Skilling and Entrepreneurship for Inclusive Growth Sector Development Program

Project Overview

Project Title Skilling and Entrepreneurship for Inclusive Growth Sector Development Program
Project Number 50024-001
Country Kyrgyzstan
Overall Project Value(USD) More than 4 000 000
Project Start – Project End November 15, 2016–February 14, 2018
Project Status Closed

Funding and Implementing Organizations

Origin of Funding Asian Development Bank (ADB)
Project Budget(USD) 33.000.000
Implementing Organization / Consortium

Not Assigned

Contact / Team Leader / Project Team
  • Zhang, Operations 1 (Vice-President),
  • O’Sullivan, Central and West Asia Department (CWRD) (Director General),
  • Hiraoka, Social Sector Division, CWRD (Director),
  • Mayr, Education Specialist, CWRD (Team Leader).
Beneficiary Ministry of Education and Science on behalf of the Government of Kyrgyz Republic

Project Summary, Objectives and Results

Project Summary

Analysis shows that the shortage of skilled workers is a major constraint to inclusive growth. A better-skilled workforce is needed to increase productivity and accelerate private sector development. Improved skills also help people access better-paid jobs and earn higher incomes. The current education system as the supply side to the labor market is characterized by a systemic imbalance. The TVET system enrolls twice as many college students studying a technician skills profile as students in TVET schools. These enrollment rates are not conducive to the country’s needs. While TVET college enrollment has increased significantly, the instruction in colleges remains highly theoretical and is not adequately skilling the workforce.

The Skilling and Entrepreneurship for Inclusive Growth Sector Development Program will improve the effectiveness and efficiency of technical and vocational education and training (TVET) in colleges.

The program combines policy and investment support because the government is firmly committed to TVET reform.

Project Objectives
  • To increase vocationally skilled workforce to reflect the needs of key economy sectors.
  • To ensure that workforce of the country will be adequately educated in order to contribute to business sector development.
  • To increase the rate of women’ participation in the labor force in order to make economic growth more inclusive.
  • To decrease the gap between economic strategy and labor market needs and the structure and content of TVET.
  • To strengthen the synergies between the Ministry of Education and Science and the Agency of Vocational Education.
  • To redefine the Agency of Vocational Education’s role and engagement with the economy and to build its capacity as the TVET policy-making agency of the Ministry of Education and Science.
Education Sector VET (IVET & CVET)
Components of the Education Process Career planning, Education Management, Education Policy Advice & Development, Institutional strengthening & capacity building, Quality assurance, Social Partnership, Standards and curriculum development, Teaching and learning technologies (arrangements), Training of teachers / trainers
Occupational Field Not applicable
Target Groups Politicians/decision-makers in economics, labour, employment & education policy, Decision-makers and managers in VET and HE institutions, Developers of standards, programs, curricula etc., Employers and employer organisations, Learners (scholar, student, apprentice etc.), Lecturers, teachers, instructors, trainers, Training providers (public and private)
Related Projects

Not Assigned

Activities

The policy component will support the government in developing and implementing an inclusive skills strategy to systemically anchor TVET in key economic sectors. An initial ratio of 40% policy component and 60% investment component is suggested. Key policy reforms may include: (i) introduction of economically more relevant occupations; (ii) institutionalized cooperation between the TVET subsector and key economic sectors; (iii) a stronger regulatory framework and accountability mechanism for financing TVET; and (iv) removal of gender or other barriers to occupations. The policy component will finance adjustment costs related to the introduction of centers of excellence (COEs), work-based learning, and a skills development fund.

 

The investment component will improve access and quality of TVET, tackle remaining pedagogic challenges, and improve teaching and learning environments. About 5–10 TVET colleges will be developed into COEs. To increase the attractiveness and flexibility of the TVET system, pathways for TVET students’ progression, including those to higher education, will be supported.

Project Results
  • TVET management, governance, and finance in support of key economic sectors strengthened.
  • Teaching quality and learning environments improved.
  • Industry cooperation and entrepreneurship increased.

Links and Materials

Materials
Link to project relevant data