize and disseminate best practices by localities in promoting gender equity in SES. 2C. For all capacity development programs for SES head teachers and staff of state/region, district, and township education offices: Prioritize female representation (to be measured as share of female

participation vis-à-vis females in those positions). Include training on gender and disability issues, including strategies to

promote access to and completion of secondary education for all girls and boys.

Expand female leadership roles and skills including in instructional leadership and mentoring, and encourage recruitment of female education managers.

2C. Mainstream gender dimensions in support on ICT-for Myanmar Education policy and the related pilot, including contents, access, and relevance to users.

DERPT and DHE DBE, DERPT, and DME DBE DBE DBE DBE DERPT

Output 3: 3A-3C. Provide at least 40% of CBMSC training slots (project-wide) to DTVET and

89

New TVET programs introduced and access expanded

females (totaling at least 16,500 females), and conduct social marketing schemes to: encourage females to pursue traditionally male-dominated skill areas; encourage employers to (i) send female and male employees for CBMSC

training; and (ii) hire female graduates across all skill areas covered; and recognize and disseminate best practices in promoting gender equity. 3A. Ensure that new skill standards, curriculum, training materials, and teacher training for CBMSCs, as well as career counseling to trainees are sensitive to gender and work to break down traditional gender norms. 3A. Ensure that females account for at least 50% of TVET teachers recruited to teach CBMSCs and develop related curriculum, and include training on Code of Conduct in capacity building provided. 3B. Ensure that TVET-related civil works (i) involves site selection prioritizing improved workforce outcomes of females and males; (ii) includes separate toilets for girls in separate locations and ensures accessibility for disabled trainees; (iii) promotes opportunities for female employment and ensures equal pay for equivalent work; and (iv) does not use child labor. 3B. Ensure that: new dormitories (i) reserve at least 50% of spaces for disadvantaged

female students; (ii) have separate toilets/wash facilities for males/females;

briefings on safety and protection and reporting mechanisms are provided to dorm residents and all other students in project-supported schools;

Code of Conduct (including health and safety dimensions) is publicized and integrated in training programs for dormitory supervisors/managers, GTHS and ITC principals, and local officials.

3B. Under the CBMSC needs-based stipend program, provide at least 50% of stipends to disadvantaged females, and include sex-disaggregated analysis on the efficacy of this targeted stipend program. 3C. For all capacity development programs for GTHS and ITC teachers, principals, and TVET staff in local offices of MOE, MOI, and MOLIP: Prioritize female representation (to be measured as share of female

participation vis-à-vis females in those positions, and totaling at least 75 females).

Include training on gender issues in TVET, including strategies to promote gender-equity in access, reduced gender norms by skill area, and enhanced female labor force outcomes.

Promote stronger leadership roles for females in the TVET subsector.

MOI DTVET and MOI DTVET and MOI DHREP, DTVET, and MOI DTVET and MOI DTVET and MOI DTVET and MOI

ASLO = assessment of student learning outcomes; CBMSC = competency-based modular short courses; CPD = continuing professional development; DBE = Department of Basic Education; DERPT = Department of Education Research, Planning, and Training; DHE = Department of Higher Education; DHREP = Department of Human Resources and Educational Planning; DTVET = Department of Technical and Vocational Education and Training; EMIS = Education Management Information System; GTHS = government technical high school; ICT = information and communication technology; ITC = industrial training center; LSE = lower secondary education; MOE = Ministry of Education; MOI = Ministry of Industry; MOLIP = Ministry of Labor, Immigration, and Population; RSF = Reform Support Facility; SES = secondary education subsector; SNM = school network mapping; TVET = technical and vocational education and training; USE = upper secondary education.

143. EYE’s Ethnic Group Plan (EGP, Appendix 3) includes, among others, actions to ensure: (i) at least 80% of EYE-supported targeted need-based stipends for CBMSC trainees from under-represented groups, including under-represented ethnic groups; (ii) prioritization of ethnic group teacher representation in in-service teacher training and CPD programs (to be measured against shares of ethnic group teachers to be captured in the forthcoming SES teacher census); (iii) curriculum development of SES and CBMSC materials for students and teacher training

90

under the project to integrate culture, ethnicity and context sensitivities and (iv) support to school network mapping, EMIS, and labor force analysis initiatives incorporates ethnic group dimensions to the extent possible.

91

IX. PERFORMANCE MONITORING, EVALUATION, REPORTING, AND COMMUNICATION

A. Project Design and Monitoring Framework

The detailed DMF is in Appendix 1. B. Monitoring

144. Project performance monitoring. A detailed and comprehensive multi-modal M&E plan spanning EYE start-up and implementation phases will be finalized by November 2016, by PMU staff supported by ADB PPTA consultants, and other ADB consultants as needed. Key M&E milestone activities to be included in the M&E plan include the collection of comprehensive (EYE-wide) baseline data by early 2017, an interim assessment of EYE implementation by mid-2018, final data collection by end of 2020, and EYE endline M&E report submission by early-2022. Comprehensive EYE baseline data to be collected by early 2017 will include relevant quantitative and qualitative data identified by MOE, the ADB Principal Social Sector Specialist and the international and national consultants, in particular those consultants supporting CBMSC stipend and school procurement and construction initiatives, SES curriculum development and gender/social development dimensions (see Activity Areas 2A2, 2B1, 3A2, 3B1 and 3B2). The M&E plan will include quarterly reporting of project specific activities and outputs. Output reports will include data relevant for monitoring and evaluating all aspects of the project covering all three outputs and dimensions such as progress in implementing the GAP and EGP and compliance with the loan covenants. 145. Compliance monitoring. Compliance monitoring will include regular and systematic oversight of all project covenants in the EYE Loan by the Project Director and ADB project review missions 146. Safeguards monitoring. The ADB involuntary resettlement category is C, as civil works is limited to upgrading SES and CBMSC facilities and constructing new buildings within existing boundaries on government owned land and which will not require resettlement. Due diligence has been conducted to confirm rightful land ownership issues, if any, as well as presence of informal settlers or users in these government-owned sites in the case of Outputs 2 and 3 where the EYE project will fund additional school structures for classrooms, libraries, laboratories, dormitories, CBMSC workshop construction, etc. through spot checks and MOE/PMU confirmation. The indigenous peoples' categorization is B, as increased SES and CBMSC access will directly benefit ethnic groups and SES curriculum reform has potential positive and negative impacts on the social and cultural identity and uniqueness of ethnic groups. The environmental categorization is B, principally in view of potential risks to SES students during construction of new classroom blocks and dorms, which will be confined to vacant land at existing school sites. The IEE is expected to be finalized prior to loan negotiations. The TEOs and school principals will be responsible for ensuring that, during construction of SES and CBMSC facilities, the contractor will (i) keep noise and dust within locally acceptable levels, (ii) manage fill, excavated material, and solid waste in a manner that prevents environmental impact, and (iii) ensure occupational safety and compliance with core labor standards, as specified in the loan covenant. Water supply will meet national drinking water quality standards. TEOs and school principals will monitor environmental conditions at construction sites, and (i) will ensure the safety of students and trainees on-site throughout the construction process, including risks associated with child labor and child trafficking, and (ii) will promptly report any deviations to the Project Director who will immediately take any required actions including timely

92

reporting of all incidents to ADB. Construction quality, and environmental and safety issues during and after dormitory and classroom/workshop construction will be part of an EYE project grievance redress mechanism. Communities will be alerted to grievance redress mechanisms and procedures for reporting any issues. Safeguards monitoring will be conducted quarterly throughout the EYE project period. 147. Gender and social dimensions monitoring. The Project Director will be responsible for implementing, monitoring and reporting progress on the GAP and EGP, and ensuring that specific targets (and sex and ethnicity-disaggregated indicators) are incorporated into project performance monitoring and evaluation procedures. All PMU quarterly reports submitted to the ADB will report progress against the GAP. 148. Gender, persons with disabilities and ethnic disaggregated data on selected outputs will be routinely collected by PMU M&E officers, in coordination with M&E officers under each department responsible for M&E of specific activity areas. The PMU M&E officers will report to the Project Director, and ADB review missions, using data from EMIS, other databases and field visits, and will routinely provide information for all project monitoring and evaluation reports. 149. A gender action plan (GAP) and Ethnic Group Plan (EGP) has been prepared to support the EYE project in ensuring a context-sensitive approach, to monitor equal opportunities to access and involvement in SES/ CBMSC management, access to education and training, targeted needs-based stipends and gender-segregated pilot dormitory. The GAP and EGP are based on a social analysis, and are developed in accordance with the ADB Policy on Gender and Development (1998) and Indigenous Peoples (2009). Specific actions and targets are set out in the GAP and EGP, with some of these targets included in the DMF. C. Evaluation

150. ADB will conduct an inception mission within two months of project start-up, and a review mission every 6 months thereafter, including assessing progress towards EYE project outputs and outcome. Individual consultants will be mobilized to conduct an independent evaluation of project performance in early 2019. Incorporating findings from that evaluation, ADB and the Government will conduct the midterm review mission indicatively in early to mid-2019. Within 6 months after the physical completion of the project, MOE will submit to ADB the executing agency’s project completion report, analyzing project implementation, project performance and achievements against the targets, and expected project impact. 151. An independent impact evaluation (Activity Area 1C3 and 2B1) will be undertaken using random control trial (RCT) methodology to evaluate the impact of dormitory provision on secondary school retention. A tracer study of CBMSC trainees has been initiated under the ADB/JFPR pilot program Skills Development for Inclusive Growth (ADB TA 8634-MYA) and will be expanded and institutionalized in the EYE project (Activity Area 3C3). These and other possible studies will contribute to the evaluation of EYE project effectiveness in improving SES and CBMSC participation and outcomes of beneficiaries, including educationally, socially and economically disadvantaged youth, particularly girls and under-represented ethnic groups and persons with disabilities in the targeted areas.

D. Reporting

152. The MOE will provide ADB with (i) quarterly progress reports in a format consistent with ADB's project performance reporting system; (ii) consolidated annual reports including (a)

93

progress achieved by output as measured through the indicator's performance targets, (b) key implementation issues and solutions, (c) updated procurement plan, and (d) updated implementation plan for the next 12 months; and (iii) a project completion report within 6 months of physical completion of the project. To ensure that projects will continue to be both viable and sustainable, project accounts and the executing agency audited financial statement together with the associated auditor's report should be adequately reviewed.

153. Gender, ethnic and disability disaggregated data on selected interventions project-wide will be collected regularly and systematically, by MOE and the PMU, using EYE project data, data from EMIS and other sources, and field visit and project survey reports. 154. The Project Director will prepare quarterly reports on project implementation and submit them to ADB within 30 days after each quarter. These reports, which will include data on the implementation targets and their achievement, problems and constraints faced, and proposed actions and solutions, will be submitted in English, in a format acceptable to ADB.

E. Stakeholder Communication Strategy

155. A stakeholder communication strategy matrix (Appendix 9) has been developed under the PPTA, which will be updated and revised periodically. Based on this plan, the PMU/DERPT will liaise with DBE/DTVET officials on all project related publicity, outlining the purpose of the project. The PMU will maintain an EYE website to disseminate progress under the project. All project activities will be founded on the principal of “do no harm”, as reflected in the communication strategy. 156. National and geographically targeted communication interventions will seek maximum involvement and engagement of all intended project beneficiaries, including youth and young workers, women, ethnic groups, persons with disabilities, parents, community leaders, teachers, trainers, educators, and experts in these areas through communication platforms and social media. Project activities at the school/community level will ensure that local stakeholders are well informed and aware of all proposed activities. The PMU will assist DBE/DERPT/DTVET to organize stakeholder consultations on social dimensions of SES curriculum reform and engagement/communication sessions at community level, prior to the opening of new CBMSC courses and school facilities. Information will be made available to reach out to prospective students, out-of-school youth, female and under-represented ethnic groups, and the local community. All communication messages, social marketing materials and content are to be ensured culturally appropriate, in local languages to the extent possible, and sensitive to gender, disability and ethnic issues.

