skilling uganda btvet strategic plan 2012/3 to...

THE REPUBLIC OF UGANDA

MINISTRY OF EDUCATION & SPORTS

Developed in partnership with:

SKILLING UGANDA

BTVET STRATEGIC PLAN 2012/3 to 2021/2

The World Bank

CONTENTS

CONTENTS 1

ACRONYMS 2

EXECUTIVE SUMMARY 4

1 BACKGROUND AND CONTEXT 9

2 CURRENT SITUATION OF SKILL DEVELOPMENT IN UGANDA 11

3 PRIORITY REFORMS AND INVESTMENTS 14

4 OBJECTIVES AND STRATEGIES 18

5 COSTS AND FINANCING 36

6 OPERATIONAL PLAN FOR SKILLS DEVELOPMENT 43

ANNEXES 45

1 Skilling Uganda - BTVET Strategic Plan 2012/3-2021/2

ACRONYMS

ASDC Agricultural Skill Development CentreATP Assessment and Training PackagesBA Business AssociationBTVET Business, Technical and Vocational Education and TrainingCBET Competency-based education and trainingCBO Community-based OrganizationCGC Career guidance and counsellingCoE Centre of ExcellenceCPTI Community Polytechnic Teachers InstituteDATIC District Agriculture Training and Information CentreDES Directorate of Education StandardsDHE Department of Higher EducationDIT Directorate of Industrial TrainingDTIM Diploma in Technical Institutions ManagementDTIT Department of Teachers and Instructors Training E-BTVET Electronic BTVETEMIS Education Management Information SystemESC Education Service CommissionESSP Education Sector Strategic PlanFBO Faith-based organizationFUE Federation of Uganda EmployersGDP Gross Domestic ProductGoU Government of UgandaGWPE Government White Paper on EducationHAPEB Health and Allied Professional Examination BoardHRD Human Resource DevelopmentICT Information and Communication TechnologyIGA Income generating activitiesIQM Internal Quality ManagementITC Industrial Training CouncilJAB Joint Admission BoardKfW KreditanstaltfürWiederaufbau(Germanfinancialcooperation)LG Local GovernmentLMIS Labour-market information system MAAIF Ministry of Agriculture, Animal Industries and FisheriesMIS Management Information System MoES Ministry of Education and SportsMoFPED Ministry of Finance, Planning and Economic DevelopmentMoGLSD Ministry of Gender, Labour and Social DevelopmentMoICT Ministry of Information, Communication and TechnologyMoJ Ministry of JusticeMoPS Ministry of Public ServiceMoTTI Ministry of Tourism, Trade and IndustryMSE Micro and small enterprisesNAADS National Agricultural Advisory ServicesNARO National Agricultural Research OrganizationNCDC National Curriculum Development CentreNDP National Development PlanNFTP Non-Formal Training ProgrammeNGO Non-governmental organizationNPA National Planning AuthorityNTF National Training FundNUDIPU National Union of Disabled Persons in Uganda

2Skilling Uganda - BTVET Strategic Plan 2012/3-2021/2

OFID OPEC Fund for International DevelopmentPPTP Promotion of Private Training ProvidersIP-BTVET Investment Programme – BTVETPPP Public-Private PartnershipPSFU Private Sector Foundation UgandaPWD Persons with DisabilitiesSDB Skill development bodySDC Skill Development CentreSFD Saudi Fund for DevelopmentSWAp Sector-wide approachTI Training InstituteTNA Training Needs AssessmentTSC Technical Sector CommitteeTU Trade UnionTVET Technical and Vocational Education and TrainingUBOS Uganda Bureau of StatisticsUBTEB Uganda Business and Technical Education BoardUGAPRIVI Uganda Association of Private Vocational InstitutesUGX Uganda ShillingsUMA Uganda Manufacturers’ AssociationUNEB Uganda National Examinations BoardUNMEB Uganda Nurses and Midwifes Examination BoardUPPET Universal Post-primary Education and TrainingUSD US DollarsUVQF UgandaVocationalQualificationsFrameworkVTC Vocational Training CentreVTI Vocational Training InstituteWAN Wide-area networkWS Workshop


EXECUTIVE SUMMARYBACKGROUND AND CONTEXT

Technical-vocational skills are essential for individuals, enterprises and the economy. Skills enable individuals to increase productivity and raise incomes. A skilled workforce enables enterprises to increase their productivity and profits.Skillsenabletheeconomytoexpandandgrow.EmployersinUgandaoftencomplainaboutskillsshortagesthat constrain production and expansion. Large segments of the population, including those working in the informal sector, lack the skills they need to raise themselves out of poverty. The economy faces critical skills gaps that threaten to limit the growth of key sectors, including agriculture and energy.

ThisStrategicPlanonBusiness,TechnicalandVocationalEducationandTraining (BTVET)addresses theseskillshortages. ThePlan (2012/3 to2021/22)buildsonconsiderableprogress in the reformof theBTVETsystemachieved during the last decade, notably the BTVET Act of 2008 and the establishment of the Uganda Vocational QualificationsFramework(UVQF).

Uganda’s development framework forms the point of departure of the Strategic plan, especially as formulated inUganda’sVision2025and theNationalDevelopmentPlan (NDP)2010/11–2014/15.TheStrategicPlan isembedded in the education policy framework and hinged on the BTVET Act of 2008. It incorporates activities by theBTVETDepartmentandtheDirectorateofIndustrialTraining(DIT)undertheMinistryofEducationandSports(MoES).

The Strategic Plan has been based on a comprehensive analysis of the BTVET sub-sector in terms of relevance, equity,quality,organizationaleffectivenessandfinance/internalefficiency(Chapter2).

The Strategic Plan – A Paradigm Shift in BTVET

The Strategic Plan is titled “Skilling Uganda”, which denotes a paradigm shift for skills development in Uganda. The BTVET system will be transformed from an educational sub-sector into a comprehensive system of skills development for employment, enhanced productivity and growth. The main purpose will be to create employable skills and competenciesrelevantinthelabourmarketinsteadofeducationalcertificates.ItwillembraceallUgandansinneedof skills, not only primary and secondary school leavers.

Main purpose

Target Groups

Delivery context

Management

Educationalcertificates

Skills and competenciesrelevant in the labourmarket

All Ugandans in need ofskills development

Flexible, workplaceoriented envronment

Public/privatepartnership

(Low achieving)school leavers

School system

Government

Paradigm Shift in BTVET


Priority Reforms and Investments

Four sets of policy and institutional interventions are critical to BTVET reform:

• Engaging the private sector – both enterprises and private training providers- in BTVET reforms • Expanding the UVQF scope and ensuring that training content corresponds to work requirements• BuildingastrongunifiedorganizationformanagingskillsdevelopmentinUganda• ReformingthesystemofBTVETfundingtoraiserevenuesandusethemmoreefficiently

InlinewiththesecriticalinterventionstheStrategicPlanidentifiespriorityinvestmentprogrammesasfollows:

Investments to expand output in critical sectors:1. Expanding BTVET in NDP priority sectors, e.g. oil production2. Expansion and improvement of agriculture training3. Skills for productivity in the informal sector

Investments to raise the quality of training:1. Expanding the scope of the UVQF, including related curriculum development2. Upgrading existing training institutions3. Instructor training

Objectives and Strategies

The Strategic Plan is meant to accelerate reforms and guide the rational use of investments. The Plan aims at the following high-level development objective:

Ugandans and enterprises acquire the skills they need to raise their productivity and incomes.

ThePlanhasfivespecificobjectivestoreachthedevelopmentobjective:

1. Raise the economic relevance of BTVET 2. Increase the quality of skills provision3. Provide equitable access to skills development4. AchievegreaterorganizationalandmanagementeffectivenessinBTVET5. IncreaseinternalefficiencyandresourcesavailableforBTVET

The BTVET Strategic Plan is a full-sub-sector plan, integrating existing and already planned activities with new strategies to further improve and expand skills development in Uganda. The objectives and strategies are the following:

Objective 1: Raise the economic relevance of BTVET

1. Strengthen the role of the business community and employers in BTVET1.1. Strengthen the role in BTVET planning and decision-making1.2. Strengthen employer-based training

2. Expand the coverage of the UVQF and accelerate its development 2.1. Clarify the UVQF conceptual framework and strengthen management capacities2.2. Implement UVQF-based BTVET throughout the BTVET system

3. Makethetrainingsupplymoreflexibleanddemand-driven


4. BoostBTVETsupplyincriticaloccupations,e.g.inagriculture,energy5. Expand and improve agriculture training

5.1. Establish, improve and expand facilities for agriculture BTVET 5.2. Strengthen linkages of BTVET institutions with research institutions, industry and farmers5.3. Strengthencompetency-basedtraining(CBET)inagriculture

6. Promoteskillsforproductivityintheinformalsectorandformicroandsmallenterprises(MSEs)6.1. Establish non-formal training as an integral part of the BTVET system6.2. Build capacities among skills development providers in training for the informal sector6.3. Create networks for information, cooperation and coordination 6.4. PromoteinnovationinskillsdevelopmentforMSEsandtheinformalsector

7. Establishalabourmarketinformationsystem(LMIS)

Objective 2: Increase the quality of skills provisions

1. Strengthen institutional capacities for BTVET provision2. Achieve better production and deployment of instructors and managers

2.1. Strengtheninginstructorstraininginstitutionsandtheinstructorqualificationssystem2.2. BoosttheavailabilityofcompetentandqualifiedBTVETinstructorsandtutors2.3. Deregulate recruitment and employment and improve instructor the working conditions

3. Introduce better quality assurance systems for public and private BTVET providers3.1. Introduce an accreditation system for BTVET providers3.2. Introduce an internal quality management system in BTVET institutions

Objective 3: Provide equitable access to skills development

1. Ensure access to formal and non-formal BTVET2. Expand private training provision3. Build and resource public BTVET supply4. CreateawarenessaboutBTVET5. Enhance access of disadvantaged target groups to skills development

5.1. Promote access of disadvantaged groups through bursaries5.2. Promote female participation in BTVET5.3. Enhance access for persons with disabilities

Objective 4: Achieve Greater Effectiveness in BTVET management and organization

1. Consolidate BTVET functions in an integrated organization for skills development 2. Devolve authority to public BTVET institutions and make them accountable for performance

2.1. Decentralize authority to BTVET institutions2.2. Introduce instruments to increase accountability of BTVET institutions

3. Establish an effective management information system and sub-sector monitoring system

Objective 5: Increase internal efficiency and resources available for BTVET

1. IncreasetheefficiencyofBTVETprovisionthroughresults-orientedtransfermechanisms2. Increase the resources available for BTVET

2.1. Increase income of public BTVET institutions through income generating activities2.2. Introduce a training levy

3. Establish a Skills Development Fund


Costs and Financing

Implementation of the BTVET Strategic Plan is estimated to cost 2 001 billion UGX, or 870 million USD over the ninefiscalyears2012/3to2021/2.Recurrentcostsaccountfor55%ofthetotalanddevelopmentcosts45%.Theestimates represent full sub-sector costs to government.

