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Gender, Caste and Ethnicity (GCE) Strategy: Achievement, Challenges and Lessons Learned
Ram Hari Lamichhane, PhD Member Secretary Council for Technical Education and Vocational Training 11 September 2013
The views expressed in this paper are the views of the authors and do not necessarily reflect the views or policies of the Asian Development Bank (ADB), or its Board of Governors, or the governments they represent. ADB does not guarantee the accuracy of the data included in this paper and accepts no responsibility for any consequence of their use. The countries listed in this paper do not imply any view on ADB's part as to sovereignty or independent status or necessarily conform to ADB's terminology.
Project Overview Project Goal and Outcomes Gender, Caste and Ethnicity Strategy GESI Implementation Plan Key Achievements Key Inclusive Provisions Challenges and Major Lessons Learned Way Forward
Project Overview
Loan approval date: 25 November 2004 Loan effective date: 28 February 2006 Loan closing date: 31 March 2011 Total costs: US$ 25 million ($ 20 million ADB loan + $ 5 million GON) Executive Agency : Ministry of Education Implementing Agency: Council for Technical Education and Vocational Training Implementing Partners:
- Department of Cottage and Small Industries; (8 districts)
- Cottage and Small Industries Development Board; (12 districts)
Project Goal
To reduce poverty by
increasing engagement
Project Outcomes
Increased access to market-oriented
short-term skills training with special focus on the poor, women, dalit and disadvantaged groups
Strengthen capacity of key agencies to
enhance their services to the shortterm training sector and improve relevance and quality
Develop and articulate a new technical
from the dalit and disadvantaged groups have equitable access to vocational training services Promoting equal access to TEVT information by all target groups on training services, post-training support services and available microfinance options
-- Binding contract with Technical Training Providers (TTPs) for mandatory targeting of women and dalit -- Partnership with NGOs/CBOs for better outreach and targeting, -- Mobilization of SEP graduates for information dissemination women and dalit --- Develop and disseminate TV spots, Video Jingle, Radio Drama, Posters and hoarding boards in different languages with messages to encourage women and disadvantaged groups
Establish Training Management Information System (TMIS) and Geographical Information System in Council for Technical Education and Vocational Training (CTEVT)
Develop new curricula and revise old one to meet the level of target groups
Establish Labor Management Information System (LMIS) and Employment Service Center (ESC) under DoL for information dissemination, counseling and record keeping.
3. Develop and articulate a new technical education and vocational training policy
Include provision of positive discrimination and inclusive approaches in the new TVET Policy
Dalit %
25%
Committed to 60,880 training Central 52560 + Community (target) 8320) Enrolled 62,292 Central 52,020 + Community 8,272 59,129 Central 50,944 + Community 8,185
46.45%
19.68%
Completed
Drop out
35%
24%
Agriculture and Animal Health Engineering (Construction, Electrician, Auto and Mechanical) Hotel and Tourism
6,756
57.8%
22.1%
85.6%
Other (Security Guard, Hand Embroidery, Handicraft, Care Giver, Beautician etc) Total
10,956
87.9%
27.4%
96.4%
52,020
54.7%
25.9%
85.1%
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Agriculture and Animal Health Engineering (Construction, Electrician, Auto and Mechanical) Hotel and Tourism
1,860 3,632
940
49.8%
17.1%
39.4%
Other (Security Guard, Hand Embroidery, Handicraft, Care Giver, Beautician etc) Total
1,840
73%
2.02%
30%
8,272
45.6%
19.5%
32.6%
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Women %
54% 43.7% 87% 92%
Dalit %
26% 19.2% 84% 90%
Passed
trainers (860) from public and private training providers on Gender and Social Inclusion female participation (24-48%) TMIS and GIS established in research and management division of CTEVT that collected sex, caste, ethnicity disaggregated data Total of 37 new curricula developed and 26 revised to meet the level of target groups Employment Service Centers established at the regions in Biratnagar, Kathmandu and Dhangadi for easy dissemination of information, counseling, record keeping
Agriculture and Animal Health Engineering (Construction, Electrician, Auto and Mechanical) Hotel and Tourism Other (Security guard, Hand embroidery, Handicraft, care giver, beautician etc) Total
77.1% 48.4%
22% 49.4%
0.9% 2.2%
19.8% 51%
75.6% 45.8%
4.6% 3.2%
53.3%
44.3%
2.4%
Employment rate
74.2% 62.5% 67.3% 46.9% 61.3% within 1 year
Female employment
36.1% 22.2% 12.9% 28.7% 52.8%
framework for future career paths; establishing TEVT fund with joint investment from the government and DPs and establishment of one door system for sustainable investment in the sector; Inclusion of gender and social equity provisions
The implementation plan of the TVET Policy was developed
with support from the ADB TA Support to Build Capacity in TEVT and its operationalization carried out through the recently approved ADB grant Skills Development Project (2013).
marginalized; Promoted access and inclusion by assessing the needs of women including marginalized groups and prepared appropriate training packages; Offered stipends and hostel facilities to ensure the participation of women and disadvantaged groups; Stipend criteria used positive discrimination for women and marginalized (grace mark for women and marginalized) Binding contract with private training providers for mandatory representation (in %) of women and disadvantaged in each trade; mandatory targeting also included for non-traditional trades Mobile training for women and dalit Partnership with NGO and CBOs including women and dalit organizations for information dissemination, social preparation and counseling and to bring potential trainees
Challenges
Inadequate hostels, accommodation facilities for training run by
private training institution specially for women and dalits Financial resource constraints for women and dalits to access job market or self start a business Lack of acceptance and retention of women in non-traditional trades such as carpentry, welding, auto-mechanic, plumbing Lack of women friendly work environment - type of tasks, working hours, security Low education level, socio-cultural barriers, and opportunity costs (household responsibilities) Lack of family support to participate in training because of long distance travel and longer duration training (3 months average) Lack of sufficient female instructors
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nature of the trade, the level of interest from target beneficiaries, location of the training, population density of disadvantaged groups, and the readiness of the market should be assessed before setting trade-specific targets.
Difficult to attract women to traditionally male dominated
trades (e.g., masonry, carpentry, and electrical and plumbing trades). An enabling environment needs to be created through awareness and sensitization activities, policy reforms and changes in institutional mechanisms in the employment sector.
participating in the skills training program. Childcare facilities should be offered in the training centers.
Way Forward
Skills Development Project (2013-2018) recently approved
groups for short term skills training; of the 1000 students 15% women and 20% from excluded groups enroll in mid level skills training selection criteria of TPs to include GESI as one of the criteria, TPs to include GESI-sensitive outreach strategy, proportionate representation in management board/staff, and as trainers at least 75% of skills training graduates employed 6 months after training of which 40% are women and 30% from excluded groups performance incentives (higher payment) for TPs for providing training, job placement and other post training support for women and people from excluded groups 300 TVET professionals 15% women and 15% from excluded groups complete training in GESI sensitive occupational /instructional skills upgrading provision of GESI friendly training environment (provide transportation costs, child care support , and mobile training program), training materials and curriculum development.
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