X. ANTICORRUPTION POLICY

157. ADB reserves the right to investigate, directly or through its agents, any violations of the Anticorruption Policy relating to the project. 56 All contracts financed by ADB shall include provisions specifying the right of ADB to audit and examine the records and accounts of the executing agency and all project contractors, suppliers, consultants, and other service providers. Individuals and/or entities on ADB’s anticorruption debarment list are ineligible to participate in ADB-financed activity and may not be awarded any contracts under the project.57

56

Anticorruption Policy: http://www.adb.org/Documents/Policies/Anticorruption-Integrity/Policies-Strategies.pdf 57

ADB's Integrity Office web site: http://www.adb.org/integrity/unit.asp

http://www.adb.org/Documents/Policies/Anticorruption-Integrity/Policies-Strategies.pdf

http://www.adb.org/integrity/unit.asp

94

158. To support these efforts, relevant provisions are included in the loan agreement and the bidding documents for the Project. The Government and MOE will ensure that the anticorruption provisions acceptable to ADB are included in all bidding documents and contracts, including provisions specifying the right of ADB to audit and examine the records and accounts of the executing and implementing agencies and all contractors, suppliers, consultants, and other service providers as they relate to the Project.

159. Accountability and transparency remain weak even though since 2011, the government established an anticorruption commission. In 2013, a legal framework for anticorruption measures was officially promulgated when the Union Parliament unanimously ratified the anticorruption law. Since the previous government took power in 2011, in collaboration with development partners, Myanmar has been actively taking steps against corruption. Myanmar signed the United Nations Convention against Corruption (UNCAC) in 2005, but did not ratify it until December 20, 2012. As a result of Myanmar’s ratification, the Convention came into force on January 19, 2016. This is a very important step for Myanmar, internationally, as it shows its commitment to tackling rampant corruption. On a regional level, Myanmar has signed on as a full member of the Southeast Asia Parties against Corruption (SAE-PAC), which is an important step to fight against corruption on a regional, rather than an individual country basis. As a full member for SEA-PAC, Myanmar is committed to sharing and exchanging information, as well as cooperating on anticorruption measures—all of which are important as the region undergoes ASEAN integration.58 160. The Government will maintain a website to disclose information about procurements related to the Project. For each contract, the website will include information on, among others, the list of participating bidders, name of the winning bidder, basic details on bidding procedures adopted, amount of contract awarded, and the list of goods/services procured. In addition to the web-based disclosure, stakeholders, which include civil society and non-governmental organizations, will be provided detailed information on procurement on public notice boards in their respective provinces. The Recipient shall also ensure that criteria and procedure for selection of candidates for stipends is also similarly posted on the institution notice board and the EYE project website.

XI. ACCOUNTABILITY MECHANISM

161. People who are, or may in the future be, adversely affected by the project may submit complaints to ADB’s Accountability Mechanism. The Accountability Mechanism provides an independent forum and process whereby people adversely affected by ADB-assisted projects can voice, and seek a resolution of their problems, as well as report alleged violations of ADB’s operational policies and procedures. Before submitting a complaint to the Accountability Mechanism, affected people should make an effort in good faith to solve their problems by working with the concerned ADB operations department. Only after doing that, and if they are still dissatisfied, should they approach the Accountability Mechanism.59

XII. RECORD OF CHANGES TO THE PROJECT ADMINISTRATION MANUAL

58

ADB. 2015 (draft 3.0) Country Governance Risk Assessment: Myanmar. 59

Accountability Mechanism. http://www.adb.org/Accountability-Mechanism/default.asp.

http://www.adb.org/Accountability-Mechanism/default.asp

95

<<NOT FOR PERIODIC UPDATE>>

ANNEX: TECHNICAL APPENDIXES TO ORIGINAL PAM

Appendix 1: Design and Monitoring Framework Appendix 2: Key Policy Deliverables Appendix 3: Ethnic Group Plan Appendix 4: Summary Poverty Reduction and Social Strategy (SPRSS) Appendix 5: Gender Action Plan Appendix 6: Annotated Fund Flow Diagrams Appendix 7: Procurement Risk Assessment and Management Plan (P-RAMP) Appendix 8: Project Readiness Filters Appendix 9: Stakeholder Communication Strategy Matrix

APPENDIXES

to the Project Administration Manual (PAM)

for the Equipping Youth for Employment Project (EYE)

96

Appendix 1

DESIGN AND MONITORING FRAMEWORK

Impact the Project is Aligned with

Education and skills base for inclusive growth enhanced (Economic Policy of the Union of Myanmar)a

Results Chain

Performance Indicatorswith Targets and Baselinesb

Data Sources and Reporting Mechanisms Risks

Outcome Secondary education and TVET realigned to evolving labor force needs and equitably expanded

By 2022: a. Myanmar’s average ranking in GlobalCompetitiveness Index components related to SES and TVET improved from 127 in 2015 to 122c

b. In SY2022/23, under new curricula, 350,000males and 350,000 females graduate LSE and 200,000 males and 200,000 females graduate USE (baselines: 278,500 males and 271,650 females for LSE in SY2015/16, and 54,000 males and 81,500 females for USE in SY2014/15)

c. 21,000 male and 14,000 female CBMSCgraduates certified and employed in a related skill area within 3 months of completion, including 5,000 females in male-dominated skill areas (baseline in 2015 = 0)

a. GlobalCompetitiveness Report 2020–2021

b. Government progressreports on NESP for 2016–2020; MOE EMIS data

c. NESP progressreports; MOE, DTVET, MOI, and MOLIP data

Government reverses direction on or fails to budget agreed SES and TVET reforms.

Outputs 1. Policyframeworks and capacities for cohesive, workforce-responsive SES and TVET enhanced

2. New SEScurriculum delivered and access expanded

3. New TVETprograms

1a. By 2019: (i) mapping of workforce-demanded competencies targeted by SES and GTHS curricula approved; and (ii) national qualifications framework and policy on pathways linking academic education and TVET issued, incorporating gender aspects (baseline = NA in 2015)

1b. By 2022: at least 120 central and state or region-level MOE, MOI, and MOLIP officials (including 60 females) complete capacity development programs for reform delivery (baseline = 0)

2a. By 2019: new gender-equitable policies approved on teacher deployment; effective, sustainable, and equitable use of ICT tools; SES student assessment; and SES and GTHS dorms (baseline = NA in 2015)

2b. By 2022: (i) nationwide phase-in of new curriculum completed for all LSE and USE grades, including provision of 45 million new gender-sensitive textbooks and teacher guides; (ii) new examinations and learning assessment systems introduced; (iii) 90,000 SES teachers (including 63,000 females) trained; (iv) 48 formerly incomplete SES schools upgraded, with 264 classrooms and 48 sex-segregated dorms built and equipped, using new disaster-resistant designs; and (v) impact evaluation study disseminated (baseline = 0)d

3a. By 2019: (i) TVET law and legislation on TVET financing approved, promoting equal TVET

1a. MOE policy documents

1b. MOE quarterly EYE progress reports; MOE progress reporting on NESP

2a. MOE policy documents

2b. MOE quarterly EYE progress reports; MOE progress reporting on NESP; MOE web-posted final impact evaluation report on dorm provision and school upgrading

3a. MOE policy documents; MOE web-

Coordination across agencies, private industry, and other stakeholders falters and disrupts reforms.

Demand for SES and TVET nonresponsive to improved quality and relevance, stipends, social marketing, and other interventions.

97

Appendix 1

Results Chain

Performance Indicatorswith Targets and Baselinesb

Data Sources and Reporting Mechanisms Risks

introduced and access expanded

access and workforce outcomes for males and females; (ii) TVET council with industrial representation established, and new policy framework on TVET public–private partnerships adopted; (iii) national TVET quality assurance framework approved; (iv) policy on COEs for TVET curriculum development approved and at least 5 public and/or private TVET providers accredited as COEs in various skill areas; (v) policy on promoting access to CBMSCs and GTHS programs promulgated; and (vi) CBMSC stipend program introduced on a pilot basis, and interim evaluation disseminated (baseline = NA in 2015)

3b. By 2022: (i) curricula for 22 new CBMSCs developed, evaluated, and refined by MOE and MOI to align with new skill standards; (ii) 60 workshop rooms and 15 dorms built and equipped at 15 TVET school sites, and 75 female and 75 male TVET teachers and managers trained; (iii) 41,000 youth and workers (including at least 16,500 females) complete CBMSC training at 15 TVET schools; and (iv) pilot TVET stipend program assessed effective in benefiting at least 17,000 trainees, of whom at least 50% are female and 80% are ethnic group youth and workers (baseline in 2015 = NA in 2015)

posted interim evaluation of stipend pilot

3b. MOE quarterly EYE progress reports; MOE progress reporting on NESP; MOE web-posted (i) final assessment report of stipend pilot and (ii) final report on tracer study of CBMSC trainees

Activities with Milestones

Output 1: Policy frameworks and capacities for cohesive, workforce-responsive secondary education subsector and technical and vocational education and training enhanced 1.1 Formulate management capacity development program (including labor market analysis and engagement with

industry to identify soft and hard skill needs) by March 2017, and implement through 2022. 1.2 Commence support for mapping of priority competencies to be delivered by general education and TVET in April

2017, with completion by end 2018. 1.3 Provide technical and policy support to develop SES–TVET–higher education pathways during April 2017–March

2019. 1.4 Complete SES and TVET school network mapping by May 2017, with action plan for prioritized, underserved areas

approved and implemented from July 2017. 1.5 Develop TVET MIS integrated within or linked to MOE EMIS by end 2017; complete related capacity-building

program by June 2018. 1.6 Finalize detailed M&E strategy and comprehensive, multimodal M&E plan by March 2017, with comprehensive

baseline data collected by June 2017 and progress reported in quarterly reports.

Output 2: New secondary education subsector curriculum delivered and access expanded 2.1 Provide capacity building of curriculum development teams during 2017–2021, with development, printing, and

annual distribution of LSE and USE textbooks and teacher guides, and all SES grades completed by SY2022/23. 2.2 Complete annual in-service teacher training rounds by May of each year during 2019–2022, with continuing

professional development program during 2018–2022. 2.3 Equip all targeted schools with teaching and learning resources (e.g., science laboratory equipment and school

library materials) to support new curriculum by May 2019. 2.4 Provide ongoing support for reform of examinations, including replacement of matriculation exam with interim upper

secondary (grade 11) completion exam in SY2017/18, and new completion exam (grade 12) in SY2022/23. 2.5 Pilot test sample-based learning assessment (ASLO) for 1 LSE grade and 1 USE grade (indicatively grades 8 and

11) by 2018.2.6 Support reforms of pre-service teacher education curriculum during 2017–2021, with new policy on teacher

deployment completed by March 2019. 2.7 Develop LSE and USE disaster-resilient model school designs and standards by June 2017, and construct new

classroom blocks, dorms, and toilets at all targeted schools by April 2019.

