Alliance Nepal :: Alliance for Social Mobilization

Training for Employment Project (TfE)
(Jan 2000 - Mar 2008)
TfE had 26 partner technical training providers and 32 training programmes which were implemented in 19 districts on community livestock assistant, community agriculture assistant, welding technician, auto mechanics, junior electrical technician, construction technician, nursery assistant and floriculture covering all five development regions of the country. Altogether 852 participants were provided the training, out of which 711 persons graduated and 87 persons left the training.

Training for Employment Project came into scenario of TEVT sector in the year 2000. Project was initiated after the realization of the fact that there is an increasing gap between training programs (supply) and employment opportunities (demand in the public and private sector). This has directly affected mass of youth of which majority belongs to the category of out- of- school youths. It is estimated that per year around 475,000 thousand people enter into labor market (Ministry of Education – 2003). Another fact is our present education system has excluded that mass of youth, which has ample of potential to contribute in country's economy if they are given the right opportunity.

TfE initiated its activities from the year 2000 with programs targeted for " out- of –school (class five pass but below class ten) category of youth. Programs were being supported with a view of creating avenues of employment for out of school youth. Such programs were imparted through various technical training providers (TTPs) from all the five development regions of Nepal. Support was provided by the project to Technical Training Providers (TTPs) for enhancing (strengthening) their capacity to deliver quality and demand based training programs for out – of – school youth. After successful completion of orientation phase (Jan 2000 – Dec 2002) TfE project has embarked on its second phase (Jan 2003 – Dec 2006) with re-focused priority for its programmatic approach for impact-oriented results with its goal and purpose. The project has been officially closed in December, 2007 and backlogs of the project activities are being completed by March, 2008.

Achievement of the Orientation Phase of TfE (2000 January – 2002 December)

Quantitative:

TfE worked with 29 TTPs from all the five development regions of Nepal.
It supported 67 training packages in 41 trades.
It supported three placement and counseling units of three TTPs.
Out of total number of targeted people to be trained (2164) under project's support, 2,026 graduates (Male 1580 and Female 446) were benefited.
Number of graduates targeted under Gender and Poverty were 497 (Males 323 and Females 174)
Employment status of orientation phase was: Total employed graduates 1178 (Wage 607, part time contract 192 and self 379) Out of this number 60% graduates employed till December 2002
Five regional workshops conducted to develop link between TTPs and Enterprises

Qualitative:

Training approaches refined for quality improvements
TfE recognized as one of the TEVT stakeholders in Nepal
Compulsory On the Job (OJT) practiced for short term training courses
Placement and Counseling Units established at the TTP level
TTP Yellow Pages introduced as the source of information for the benefit of job seekers and training providers
Increased consciousness of TTPs towards employment of the training graduates
Training programs conducted with the special focus on female and disadvantaged groups.
Enhanced quality of TTP through Standard Curricula Development, Instructional Skills and Course Design, Training for the Instructors, and support for Equipment and Tools
Network developed between the TTPs and Enterprises

Second Phase (January 2003 – March 2008)

After completion of the orientation phase, TfE project started its second phase from January 2003. The second phase focused on pursuing the following statement: “The core business of TfE is Organizational Development and Institutional Strengthening of Training Providers with the aim of increasing their capacity to offer accessible and appropriate quality training for out of school youths."

This phase had four major outputs which are:

Development and Piloting of Training Packages
Implementation of Individual Quality Projects
Facilitation and Exchange of Peer Exchange Groups
Collection and Exchange of Training and Labor Market Information

TFE’s Approach towards Equity:

Inclusion of excluded mass

Training Package Development – Selection of appropriate occupation fields and training programs based on modular approaches with suitable duration comprising of the modules to minimize the absence from economic activities (e.g. short duration of individual modules)
Training Package Piloting – Affirmative actions like quotas, reserved seats, relaxation of entrance requirements etc.
PEG – Involving members of thematic groups, women along with other TTP representatives for promoting equity and raise awareness among the PEG members
Project Process – Composition of TfE team, working group for training package development is guided by equity perspective.