About40%oftherecurrentbudgetisearmarkedforraisingaccessandquality.About433billionUGXwouldbespent on capitation grants/bursaries to support school leavers attending formal BTVET programmes. Enrolment in formalBTVETisprojectedtoincreasefrom42000traineesto103000traineesin2019/20,anannualgrowthof10%.Percapitafundingwillberaisedgraduallytoensurethattrainingisprovidedatgoodstandards.About40%ofthe formal BTVET trainees will receive public scholarships.

Non-formal BTVET will be integrated permanently into the public BTVET portfolio. The plan allocates 160 billion for non-formal BTVET. This will increase enrolment in publicly sponsored non-formal training from 20,000 persons in 2010/11to40,000in2015and60,000by2016..The bulk of development expenditures is earmarked for rehabilitating and strengthening existing BTVET institutions, bothpublicandprivate,andforagriculturetraining(muchofwhichwillbebornebytheMAAIF).Duringthefirstphase,aboutonefifthoftotaldevelopmentcostswillfinancenewBTVETinstitutionsunderexistingloanagreements.From2014/15onwards,nofurtherinvestmentisbudgetedfornewpublicinstitutions.Instead,incentiveswillbeintroduced to expand private provision, e.g.matching grants.

A substantial funding gap exists between requirements of the Strategic Plan and currently projected public expenditureundertherevisedESSP(2010Revision).Forthefirstfouryears,correspondingtothecurrentMTEF,thefundinggapamountsto60%oftotalestimatedcosts,424billionUGX.Optionsforclosingthefundinggapincludeincreased public allocation to BTVET , an increased engagement of development partners, co-funding by other government sectors, and development of more cost-effective training delivery. Further, the Strategic Plan envisages theintroductionofatraininglevy,whichmaybecomeasignificantadditionalrevenuesourcefortheBTVETsystemfrom 2015/16 onwards. The current calculations exclude any potential proceeds from a levy.

Prioritieswillhavetobedefinedwithinthestrategyshouldanygapsremain.

Operational Plan for Skills Development

The MoES has the main responsibility for implementing and monitoring of the Strategic Plan. Other ministries and stakeholder are involved and assume responsibility for selected strategies, notably the Ministry of Agriculture, AnimalIndustriesandFisheries(MAAIF).

The Strategic Plan, however, goes beyond the previous mandate of the MoES. The strategy to establish a new unifiedbodyforskillsdevelopmentreflectsthebroadenedmandateoftheBTVETsectorandtheneedforbroaderpartnerships. The new organization will become the owner and main implementer of this Strategic Plan.

1Closing the funding gap will require increasing the share of MoES spending for BTVET from 4%-5% in 2010 to 12.6% in 2012/3 and 9.2% in 2014/5 based on current projections.


Annexes 2-4 present adetailed implementation plan including targets, activities, phasing and outputs.

A BTVET Reform Task Force will be formed to oversee the implementation of the Strategic Plan until the new integrated skillsorganizationisestablished.TheOfficeofthePrimeMinisterwillappointtotheTaskForceeminentpersonalitiesandexpertsinthefieldsofskillsdevelopment,economicandbusinesssectordevelopmentandsocialpartners.Atleast half the members of the Task Force will represent the private sector. The Task Force will be facilitated by a BTVET Reform Secretariat comprising a small number of high-level BTVET experts recruited on a contract basis. The TaskForcewillworkunderthetechnicalguidanceoftheMoESandreporttotheOfficeofthePrimeMinister.TheTaskForcewillfunctionuntiltheunifiedskillsdevelopmentbodyisestablished.ThecostsofReformTaskForceareestimatedatUGX3900million(USD1.7million)overthefirstfouryears.

The responsibility for monitoring and evaluation of the Strategic Plan and the BTVET development also rests initially with the BTVET Reform Task Force. Annex 2 provides indicators for all objectives, strategies and outputs.


1 BACKGROUND AND CONTEXT

1.1 INTRODUCTION

Technical-vocational training is vitally important for the production of critical skills in Uganda. Technical-vocational training is a sound investment for the individual, the employer, and the economy. For the individual, the economic returns on this investment accrue in the form of increased earnings. For companies, the economicreturnsarerealizedthroughgainsinproductivityandprofits.Foraneconomy,thereturnsarefoundin the expanded output of goods and services and economic growth. Skills development for participants in the labour force is important in Uganda for several reasons. Technological change, higher value added andtheincreasedcompetitionflowingfromtradeliberalizationacceleratethedemandforhigherskillsandproductivity among workers. Skilled workers are more readily able to adapt to new processes. Growing, competitiveeconomiesbenefitfromtheirpresenceandtheirmovementtomoreproductiveemployment.

It is equally important to invest in the skills of economically vulnerable people. Skills development is essential for individual prosperity. Skills enable the individual to increase productivity and incomes. This is especially important for the people who muse eke out a living in the informal sector of the economy. Uganda clearly will not be able to generate enough wage jobs for those entering the labour market. The vast majority of new entrants to the labour market will have no alternative but to work in the informal sector. Knowledge and technical skills are essential for workers in the informal sector to increase their productivity and incomes, and raise them out of poverty.

EmployersinUgandaoftencomplainabouttheshortageofappropriatelyskilledandqualifiedworkers.Skillsgaps in some sectors such as construction actually constrain enterprise production and expansion. AIDS depletesscarcehumancapitalandmagnifiestheneedtoreplaceskillsacrossawiderangeofoccupations.The direct impact in companies is manifest, inter alia, in staff turnover, skill shortfalls and high retraining costs. Large segments of the population, including those in the informal sector of the economy, youth and women, lack access to the skills they need for productivity and incomes.

TheUgandansystemofskillsprovision–Business,TechnicalandVocationalEducationandTraining(BTVET)- faces major challenges in improving linkages with the world of work, raising standards and expanding coverage.

ThistenyearplanforBusiness,TechnicalandVocationalEducationandTraining(BTVET)setsoutthemainreforms needed for upgrade the skills of the Ugandan labour force. The strategy builds on considerable progress in the reform of the BTVET system achieved during the last decade, which included the adoption oftheBTVETActin2008andtheestablishmentoftheUgandaVocationalQualificationsFramework(UVQF).

2The BTVET strategy was drafted by a joint team of Ugandan and international experts from late 2010-to mid--2011 under the supervision of a BTVET Working Group. The team consulted with some 300 stakeholders and visited over 70 BTVET providers. Its analytical report was reviewed by 120 stakeholders during a workshop in February 2011. The analysis and views expressed formed the basis for the Strategic Plan.


1.2 ECONOMIC CONTEXT

Uganda’s development framework forms the point of departure of the Strategic plan, especially Uganda’s Vision2025,andmorespecificallyintheNationalDevelopmentPlan(NDP)2010/11–2014/15.TheNDPenvisages to transform the Ugandan society “from a peasant to a modern and prosperous country within 30 years”, reaching middle-income country status by the year 2017. Accordingly, the theme of the Plan is “growth, employment and socio-economic transformation for prosperity”. The Plan puts considerable emphasis on balancing growth with progress in social equity in order to sustainably reduce poverty. It accords high importance to skills development as a means to raise productivity and incomes and enhance competitiveness of the economy, in particular in view of the evolving East African Common Market. NDP targetsandstrategiestoaddressthisnationalskillgap,notablyinitschapters7.2to7.4,havebeenincludedin this Strategic Plan.

1.3 SECTORAL CONTEXT

The Strategic Plan is embedded in the overall education policy framework. The Government White Paper on Education(GWPE1992)laidthefoundationfortheBTVETreformanditsimportantroleinpovertyreduction.It underscored the need to orient BTVET towards employment and national economic needs. BTVET is anintegratedsub-sectoroftheEducationSectorStrategicPlan(ESSP).TheBTVET-specificobjectivesoftheESSPdefinespecific targets to increaserelevanceandquality,andaccessandequity.TheupdatedESSP(2010-2015)envisagesthatBTVETwillcontinuetoexpandparticularlyatpost-primarylevel,withanenrolmenttargetof30%oftotalpostprimaryenrolment.ThetotalBTVETenrolmenttargetfortheendoftheplanperiodissetat290,000students.Overall,theESSPemphasisesashifttowardsqualityofeducationand training with a focus on standards and improving sector governance.

The BTVET Strategic Plan also draws from the Draft BTVET Policy that was formulated in 2003 by a Task Force under the MoES. The draft policy document outlined the framework of an integrated, competency-basedBTVETsystem. Itaimsatwideandequitableaccess,qualityandrelevanceof training,financialsustainabilityandinstitutionalefficiency.Itcallsfortheintegrationofdifferentprovidersystemsincludingformal,non-formal,enterprise-basedtraining,anddiversifiedskillsdelivery.

The Strategic Plan hinges on the BTVET Act of 2008 and incorporates BTVET activities of existing actors, specificallytheBTVETDepartmentandtheDirectorateofIndustrialTraining(DIT)undertheMoES.


2 CURRENT SITUATION OF SKILL DEVELOPMENT IN UGANDA

ThepresentBTVET system suffers fromweaknesses in five areas, as summarized in the problem treeanalysis(Annex1):(i)relevancetoeconomicgrowth;(ii)qualityofskillsprovision;(iii)accessandequity;(iv)organisationaleffectiveness;and(v)financingandinternalefficiency.

2.1 RELEVANCE TO PRODUCTIVITY AND ECONOMIC GROWTH

The Ugandan BTVET system is relevant to economic growth to the extent it equips Ugandans with the right set of skills to make a living through self-employment and enables companies to compete in domestic, regional and international markets.

The BTVET system still does not produce the appropriately skilled workforce that Uganda needs to increase incomesandemployment,andtocompeteintheEastAfricanandinternationalmarkets.Fewerthan40%oflargeandmediumfirmsconsidercoursesofferedbyBTVETinstitutionstoberelevanttotheirrequirements.

A demand-responsive skills system require greater engagement of employers in the BTVET system, a more flexiblestructureoftrainingsupplyandbetterinformationaboutlabourmarketdemands.

Some progress has been achieved recently with introduction of the Uganda Vocational QualificationsFramework (UVQF). TheUVQF isamajor tool toensure that trainingcontentsarealignedwith theskilldemands in the labour market, and that training is re-focused to practical competencies. However, the UVQF requires more vigorous implementation. Major issues of relevance include:

• BTVETprogrammesforagri-businessdevelopmentandinformalsectoremploymentarestrikinglyinsufficientinenrolment,contentandtrainingmethodologies.Agricultureandtheinformalsectorarethemost important sub-sectors of the Ugandan labour market now and for the foreseeable future. Agricultural employmentabsorbssome70%oftheUgandanworkforce.Thenon-farminformalsector,whichcomprisesmainly micro enterprises, own account workers and unpaid family workers, accounts for 18% of totalemployment,andalmost60%ofthenon-agriculturalemployment.

• BTVETprogrammescoveranarrowrangeofoccupationsanddonotaddressskillsneedsinmodernproductivesectors.Skillsdeficitsoccurinthehospitalityindustry,ICTsector,businessmanagementandfinancialsector,miningandengineering,oilandgas,andforenvironmentaltechnologies,amongothers.• EmployersassertthatBTVETgraduatesoftenlackpracticalcompetencies.Techniciansespeciallyneed more practical training. • Softskillsnecessaryformodernworkareunderemphasizedintrainingprogrammes.Theseincludecommunication, computer literacy, customer care, problem solving, work attitudes and ethics.