98

Appendix 1

2.8 Conduct impact evaluation baseline study in June 2017, with midterm and final data collection in March 2020 and March 2022.

2.9 Launch other demand-promotion initiatives (e.g., social marketing to promote primary–secondary transition and prevent dropouts) in June 2017, for completion by 2022.

2.10 Conduct capacity development for SES and school managers—on instructional leadership, career counseling, CPD, school improvement planning, and community engagement—from June 2017 until project completion,.

2.11 Draft policy on ICT4ME by end 2017, with elements pilot tested from 2018 and assessed by mid-2019.

Output 3: New technical and vocational education and training programs introduced and access expanded 3.1 Develop skill standards, curricula, and assessment mechanisms (in dialogue with employers and other ministries

and based on learning pathways) for successive batches of CBMSCs during 2017–2019. 3.2 Develop and distribute teaching and learning materials for CBMSCs by end 2019. 3.3 Complete classroom workshop civil works at 11 GTHS and 4 ITCs by end 2017, with equipment and supplies for all

CBMSC batches provided during 2017–2019. 3.4 Provide TVET teachers initial training on CBMSCs in 2017, with periodic follow-on training during 2017–2020. 3.5 Launch pilot test of a stipend scheme for selected disadvantaged trainees (roughly 40% of CBMSC students

enrolled) in July 2017 for implementation through project end, with biannual assessments informing refinements. 3.6 Conduct other demand-promotion initiatives (e.g., gender-sensitive social marketing) during June 2017–end 2022. 3.7 Develop trainee counseling and job matching scheme in dialogue with employers for launch by end 2017. 3.8 Provide policy-level support on TVET financing, PPP in TVET provision, and strategy for TVET institution–employer

engagement during March 2017–June 2019. Project Management Activities PMU fully staffed, with capacity development program launched in February 2017.Inputs

ADB: $98,490,000 (loan) Government: $6,510,000 Assumptions for Partner Financing Not applicable.

ADB = Asian Development Bank; ASLO = assessment of student learning outcomes; CBMSC = competency-based modular short course; COE = center of excellence; CPD = continuing professional development; DTVET = Department of Technical and Vocational Education and Training; EMIS = education management information system; EYE = Equipping Youth for Employment Project; GTHS = government technical high school; ICT = information and communication technology; ICT4ME = ICT for Myanmar education; ITC = industrial training center; LSE = lower secondary education; M&E = monitoring and evaluation; MIS = management information system; MOE = Ministry of Education; MOI = Ministry of Industry; MOLIP = Ministry of Labor, Immigration, and Population; NA = not applicable; NESP = National Education Strategic Plan; PMU = project management unit; PPP = public–private partnership; SES = secondary education subsector; TVET = technical and vocational education and training; USE = upper secondary education. a Adapted from the Government of Myanmar. 2016. Economic Policy of the Union of Myanmar. Nay Pyi Taw. b Design and monitoring framework contents are based on project design dialogue with MOE. Baselines indicators

principally use EMIS data for SY2015/16 and data from the 2014 census. c These component indicators (calculated based on a survey of local businesses) relate to (i) SES gross enrolment rate,

(ii) quality of the education system, (iii) quality of math and science education, and (iv) local availability of specialized training services.

d The target for classrooms includes standard classrooms (1 per grade level), laboratories, and library or multipurpose rooms but does not count teacher-use rooms. Separate latrines for girls and boys will also be provided.

Source: ADB.

99

1

APPENDIX 2: Key Policy Deliverables Supported by EYE Project

Policy Areas by Output



OUTPUT 1: Policy frameworks and capacities for cohesive, workforce-responsive secondary education subsector (SES) and TVET enhanced 1.1) Evidence-based reforms and planning

S1.1.1a) The Government has completed and publically disseminated results from the Comprehensive Education Sector Review (CESR) providing updated evidence on the entire education sector, including analysis of equity across gender and other dimensions.

S1.1.1b) Based on the CESR, the Government has formulated a National Education Strategic Plan (NESP) Programme and Policy Framework for 2016-2021 that prioritizes equitable access and employment opportunities for all females and males, with initial investments reflected in the budget for FY2016/17

1.2) Realigning academic-track education and TVET to a modern Myanmar economy

S1.1.2) The Government has promulgated a National Education Law, which provides a unified legal framework for the entire education sector and reforms to strengthen the sector’s role in developing a skilled workforce, and emphasizes equity across gender and other dimensions.

S2.1.2a) The Ministry of Education (MOE) has formulated a mapping of core competencies targeted in the new lower secondary education (LSE), upper secondary education (USE), and government technical high school curricula

S2.1.2b) MOE has formulated (i) a National Qualifications Framework providing a common reference frame for qualifications provided by academic-track education and TVET; and (ii) a policy on learning pathways linking TVET and academic education

OUTPUT 2: New secondary education subsector (SES) curriculum delivered and access expanded 2.1) Reforms of SES curriculum, pedagogy, and assessment

S1.2.1) MOE has formulated (i) a national Basic Education Curriculum Framework spanning primary and secondary education, which emphasizes ensuring equitable learning outcomes across gender and other dimensions; and (ii) a Secondary Education Subsector Curriculum Reform Plan

S2.2.1a) Under the Secondary Education Subsector Curriculum Reform Plan, MOE has (i) commenced the phase-in of the new LSE curriculum, including distribution of grade 6 textbooks and in-service training of at least 90% of grade 6 teachers in MOE schools nationwide; and (ii) approved the new USE curriculum for subsequent introduction into schools

S2.2.1b) MOE has introduced formulated and disseminated a new policy on LSE and USE teacher deployment, incorporating evidence from school network mapping and human resource information systems, as well as the expected

100

2

extension of USE through grade 12

S2.2.1c) MOE has formulated and disseminated a new policy on appropriate information and communication technology (ICT) to support basic education (grades 1-12), which is dictated by educational objectives and clearly prioritizes equity and sustainability

S2.2.1d) MOE has formulated and disseminated a new National Assessment Policy for Basic Education, as well as a linked Policy on LSE and USE Student Assessment, which includes clear guidelines on the use of competency-based and formative assessment

2.2) SES Access S2.2.2a) MOE has formulated and disseminated a new Policy on Public Secondary School and GTHS Dorms, which gives clear guidelines to ensure that dorms promote equitable access and completion and are safe for girls and boys.

S2.2.2b) MOE has formulated a Strategy for Upgrading Former Post-Primary Schools and Branch and Affiliated Secondary Schools, with an emphasis on enhancing equity of access to good quality secondary education across gender, ethnic group, and socioeconomic dimensions.

OUTPUT 3: New technical and vocational education and training (TVET) programs introduced and access expanded 3.1) TVET legislation, institutions, and private sector engagement

S2.3.1a) The Government has promulgated (i) a new TVET Law, providing a unified legal framework to promote equitable access to high quality TVET offered by public and private training schools as well as employers; and (ii) new legislation on financing of TVET.

S2.3.1b) The Government has established (i) a national TVET Council and State/Region Advisory Councils, which include representation from industry and private TVET providers; and (ii) a policy framework on public-private partnerships in TVET provision

3.2) TVET quality-side reforms

S1.3.2a) The Government has adopted a new national skill standard format and commenced development of new and updated skill standards to guide development of competency-based curriculum and skill assessment of TVET trainees and existing workers

S2.3.2a) The Government has formulated and disseminated a National TVET Quality Assurance Framework

S2.3.2b) MOE has formulated a new Policy on Centers of Excellence in Developing and Disseminating TVET

101

3

Curriculum, and has accredited at least 5 public and/or private TVET providers to serve as centers of excellence in specific skill areas

3.3) TVET access S2.3.3a) The MOE Department of Technical and Vocational Education (DTVE) of the Ministry of Education has formulated and disseminated a Policy on Promoting Access to Government Technical High Schools and Competency-Based Modular Short Courses, which promotes equity across gender and other dimensions

S2.3.3b) DTVE has introduced, on a pilot test basis, a needs-based stipend program for disadvantaged youth and workers participating in competency-based modular short courses, and has disseminated an interim evaluation of this pilot test

102


1

Indigenous Peoples Plan: Ethnic Group Plan

1. The proposed Equipping Youth for Employment Project (EYE) will support reforms torealign Myanmar’s secondary education subsector (SES) and technical and vocational education and training (TVET) to more effectively meet evolving workforce needs and advance inclusive growth. EYE will support rationalization of SES and TVET and address key interlinked challenges in subsector management, access, and quality and relevance through three outputs: (i) policy frameworks and capacities for cohesive, workforce-responsive SES and TVET enhanced; (ii) new SES curriculum delivered and access expanded; and (iii) new TVET Competency Based Modular Short Courses (CBMSC) programs introduced and access expanded. Project design emphasizes addressing access and equity issues related to ethnic youth from poor and traditionally disadvantaged regions, young women, and girls.

2. The Government of Myanmar recognizes 135 different ethnic groups in Myanmar, eachwith its own history, culture and language. The majority Bamar ethnic group makes up about two-thirds of the population. The other seven largest nationalities are the Chin, Kachin, Karenni (sometimes called Kayah), Karen (sometimes called Kayin), Mon, Rakhine, and Shan. Myanmar is divided into seven states, each named after an ethnicgroup, and seven regions (formerly called divisions) which are largely inhabited by Bamars.

3. Education (and language) policies and practices play a role in the complex historicalrelationship between the state and ethnic groups in Myanmar. The state has traditionally emphasized a centralized, Myanmar language education system that some ethnic group members believed provided little space for their languages, cultures and ethnic identities to be preserved, practiced and valued.

4. Meaningful Consultation. Project preparation included three rounds of structuredcommunity and school level consultations with parents, teachers, head teachers, education officers and community leaders on (i) environmental impact of civil works at potential sites that may be selected for secondary school upgrade (from post –primary to basic education middle school or from branch high school to basic education high school) from the perspective of local communities, (ii) issues relating to SES access, quality and relevance, and (iii) issues of concern to currently enrolled CBMSC trainees from their perspectives.

5. The most recent consultations (September 2016) were conducted in 13 townshipsacross the six States and Regions selected under the EYE project for SES classroom block and dormitory construction (Ayeyarwady, Bago, Magway, Mandalay, Sagaing and Shan). In Bago and Mandalay regions the population is made up of mixed ethnic groups; in Ayeyarwady region the Kayin ethnic group are prevalent; Sagaing region includes Chin and Shan ethnic groups while Shan State has a majority Shan ethnic group people; Magway region is predominantly Bamar. Consultation meetings were held at 13 potential project school locations, as an initial environmental examination to seek views of community and education sector stakeholders on likely impacts of school construction. Participants included parents, village leaders, head teachers, teachers and township officials. Similar consultations will be conducted during implementation as part of the selection and verification procedures of all SES and CBMSC civil works sites under the EYE project, including ensuring ethnic group representation.

