Strengthening Technical and Vocational Education and Training ...

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24 Supplementary Appendix F PROPOSED SYSTEMS FOR DGTVET INSTITUTIONAL MONITORING AND EVALUATION 1. The context constraints suggest difficulty in applying a comprehensive M and E system in the DGTVET all at one time. Although a long term and comprehensive plan is required, it can be implemented, step by step, based on the capacity of the M and E team and the commitment of DGTVET. 1. The Structure 2. For the 2010-2015 timeframe, the monitoring structure can be drawn from Figure 5.1. The Monitoring and Evaluation Office should work under the TVETM Director in the Office of Policy, Planning, and Staff Management Deputy Director. 3. The diagram shows how the M&E Office operates. The line ( ) shows the direct supervision of the office under the support and management of the Deputy Director of Policy, Planning, and Staff Management. The line ( ) shows the coordination work that the M&E Office needs to do with the other offices including Micro-Credit, NTF, TVET Institutions Management, PDoLVT, and even the LMI Department, and the NEA. The line ( ) shows the report can be submitted for resolution in cases where staff cannot provide suitable options. 2. System Minister, MOLVT NTB NTB Secretariat, DGTVET Director, NS Director, TVETM Director, LMI Policy, Planning, and Staff Development Institutional Management and Private Sector Provision Finance and Administration Life Long Learning and Special Needs Monitoring and Evaluation Office Directors, Figure 5.1: Possible structure for monitoring and evaluation (2010‐2015) Directors, PDoLVTs 4. The M and E system has to be constructed simply starting a simple database using Excel that everyone who has basic knowledge of computers can use. PTB
3. Staff Supplementary Appendix F 25 5. Two to three staff are required for the start up of the coming loan to support monitoring and evaluation as a pilot activity. 4. Framework and Indicators 6. The following criteria are proposed for M and E designed to evaluate TVET accomplishment. (i) Training-related criteria a. Access and equity: How has the strategy improved accessibility to vocational training and reduced economic, gender, and geographical inequities? How many child-soldiers, for example, have been trained? b. Efficiency: How efficient is the TVET system in relation to trainee input – output ratios? What are the dropout rates? c. Proficiency: Have the trainees attained the specified proficiency standards? d. Trainee satisfaction: Are the trainees satisfied with the training they have received? e. Industry participation: How effectively have employers and industry participated in the training programmes? f. Articulation: Is there improvement in the linkages and articulation pathways within the TVET system? (ii) Employment-related criteria a. Employment after training: What is the percentage of trainees in gainful employment after training, and how long after training does it take to be employed? b. Wage/Salary levels: Are earnings of trainees comparable to those of holders of similar or equivalent qualifications? c. Employers’ satisfaction: Are employers satisfied with the performance of graduates? d. Relevance of training to actual employment: Are trainees employed in the skills area they have been trained? (iii) Citizenship-related criteria a. Public perception of TVET: Has the poor public perception of TVET changed for the better? b. Social cohesion: Has the level of awareness of political tolerance, ethnic diversity, and national unity increased? c. Good governance: Has the level of understanding of human rights and respect for the rule of law increased? What is the level of participation of trainees in the democratic process? 5. Planning and Budgeting 7. Table 1 shows the steps to be taken to develop the M and E in the TVET system with its corresponding location and cost.
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