3The Strategic Plan uses the term “skills development” to refer to the actual process of imparting skills and the outcome of education and training, i.e. improved skills and competencies. “BTVET” applies to the institutional system, i.e. the source of education and training.


2.2 QUALITY OF SKILLS PROVISION

Quality is the effectiveness of training in relation to intended outputs. Good quality ensures trainees achieve expected competencies.

Several public and private BTVET institutions have been upgraded in recent years with government and international funding. Some are well-managed and resourced, able to deliver quality training. However, most of the more than 1,000 private and public BTVET institutionsfail to deliver training commensurate with required standards. One indicator is the low pass rate in BTVET examinations. About half of all registrants for UNEB BTVET examinations fail to pass their examinations. Results in DIT trade testing are slightly better, but also indicate severe problems particularly in modern occupations.

Better quality required better qualified BTVET instructors as well as better training infrastructure. Thephysical infrastructure of many institutions is dilapidated and inadequate for the number of enrolled students. Most workshops lack essential training equipment and tools. The BTVET system fails to provide adequate quality control. Further, BTVET institutions lack incentives to improve their performance. They are not held accountable for results.

2.3 ACCESS AND EQUITY IN BTVET

Access and equity refer to the opportunities of people to acquire needed skills through relevant training programmes. Equity means the extent to which all segments of the population , including females, persons with disabilities and other disadvantaged groups, have equal access to training.

Opportunities for skills training have been increasing. Enrolments in public BTVET increased by 25%between2007and2009. TheNon-Formal TrainingProgramme (NFTP) launchedby theMoES in2010also increased the number of Ugandans who acquired employment-relevant non-formal skills. New BTVET institutionscurrentlyunderconstructionin14districtswillcreatenewtrainingopportunitiesinpresentlyunder-served areas.

Still,relatively few school leavers – and fewer adults and dropouts – access organized training, especially throughformalBTVET.Publictrainingprovidersaccommodateonlyabout1%ofprimarysevencompleters,3%ofO’leveland7%ofA’levelgraduates.Evenifprivateprovisionistakenintoaccount,theselevelsstillfallfarshortofNDPtargets.TheNDPcallsfortheBTVETsub-sectortoenrol10%ofallP.7graduatesand30%ofO’levelcompleters.Ironically,manyBTVETinstitutionsoperatebelowcapacity.

ManygroupsdonotbenefitfairlyfromBTVETprovision.Inparticular,-

• Lowincomegroupstendnottoparticipatebecauseofhighfeesandhighopportunitycostscaused bylongtrainingdurations;• Thosewhodroppedoutbeforecompletingprimaryschool,almosthalftheyouth,werenot addressed at all until 2010when the NFTP was initiated. • FemalesaccountforonlyaboutonefourthofpublicBTVETenrolments,andareconcentratedin traditional female occupations.• Personswithdisabilities,around16%ofthepopulation,arevirtuallyexcludedfromtraining opportunities in the public system.• Adultshavefewavenuestoupgradeorlearnnewskills.• PersonslivinginKaramojaandtheNorthernregionshaveconsiderablyfeweropportunitiesto acquire skills through training programmes.


2.4 ORGANISATIONAL EFFECTIVENESS

Better skills development requires strong organization and management of BTVET. Important steps were accomplished in recent years, including restructuring of the MoES, strengthening of the DIT as a semi-autonomous body and especially expanding public-private partnerships. The Uganda Association of Private Vocational Institutions (UGAPRIVI)hasemergedasastrongprivatesectororganisation facilitatingskillsprovision.

However, the management of BTVET remains highly fragmented. Within the MoES sixteen directorates, departments, divisions and institutions are fully or partly charged with different BTVET functions. These include the DIT, the BTVET Department, DES, UNEB, NCDC, the Department of Higher and Vocational Education and Training, the Department of Teachers and Instructor Education and Training, and others. Other ministries and institutions are involved in managing their own BTVET institutions, and in policy development (e.g. theNationalPlanningAuthority–NPA).Manyof the involvedorganisationsandunitsare poorly resourced. Responsibilities between different players are often unclear and overlapping. Main decisions onBTVET aremadewithin theMinistry’s SWAp (sector-wide approach)mechanism,which isdominated by general education stakeholders and has only limited representation of BTVET interests. The expertise of core BTVET stakeholders, such as employers and business sector representatives, employee representatives, civil society as well as other sector ministries is not systematically used for BTVET planning, policy development and monitoring.

Additionally, public BTVET institutions lack authority to take action on their own. Governing bodies have considerable responsibilities, however key decisions, e.g. about training fees and budgets, require MoES approval. Decisions about training courses are in reality taken in theMinistry. Lack of authority stiflesincentives and results in a “dependency syndrome”, where institutions expect the central Ministry to solve theirproblems.Itdiscouragesinitiativeandinnovationatthelocallevel,andconstrainsflexibleresponsesto local market opportunities. This is reinforced by the lack of accountability in public institutions. Neither the BTVET Department nor governing bodies have performance agreements with institutional managers. Managers, instructors and governing bodies are not held accountable for training results. Good or poor examination pass rates do not lead to recognition, rewards or sanctions. Teacher absenteeism occurs widely without consequences for headmasters or teachers.

2.5 FINANCING AND INTERNAL EFFICIENCY

Shortage of funding is clearly among the binding constraints of BTVET development in Uganda. Resource constraints affect all levels of the BTVET system, including the regulatory structure and BTVET institutions. At BTVET institutions funding shortages result in low teacher salaries, out-dated equipment and facilities and unavailability of training material, all negatively affecting the quality and the image of BTVET. At the regulatorylevel,financialconstraintsleadtounderstaffingandslowimplementationofreforms,,suchasthedevelopmentofAssessmentandTrainingPackages(ATPs).

BTVETlacksdiversifiedsourcesoffunding.ThetwomajorsourcesofBTVETfunding,thepublicbudgetandprivatehouseholds(throughtrainingfees)facetightconstraints.TheshareofBTVETintheMoESbudgetisrelativelylowat4%.AlsopublicunitspendingislowevenbyAfricanstandards.PrivatefinancingofBTVETcontributes substantiallythrough fees in public and private institutions, but poverty and low household incomes limit the scope for increasing private contributions.


3 PRIORITY REFORMS AND INVESTMENTS

3.1 SKILLING UGANDA: THE PARADIGM SHIFT

The Strategic Plan is titled “Skilling Uganda”. The concept of “Skilling Uganda” denotes a paradigm shift for skillsdevelopmentinUganda(Figure1).TheBTVETsystemwillbetransformedfromaneducationalsub-sector into a comprehensive system of skills development for employment, productivity and growth. Instead ofeducationalcertificates,themainpurposewillbetocreateemployableskillsandcompetenciesrelevantin the labour market. Training contents will be aligned with skills requirements in the labour market. The new BTVET system will embrace all Ugandans in need of skills, not only school leavers.

Figure 1

This reform requires new thinking and new concepts for the way BTVET is planned, organized and implemented. It calls for a broader scope of BTVET in (i) stakeholder participation, particularly employers, (ii) target groups, including adults, disabled and out-of-school youth), (iii) occupations, and (iv) ministries, including agriculture, industry.

3.2 PRIORITY REFORMS

Fourmain policy and institutional interventions are critical for a successful BTVET reform: • buildingprivateparticipationinskillstraining; • creatingstrongBTVETorganizationandmanagementcontrolledbyallmajorstakeholders; • makingworkrequirementsthebenchmarkforallBTVETqualifications;and • reformingthesystemoffinancingBTVETtoachievelong-termsustainability.

Building private sector participation in BTVET

Thepublicsectorneedstofurtherstrengthenpartnershipsbothwithemployers(thedemandsideofskills)andprivatetrainingproviders(supplyside).Internationalexperienceshowsthateffectiveandrelevantskillsdevelopment systems invariably are built on strong alliances with employers and the business sector. Such

Main purpose

Target Groups

Delivery context

Management

Educationalcertificates

Skills and competenciesrelevant in the labourmarket

All Ugandans in need ofskills development

Flexible, workplaceoriented envronment

Public/privatepartnership

(Low achieving)school leavers

School system

Government

Paradigm Shift in BTVET


alliances involve joint efforts in policy development, planning, monitoring and quality assurance. However, equallyimportantarepartnershipsintrainingdeliveryandtrainingfinance.Until recently,Ugandanemployerswerebyand largepassivebeneficiariesof technical-vocational training.However, private firms show an increasing interest in skills development, and some sectors are planningindustry-driven initiatives to skills development. Notable examples include the construction sector and companies in the oil industry. The Plan explicitly welcomes such initiatives and seeks to support employer-based training initiatives with a favourable regulatory environment, appropriate incentives and specificprogrammes.

Under the Strategy private training providers, already with more than 1,000 institutions, will be supported to expand further to foster a market-led expansion of BTVET supply. Private providers (which include private commercial,faith-basedandNGO-runinstitutions)willreceiveaccesstoallsupportschemesofferedtoBTVETinstitutions, and will be assisted with public subsidies if they invest in under-served regions and build training supply in priority occupations.

Employers will be made an important part of the governance structures in the BTVET system, both at central and institutional levels. Employers, and the business community at large, know best what skills the market requires. They must become equal partners of government in policy development, planning, governance of the BTVET system and allocation of funds.

Creating strong BTVET organization and management controlled by all major stakeholders: building a unified organization for skill development

Taking into consideration international experience in other African countries and elsewhere, a new autonomous BTVET organisation will be established that integratesunder one roof currently isolated stakeholders and fragmented public BTVET managements. This will provide BTVET with the power to coordinate. Employers, representatives of the business community, employee representatives, civil society and other sector ministries will acquire a strong voice on skills development.

Making work requirements the benchmark for BTVET qualifications: expanding the scope of the UVQF

TheUVQFseeks toalignBTVETprogrammesandqualificationswith theneedsof the labourmarket. TheUVQFensuresthatemployersandindustryexpertsdefineoccupationalstandardsandtrainingcontent,Itisan antidote against supply-driven, academia-focussed formal training programmes, which failed to provide graduates with competencies and skills relevant to the needs of the labour market. All formal and (where possibleandappropriate)non-formalprogrammeswillbebasedonUVQFstandardstoensurethatallBTVETgraduates are equipped with employable skills. Completers will be assessed against these standards. This will facilitateupwardsprogressionwithintheBTVETsystem.Occupational-specificpartsofBTVETcurricula,forwhicheducationalcertificatesareawarded,willbebasedonUVQFstandards.

TheUVQFreformwillbeexpandedtoencompassdiplomaqualifications.Thisrespondstotheurgentrequestof employers to produce more diploma-level BTVET graduates with relevant practical skills. Curriculum development will be accelerated based on UVQF standards.

Reforming the system of BTVET funding

Under-fundingofBTVETcontributessignificantlytopoorrelevanceandlowquality.BTVETreformwillrequireadditional resources to improve the quality of training, build quality assurance, and increase access. The reformwillfailunlessthefoundationsarelaidatthestartforefficientandsustainablefinancing.