6. In the first round of SES consultations (March 2016), 41 focus group discussions (FGD)were conducted with nearly 900 parents, SES teachers, SES students and Township Education Officers in seven areas, including five (ethnic) States (Kayin, Kayah, Kachin, Mon, Northern and Southern Shan) and one Region (Magwe), and union territory (Naypyitaw). Participant feedback

APPENDIX 3

103

2

on quality and relevance included recommendations to include teaching on ethnic history, to systematically transition away from rote learning towards more critical thinking, to reform the assessment system towards individual needs and aspirations, and to focus resources to poor and rural areas. On access, participants felt the main contributing factors in student drop-out is expenses for attendance in higher grades, particularly in rural environments where schools are distant, along with the lost opportunity cost related to traditional and family agriculture employment and lack of interest related to relevance. Participants supported establishment of dormitory facilities to increase access for poor and rural students, which would benefit underserved ethnic groups. On language of instruction, both rural and urban parents and most students from ethnic areas supported instruction in Myanmar and English language for students in upper secondary grades and improved teaching of English as a subject in all secondary school grades. The FGD feedback validated previous CESR Phase I & II SES findings and recommendations and supported project design: e.g., inclusion of ethnic dimensions into curriculum and assessment reform through consultations, workshops and capacity support to curriculum development teams; expanded access through targeted dormitory establishment; inclusion of cultural sensitivity elements into teacher in-service, pre-service training, and CPD; and targeted social marketing in ethnic minority areas to expand access through increase awareness of relevance of new SES curriculum.

7. A second round of FGDs were conducted with ethnic CBMSC students in GTHS inMandalay, Yangon and Naypyitaw and ITC in Mandalay (July 2016). Participants were from the Rakhine, Mon, Chin, Shan, Kayin, and Kachin (Kachin, Kachin-Lesu, Kachin-Lonme, Kachin Inkhun) ethnic groups. Participants recommended EYE to promote awareness and increase access of the CBMSC’s among ethnic group members, for example graduating students could share their experiences with their communities and through local places of worship to disseminate CBMSC information. Other ideas for awareness raising for ethnic group members included utilizing TV, online media, brochures, social media, and missions by the CMBSC institutions to ethnic regions to raise awareness and recruit participants. Participants noted that provision of accommodation and food was important to attract ethnic and poorer participants and that travel expenses for participants from distant areas was a challenge and support from civil society groups or local churches would support access for poorer participants from these areas. Participants noted the CBMSC were attractive to ethnic group members due to their relatively short course duration, no course fees, and the employment opportunities the course provides and that establishing additional CMBSC’s in other areas would be beneficial, especially at the township level. Based on this and other feedback and through discussions with TVET institutions, government and ADB, a targeted communication and consultation plan, including a social marketing campaign, is being designed to reach underrepresented groups, including ethnic group members from distant areas (detailed below in para.10).

8. During project implementation, meaningful consultations to ensure ethnic groupdimensions are fully considered and incorporated will be undertaken at the union, district and institution level, with ethnic group representatives and experts on ethnic dimensions of: SES curriculum reform; development of National Assessment Policy (NAP) and new techniques for student assessment; LSE and USE completion examination and sample-based assessment of student learning outcomes. For TVET CBMSC, a social marketing campaign will target underrepresented ethnic group representation to increase access to CMBSCs.

9. Information disclosure. Both draft and final EGP will be disclosed on the ADB andMOE websites in English and Myanmar, with the EGP disclosed on the ADB website.

104

3

10. Public communications strategy. An EYE stakeholder communication strategy,including a social marketing campaign, will be developed and implemented to ensure that students, parents, and eligible youth and workers, including those from ethnic groups that are under-represented in SES and TVET, are aware of the EYE project related reforms and opportunities. The overall public communication strategy will use a variety of platforms, potentially including information published on the MOE EYE website, TV and radio broadcasts, through print media (in Myanmar and local languages to the extent possible), and partnership activities with Edu Channel (the public communications platform of the Ministry of Education). The PMU will use the public communications strategy as a mechanism to raise awareness of SES curriculum reforms, upcoming CBMSC programs and for information sharing on EYE project events and achievements. Engagement with ethnic religious leaders will ensure widespread dissemination of CMBSC information, as well as through past and graduating student networks. Information on the CBMSC needs-based stipend program will be published as part of the communications strategy including schedules, eligibility criteria, application processes, and records of student achievement. Project specific information disclosure will be posted on the EYE project website as required and, where applicable, EYE project information on achievement against ethnic group performance indicators will be published.

11. The EYE social marketing campaign will reach out both at national level communicatinginformation to parents and youth country-wide, and at a more targeted local level conveying key messages to under-represented ethnic groups, youth in poor communities, girls, unskilled youth and workers. Social marketing will focus on communication of positive, culturally sensitive messages on the value of secondary education and CBMSC skills training, for example, messages to encourage parents to send their children to school , especially girls; to inform parents, youth, employers and the wider public that each additional year of education increases a person’s earning potential and is the key to a better life; to raise awareness among employers and community leaders of the importance of human capital development for economic growth; and to inform employers, youth and parents that girls and women can train in traditionally male-dominated skill areas. The social marketing campaign will ensure outreach to ethnic groups as a means of improving school performance of currently low achieving ethnic communities.

12. Financing for EGP. To ensure effective implementation of the EGP, EYE has allocatedsufficient resources to build government counterpart capacity to adhere to the SPS for Indigenous People. International and national consultants with expertise in communication and Myanmar ethnic dimensions supported the government in developing the EGP, and resources are allocated during project implementation for international (6 person months) and national (24 person months) consultant support for social marketing, and implementation and monitoring of the EGP (12 person months for international and 72 person months for national consultants). Project resources have been allocated for annual production of communication and social marketing materials. In addition to such support within EYE, a National Safeguard Officer (NSO) based in ADB’s Myanmar Resident Mission (MYRM) has and will play a key role in initial due diligence as well as safeguard supervision during implementation.

13. Grievance Redress Mechanism for EGP. Grievance redress mechanisms (GRM) willbe established for EYE, overseen by a focal point within the PMU, and including specific procedures for grievances relating to ethnic group issues. Summaries and status of submitted concerns, complaints and resolutions will be included in quarterly reports to ADB and monitored by ADB during six-month review missions. The mechanism will include clear and transparent procedures and responsibilities to facilitate resolution of ethnic group concerns to be designed with support of project implementation consultants. For concerns related to union-level ethnic issues of concern under the EYE project, the grievance committee will be comprised of

105

4

responsible government officials who may engage experts in ethnic issue to facilitate satisfactory resolution. For local-level project concerns, the project will designate a local focal point to accept the complaint or concern and attempt to resolve the issue. If local issues cannot be resolved to the satisfaction of complainant in a timely manner, the issue will be sent to the union-level grievance mechanism within the PMU. The GRM will establish clear policies, procedures and timelines and a brochure will be produced in Myanmar and main ethnic languages describing in easy to understand language the mechanism and made available to ethnic communities.

14. Implementation arrangements, reporting and monitoring framework. The ProjectManager and PMU will assume overall responsibility for implementation, monitoring and reporting on the EGP. Quarterly and semi-annual reports will summarize and present EYE project disaggregated data by ethnic group, by poverty status and gender. Annual reports that include analysis of progress in social, ethnic and gender related indicators will be produced by the gender and social development specialists. The international and national consultant on gender and social development will also provide expert advice and overall guidance in EGP implementation, with the national consultant working closely with the PMU throughout the project duration, on an intermittent basis. The PMU and consultants will coordinate with units responsible for specific activity areas and EGP actions noted above. All PMU quarterly reports submitted to the ADB will report progress against EGP. The MOE through the PMU will submit semi-annual reports to ADB, which ADB will disclose on ADB's website, upon receipt.

15. Capacity development support to implement EGP. The project will build the capacityof the PMU and implementing units to implement the EGP through inputs from national and international consultants. This will include, for example, drafting of guidelines and procedures for CBMSC needs-based stipend selection, ethnic dimensions review of SES and CBMSC curriculum content, and support for monitoring and evaluation of EYE project ethnic group indicators. In addition to support within EYE, PMU and implementing unit staff will also be included in ongoing MYRM initiatives, such as workshops to introduce PMU and IU staff to ADB's Indigenous Peoples safeguards policy. This will aim to sensitize staff to ethnic group issues under EYE, and to raise awareness of the ethnic group related responsibilities of PMU and IUs in project implementation. Sourcebooks have been prepared through TA 7566 and translated into Myanmar language to elaborate upon key IP concepts in the SPS. These will be used as a resource in the EYE project to assist ADB staff and MOE counterparts to understand the key SPS IP principles. The international and national consultant, and the ADB National Safeguard Officer (NSO) will support development of an EYE project social safeguard system and will conduct awareness seminars on SPS IP requirements.

Project Output

Anticipated Positive Effect

Anticipated Negative

Effect

Proposed Measures to Mitigate Impact (by output and sub-output)

Lead Unit (Indicative)

Output 1: Policy frameworks and capacities for cohesive, workforce-responsive secondary education subsector

Enhanced Policy frameworks and capacity of Ministry of Education and other relevant ministries and agencies.

Increased ethnic group participation in

Possibility of gaps (real or perceived) in the extent to which new policies and systems equitably benefit EGs

1A. Provide capacity support through to PMU and PIU’s on ethnic dimensions and safeguard monitoring and evaluation.

1A1/1A2. Ensure that labor market skill analysis and industry engagement mechanisms include ethnic dimensions and inform strategies to increase ethnic group participation in formal wage employment fields.

1B1/1B2. Ensure that work to identify competencies for delivery by general education

DERPT

DERPT in coordination with DTVET,MOLIP and MOI

DERPT in coordination

106

5

Project Output



Effect



(SES), and technical and vocational education and training (TVET) enhanced

SES/TVET policy reform

Better Implementation and monitoring on programs outputs and outcomes

and TVET and to develop new learning pathways assesses challenges and promotes improved learning and workforce outcomes for ethnic minorities.

1B3. Identify disadvantaged ethnic minority locations for specific EYE interventions using disaggregated ethnic group data to the extent possible, based on defined selection criteria from SNM and EMIS data.

1B3. Encourage underrepresented ethnic group staff participation in capacity development workshops.

1C1. Ensure that policy-level and capacity building support under the Reform Support Facility (RSF) emphasizes ethnic dimensions, and that these are mainstreamed in project-wide monitoring and evaluation.

1C2. Train PMU staff on ethnicity issues, including ADB social safeguards and ethnic group analysis.

1C3. Collect and analyze baseline quantitative data disaggregated by ethnicity to the extent possible related to CBMSC stipends, enrolment, SES and TVET civil works and procurement and SES curriculum, enrolment and teacher training for planning, monitoring, and reporting progress in ethnic indicators.

1C3. Quarterly and annual reports including analyses of progress in ethnic related indicators.

with DTVET and DHE

DERPT in coordination with DTVET and DBE

Same as previous

DERPT

DERPT

DERPT in coordination with DTVET and DBE

DERPT in coordination with DTVET and DBE and Social development specialist


Better access of ethnic groups to SES.

Enhanced culturally and ethnic based SES curriculum and pedagogy

Ethnic student/ disadvantaged youth received applicable secondary education leading to increase

Curriculum reinforces cultural and ethnic stereotypes

Ethnic groups excluded due to lack of knowledge on ethnic issues and sensitivity, limited reach (i.e. workshop for curriculum development team,

2A. Engage experts in teacher training and cultural sensitivity to support development of in-service and pre-service training programs.

2A1. Include ethnic sensitivity in capacity building for relevant SES curriculum development team(s) through representation and participation of ethnic minorities and ethnic minority experts in the curriculum and materials development process.

2A1. Conduct stakeholder consultation on ethnic dimensions of curriculum reform.