Affordability

Training Package Development – Reduce course cost e.g. through increased OJT components.
Training Package Piloting – Direct financial support, stipend or voucher system to those who can not afford to participate.
PEG – Subsidizing travel related cost.
Project Process – As regards affordability of training, the project will concentrate on the development of innovative approaches for cost reduction without compromising on the quality and on a respective advisory role.

Accessibility
(Accessibility has two dimensions – geographical and programmatic)

Training Package Development – Identification of truly market orientated programmes for visible and plausible return as a primary motivator for potential trainees.
Training Package Piloting – Selection of TTPs during implementation from geographical accessibility.
PEG – Rotating venues of PEG meetings for learning and sharing.
Project Process – Field based operations.

Achievements:

Training programs in 6 TTPs repeated (Seti Technical School - Doti, Rapti Technical School-Dang, MKDHS-Sunwal, NPI – Chitwan,) DMSTI – Charikot; MBMAN—Urlabari)
Private and public TTPs have been piloting the training programs
Training programs in 1 TTP replicated (CLA in Seti Technical School)
There are other TTPs who are in the process to repeat and replicate the training programs
Curriculum guides & manual of 16 training packages completed and 13 training packages are being piloted.
PEG Women Instructor functioning actively on their own.
Far west PEG is self-propelled.
Office opened by PEG –East in Skill Training Center, Itahari
Fourth and final edition of Yellow Pages of TTPs has been published.
Local TEVT Fund established in 7 districts as TfE targeted Morang, Dhankuta, Okhaldhunga, Ramechhap, Dolakha, Kailali and Kanchanpur in 2007.
Functioning of VTIC in Far West is another good example of common effort to link TTPs with the market.
Learning Resource Center (LRC) supported by TfE is established in BEC.
Computer Hardware Training implemented by Farwest IT Education Academy
TfE's perseverance in coaching partner TTPs on linking training with employment has started showing consequences. Some TTPs have established PCMU in their institutes, example – NAAST - Dharan, DIHS - Dhankuta, EPTC - Dharan, UTS- Dhankuta, and MBMAN-Urlabari
Those trainees who have completed piloted training program, it is exciting to hear news of employment for those trainees. However, survey still needs to be done
Donors have been financing individuals for training with their own approach till TfE intervened with multi donor (Plan Nepal, DLGSP-UNDP, SSMP-Helvetas, LWF, GTZ, RRN, World Vision, Care Nepal, CSP-DFID, JHIDCO, KADOORIE, etc) financing approach.
Concept of Vocational Pathways spread on a national level for the systematic development of TEVT. TfE has been the first project to realize the gaps prevailing in TEVT system. Since then it has been disseminating the VocPath concept through various mediums to stakeholders, government (CTEVT, MoES, MoLT, DCSI and skill development centers) and private sector (TTPs, enterprises, Chamber of Commerce representatives), Political parties, Student communities, general public which have expressed
Ministry of Education and Sports has recently drafted out three years interim plan for reorienting present educational system. In the proposed structure, one to eight grades is the basic education and after grade eight there will be two separate streams - one for continuation of mainstream general education and other is vocational education and training system. This is a concrete reflection and impact of TfE's endeavor to promote and communicate the Vocational Pathways issue on the policy level through SDC's prominent support.

TfE has come a long way learning many noteworthy lessons in this very challenging project. It has been able to make a contribution in the TEVT sector providing support to the out-of-school youth and the nation. During these years TfE aimed to integrate poor in the TEVT system providing stipend helping them to meet the expenses associated with their daily needs and cost of participation. It has supported various TTPs piloting training programmes throughout the country and OIS being TfE’s core business, it has helped in strengthening the Training providers increasing their capacity. TfE has been able to establish PCMU services in some of the TTPs which is necessary for the benefit of a trainee. The developed training packages were affordable and accessible to these deprived youth and the courses were appropriate leading to career path and for self and/or wage employment. TfE has been able to make a difference in a small way but as the saying goes every drop of water makes the ocean, we believe TfE has done so for the county and its people.