TheStrategicPlanaddressesfinancialsustainabilityintwoways:(1)linkingfinancialtransfermechanismstoperformance;hisisdesignedtoraiseinternalefficiency,andproducebetterresults;(2)diversifyingfundingsources for BTVET, notably through the introduction of a training levy and efforts to increase income generated by BTVET institutions.

3.3 PRIORITY INVESTMENTS

TheStrategicPlanidentifiesfivepriorityinvestmentstoachieveitsambitiousreformsinexpansionandquality:

(a) Investments to expand training outputs in critical sectors:

i. Expanding training in NDP priority sectors

Thecurrenttrainingsupplyisnarrowinscopeanddoesnotreflectskillsneedstosupporteconomicgrowth,modern technology and implementation of NDP investments. New needed programmes range from modern serviceoccupations(e.g.financialservices),specializedengineeringandconstructionprogrammes,energytechnologiestogreentechnologies.TertiaryBTVETneedstobereconfiguredtoincreasenationaloutputsintechnology programmes.

Atthemomentonly15%ofalltertiaryBTVETenrolmentisrecordedinTechnicalColleges.Trainingcapacityneeds to be expanded based on industry priorities and standards. Notably the oil industry and construction sector anticipates a significant demand for trained labour over the near to medium term. Industry hasindicated strong interest to support necessary skills development. Initiatives will start immediately to expand the relevant BTVET supply.

ii. Expanding and improving agriculture training

Employmentinagricultureaccountsfor70%oftotalemploymentinUganda.Thisshareisnotexpectedtodropsignificantlyinthenearfuture.Morethanhalfamillionnewlabourmarketentrantseveryyeararelikelytobeforcedfindworkintheagriculturalsector.

Agricultural production in Uganda is largely uncompetitive. Unacceptably high post harvest losses occur, and farm mechanization is low. Farmers lack modern production skills. Jobs in modern agri-businesses are often held by foreigners. For export promotion and import substitution, farmers need to diversify into new products and enterprises, which require skills that are presently unavailable.

In spiteof the importance of agriculture training has never been accorded appropriate attention. Enrolment in publicandprivateagricultureBTVETatalllevelsislow,accommodatingonlyaround4,600newtraineeseachyear.Trainingoffersareinsufficientlydiversifiedintermsofspecializations,unevenlydistributedthroughoutthe country andnot specific toneedsof different target groups.Programmesare generally of lowqualitycaused by inadequate resources.

The plan therefore envisages considerable investment in the expansion of the agricultural BTVET supply, rehabilitation and revitalization of training facilities, new and improved curricula and human resource development for instruction and management of training. The plan calls for more than 100 billion UGX to be investedinagricultureduringthe9-yearsplanperiod.

Agricultural training has long suffered from inadequate communication and coordination between the training system and the relevant agencies in agricultural development. Coordination and linkages between the MoES andtheMinistryofAgriculture,AnimalIndustriesandFisheries(MAAIF)andotheragriculturestakeholders


will be strengthened and institutionally established. Farm schools will be transformed into Agricultural Skills DevelopmentCentres(ASDC)withthemandatetotrainschoolleaversaswellasfarmersasneeded.Newandhigher-level institutions will have to be built, once the quality of existing institutions is improved. The transfer of farm schools from the MoES to the MAAIF will be considered to increase the relevance of agriculture training.

New standard and curricula will be developed to increase quality and relevance of agriculture training. The introductionofpostS4levelagriculturetrainingwillcloseanexistinggapinqualificationsandwillensurethatagriculture trainees have opportunities for educational progression.

iii. Skills for productivity in the informal sector

Uganda’s informal sector operates at low levels of productivity and employment has declined in recent years. Yettheinformalsectorremainsastrongholdofemployment,accountingforalmost60%ofnon-agriculturalemployment in Uganda. Increased productivity in the informal sector requires, inter alia, improved skills.

However, the BTVET system has largely neglected the training needs for informal sector employment. There is no systematic approach to skills development for people already in or expected to enter the informal sector. Much of the training is supply driven, not based on market assessments and only duplicates formal sector training at very low levels. Some effective programmes cannot be replicated due to lack of information exchange and resources.Trainingfortheinformalsectorislargelydonor-financedandthereforenotsustainable.

Recognizing the importance of micro and small enterprises for economic growth and employment generation, the Strategic Plan includes bold steps to expand training for the informal sector, improve its relevance and effectiveness and to make it an integral part of BTVET in Uganda. The Plan focuses on building targeted informal sector training based on the needs of local markets. It will invest in building the capacities of non-formal training providers. Regional centres will be established to facilitate communication, coordination and support networks. An Innovation Challenge Fund will be set up to stimulate new training approaches. Programmes will also expand and improve traditional apprenticeship training.

(b) Investment to raise the quality of trainingi. Strengtheningexisting BTVET institutions

Sub-standard BTVET quality contributes to the low image of skills training in Uganda and to low capacity utilization. Quality improvements in the training delivery are therefore a top priority of BTVET development over the next ten years.

Public investment in BTVET will address mainly the quality challenges by strengthening existing BTVET institutions. It will include rehabilitation and expansion of buildings and workshops, up-to-date training equipment and thorough human resource development. For this, the GoU will seek support from its developmentpartners.CentresofExcellence(CoE)willbesetupforcriticaloccupations.

After current projects are completed to establish new BTVET institutions, no new BTVET institutions will be built (exceptforexceptionalcases),untiltheexistingBTVETinfrastructureisraisedtointernationallycomparablestandards.

ii. BTVET instructors trainingThe plan also features bold investments to develop pre- and in-service instructor training. More instructors are requiredtoserviceplannedexpansion.BetterinstructorsarerequiredfitforthenewcompetencerequirementsforUVQFcourses.Thecurrentinstructorstrainingsystemwillbereconfigured,whichincludesacurriculumreform and the designation of new BTVET institutions as instructor training centres.


4 OBJECTIVES AND STRATEGIES

The Strategic Plan is meant to accelerate reforms and guide the rational use of investments. The 10-year Strategic Plan covers 2012/3 to 2021/2. The Plan aims at the following high-level development objective:

Ugandans and enterprises acquire the skills they need to raise their productivity and incomes.

The Strategic Plan contributes to the achievement of Uganda’s Vision 2025, more specifically the goals andobjectivesformulatedintheNationalDevelopmentPlan(NDP)2010/11–2014/15initschapters7.2to7.4,andtotheBTVETspecificobjectivesoftheEducationSectorStrategicPlan.

ThePlanhasfiveobjectivestoreachthedevelopmentobjective:

1. Raise the economic relevance of BTVET 2. Increase the quality of skills provision3. Provide equitable access to skills development4. AchievegreatereffectivenessinBTVETmanagementandorganisation5. IncreaseinternalefficiencyandresourcesavailabletoBTVET

The BTVET Strategic Plan is a full sub-sector plan, integrating existing and planned activities with new strategies to improve and expand skills development in Uganda.

4.1 OBJECTIVE 1: RAISE THE ECONOMIC RELEVANCE OF BTVET

Objective 1 clusters seven strategies aimed at making the BTVET system more relevant and responsive to labour market needs.

Achievement of the objective will be measured by the degree of satisfaction of employers with the competencies of BTVET graduates, and by the level and nature of graduate employment after training.

The individual strategies are geared to address the most urgent challenges: linking BTVET and the business community, gearing occupational standards and curriculato labour market needs, adjusting training provision to market needs of their clientele, and broadening training supply in occupations essential for the country’s development – including agriculture, the informal sector and emerging technologies.


TargetsObjective 1: Raise the economic relevance of BTVET

By 2020:70%ofemployerssatisfiedwithcompetenciesofBTVETgraduates80% of BTVET graduates entering the labour markethave found employment / self-employment generating sufficientincome

Strategy 1: Strengthen the role of the business community(includinginformalsector)andemployersinBTVET

Enhanced role of the business community and employers in BTVET

Strategy 2: Expand the coverage of the UVQF and accelerate its development

UVQF is the legally recognised and implemented frameworkforBTVETqualificationsuptoLevel5

Strategy 3:Makethetrainingsupplymoreflexibleanddemand-driven

BTVET institutions continuously adjust their programmes and curricula in response to changing needs of the labour market

Strategy 4: Boost BTVET supply in critical occupations Share of UTC graduates of all tertiary BTVET graduates increasedto40%by2020(baseline:15%in2008)At least 50% of all post secondary BTVET enrolmentcoversdefinedpriorityareas

Strategy 5: Expand and improve agriculture training Completers of agriculture BTVET increased to xxx by 2020

Strategy 6: Promote skills for productivity in the informal sector and for MSEs

Atleast70%ofparticipatinginformalsectorenterprisesconfirm that upgraded skills contribute to higherproductivity and raising of product quality

Strategy 7: Establish Labour Market Information System (LMIS)

LMIS regularly produced data and information for BTVET planning and career guidance


Strategy 1: Strengthen the role of the business community and employers in BTVET

Strong employer involvement is an essential ingredient in a relevant and dynamic system of skills development, as employers tend to know best what skills are needed. The Strategic Plan therefore seeks to deepen the partnership betweenemployers(andthebusinesscommunityatlarge),governmentandtraininginstitutions.Thiswillbuildonthe increasing interest of Ugandan employers in skills development and preparedness to play a more active role.

The Strategy has two sub-strategies:

1. Strengthen the role in BTVET planning and decision-making:

EmployersandotheractorsofthebusinesscommunitywillbeaddedinsufficientnumbersasmembersinthegoverningbodiesofallBTVETinstitutions.Thetargetisthatby201550%ofallmembersofgoverningbodies of BVTVET institutions represent employers and members of the business community. This will requireamodificationofregulations.

Employers will also represent a strong force in the governing board of the new skill development body once created. A stronger role in policy development, planning and monitoring of BTVET also requires capacity building of employers. Therefore, special capacity building programmes will be organised, and employer and business sector representatives will participate in all relevant study tours and other capacity building events for BTVET experts.

2. Strengthen employer-based training:

Training activities by employers will be supported, either in-house or delivered by external training providers. The GoU (including theMinistry of Finance, Planning and Economic Development) in cooperationwithemployers and their associations will design and launch an attractive incentive package, which may include tax incentives and cost-reimbursements once the training levy is set up.

Theprovisionofinternshipsiscurrentlynotsufficienttomeetthegrowingdemand.Togetherwithemployers,trainingauthoritieswilldevelopaplantoimprovetheavailabilityofinternships.Thiswillincludeaflexibleacademic calendar to ensure that internships can be provided year round. Furthermore, pilot programmes willbesupportedforthedevelopmentofpartnershipsintraining(e.g.dualtraining).