2A1. Analyze existing curriculum through ethnic dimension lens, and ensure that new LSE and USE curricula, textbooks, teacher guides, and ICT-based resources are culturally appropriate

DERPT

DERPT

DERPT

DERPT

107

6

Project Output



Effect



employment opportunities

Upgrading of schools with additional resources, facility, will promote access to school in disadvantaged / ethnic area and lead to reduce school dropout rate

engagement with community and appropriate social marketing)

EGs, teachers, and communities are excluded from opportunity in SES reform process

and sensitive to ethnic groups.

2A3. Ethnic group teachers will be given priority (measured against total shares, to be captured in the forthcoming teacher census) in project-financed in-service training and CPD programs, and selection criteria will be developed to target ethnic teachers.

2A3/2A6. Include teachers from schools under Development of Border Areas & National Races.

2A3/2A6. Develop in-service, pre-service, and CPD training content on ethnic minorities including topics related to culture, language, history and traditions, to the extent possible.

2A3/2A6. Engage ethnic group representatives or specialists to support development of ethnic minority appropriate content for in-service, pre-service and CPD training programs, to the extent possible.

2A4. Ensure during development of National Assessment Policy (NAP) and introduction of new techniques for ongoing student assessment, LSE and USE completion examinations, and sample-based ASLO, that: Ethnic considerations are fully considered

and incorporated through ethnic minority stakeholders and expert dialogue and consultations that include: development of student assessments that are sensitive to ethnic dimensions; and, if possible, analysis of results of completions examinations disaggregated by ethnic dimensions and by other criteria (e.g., urban-rural gaps, etc.).

2B1.Where SES-related civil works are targeted for areas of mixed government and non-government school administrations, consult with relevant, local, ethnic non-governmental stakeholders prior to construction. IU who will lead consultation.

2B1. Encourage local employment on EYE SES civil works projects in bidding documents.

2B2. In social marketing activities, target ethnic minorities through developed of content relevant to ethnic groups to: (i) increase understanding and attitude toward the benefits

DERPT & DBE

DHE in coordination with, DERPT DBE, UOE and EC



DME in coordination with, DERPT DBE, UOE and EC

DBE in coordination with DERPT, and MOC

Same as previous

DERPT in coordination with DBE

108

7

Project Output



Effect



of schooling; and (ii) promote ethnic minority involvement/ enrolment in SES.

2B2. Produce social marketing content in Myanmar and ethnic languages, to the extent possible.

2B2. Include ethnic representatives in developing social marketing strategy and content.

2B2. Encourage school principals and head teachers to form community education development committees or equivalent, comprising the school principal, teacher representatives, village heads and community representatives, parents and including ethnic representatives, to provide awareness on possible risk of after school dropout and impact of education on employment.

2C1.For all capacity development programs for SES head teachers and staff of state/region, district, and township education offices: Include training on ethnicity in education,

including strategies to promote access toand completion of secondary education.

Expand leadership roles and skills amongethnic minorities, including via staffmentoring, instructional leadership, andencourage recruitment of ethnic minoritiesas education managers, to the extentpossible, while selecting the mostappropriately qualified and experiencedcandidate.

U Khin Aye, 2C3.Include ethnic minority dimensions in policy and strategy development for ICT4ME in SES content through planned workshops and seminars.

2C3. Include remote and ethnic minority areas in ICT4ME pilot and scale up activities.

Same as previous

Same as previous

Same as previous

DERPT in coordination with DBE, DHE

DERPT in coordination with DBE& DHE

Same as previous


Better access of ethnic groups to TVET, increased awareness about TVET and employment opportunities, -received applicable vocational training and better employment

EGs excluded due to limited TVET course offerings and limited employment opportunities in remote regions, and failure of social marketing campaigns

3B1. Encourage TVET-related civil works opportunities for ethnic minority employment through inclusion in tender documents.

3B2. Encourage CBMSC participation for participants from remote and ethnic minority and underserved regions by TVET opportunities, through targeted selection criteria.

3B3. Encourage underrepresented ethnic group participation in CBMSC through: Under the project financed pilot test on

needs based targeted stipends 80% of

DTVET in coordination with MOI and MOC

DTVET in coordination with MOI

DTVET in coordination with MOLIP and MOI

109

8

Project Output



Effect



opportunity

Upgrading and additional resources, facility, dormitory will promote access to TVET in disadvantaged / ethnic area and lead to reduce school dropout rate

EGs, TVET instructors, and communities don’t equally benefit from of employer involvement

Lack of awareness and participation on TVE/ CBMSC training by ethnic groups

Suboptimal geographic targeting for ethnic group participation

stipends will be provided to CBMSC trainees from underrepresented groups including ethnic groups

Targeted social marketing campaigns that:(i) encourage underrepresented ethnicparticipants to enroll in CBMSC toincrease opportunities to climb skill ladderand engage in formal economy; (ii)encourage employers to employ CBMSCparticipants as skilled workers

Produce social marketing in Myanmar andethnic languages to the extent possible.

Consult with ethnic group representativesin designing social marketing campaign toincrease awareness and participation andincorporate feedback to target

3C3. For all capacity development programs for GTHS and ITC principals, and TVET staff in local offices of MOE, MOI, and MOLIP: Encourage ethnic staff representation Develop and train on strategies to promote

inclusiveness and equity for ethnicminorities’ access to TVET.

DTVET in coordination with MOI.

ADB = Asian Development Bank, CBMSC = competency-based modular short course, COE = center of excellence, DBE = Department of Basic Education, DHE = Department of Higher Education, DPO = development partner organization, DTVET = Department of Technical and Vocational Education and Training, EMIS = education management information system, EYE = Equipping Youth for Employment Project; GTHS = government technical high school, ICT4ME = information and communication technology for Myanmar education, LSE = lower secondary education, M&E = monitoring and evaluation, MOE = Ministry of Education, MOI = Ministry of Industry, MOLIP = Ministry of Labor, Immigration, and Population, NESP = National Education Strategic Plan, SES = secondary education subsector, TVET = technical and vocational education and training, USE = upper secondary education

110


SUMMARY POVERTY REDUCTION AND SOCIAL STRATEGY

Country: Myanmar Project Title: Equipping Youth for Employment Project

Lending/Financing Modality:

Project Department/Division:

Southeast Asia Department/ Myanmar Resident Mission

I. POVERTY AND SOCIAL ANALYSIS AND STRATEGY Poverty targeting: SDG-targeting

A. Links to the National Poverty Reduction and Inclusive Growth Strategy and Country Partnership Strategy

The Framework for Economic and Social Reforms outlines Myanmar’s poverty reduction and inclusive growth strategy, emphasizing strengthening education and ensuring alignment to workforce needs, detailed in strategic documents, including the National Education Strategic Plan, 2016–2021 (NESP).

The Equipping Youth for Employment Project (EYE) will contribute to poverty reduction by promoting equitable access and improved education and (eventual) workplace outcomes, contributing to inclusive growth by expanding Myanmar’s human capital base. The project aligns with the Asian Development Bank (ADB) Interim Country Partnership Strategy for Myanmar (2012–2014, extended to 2016), which emphasizes that weak human capital limits the ability of the poor and disadvantaged to participate in and benefit from economic growth, and that secondary education and technical and vocational education and training (TVET) are critical in promoting a skilled workforce, increasing employment, and advancing productivity, competitiveness, and inclusive growth.

1

B. Results from the Poverty and Social Analysis during PPTA or Due Diligence

1. Key poverty and social issues. In Myanmar, 25.6% of the population lived below the poverty line in 2009–2010,with poverty twice as high in rural areas, where 70% of the population resides. Many new workforce entrants, and especially the poor, have limited skills and education. Many youth cannot access and/or complete even lower secondary education (LSE), and are then unable to pursue higher education, TVET, or modern sector employment. TVET access is very low, with only 1.7% of youth aged 16–19 years enrolled in any form of training (11% are enrolled in higher education). Training is nearly nonexistent in rural communities and for many industrial skills.

2. Beneficiaries. EYE is expected to disproportionately benefit the poor. The principal beneficiaries will be youth andyoung workers who would otherwise be trapped in unskilled labor. Secondary beneficiaries include teachers, other secondary education subsector (SES) and TVET staff, and industry partners. Potential constraints include (i) poverty, parents’ education, and gender norms; (ii) weak skill levels and employment-readiness from schooling; (iii) perceptions of high costs, low quality, and relevance of SES and TVET; (iv) remoteness and underdevelopment of many areas of Myanmar, and difficulty in targeting interventions to dispersed minority and disadvantaged groups; and (v) limited institutional capacity in SES and TVET to ensure equity and quality while also expanding total enrolments.

3. Impact channels. EYE will support national-level reforms to rationalize SES and TVET, improve quality andrelevance of learning outcomes, and expand equitable access to learning pathways that meet workplace skill needs. EYE will directly address human capital development gaps for youth and low-skilled workers, recognized as a prerequisite for sustained, balanced, and inclusive economic growth and poverty reduction. Skills for employment as a focus of SES and TVET curriculum reform programs will increase the supply of school and TVET graduates with industry-demanded skills. Extensive capacity development programs for SES and TVET personnel, including all levels of central management and teachers, will ensure the effective implementation of EYE-related government reforms. A project management unit (PMU) will monitor EYE activities on social indicators, and expected impacts will include evidence of improved SES and TVET enrollment and completion rates, as well as increased employability for social groups lagging behind. EYE activities will engage employers to improve skill standards, with improved matching of skills to labor market needs, especially for youth, females, and workers in underserved areas.

4. Other social and poverty issues. Emerging progress in the nationwide peace process may positively impactproject activities, including increasing SES and TVET participation by ethnic group youth. Economic growth will increase employment opportunities (with some regional variation), which will potentially benefit youth and workers, while bringing risks such as child labor and other forms of exploitation. The EYE project teams will work with implementation units, stakeholder groups, other development partner organizations (DPOs), and beneficiary groups to ensure that ADB safeguard procedures are applied to identify and mitigate such risks.

5. Design features. The project will focus on advancing national reforms laid out in the NESP, with selected access-related initiatives (e.g., civil works) targeting areas with large poor and underserved populations, particularly those along economic corridors. Project interventions will prioritize females, underrepresented ethnic groups, persons with disabilities, and youth from poor rural areas, as reflected in (i) the selection of underserved areas for SES classroom block construction and competency-based modular short courses (CBMSC) workshops, (ii) the provision of free dorms, and (iii) the provision of CBMSC needs-based stipends. National-level initiatives will also address social

1 ADB. 2012. Interim Country Partnership Strategy: Myanmar, 2012–2014. Manila; ADB. 2014. Country Operations Business Plan: Myanmar, 2015–2017.

Appendix 4

111

2

dimensions in a participatory and context-sensitive manner, including EYE support for curriculum design, teacher training, school network mapping, and social marketing.

II. PARTICIPATION AND EMPOWERING THE POOR

1. Participatory approaches and project activities. The project will incorporate participatory approaches for allthree outputs along gender, underrepresented ethnic groups, and persons with disabilities dimensions. The project preparatory technical assistance (PPTA) undertook participatory stakeholder consultations to gather information on poverty, social, and gender issues relating to EYE interventions. Participation will be used at all stages of EYE for safeguard planning, ensuring that issues are addressed throughout implementation and monitoring in compliance with ADB’s Safeguard Policy Statement(2009) consultation and participation requirements. More generally, EYE will support engagement with an array of stakeholders including (i) beneficiary youth and young workers; (ii) teachers and other SES and TVET staff under the Ministry of Education (MOE), Ministry of Industry, and Ministry of Labor, Immigration, and Population; (iii) other Government of Myanmar agencies (Ministry of Planning and Finance, and National Skill Standards Authority); (iv) other DPOs, civil society organizations (CSOs) and private sector actors in education; (v) representatives of ethnic groups, women, and poor communities; and (vi) industry representatives and employers. For example, these groups will be invited to participate, as relevant, in SES curriculum reform consultations, in-service and pre-service teacher training and continuing professional development, and TVET reform including workplace linkages for CBMSC teachers and trainees. These approaches are detailed in the Project Administration Manual, Gender Action Plan (GAP), and/or Ethnic Group Plan (EGP).