Strategy 2: Expand the coverage of the UVQF and accelerate its development

TheUVQFwith itsoccupationalprofiles,assessmenttoolsandtrainingmodules(compiledintheso-calledATPs)bases training contents on skills requirements of the real world of work. Its further development and systematic implementation is therefore key to improving the relevance of BTVET. Two sub-strategies will work towards this:

1. Clarify the conceptual framework for the UVQF and strengthen related management capacities:

ThehorizontalandverticalscopeoftheUVQFstillneedstobedefined,androlesandresponsibilitiesinassessmentclarified, to avoid costly duplication in curriculum development and assessment/certification. This requiresconsultationsamongstakeholders,includingemployers.Conceptualissuesstilltobeclarifiedinclude:

• TheinclusionoftertiaryBTVETqualificationsintheUVQFtoaddresstheneedforpractically orientedtechnician-leveltraining;• ThehorizontalscopeoftheUVQF,forexamplewithrespecttohealthprofessionsandothers;


• TheroleoftheUgandaBusinessandTechnicalExaminationsBoard(UBTEB)andotherexaminations boards(UNMEBandHAPEB)inassessment/certificationvis-à-vistheDIT;• TheprogrammestructureofformalBTVETprogrammes--duration,howtointegratetechnical educationwithUVQFstandards,andflexibleentryandexitthroughmodularisation.

The institutionalcapacitiesofDIT, instaffingandresources,willbesignificantlystrengthenedtoaccelerateATPdevelopment and to conduct wider ATP-based assessments. Technical sector committees of the ITC will be established to guide these processes.

2. Implement UVQF-based training throughout the BTVET system:

Resources will be provided to DIT for the development of competency-based training through ATPs for all relevant occupations. The target is to have ATPs in 200 occupations by 2015. By 2020, ATPs should form the basis of all formaltraininginUganda.ATPswillbegivenpriorityfornewoccupations(seeStrategy1.4)andagriculturetraining.EmployersandbusinessassociationswillbeinvitedtoleadATPdevelopmentintheirrespectiveoccupationalfields.

Assessment centres will be accredited, the test item bank further developed and substantial training provided for assessors. By the end of the plan all leavers of BTVET programmes will have access to UVQF assessment and certification.Curriculaforformaloccupation-specifictrainingwillberevisedtoUVQFstandards.

Strategy 3: Make training more flexible and demand-driven

The lengthy, narrow training supply is not responsive to changes in the labour markets and to skills people need. The introductionofmodular,competency-basedtrainingallowsformoreflexibilityandresponsiveness.BTVETinstitutionswill take initiative to introduce new programmes, adapt existing curricula and close or suspend programmes with low demand in accordance with market surveys. Governing bodies and managers of BTVET institutions will be offered training to improve their capacities to offer demand-responsive training. Capacity building programmes in market and training needs assessments will complement this. Institutions will be required to conduct tracer studies regularly for monitoring purposes.

The formal BTVET programmes will be restructured into shorter courses concentrated on practical work skills. . During the Plan period formal training programmes will be modularised to facilitate shorter training. All programmes will be based on occupational standards developed by employers under the UVQF.

Curriculum reformwill continue for post-secondary certificateanddiploma level programmes.Programswill beshortened by an average one year each with the introduction of competency-based modular training.

Post-primary Technical Schools and Community Polytechnics will be converted into Skills Development Centres (SDC). The centres will offer modularised programmes with flexible entry and exit points, along with short,community oriented non-formal training programmes. SDCs will target P.7 leavers providing options for both educational progression and employment. However, their mandate will also be to serve training needs for adults in the communities.

New curricula BTVET curricula will also emphasizethe so-called soft skills that are largely underdeveloped among the Ugandan workforce.


Strategy 4: Boost BTVET supply in critical occupations

The availability of workshop facilities and instruction staff, rather than needs in the labour market, dictate the kinds of training offered. New skillsare important to keep Uganda abreast with technological developments regionally and internationally, but have been neglected. Training and skills upgrading have not been provided for priority investments under the NDP. Labour market information indicates training needs in the ICT and hospitality sectors, forserviceprofessionalsathigherqualificationlevels(e.g.financialservices),inmetalandmachineryoccupations,construction technologies and machine operators, modern mechanics, and oil and gas technologies. Skills are also missinginenergyandenvironmental(green)technologies.NDPprioritiesfurthercallforare-adjustmentofhealthtraining to meet the country’s health targets.

The Strategic Plan will expand or create programmes to produce these critical skills. It will identify priority occupations based on market information and employer requirements. Training infrastructure will be adapted to accommodate newprogrammes.Enrolmentintechnologywillbesignificantlyexpandedattertiarylevel.

Immediatepriority will be to develop and put in place skills development programmes for the oil industry. At least 10,000 jobs can be created directly and indirectly during the initial phase of oil extraction in Uganda. The oil industry hasalreadyindicateditsinteresttodrivethetrainingprocessfromidentificationthroughdelivery.Thesectorhasthepotential to spearhead the implementation of the Strategic Plan by producing “quick wins” and produce examples for other key sectors.

Strategy 5: Expand and improve agriculture training

The range of training offers will be expanded in food processing, animal husbandry, agri-business and agricultural mechanization. Programmes will be modernized in accordance with CBET principles. Coordination between the MoES and the MAAIF will be strengthened. The option to transfer the existing farm schools to the MAAIF will also be explored. Activities under three sub-strategies include:

1. Establish, improve and expand facilities for agriculture BTVET:

Considerable resources will be invested to improve and expand the training infrastructure for agriculture training. Generally the Strategic Plan seeks to improve existing training facilities rather than build new ones, but agriculture is an exception. During the plan existing Farm Schools will be upgraded and converted into AgriculturalSkillDevelopmentCentres(ASDCs)withabroadermandateforagriculturetraining.Successdepends on solid coordination mechanisms between the MoES and the MAAIF.

TrainingfacilitieswillbeupgradedintheDistrictAgriculturalTrainingandInformationCentres(DATIC).Onenew ASDC will be built in Northern Uganda, currently undersupplied with agricultural training. Furthermore, the Bukalasa Agricultural College and the Fisheries Institute will be upgraded to Centres of Excellenceand new specialised departments established in all existing agricultural training centres. Eventually, new BTVET institutions for Veterinary and Food Science and Technology will be established.

2. Strengthen linkages of BTVET institutions with research, industry and farmers:

Linkages between BTVET institutions and research, industries and farmers will be strengthened, inter alia throughtheappointmentofaspecialliaisondeskofficerintheMAAIF.

3. Strengthencompetency-basedtraining(CBET)inagriculture:


ATPs will be developed for new agricultural occupations. New courses woll be facilitated through curriculum development and teachers training. These activities will benefit from the strengthened coordinationmechanismsbetweenMoESandMAAIF.NewstandardsandcurriculaneedtobedevelopedforpostS4agricultural BTVET to ensure that ASDC graduates have the chance for educational progression.

Strategy 6:Promote skills for productivity in the informal sector and for micro and small enterprises (MSEs)

Well-designed and targeted skills development programmes will be expanded for existing and potential MSE operators and informal sector workers. New markets, value chains and product innovations are essential for increased productivity. This requires capacity building of local training providers in business viability and training needs assessments. The strategy aims to unlock the potential of NGOs, CBOs, or business sector programmes, for example, as well as of traditional apprenticeship training provided by master craftspersons.

The Strategy embodies four sub-strategies:

1. Establish non-formal training as an integral part of the BTVET system:

Non-formal skills development will be recognized as a core segment of the national BTVET system. This requires an appropriate representation of informal sector representatives in all BTVET bodies, including the ITC and its technical sector committees, governing bodies of BTVET institutions as well as any future new governing BTVET body. Public allocations for non-formal training will be integrated into the overall BTVET budget.AspecialdeskofficerwillbeemployedintheBTVETDepartmenttoensureappropriateattentionto non-formal training.

2. Build human and institutional capacities among skills development providers in training for the informal sector:

Special competencies are required among providers to develop and deliver relevant, market-oriented skills development for informal sector employment. These competencies include conducting market and businessviabilityassessments(suchasidentificationofnewmarketsandproducts),programmeplanningand management, curriculum and training material development, and specialized instructional skills. Capacity building programmes will target managers of BTVET institutions, instructors as well as master craftspersons involved in traditional apprenticeship training.

3. Create information, cooperation and coordination networks:

Non-formal training initiatives need to be coordinated and cooperative networks developed locally . For this purposeRegionalSupportCentres (RSC)will be created in each region. These centreswill initiallytake the form of a special function in one selectedBTVET institution per defined region, chargedwithfacilitating necessary coordination and capacity building among non-formal skills providers. Establishing and maintaining an inventory of all providers in the region would be an initial task of the centres.

4. PromoteinnovationinskillsdevelopmentforMSEsandtheinformalsector:

Skills development for informal sector employment cannot follow a uniform approach, but must be tailored tospecifictargetgroupsandmarkets.Newdeliveryapproachesandpartnershipswithotherstakeholderscan raise the relevance, quality and cost-effectiveness of programmes. Successful programmes in other countriesmaybeadaptedtofitUganda.Skillsdevelopmentneedstobelinkedtotechnologyresearchandinnovation. An InnovationChallengeFund (ICF)will thereforebe created tohelpprovidersdevelop,pilotand evaluate new approaches to non-formal skills development. The purpose of the fund is to stimulate


innovation in skills development, and to findoutwhichapproachesworkwell inUgandaandwhichdonot.TheICFwillthereforespecificallyemphasizemonitoringandevaluationofsupportedprojectsandadiscussion on best practices in Uganda. Successful models will be funded throughout the country. The fund willalsofinancespecialprogrammesaimingatexpandingandimprovingtraditionalapprenticeshiptraining.

Strategy 7: Establish a Labour Market Information System (LMIS)

Market failure exists oninformation about demand and supply of skills. Labour market information is currently not systematically and regularly collected in Uganda. Available information is scarce and sketchy, especially on skill needs. Market information is needed to inform BTVET planning processes, and also to inform, guide and vocationally counsel those who have to make occupational choices.

The Strategic Plan therefore envisages setting up a BTVET-LMIS for Uganda. The conceptualization process will draw on international good practice and will be harmonized with the agreed joint initiatives of the EAC partner countries. Systemdesignandimplementationwillinvolverelevantstakeholders,specificallythebusinesssector,theMinistryofGender,LabourandSocialDevelopment(MoGLSD)andtheUgandaBureauofStatistics(UBOS).Itisnotproposedto transfer the current MoGLSD information system to BTVET, but to create capacities within the BTVET system to prepare needed labour market information for BTVET planning purposes. Such a function would consolidate, analyseand interpretexistingdata,analysefindings fromtracerstudiesand localmarketsurveysconductedbyBTVET institutions, as well as organise consultative processes with employers. The LMIS design therefore needs to provide for an operational system of interaction between central and local institutions for data collection and disseminationofinformation.ItwillbelinkedtotheBTVETManagementInformationSystem(MIS).

4.2 OBJECTIVE 2: INCREASE THE QUALITY OF SKILLS PROVISION

Quality improvements in Uganda’s training supply are a pre-requisite for improved relevance in the BTVET system. The Plan intends to raise quality by investing in instructors’ training, strengthening of BTVET infrastructure, andintroducing modern quality assurance systems.

4See Objective 4, Strategy 3.

Targets

Objective 2: Increase the quality of skills provision BUVQF assessment pass rates increased to 90% by2020

Strategy 1: Strengthen institutional capacities of BTVET providers

At least 250 public and private BTVET institutions upgraded by 2020

Strategy 2: Better production and deployment of instructors/tutors

Number of active BTVET instructors increased to xx by 2015 and to xx by 2020

Strategy 3: Introduce better quality assurance systems for public and private BTVET providers

Quality assurance system in place in line with regional standards and practices

ThemainmeasureofsuccesswillbeincreasedpassratesofBTVETcompletersinnational(UVQF)assessments.