2. Civil society organizations. Engagement with CSOs involved in youth, gender, ethnic group, and disability issueswill help ensure EYE initiatives are contextually relevant, culturally sensitive, and effective in benefiting traditionally marginalized and underrepresented groups. The project supports interventions to enable poor female and male youth and unskilled workers to complete LSE and upper secondary education (USE), access TVET, and gain skills for employment, enabling them to fully participate in Myanmar’s growth and modernization. During implementation, it will support continued stakeholder consultations with CSOs as well as poor communities, unskilled youth and workers, females, ethnic groups, and other marginalized groups to increase their awareness of, participation in, and benefits from EYE-supported national education reforms and investments. EYE will also seek to cooperate with CSOs in social marketing initiatives targeting poor communities, underserved ethnic groups, unskilled youth, and females.

3.The following forms of civil society organization participation are envisaged during project implementation,rated as high (H), medium (M), low (L), or not applicable (NA):

Information gathering and sharing - M Consultation- M Collaboration - M Partnership - M

4. Participation plan. The PPTA team helped draft a participation plan to strengthen stakeholder engagement,particularly for poor and more vulnerable groups, describing initiatives, targeted stakeholders, activities, process of engagement, responsible government units, proposed outputs and timelines, and indicative resources.

Yes. No.

III. GENDER AND DEVELOPMENT

Gender mainstreaming category: Gender equity

A. Key issues. Gender and socioeconomic dimensions are interlinked: despite overall gender parity (with more girls completing USE than boys), girls in poor families and some rural areas are particularly disadvantaged. Only 45% of girls and 53% of boys in poor households enter LSE. Outdated SES curriculum and classroom practices reinforce gender stereotyping of female roles. Female TVET training in traditionally male skill areas is limited, and participation in formal employment is low—only 25% of females aged 20–30 are formally employed, versus 45% of males.

B. Key actions. EYE will strengthen the role of SES and TVET in improving workforce outcomes for females and males (e.g., promoting women’s entry into non-traditional skills). GAP and design and monitoring framework (DMF) indicators target gender sensitivity in EYE activities, including SES and CBMSC curricula and participation of females in CBMSC in male-dominated areas. All PMU staff will be sensitized to gender issues. Monitoring and evaluation (M&E) reporting will include performance on gender indicators.

Gender action plan Other actions or measures No action or measure

IV. ADDRESSING SOCIAL SAFEGUARD ISSUES

A. Involuntary Resettlement Safeguard Category: A B C FI

1. Key impacts. There will be no resettlement impacts, as confirmed by PPTA due diligence. All civil works will belimited to government-owned SES and TVET sites, with no informal settlers or issues of rightful land ownership.

2. Strategy to address the impacts. MOE submissions for civil works procurement will reconfirm the absence ofinvoluntary resettlement.

3. Plan or other Actions.

Resettlement plan

Resettlement framework

Combined resettlement and indigenous peoples plan

Combined resettlement framework and indigenous peoples

112

3

Environmental and social management system arrangement

No action

planning framework

Social impact matrix

B. Indigenous Peoples Safeguard Category: A B C FI

1. Key impacts. Impacts include improved access to SES, updated SES and CBMSC curriculum sensitive to ethnicdimensions, and improved access to CBMSC for poor and underrepresented ethnic groups. In areas of mixed education administration, expansion of educational services may impact participation in nongovernment-administered LSE and USE.

Is broad community support triggered? Yes No

2. Strategy to address the impacts. Strategy will include developing and implementing participatory and context-sensitive SES curriculum reforms, CBMSC programs, and teacher training processes, as well as initiatives specifically targeting underrepresented ethnic groups, including through (i) social marketing, (ii) allocating at least 80% of CBMSC needs-based stipends, and (iii) prioritizing CBMSC and SES dormitory space for ethnic groups.

3. Plan or other actions.

Indigenous peoples plan

Indigenous peoples planning framework

Environmental and social management system arrangement

Social impact matrix

No action

Combined resettlement plan and indigenous peoples plan

Combined resettlement framework and indigenous peoples planning framework

Indigenous peoples plan elements integrated in project with a summary

V. ADDRESSING OTHER SOCIAL RISKS

A. Risks in the Labor Market

1. Relevance of the project for the country’s or region’s or sector’s labor market, indicated as high (H),medium (M), and low or not significant (L).

unemployment - L underemployment – H retrenchment – M core labor standards– L

2. Labor market impact. With stronger industry linkages and competency-based skills, the increase in industry-demanded skills (particularly among vulnerable youth) will have a positive impact on local labor markets and will begin to counter large-scale out-migration as better educated and skilled youth have improved employment prospects in-country, while also reducing employers’ need to import skilled workers from neighboring countries.

B. Affordability

The project is expected to increase access while addressing affordability of SES and TVET.

C. Communicable Diseases and Other Social Risks

1. The impact of the following risks are rated as high (H), medium (M), low (L), or not applicable (NA):

Communicable diseases - NA Human trafficking – N/A

2. Risks to people in project area.

Provision of dormitories may involve some risk of increased communicable disease. Dormitory management guidelines will integrate measures to prevent this and any other adverse impacts.

VI. MONITORING AND EVALUATION

1. Targets and indicators. The project will assist the PMU and technical implementing unit (IU) teams to conductM&E for each activity area following the DMF, EGP, and GAP. Project progress reports and focused M&E and impact evaluation studies will report on gender and, to the extent possible, incorporate ethnicity, disability, and socioeconomic disaggregated data related to access, outcomes, and other indicators. 2. Required human resources. Consultants (12 person-months international and 72 person-months national) will becontracted to support project-wide implementation and GAP and EGP monitoring. They will work with PMU and IU teams to achieve EYE’s poverty and social impact targets through capacity development, monitoring, and reporting.

3. Information in the project administration manual. The project will (i) assist the PMU and IUs to develop workplans and instruments for project-wide M&E, including ensuring timely and reliable gender- and ethnic group-disaggregated data collection and reporting; (ii) conduct workshops and broader capacity development support to strengthen staff capacity to implement M&E, incorporating understanding of gender-, ethnic-, and poverty-related indicators and data; and (iii) support the PMU and IUs to develop and implement grievance redress mechanisms.

4. Monitoring tools. See VI. 3.

Source: Asian Development Bank.

113


GENDER ACTION PLAN

Outputs Actions (by output and sub-output) Lead Unit1


1A. Ensure that skill need analysis and industry engagement mechanisms include gender dimensions and inform strategies to increase female participation in formal wage employment including in currently male-dominated fields.

1B. Ensure that work to identify competencies for delivery by general education and TVET and to develop new learning pathways assesses challenges and promotes improved learning and workforce outcomes for both males and females.

1B. Building on ADB-supported analysis to date, incorporate sex-disaggregated analysis in project support to SNM and EMIS and build related capacities.

1C. Ensure that policy-level support under the RSF emphasizes gender dimensions, and that these are mainstreamed in project-wide M&E.

1C. Ensure at least 50% female participation in capacity development on reform delivery; train all PMU staff on gender/ethnicity issues, including gender analysis.

DERPT and DTVET

DHREP and DTVET

DERPT

DERPT

DERPT


2A. Include gender and disability-related sensitivity in capacity building for SES curriculum developers, including cooperation with relevant civil society groups.

2A. Ensure that new LSE and USE curricula, textbooks, teacher guides, and ICT-based resources are gender and disability sensitive and display positive images and role models of females and disabled youth in rural and urban settings.

2A. Ensure that females comprise at least 70% of participants in in-service and pre-service teacher training programs, and:

Prioritize females in selection and training of master trainers;

Ensure that all in-service and pre-service training programs and CPD (i) usecurricula and approaches that are sensitive to gender and disability; (ii)promote new pedagogies that are sensitive to these dimensions in schools; and(iii) include Codes of Conduct and strategies to reduce gender and disability-related gaps in enrolment, participation, and learning achievement.

2A. For support to introduce new techniques for ongoing student assessment, LSE and USE completion examinations, and sample-based ASLO, ensure:

Approaches are gender sensitive and promote soft skills for girls and boys;

Analysis of results of completions examinations and ASLO includesdisaggregation by gender and other dimensions (e.g., urban-rural gaps, etc.).

2B. Ensure that SES-related civil works (i) involves site selection prioritizing areas with low female and male completion rates; (ii) includes separate toilets for girls in separate locations and ensures accessibility for disabled girls and boys (e.g., ramps); (iii) promotes opportunities for female employment and ensures equal pay for equivalent work; and (iv) does not use child labor.

2B. Ensure that:

new dormitories (i) reserve at least 50% of spaces for disadvantaged femalestudents; (ii) have separate toilets/wash facilities for males/females;

briefings on safety and protection and reporting mechanisms are provided todorm residents and all other students in project-supported schools;

Code of Conduct (including health and safety dimensions) is publicized andintegrated in training programs for dormitory supervisors/managers, headteachers, TEO officials, and communities.

2C. Include in social marketing (i) a campaign for parents and community leaders to (a) increase understanding of the benefits of schooling for girls and boys; and (b) promote female education in science; and (ii) a strategy to recognize and disseminate best practices by localities in promoting gender equity in SES.

2C. For all capacity development programs for SES head teachers and staff of state/region, district, and township education offices:

Prioritize female representation (to be measured as share of femaleparticipation vis-à-vis females in those positions).

Include training on gender and disability issues, including strategies to promote

DERPT

DERPT

DERPT and DHE

DBE, DERPT, and DME

DBE

DBE

DBE

DBE

1 Pending approval of new MOE structure. For brevity, omits PMU oversight and coordination and consultant support.

APPENDIX 5

114

2

access to and completion of secondary education for all girls and boys.

Expand female leadership roles and skills including in instructional leadershipand mentoring, and encourage recruitment of female education managers.

2C. Mainstream gender dimensions in support on ICT-for Myanmar Education policy and the related pilot, including contents, access, and relevance to users.

DERPT


3A-3C. Provide at least 40% of CBMSC training slots (project-wide) to females, and conduct social marketing schemes to:

encourage females to pursue traditionally male-dominated skill areas;

encourage employers to (i) send female and male employees for CBMSCtraining; and (ii) hire female graduates across all skill areas covered; and

recognize and disseminate best practices in promoting gender equity.

3A. Ensure that new skill standards, curriculum, training materials, and teacher training for CBMSCs, as well as career counseling to trainees are sensitive to gender and work to break down traditional gender norms.

3A. Ensure that females account for at least 50% of TVET teachers recruited to teach CBMSCs and develop related curriculum, and include training on Code of Conduct in capacity building provided.

3B. Ensure that TVET-related civil works (i) involves site selection prioritizing improved workforce outcomes of females and males; (ii) includes separate toilets for girls in separate locations and ensures accessibility for disabled trainees; (iii) promotes opportunities for female employment and ensures equal pay for equivalent work; and (iv) does not use child labor.