Strategy 1: Strengthen institutional capacities for BTVET provision

The Strategic Plan envisages considerable investment in the rehabilitation, revitalization and improvement of the existingtraininginfrastructure.However,improvingthetraininginfrastructurealonewillnotsufficetomaketrainingbetter. Better physical infrastructure must be accompanied by better institutional planning, human resources and curricula and training materials.

Throughouttheplanatleast40publicBTVETinstitutionswillundergocomprehensiveinstitutionalstrengthening.Selectioncriteriaincludegeographicalspreadandpriorityoccupationalfieldsforskillsdevelopment.Developmentofthe oil industry in Uganda will be given immediate priority. In view of limited capacities within Uganda, the Government of Uganda will seek external assistance. Partnership arrangements with leading vocational and technical institutions in other countries would be preferred.

Further, a BTVET Investment Fund will be set-up to be accessed by private and public BTVET providers on a competitive basis based on institutional development plans. The Fund will provide resources for expansion or rehabilitation, for human resource development and new programmes based on labour market needs. The fund is designed to stimulate initiatives from the grass roots. It would require self-assessment and initiatives by institutions to improve quality.Thedesignof thenew fundwillconsider lessons fromtheGermanKfW-financedmodelof thePPTP/IP-BTVET.

Aconcept forCentresofExcellence (CoEs)willbedevelopedbasedonexperiences inothercountries.CoEsareplaceswhere technical expertise (experienced staff, assisted by outside experts) is concentrated for particularoccupations. The CoEswill be located close to the relevant industries and labour markets to facilitate a close relationship between training and the world of work. Where possible, CoEs will be managed by or in cooperation with industry(orindustryassociations).Cooperationwillbeexploredintheconstructionindustry,whichhasexpresseditsdesire to foster skills development in its sector.

All public and several private BTVET institutions will receive support during the plan period to upgrade their ICT facilities in order to introduce ICT-based training and improve training management. This will be based on a strategy to introduce “E-BTVET” in Uganda.

Strategy 2: Achieve better training and deployment of managers and instructors by reforming qualifications and recruitment practices.

Theshortageofskilledinstructorsisabindingconstraintforqualityimprovement.Institutionshavemajordifficultiesin recruiting and retaining sufficient qualified instructors. The shortage will become evenmore acute with theexpansion of CBET in accordance with UVQF standards and the expansion of non-formal training, both of which emphasize practical instruction. The Strategic Plan addresses this challenge with three sub-strategies. These are further elaborated in the Plan for Development of BTVET Instructors and Health Tutors for the BTVET System in Uganda.

1. Raisetheoutputcapacityofinstructortraininginstitutionsandbuildinganappropriatequalification system for BTVET instructors:

Lead institutions will be selected for pre- and in-service instructors training and comprehensive institutionalcapacitybuildingundertakentoraisetheoutputofwell-qualifiedBTVETinstructors.These lead institutions include Nakawa VTI, JinjaVTI, Abilonino CPIC and Mulago Health Tutors Training Institute. Another institution to be developed into a lead institution for in-service training willbeidentified.Amajorchallengeatthestartwillbetodevelopacorpsofcompetentandqualifiedmaster trainers.


The curricula of the technical teachers’ education are biased towards theoretical and pedagogical education. They lack emphasis on acquisition of practical skills and are not appropriate to instructor requirements in the new CBET training system. They will be revised and harmonised with the new Vocational Training Instructionqualificationsdevelopedunder theUVQF.Theaim is tocreateoneunifiedBTVET Instructorsqualificationsystemformingthebaseofbothpre-serviceandin-serviceinstructorstraining.

2. RaisetheavailabilityofcompetentandqualifiedBTVETinstructorsandtutors:

Theaims is to increaseenrolment inBTVET instructortrainingby10%annuallyandwidentherangeofoccupational areas in line with labour market priorities.. Major efforts will also be undertaken to upgrade theexistingcorpsofBTVETinstructorstomakethemfitforCBETtraining.Thetargetistoupgradeupto500 existing BTVET instructors annually by 2015. A Incentives and rewards will be developed and launched to increase the attractiveness of the BTVET instruction as a profession. Funds have been set aside to kick-start incentive schemes for BTVET instructors.

3. Deregulate recruitment and improve the working conditions of BTVET instructors:

The current recruitment system of BTVET instructors does not allow skilled practitioners to be used as instructors, even with evident shortages. The Strategic Plan therefore envisages revisiting the recruitment criteria to allow such practitioners to join BTVET institutions as instructors. Furthermore, industries and hospitals will be encouraged to second staff for part-time teaching in BTVET institutions. Appropriate incentives will be put in place.

Strategy 3: Install better quality assurance systems for public and private BTVET providers

Systematic quality assurance is largely absent at the moment. The MoES inspection system lacks resources and technical expertise to address quality issues at BTVET institutions. Private training institutions are not addressed by public quality assurance. Private providers account for the bulk of skills training in Uganda, but most are not registered withtheMoES.Thecurrentsystemofofficiallicensingandregistrationisburdensomeandoverlycentralized.Theregulatorybarriersmakeitdifficultandcostlyforinstitutionstocomply,particularlythoseawayfromKampala.TheStrategic Plan addresses quality assurance with two sub-strategies:

1. Introduce an accreditation system for BTVET providers:

In cooperation with UGAPRIVI, a new accreditation system will be developed and launched based on the evaluation of models and experience in other countries. This system will encourage private providers to seek formal recognition and support institutions to raise quality and training standards. Electronic accreditation procedures will be introduced to lower costs and increase accessibility. UGAPRIVI will play a key role in implementing the accreditation process and will be provided public funding to do so. The initial objective is tobringprivatetrainingsupplyintoquality-assuredmainstreamBTVET;lateraccreditationwouldalsocoverpublic institutions.

2. Introduce an internal quality management system in BTVET institutions:

An InternalQualityManagement (IQM) systemwill bedevelopedandgradually introduced forUgandanBTVET institutions. Quality management in training institutions seeks to deliver training services that meet customer expectationsbetter, more consistently and more cost-effectively. Quality management encompassescustomer focus, leadership, involvement of people, process approaches, systems of management, decision-making and relationships with beneficiaries and stakeholders. The introductionof quality management will require design work based on experiences in other countries. Intensive management training will be provided.


4.3 OBJECTIVE 3: PROVIDE EQUITABLE ACCESS TO SKILLS DEVELOPMENT

The Strategic Plan addresses the need for increased access by supporting additions to training supply and by providing trainees with scholarships and bursaries. The main strategy to increase available training places is to stimulateexpansionofprivateprovision.Targetedpoliciesandprogrammeswillreducefinancialbarrierstoaccessoflearnersfrompoorfamilies,femalelearnersandpersonswithdisabilities(PWD).

Targets

Objective: Increase equitable access to skills development

Number of BTVET graduates increased to 450,000annually,with50%femaleparticipationrate

Strategy 1: Increase access to formal and non-formal BTVET through public subsidies

At least 650,000 learners in formal and non-formal BTVET programmes assisted through bursaries and scholarships by 2020

Strategy 2: Expand private training provision Enrolment in private BTVET institutions increased by at least10%annuallyEnrolment in private BTVET institutions in Northern region and Karamoja increased to xx

Strategy 3: Support and expand public BTVET supply X number of public BTVET institutions receive base funding

Strategy 4: Create awareness about BTVET career patterns

Career guidance and vocational counselling leads to improved training and career choices of learnersReduced drop-out rates

Strategy 5: Enhanced participation of disadvantaged groups to skills development

Enrolment of disadvantaged groups increased differentiated by target group matched by baseline data

Strategy 1: Ensure access to formal and non-formal BTVET

UndertheStrategicPlan,anincreasingnumberofyouthwillbeassistedfinanciallytoattendrelevantformalandnon-formal skills development.

The non-formal training programme, launched in 2010 with an initial intake of around 15,000 trainees, will become aregularpublic-fundedprogramme.Thetargetistoincreasethenumberofbenefittingyouthfrom25,000in2012to40,000 in2015. Theprogrammewill continue to inviteBTVETproviders to request funding for employment-oriented short courses targeting mainly youth with different educational background. The range of training providers eligible under this programme will be expanded to also include NGOs, business development projects and private companies. Non-formal courses in the Northern regions and Karamoja will be supported through special quotas. The initial implementation of the non-formal BTVET programme in 2010 was not without problems. Often, training offers were supply driven. There is no evidence as yet whether and to what extent the programmes supported youth in their way into employment and self-employment. Interventions under Strategy 1.6 comprising capacity building of non-formal BTVET providers, measures to improve coordination and cooperation, as well as the Innovation Challenge Fund will assist improving non-formal training and making it relevant to labour market contexts.


The number of school leavers sponsored under the UPPET programme and through Window 1 at post-secondary level toattendBTVETprogrammeswillbeexpandedby10%annually.40%ofalllearnersinformalBTVETprogrammeswill receivefinancialsupport tostudy.Capitationgrantswillbegradually increased to reach fullactualcostsby2020. From 2013 onwards, scholarships under the capitation grant scheme will be replaced or complemented by a bursary scheme accessible to needy students.

Strategy 2: Expand private training provision

The expansion of private training supply is the core strategy to increase enrolment in the BTVET system. Private BTVET providers include private commercial training institutions, faith-based training institutions, training run by NGOs, CBO and projects.

The expansion of private training provision has been a successful strategy for increasing the training supply in many countries.Privatetrainingproviderstendtobemarketoriented,moreflexible,moreresponsiveandmoreinnovativecompared to public providers, e.g. in launching new programmes. Expansion through private training providers would relievemuchofthefinancialburdenongovernment,inparticularfordevelopmentcosts.

The Strategic Plan will develop a comprehensive policy and strategy for support of private providers in cooperation withUGAPRIVI.Aninventoryofformalandnon-formalprivatetrainingproviders isanessentialfirststeptowardssuch a policy.

Instruments that will be considered include:

• Reductionofregulatorybarriersforprivatetrainingprovidersandsimplifyingregistration/ accreditationprocedures;• Incentivesforinitiatingandexpandingprivateprovision,e.g.throughmatchinginvestmentgrants, introductionofredeemablevouchers,etc;• AccesstoallsupportschemesofferedtoBTVETinstitutions.

Special incentives will be provided for investment to introduce or expand BTVET in under-served areas such as the Northern region and Karamoja, and in high demand occupations.

Strategy 3: Build and resource public BTVET supply

Fourteennew Technical Institutes will be established under existing loan agreements with OPEC Fund for International Development (OFID)andSaudi Fund forDevelopment (SFD) inHoima,Kamuli,Masaka,Mukono,Nakasongola,Namutamba, Pader, Yumbe, AmuriaAdjumani, Bukedea, Kiboga, Lyantonde and Kyenjojo districts.

All public BTVET institutions will receive funding initially to cover salaries of BTVET instructors. To increase incentives for BTVET institutions to improve capacity utilization, institutional funding will gradually be changed to a performance-based funding formula, based on actual enrolment. It is expected that the new funding formula will be introduced from 2015 onwards.

Strategy 4: Create awareness about BTVET

A public campaign will be launched to inform the public about job chances and BTVET options so as to improve the largely negative image of BTVET in the Ugandan public.

With the exception of a few private providers, there is no career guidance and vocational counselling in Uganda. During


the plan period, a strategy will be developed for the systematic introduction of career guidance and counselling. The strategywilldefinetheroleofdifferentpartners,includingschools,BTVETinstitutionsandgovernment,andwillforlong-term implementation.

In addition, programmes will be introduced at primary school level to make school children appreciate BTVET careers as alternative progression pathways.

Strategy 5: Enhance access of disadvantaged target groups to skills development

A major thrust of the Strategic Plan is to increase access of disadvantaged target groups to relevant skills training. Thestrategyisdividedintothreesub-strategies,eachdefiningspecificinstrumentsforthethreemaintargetgroupsaddressed,i.e.youthfrompoorhouseholds,girlsandpersonswithdisabilities(PWD).

1. Promote access of disadvantaged groups through bursaries:

Direct costs for fees, coupled with the indirect – i.e. opportunity – costs, prevent low income groups from attending training institutions. The current scheme to subsidize trainees, i.e. the capitation-grant-based scholarship scheme, is based on merit and tends to discriminate against students from disadvantaged families. The merit-based scholarship system will be replaced or complemented by a scheme of bursaries accessible to students from low-income families. A concept will be worked out for fair and reliable means testing,drawingonexperienceinothercountriesandincooperationwiththeJointAdmissionBoard(JAB).Thepilotintroductionofdemand-sidefinancing,usingavoucherscheme,willbeconsideredduringtheplanning.The bursary scheme will also provide for preferential access for poor students from the Northern regions andKaramoja,forexamplethroughspecialquotas.Theintroductionofbursarieswillbecompletedby2014.

2. Promote female participation in BTVET:

Females make up only one-fourth of the total enrolment in formal BTVET, and they are concentrated in a few female dominated occupations. The training environment in many institutions is often not suitable for girls. Hostels are lacking, sanitary facilities are often not appropriate. Sexual harassment is reported to be prevalent. The Strategic Plan therefore foresees to develop and implement a Gender in BTVET Strategy. The Gender Strategy will include a national gender awareness programme, improvement of hostel facilities for girls, special assistance in job placements, strict policies on sexual harassment and abuse. Special incentives or quotas for girls may be introduced in the bursary scheme, described above. BTVET institutions willberequiredtooperationalizetheGenderinBTVETStrategyininstitution-specificmeasures.

DITwillprioritizethedevelopmentofATPsinthoseoccupationsthatarespecificallyattractiveforwomen,until at least35%of all available training programmes fall under this category of occupations. FemaleBTVET graduates will be given preferential access to BTVET instructors training to increase the share of female instructors in the BTVET system.

3. Enhance access for persons with disabilities:

PWD are barely represented in the mainstream BTVET system because of inadequate facilities and absence of special programmesand trained instructors.So farPWD,whoconstitute some16%of theUgandanpopulation, have been targeted mainly by NGOs. To address the gap, an integration strategy will be developed to mainstream interests of PWD in skills development. PWD compatible facilities will be introduced in selectedBTVETinstitutions.Specificemployment-orientedskillsdevelopmentprogrammesforPWDwillbeinitiatedthroughtheInnovationChallengeFund(seeObjective1,Strategy6).


4.4 OBJECTIVE 4: ACHIEVE GREATER EFFECTIVENESS IN BTVET MANAGEMENT AND ORGANIZATION

The implementation of the envisaged key reforms in skills development requires strong organization and management of BTVET. Presently the BTVET management is fragmented. It lacks focussed direction and incentives to increase performance. The Strategic Plan therefore foresees the establishment of an integratedmanagement body for BTVET, devolution of administrative power to training institutions while introducing accountability, and building a management information system dedicated to skills development.

Targets

Objective: Achieve greater effectiveness in BTVET organization and management

BTVET reform implementation progressed in line with BTVET Strategic Plante

Strategy 1: Consolidate BTVET functions in an integrated body for skills development

The integrated skills development body manages the BTVET system in line with labour market requirements

Strategy 2:Devolve authority to public BTVET institutions and make them accountable for performance outcomes

Better performance of training providers in use of resources and successful graduation of trainees. IncreasedinstitutionalefficiencyshownthroughtheMIS

Strategy 3: Establish an effective BTVET management information system (MIS) and BTVET sub-sectormonitoring system

Updated management information informs BTVET sub-sector monitoring

Strategy 1: Consolidate BTVET functions in an integratedorganization for skills development

A consultative process will be carried out to explore possible options to create anintegrated organization for skills development. . The purpose is to give skills development a stronger weight in Uganda, to overcome fragmentation in the public management of BTVET and to allow different public and private stakeholders to participate in the decision-making on BTVET.Preferably, the organization should be an autonomous body. The possibility to create an authority for skills development is one of the options to be further explored. The envisaged body should combine all major functions in the BTVET management under one roof. These functions include policy-making, standard-setting,assessmentandcertificationandotherqualityassurancefunctions,information,monitoringandevaluation,accreditationoftrainingproviders,financingandpossiblythemanagementofpublictraininginstitutions.Itwouldthus incorporate functions of existing organisational units in the MoES (DIT, DES, BTVET Department, UBTEB and otherexaminationbodies)andpossiblyofotherministries.

Amainjustificationfortheestablishmentofanautonomousbodyistoinvolvestakeholders,especiallyemployers,in the direction and evaluation of the training system. A single body with comprehensive responsibilities can consolidate fragmented organizational units and achieve economies of scale in performing the various functions, thus potentially reducing the overall resource requirements for BTVET management.If placed outside the normal government bureaucracy, the body can respond more quickly to changing conditions in the labour market. By involving diverse stakeholders the body can broaden the scope of attention to all forms of skills development and wider target groups, rather than narrowly focusing on youth in schools. If placed outside the civil service, it could provide incentives and build professional capacity to oversee skills development. In addition, an independent status could help raise the image of skills development and counter the prevailing negative attitude towards technical-vocational training.


Different organisational options will need to be evaluated and analysed, which will include an assessment of experience in other African countries that have introduced similar bodies. Design issues to be addressed include mechanisms to:

• Ensurethatemployersandotherstakeholdershavesufficientinfluenceandtaketheirrolein

governanceseriously;

• Ensurethatthebodyisheadedbya“champion”,arecognisedleaderforskillsdevelopmentinthe

country;

• Guaranteethenecessaryindependenceinthemanagementoftheskillsdevelopmentbody;

• Avoidunclearduplicationsandfunctionsofthenewbodyvis-à-vistheMoESandotherministries;

• ClarifytherolesoftheMoHandthenewbodyinhealth-relatedBTVETtoensurehighqualityand

expandinghealthtraining;

• Ensurethatthebodyissufficientlystaffedwithappropriatelyqualifiedandmotivatedexperts;

• ManagepublicBTVETinstitutionseffectively.AkeyquestionwouldbewhetherpublicBTVET

institutionsshouldbemanagedunderthenewbody-whichcouldraiseissuesofconflictofinterest

inthelongrun-orremainwiththeircurrentparentministries(e.g.theMoES);

• Ensurethatthebodycanacteffectivelyatthelocallevel.Thismayincludeconsiderationstocreate

regional branches, as done, for example, in Tanzania.

The conceptual discussion will encompass a wide range of stakeholders. It will include an in-depth analysis of the performance, strengths and weaknesses of the existing institutions involved in BTVET. Transferring DIT into the newunifiedbodyforskillsdevelopmentmaybeoneoption.Oncethenewbodyisconceptualizedandagreed,newlegislation will be required. The actual establishment of the body is planned for the second phase of the plan period. Institutional development requires considerable building of staff capacity. After its establishment, the new bodymay assume the major responsibility for the implementation of this Strategic Plan and the further BTVET development .

Strategy 2: Gradually devolve authority to public BTVET institutions and make them accountable for performance

Lack of authority and accountability at the level of public BTVET institutions limits their performance and the market relevance of their training.. Authority will be devolved gradually to BTVET institutions, starting with pilot arrangements at selected colleges. The legal and regulatory environment will be amended to enable such devolution.

Devolution will involve two aspects:

1. Decentralization of authority to BTVET institutions:

Ultimately, BTVET institutions will be self-governed, able to set their own fees and budgets, receive funds andsubsidiesfromthecentre,hireandfireteachingandotherstaffwithinsomeflexiblenationalnorms,andintroduceorchangetrainingprogrammesinresponsetomarketneeds.Thefirststagewilldevelopand pilot the administrative changes in selected colleges. Necessary legal amendments, for example with respect to staff management,will be addressed after evaluation of the pilot phase.

Devolution of authority will be linked to the establishment of an IQM system and the creation of a new accreditation system.

5For more information see Annex 4 on national training authorities.


2. Introduction of instruments to increase accountability of BTVET institutions:

Greater authority requires that institutions and their governing bodies be held responsible for results. This requires the development of targets and institutional strategic plans against which to monitor institutional performance. Performance measures will be developed, such as pass rates of trainees, or management related indicators such as cooperation with industry. Governing bodies and central authorities will have performance contracts with managers of institutions.

Incentives for increased performance will be created, including linking budget allocation to results, publishing examination results of institutions, rewarding managers and staff for good performance, and sanctions for poor performance.

Strategy 3: Establish an effective management information system and sub-sector monitoring system

Timely information is essential to support planning and monitoring of the training reform. However, no effective management information system exists for BTVET. The development of a BTVET-MIS system will therefore be a priority. It will systematically capture public and private training provision, and will be integrated with the LMIS. The BTVET-MIS will be among the core functions of the new organization for skills development. Until this is established, theBTVETmoduleintheEducationManagementInformationSystem(EMIS)willbeupgraded,anddatacollectionimproved.

4.5 OBJECTIVE 5: INCREASE INTERNAL EFFICIENCY AND RESOURCES AVAILABLE FOR BTVET

Overcoming past neglect and implementing the above reforms inevitably requires additional resources. Adequate and sustainable resourcesneed to be ensured for training delivery and for quality assurance. The Strategic Plan identifies two long-termstrategicdirections: (1)managingexisting resourcesmoreefficiently,and (2)mobilizingadditional resources.

Strategy 1: Increase the efficiency of BTVET provision through results-oriented transfer mechanisms

Efficiencycanbeincreasedbyraisingtheoutputforagivenlevelofresources,orbyreducingcostsforagivenlevelofoutputs.Someofthereformstrategiesoutlinedbeforewillalsoincreaseefficiencyinthetrainingsystem.Amongtheseare,forexample,theshorteningoftrainingdurations,theincreaseinflexibilityinorganizingtrainingprogrammes,andtheintegrationofmanagementfunctionsundertheumbrellaofaunifiedbodyforskillsdevelopment.