3B. Ensure that:

new dormitories (i) reserve at least 50% of spaces for disadvantaged femalestudents; (ii) have separate toilets/wash facilities for males/females;

briefings on safety and protection and reporting mechanisms are provided todorm residents and all other students in project-supported schools;

Code of Conduct (including health and safety dimensions) is publicized andintegrated in training programs for dormitory supervisors/managers, GTHS andITC principals, and local officials.

3B. Under the CBMSC needs-based stipend program, provide at least 50% of stipends to disadvantaged females, and include sex-disaggregated analysis on the efficacy of this targeted stipend program.

3C. For all capacity development programs for GTHS and ITC principals, and TVET staff in local offices of MOE, MOI, and MOLIP:

Prioritize female representation (to be measured as share of femaleparticipation vis-à-vis females in those positions).

Include training on gender issues in TVET, including strategies to promotegender-equity in access, reduced gender norms by skill area, and enhancedfemale labor force outcomes.

Promote stronger leadership roles for females in the TVET subsector.

DTVET and MOI

DTVET and MOI

DTVET and MOI

DHREP, DTVET, ad MOI

DTVET and MOI

DTVET and MOI

ASLO = assessment of student learning outcomes; CBMSC = competency-based modular short courses; CPD = continuing professional development; DBE = Department of Basic Education; DERPT = Department of Education Research, Planning, and Training; DHE = Department of Higher Education; DHREP = Department of Human Resources and Educational Planning; DTVET = Department of Technical and Vocational Education and Training; EMIS = Education Management Information System; GTHS = government technical high school; ICT = information and communication technology; ITC = industrial training center; LSE = lower secondary education; MOE = Ministry of Education; MOI = Ministry of Industry; MOLIP = Ministry of Labor, Immigration, and Population; RSF = Reform Support Facility; SES = secondary education subsector; SNM = school network mapping; TVET = technical and vocational education and training; USE = upper secondary education.

Implementation and Reporting: The Project Manager and PMU will assume overall responsibility for implementation and reporting on the gender action plan (GAP). One international and 1 national consultant on gender and social development will provide technical support to GAP implementation, with the national consultant working closely with the PMU throughout the project duration. The PMU and consultants will coordinate with units responsible for specific activity areas and GAP actions noted above. All PMU quarterly reports submitted to the ADB will report progress against the GAP.

115

1

Appendix 6 Annotated Fund Flow Diagrams

1. Diagram 1. EYE Fund Flow and Reporting for Direct Payments toContractors/Suppliers

2. Proposed Fund Flow Arrangements for Direct Payment (Civil Works): Paymentscan be completed through direct payment to contractors/suppliers. The contractor will submit a request for payment to the PMU. The PMU Project Accountant will request the monitoring and evaluation team (within S/REO, including to the regional engineer) for review. If cleared, the monitoring and evaluation team endorses the request to the Deputy Director General/Director’s Office (within S/REO). If there are no issues, the DDG/Director’s Office (within S/REO) approves payment to contractor/supplier and submits to the PMU Project Accountant who advises the PMU Project Director. PMU will then prepare a withdrawal application to request direct payment to contractor/supplier for submission to ADB, which will check the request against contract and if there are no issues, will process payment directly to contractor/supplier’s bank account.

3. Proposed Fund Flow Arrangements for Direct Payment (Printing of Textbooks):Contractor/supplier submits request for payment to the PMU. The PMU Project Accountant will request the Director, DBE Academic Section, DDG, and DG for checking. If there are no issues or changes needed, the DG approves payment and submits to the PMU Project Accountant who advises the PMU Project Director. PMU will then prepare a withdrawal application to request direct payment to contractor/supplier for submission to ADB, which will check the request against contract and if there are no issues, will process payment directly to contractor’s/supplier’s bank account through letter of credit/commitment procedure arrangements.

NOTE: Flow of funding request forms Funding request review / endorsement Flow of funds to contractor/supplier

Asian Development Bank PMU Project Director

PMU Project Accountant

Contractor/supplier/service provider submits payment requests

1

2

3

4

116

2

4. Diagram 2. EYE Proposed Fund Flow using Imprest Account (for ProjectManagement, Workshops, payments for small contracts, etc.) with Accountability and Reporting Arrangements

NOTE: For the initial advance, the project director signs withdrawal application requesting advance to cover the first 6 months estimated expenditure. Subsequently, for activities completed (including small scale procurements) using advanced funds: PMU collects/compiles and verifies documentation from each IU, and sends back to IUs for any necessary corrections or augmentation.

(i) PMU submits withdrawal application (including liquidation of completed activities and request for replenishment) to the project director (or if he/she is unavailable, to another authorized signatory) for approval and submission of summary SOE documentation to ADB.

(ii) ADB receives the withdrawal application and checks supporting documents and verifies or generates PCSS numbers.

NOTE: Flow of funding request forms Funding expenditure reporting

Accounting records are prepared at the PMU. The procedures start from PMU compiling receipt certificates from the contractors/suppliers. PMU then reports to the project director for account administration. PMU creates and submits withdrawal application through the project director for submission to ADB. Funds flow from ADB to the MEB for the imprest account. Funds are transferred to contractors/suppliers from the imprest account at the MEB upon instruction of payment from PMU through the project director. PMU generates financial report to MOE and ADB.

Project Director / authorized signatory

Receipts



ADB

One MEB USD Imprest Account

Submit Withdrawal Application for (i) Advance; (ii) replenishment / liquidation

PMU 1

2

4a,b,…

3a,b,…

117

3

(iii) ADB confirms liquidation and transfers the replenishment funds to the imprest account in MEB.

(iv) Finance sections of various IUs prepare and maintain accounting records for completed activities and small scale procurement and submits full documentation to the PMU.

5. Diagram 3. EYE Proposed Fund Flow for CBMSC STIPEND PAYMENTS (Output3), with Accountability and Reporting Arrangements



The procedures start from CBMSC trainees and schools signing receipts and submitting them to PMU. PMU compiles expense report and reports to the project director for account administration. PMU creates and submits withdrawal application through the project director for submission to ADB. Funds flow from ADB to MEB (Imprest Account). For CBMSC trainee stipends, funds are transferred directly from Imprest Account to TVET school accounts (participating GTHS and ITCs), established at a nearby bank, upon instruction from PMU through the project director (with approval from MOE for GTHS, and MOI (for ITC, and ADB). Each school will account for the payments to trainees. PMU generates financial report to MOE and ADB.

Project Director / authorized signatory

Receipts



ADB

One MEB USD Imprest Account

Submit Withdrawal Application for (i) Advance; (ii) replenishment / liquidation

PMU 1

2

4a,b,…

3a,b,…

GTHS - ITC Accounts

Stipend Recipients

5

Receipts 6

118

4

NOTE: Steps 1 to 4 as above for Imprest Account.

For steps 5 and 6 for CBMSC needs-based stipends:

(i) Each participating GTHS/ITC submits a request to the PMU for stipends budget based on CBMSC enrolment and number of eligible stipend students, with supporting documentation.

(ii) PMU checks the documentation and, if documentation is approved, the stipends fund is transferred to the GTHS/ITC bank account (for each 3 month CBMSC period)

(iii) GTHS/ITC disburses stipends to eligible and approved recipients at the beginning of each month, and students sign receipt of stipend payment.

(iv) Each GTHS/ITC prepares accounting records for completed stipend 3-month disbursement period, and submits full documentation to the PMU.

(v) PMU collects/compiles and verifies documentation from each GTHS/ITC, and sends back to GTHS/ITC for any necessary corrections or augmentation.

(vi) ADB confirms liquidation and transfers the replenishment funds to the imprest account in MEB.

119

Appendix 7. Procurement Risk Assessment and Management Plan (P-RAMP)

SL No. RISK IMPACT LIKELIHOOD STRATEGY A6, A7, A9, A16, A17, A23, C1, C2, C14, C22, C23

Procurement Department and/or PMU have insufficient qualified staff to efficiently undertake the procurements required to implement the project.

High Unlikely (as of Board submission

date)

Mitigate – significant dedicated consultant inputs for procurement based in PMU support capacity development of PMU staff; ongoing supervision and support by ADB MYRM staff in Nay Pyi Taw.

A19 – A20

The Agency uses practices inconsistent with national procurement law or bidding documents unsuitable for ADB-funded procurement.

High Likely Mitigate - all ADB financed procurement will be conducted by the PMU and will adhere to ADB Procurement Guidelines (2015, as amended from time to time). All PMU staff will be provided with extensive training and ongoing support from consultants based in PMU.

B2 –B3 Record-keeping is inadequate to enable internal or external audit of procurement processes.

High Unlikely Mitigate – Consultants will develop systematic record keepingmechanisms, inaccordance with ADB requirements, and consultants andcontractual staff will provide ongoing support to record keeping and submissions.

A25, C4 - C12, C24 - C44, C47, D5, E7

Agency does not promote non-discriminatory participation, transparent tender processes (including advertisement, tender documentation, tender evaluation, complaints mechanism)?

High Unlikely Monitor – Intra-PMUconsultants and ADB staff in MYRM-Nay Pyi Taw will regularly monitor compliance and track any grievances submitted.

C15, E1 – E.6

The Agency has inadequate ethics and anticorruption measures in place.

High Likely Mitigate – despite the lack of formal government mechanisms, MOE staff currently display high levels of ethics. Consultants will develop mechanisms for use under the project and will provide training to PMU staff and other government counterparts.

120

Readiness Filters MYA: Equipping Youth for Employment Project

Indicative Activities 2016 2017 ResponsibleS O N D J F M A

Evidence of Government approval for 1st year counterpart funding submitted to ADB

EA

Request for EoI for project start up consultant advertised

ADB

Preliminary design with specs for 1st NCB/ICB package approved by Government, or

EA

DED for 1st NCB/ICB package approved by Government

EA

Loan/Grant negotiations IFB for 1st NCB/ICB package advertised EA ADB Board approval ADB Signing Gov, ADB Effectiveness Gov, ADB

Appendix 8

121

1

Appendix 9 Stakeholder Communications Strategy Matrix

Communications Context: The EYE project will be the first ADB education project loan to the Government of Myanmar. It will hopefully lead to improved education outcomes for secondary education subsector (SES) and technical and vocational education and training (TVET) students, targeting those who are underserved and under-represented in the current system, in which there is a high dropout rate through primary and secondary school grades, the consequence of which is a low level of skills for employment among the youth of Myanmar. Children from some ethnic groups, from poor families, from more rural, remote and border areas, and those with disabilities are more vulnerable and less likely to complete basic education. The transition to a new government and related national education sector reform agendas has introduced an era of increased participation and voice from a wide range of stakeholders.

The overall objective of the EYE Communications Strategy is to create a well-informed, participatory and supportive stakeholder community for the project, by: Delivering relevant information to stakeholders in an accessible, appropriate and timely manner. Obtaining accurate and timely feedback from stakeholders. Ensuring a regular two-way flow of information between the project team and stakeholders, and establishing consultative information sharing

mechanisms.

Project Objective: The proposed policy deliverables and project interventions will support the planned government reforms to realign Myanmar’s SES and TVET to more effectively meet evolving workforce needs and advance inclusive growth. The project will support rationalization of SES and TVET and address key interlinked challenges in subsector management, access, and quality and relevance through three outputs: (i) policy frameworks and capacities for cohesive, workforce-responsive SES and TVET enhanced; (ii) new SES curriculum delivered and access expanded; and (iii) new TVET Competency Based Modular Short Courses (CBMSC) programs introduced and access expanded.

Strategic Elements Work Plan Elements Evaluation

Objectives Risks Audiences / Stakeholders

Current and Desired Attitudes / Behaviours

Messages / Information

Activity / Channels

Timing Responsibility Resources Needed

Expected Outcomes


Sub-output 1C2. Project management support (implementation, procurement/contracting and fund management)

Improve understanding among PMU and IUs of the EYE project, and ADB PCP and SPS requirements related to communication and information disclosure.

Language barriers, lack of human resource commitment, lack of prioritization and participation, staff turnover.

PMU and IU staff responsible for external communication and information disclosure.

Promote attitude of willingness and interest to understand importance of effective stakeholder communication for project objectives and desire to successfully implement plan.

Public Communication Policy (PCP) and Safeguard Policy Statement (2009) (SPS) related to meaningful consultation and IP.

Meetings / trainings with relevant PMU and IUs

Training for PMU and PIU staff on ADB PCP and SPS related to public communication, information disclosure and meaningful consultation.

Q4 2016 and Q1 2017

PMU delegated lead staff officer(s);

Expert on Social Impacts and Communications and national Specialist on Safeguards and Conflict-Sensitive Approaches.

Human resources (PMU, IU);

Capacity building and technical support in communications and community engagement by ADB consultants;

Consultant workshop budget.

PMU and IU responsible staff understand ADB SPS and PCP as it applies to the EYE project and Myanmar context, their responsibilities to oversee and implement the policies and successfully implement

122

2

activities contained in the stakeholder communications strategy.

Enhance utilization of multimedia platform to communicate key messages on education reform, EYE project activities and benefits.

Time needed to maintain the system;

Lack of resources and capacity of MOE to create and maintain platform;

Lack of interest and access from targeted stakeholders.

Schools and educators (head teachers/ principals), students, drop-outs, parents, community leaders, ethnic groups and persons with disabilities and their representative, industry partners, DPOs etc.

Raise awareness of EYE project activities and opportunities;

Increase stakeholder attitude of support for SES and TVET CMBSC reform;

Move tone of some coverage of education reform from critical or partially uninformed to balanced and factual.

Key information from MOE on project objectives and activities;

Message: Opportunities and benefits of SES curriculum reform and expanded access and CMBSC.

An EYE PMU website established linked to MOE website, and regularly maintained / updated throughout the EYE project period to end 2022;

Edu Channel platforms: TV, radio, monthly newsletter, website, social media.

EYE website established by March 2017;

Ongoing updating and maintenance throughout the project to end 2022.

Edu-Channel ICT team in DAE;

Consultant and counterpart team;

PMU communication focal point.

TBD based on rapid assessment of existing resources (centrally and more remotely) and those needed to undertake the planned activities.

Wider audience receiving key messages and participating interactively in the reform activities;

Two way communication and access point for stakeholders to access information e.g., updates on new CBMSC enrolments, new ideas for teaching and learning, etc.

To increase the availability of information to support policy reform decisions.

Opposition from CDT or policy-makers on needed project reforms and needed resources.

Policy makers, DPOs, researchers and academics.

Promote attitude of willingness to learn and adopt concepts in education and vocational training, learning pathways and linkages.

Policy briefs, information materials TBD.

Policy briefs and information relating to proposed project activities communicated to stakeholder groups at all levels as relevant and in a timely manner.

Throughout the project period to 2022.

RSF within PMU;

Consultants.

Funding for research / studies and publication of materials and dissemination of reports (use of EYE and MOE websites is one available platform).

Adoption of policy frameworks and capacities for cohesive, workforce responsive SES and TVET enhanced.

Ensure accessible channels for stakeholder feedback and communication

Lack of a focal point for contact with project stakeholders and lack of a feedback mechanism could create gaps in project design implementation

PMU and IU staff TEO School staff

Implementing agency and IU’s increase understanding and acceptance of communication responsibilities

The project is committed to two-way information flows and

Specific PMU staff as focal point for public communications;

Focal point to ensure implementation of stakeholder

Establish in Q1 2017 and throughout the project period to 2022.

PMU designated staff officer with national consultant support.

Communications focal point.

Stakeholder inputs and concerns received and acted on.

123

3

communication strategy;

Focal point responsible as project media contact;

Information on ADB and project websites.

Output 2: New SES Curriculum delivered and access expanded




Activity / Channels Timing Responsibility Resources Needed Expected Outcomes

Improve awareness and understanding among the public of MOE EYE reform and benefits through social marketing campaign nationally and in targeted communities using public communication channels

Misunderstanding of project activities could lead poorly informed stakeholders to contest project causing delays or incomplete implementation;

Accuracy, completeness and timeliness of information;

Language or literacy barriers.

No perceived benefits.

Secondary school students, Parents of school-age children, State/ district/ township government, head teachers, principals and teachers in SES schools, Education staff and officers, Village and community leaders, Ethnic group representatives, gender and women’s group representatives, persons with disabilities, experts in education and social dimensions, Myanmar media

Increased awareness and understanding of education sector reforms and increased appreciation of the value of quality education and learning opportunities;

Increase stakeholder participation in SES reform.

Information on project objectives, timelines, consultative activities.

Appointment of focal point within PMU;

Edu-Channel platforms (TV, radio, newsletters, Facebook, website) - production of programming content for Edu-Channel on SES reform

Print media;

TV;

Social media;

Brochures/ leaflets;

SES school Forums;

Institutional level workshop for key stakeholders including media & DMER / DBE to

Establish in Q1 2017 and throughout the project period to 2022;

Annually prior to start of school year.

PMU designated staff officer, IU staff, national consultant support.

Focal point;

Publication materials (brochures/leaflets);

Media content (radio and TV programs).

Increased awareness and support for project;

Expanded access to SES.

124

4

develop a strategy for social marketing to target out of school youth & those at risk of dropping out.

Increase stakeholder participation in SES reforms

Government and CDT lack of familiarity or resistance to stakeholder participation in SES reform may frustrate ethnic, gender and project objectives;

Opposition to SES reform by some ethnic and civil society groups could cause project delays or frustrate expanded access objectives.

Union, District, Institution-level government and education staff; ethnic group representatives; gender/women advocates, persons with disabilities and advocates; civil society in education sector.

Increase stakeholder support for SES reforms;

Increase participation in SES reform process;

Raise awareness of CDT on social dimensions of curriculum development (gender, ethnicity, disability)

Information: curriculum reform activities;

Message: SES reform will be a transparent, consultative and inclusive process.

Central, district, institution level seminars/ workshops for capacity development of SES curriculum stakeholders

Developed and approved by June 2017 and implemented through 2021.

PMU designated staff officer, IU staff, national consultant support.

Focal point;

social media;

edu-channel platforms;

Gender, ethnic education, education network social media, list-serves, word-of-mouth

Increased participation in SES reforms

SES reforms reflect diversity of stakeholder perspectives

Expand access by disadvantaged females, underrepresented ethnic groups and persons with disabilities through increased awareness of school upgrading.

Accuracy, completeness and timeliness of information.

Language or literacy barriers.

Lack of awareness of SES dormitory opportunities may inhibit poor girls and underrepresented ethnic group targets;

Social and economic barriers.

In EYE SES civil-works areas:

SES-age youth, parents, educators, community and religious leaders, civil society.

Valuing expanded education access over missed opportunity costs and other social barriers.

Expanded physical access and support and SES reforms will result in increased economic opportunities

Brochures; Local and ethnic print media;

Social media;

School forums;

Teachers/principals;

Community leaders.

Annually from 2018 and prior to start of school year.

PMU designated staff officer, IU staff, national consultant support, head teachers, TEO’s.

Focal point;

Publication materials (brochures/leaflets in Myanmar and local languages);

Media content (radio and TV programs).

Expanded access to SES to disadvantaged females, underrepresented ethnic groups and persons with disabilities.

125

5

Output 3: new TVET programs introduced and access expanded




Activity / Channels Timing Responsibility Resources Needed Expected Outcomes

Improve awareness and understanding among the public of MOE reform programs and benefits in TVET subsector supported by the EYE project.

Lack of awareness of CBMSC opportunities may inhibit gender and underrepresented ethnic group targets.

Young women, disadvantaged and underrepresented ethnic youth, young workers in CBMSC skill fields, community and local religious leaders.

Increased awareness and understanding of TVET reforms and increased appreciation of the value of quality skills development and learning opportunities.

CBMSC opportunities, benefits of enrolments, stipend and dormitory availability;

Gender stereotypes address in public communications.

National and local print media, radio social media (Facebook), program brochures.

Developed and approved by June 2017 and implemented in geographically targeted communities throughout the project to end 2022

PMU oversight and MOLIP and MOI IUs with consultant support.

Publication materials;

Radio and TV advertisements/Public Service Announcements;

Social media content.

Increased awareness and support for project;

Expanded access to TVET CMBSC’s of women, representatives of underrepresented ethnic groups and areas.

Targeted awareness of CMBSC in ICT GTHS areas for potential participants.

Lack of awareness of CBMSC opportunities may inhibit local gender and underrepresented ethnic group targets.

Local young workers, particularly women and underrepresented ethnic youth, community and local religious leaders.

Increased interest in participation particularly from women and underrepresented groups



Local print media, radio social media (Facebook), program brochures, word-of-mouth through CMBSC graduates, GHTS/ITC forums/events.

Developed and approved by June 2017 and implemented in CMBSC areas throughout the project to end 2022

PMU oversight and MOLIP and MOI IUs with consultant support;

Local ITC and GTHS




Increased supply-side interest in enrolment among targeted underrepresented groups

Targeted awareness of CMBSC in ethnic and remote and poor areas.

Lack of awareness of CBMSC opportunities may inhibit gender and underrepresented ethnic group targets from remote areas.

Young workers, particularly women and underrepresented ethnic youth, community and local religious leaders from ethnic and remote areas.

Increased interest in participation particularly from underrepresented groups



Local and ethnic print and online media, radio social media (Facebook), program brochures, word-of-mouth through CMBSC graduates,

Developed and approved by June 2017 and implemented in geographically targeted communities throughout the project

PMU oversight and MOLIP and MOI IUs with consultant support.




Increased supply-side interest in enrolment among targeted underrepresented groups

126

6

to end 2022

Targeted awareness of CMBSC in ICT GTHS areas for employers

Lack of awareness of CBMSCs may inhibit increased demand-side hiring

Employers, Industry associations, local labor markets

Increased awareness of CMBSC graduates and skills

Increases in skilled youth to meet labor market demands;

Gender stereotypes address in public communications

Local print media, industry association and chamber of commerce publications

Developed and approved by June 2017 and implemented in geographically targeted communities throughout the project to end 2022

PMU oversight and MOLIP and MOI IUs with consultant support;

Participating ITC and GTHS

Publication materials

Radio and TV advertisements/Public Service Announcements

Social media content

Increased demand-side uptake of CMBSC graduates

Targeted awareness of CMBSC nationally for industry

Lack of awareness of CBMSCs may inhibit increased demand-side hiring

Employers, industry associations, local labor markets

Increased awareness of CMBSC graduates and skills

Increases in skilled youth to meet labor market demands;

Gender stereotypes address in public communications

TV, radio, print media, industry association and chamber of commerce publications, social media

Developed and approved by June 2017 and implemented nationally throughout the project to end 2022

PMU oversight and MOLIP and MOI IUs with consultant support

Publication materials

Radio and TV advertisements/Public Service Announcements

Social media content

Increased demand-side uptake of CMBSC graduates

127