TargetsObjective: Increase internal efficiency and resources available for BTVET

Unit spending of BTVET institutions increased compared to baselineBTVET management functions adequately resourced

Strategy 1: IncreasetheefficiencyofBTVETprovisionthrough results-oriented transfer mechanisms

Cost effectiveness indicators improved compared to baseline

Strategy 2: Increase resources available for BTVET Domestic funding levels of BTVET gradually increased to regional average by 2020

Strategy3:EstablishaSkillsDevelopmentFund(SDF) BTVET funding managed by SDF


The way funds are transferred can be as important as the amounts. The Strategic Plan calls for the systematic introduction of competition and performance-criteria in the transfer of funds from the central level to BTVET institutions. Allocating funds by competition and performance will stimulate higher enrolment, more responsive training and more emphasis on strategic institutional management.

Budget allocation to BTVET institutions will be linked to performance results. Currently, institutional base-funding is provided through payment of staff salaries. This funding mode is not related to the actual number of trainees enrolled or to other indicators of institutional performance. It furthermore discriminates against those institutions thatencounterdifficultiestoattractteachers,for instancebecausetheinstitutionis locatedinaremotearea.Anew funding formula will therefore be developed and gradually implemented based on actual performance, thus stimulating institutional initiatives to improve results. As a starting point, allocations should be based on the number of trainees enrolled. More outcome-oriented indicatorsmay be introduced at a later stage, for example trainee completion rates, exam pass rates and success of graduates in securing employment .

Strategy 2: Increase the resources available for BTVET through income generating activities of public BTVET institutions and the introduction of a training levy

TheresourcebaseoftheBTVETsystemneedstobeincreasedanddiversified.Dependingonthetypeandleveloftraining, annual unit cost of between 1.5 and 3.5 million UGX have to be calculated to deliver training at acceptable standards. Costs involved in non-formal basic level skills development are estimated at around 350,000 UGX for a threemonthsprogramme.Privatehouseholdsbearaconsiderableshareof trainingcosts,at least45%.Lowaveragehousehold incomes limit thescope for furtherburdeninghouseholdswithextra costs to financebetterquality training. Tthe low capacity utilization in many training institutions can be explained largely by the training fees that are unaffordable by many potential users.

The Strategic Plan seeks to develop two additional sources of income for BTVET.

1. Increase income of public BTVET institutions through income generating activities:

Public training institutions will be encouraged to increase income generating activities as a supplementary income source. Such activities may include: sale of items produced during training, services such as car repairor runninga restaurant,contractwork (e.g.construction),saleofagriculturalproduce, rentingoffacilities, organization of special courses, and others.

Currently public providers have considerable discretion in generating income at the institution level, but appear to under-estimate the importance of this source of income. Based on EMIS data, income generated fromthesaleofproductsandservicesonlyaccountto0.2%-2.1%oftotalexpenditures.Experienceinothercountries(e.g.theBotswanabrigades)suggeststhatuptoaboutone-fourthoftotaltrainingcostscanberecoveredfromincomegenerationactivities.Apartfromfinancialreturns,incomegeneratingactivitiescanalso link the institution better with local markets and stimulate a business culture.

Means to stimulate a more pro-active approach to income generationinclude management training, experience sharing among training institutions – inside and outside of Uganda – and possibly matching grants for investment projects funded by own income. Institutional governing bodies will need to play a key role in monitoring income generating activities, to ensure that attention is not distracted from training delivery and that institutional activities do not distort local markets.

6See Annex 5 for more information about financial transfer mechanisms


2. Introduce a training levy:

The introduction of a training levy, stipulated in the BTVET Act of 2008 but put on hold, will be reconsidered.

Training levies can effectively expand the resource base for training, as experience in at least 62 countries worldwide shows. A levy system can also encourage enterprises to invest more in training, and can help counter the fear of poaching in those enterprises that train their workers.

During the initial years of the plan period, considerable efforts will be made to facilitate consultative processes about the design of the levy system, in particular with employers and the business community in Uganda. Questions that need to be answered include:

• Howtoensureagreementofemployerstothelevy,whichisimportanttoensurecompliance;

• WhetherUgandaneedarevenue-generatingtypeoflevy,wherebyallproceedsareusedto

supplement public BTVET resources, orrather a levy-grant scheme, which reimburses training

coststothoseenterprisesthatareinvestingthemselvesintraining;Amixedtypemaybean

alternative, as in South Africa.

• Therateofthelevyandthetargetedfirms(sectorsandsize).

• Appropriatecollectionmethodsareappropriate,andwhocollectsthelevy;

• Ensuringthatlevyproceedsaresecuredfrommismanagementandre-allocationtonon-intended

uses;

• Eligibleusesforlevyproceeds;

• Howtoensureindependentdecision-makingstructurethatprovidesforastronginfluenceof

employersintheuseoftheproceeds;thegovernanceofthelevysystemisamongthemost

important issues, in particular the question of autonomy of the fund administration and of the role of

employers in the governance structures. Managing the levy system through the suggested new integrated

organization for skills development may be an appropriate solution.

• Howtoexemptanyexistingsector-widelevysystemssothatemployersarenotburdenedtwice.

Once the design is decided for the training levy, the legal framework will be revised and an appropriate

institutional arrangement established .


Strategy 3: Establish a Skills Development Fund

ASkillsDevelopmentFund (SDF)willbeestablished.TheSDFwillpoolallpublic resourcesavailable forBTVETin Uganda including the income from the training levy, allocations from the public budget, contributions from development partners and other income. The fund will fund training provision, to resource special support and development programmes and to fund the new organisational set-up for BTVET management.

As experience in other countries show , the fund will be instrumental to:-

• Involveemployersandfostercollaborationamongstakeholdersinfundingdecisions;• Channelresourcestolabourmarketpriorities;• Enhancequalitythroughperformanceconditionsplacedonrecipients(e.g.accreditation,institution developmentplans);• Induceefficienciesthroughcompetitionforfinancing;• Focusresourcesonneglectedgroups,suchassmallenterprises,women,unemployed;• Havetheflexibilitytoredirectresourcesquicklyasprioritieschange;• Facilitateresourcemobilization,includingresourcesfromdevelopmentpartners.

7See Annex 6 for more information about training levies.8See Annex 7 for more information about training funds.


PublicresourcesrequiredtoimplementtheBTVETStrategicPlanoverthefiscalyears2012/13to2021/22areestimatedat2001billionUGX,or870millionUSD.Recurrentcostsamountto55%,anddevelopmentcoststo45%.The estimates represent full sub-sector costs to government .

Table 1: BTVET Strategic Plan – Total Estimated (public) Costs

Phase I2012/3-2015/6

Phase II2016/7-2021/2

Total 2012-2021

UGX(’000000)

USD(’000)

UGX(’000000)

USD(’000)

UGX(’000000)

USD(’000)

Total Recurrent 316952 137 805 781359 339721 1098311 477526Total Development 385 701 167696 516784 224689 904485 392385Grand Total 702 653 305 501 1298143 564410 2000796 869911

Source: Strategic Plan estimates, see Annex

Table 2 presents estimated costs by objective. Table 2 shows that the access policy goal requires most of the recurrentresources,i.e.67%duringthefirstphaseand74%onaverageinthesecondhalfoftheplanperiod.Themajor share of development resources will fund increased quality of training provision. Most of the latter is related to the rehabilitation and capacity building of existing BTVET institutions and increased efforts in instructors training. Themajorshareofdevelopmentcostsforrelevance(Objective1)isallocatedtodevelopagricultureinfrastructure.

Figure 2

9The plan envisages the establishment of three new entities, namely the unified BTVET management body, the training levy and the National Training Fund. All three institutions are expected to become operational from the beginning of the second Plan Phase in 2015/16. Recurrent costs of these institutions during the second phase are not yet included in this Plan. More design work that clarifies inter alia the relationship between the new with currently existing institutions is necessary to realistically estimate the financial implications of the new institutional set-up. It can be expected that the envisaged integration of management responsibilities within one unified body will lead to economies of scale, hence more management efficiency.

5 COSTS AND FINANCING

516,784

781,359385,701

385,701

Recurrent and Developmetn Costsby Phase

Development

Recurrent

2011-15 2015-2020

1,400,000

1,200,000

1,000,000

800,000

600,000

400,000

200,000

0


Table 2: BTVET Strategic Plan Cost Estimates by Objective, in ‘000 000 UGX and % of total

Phase I Phase II2012-13) 2013/14 2014/15 2015/16 Total 2016/7-

/2021/2Recurrent:

Objective 1: Relevance 16 777 20 573 23334 25434 86 118 160 226

Objective 2: Quality 5799 6 683 7493 8409 28 385 58 700

Objective 3: Equitable Access 35922 44886 54995 66408 202 210 560793

Objective4:ImproveMgmt 60 60 60 60 240 1640

Objective 5: Enhance Financing

Total Recurrent 58 558 72 202 85 882 100 310 316952 781359

Development:

Objective 1: Relevance 49657 22743 16 787 24362 113549 52411

Objective 2: Quality 40348 43725 46861 47151 178 085 449884

Objective 3: Equitable Access 24491 30443 30329 1985 87248 6955

Objective4:ImproveMgmt 406 677 913 2943 4940 5 660

Objective 5: Enhance Financing 554 225 460 641 1 880 1 875

Total Development 115456 97813 95351 77 082 385 701 516784

Grand Total 174014 170 015 181 232 177392 702 653 1298143

In %

Recurrent:

Objective 1: Relevance 28.7 28.5 27.2 25.4 27.2 20.5

Objective 2: Quality 9.9 9.3 8.7 8.4 9.0 7.5

Objective 3: Equitable Access 61.3 62.2 64.0 66.2 63.8 71.8

Objective4:ImproveMgmt 0.1 0.1 0.1 0.1 0.1 0.2

Objective 5: Enhance Financing

Total Recurrent 100.0 100.0 100.0 100.0 100.0 100.0

Development:

Objective 1: Relevance 43.0 23.3 17.6 31.6 29.4 10.1

Objective 2: Quality 34.9 44.7 49.1 61.2 46.2 87.1

Objective 3: Equitable Access 21.2 31.1 31.8 2.6 22.6 1.3

Objective4:ImproveMgmt 0.4 0.7 1.0 3.8 1.3 1.1

Objective 5: Enhance Financing 0.5 0.2 0.5 0.8 0.5 0.4

Total Development 100.0 100.0 100.0 100.0 100.0 100.0

Source: Strategic Plan Cost Assessment


5.1 Recurrent CostsTheestimatedrecurrentBTVETbudgetforthefiscalyear2012/13is58.6billionUGX,increasingto100.3billionin2015/16,oranincreaseof71%duringthefirstfouryears.Theplannedincreaseistheresultoftwofactors:(1)enrolmentgrowthinbothformalandnon-formalBTVET,and(2)increasedpercapitafundingnecessarytoensurequality improvements.

About40percentoftherecurrentbudget,433billionUGX, isearmarkedforcapitationgrantsandbursariestosupport school leavers attending formal BTVET programmes. The cost estimates for formal BTVET programmes are based on enrolment projections as demonstrated in the graph overleaf. The projections envisage an increase in enrolmentinformalBTVETfrom42000to103000in2021/22,anannualenrolmentgrowthrateof10%.

Table 3: BTVET Strategic Plan –Recurrent Costs, in ‘000 000 UGXTotal Phase 1:

2012/3-2015/6Total Phase II:

2016/7-2021/2

In% In%UVQF implementation: DIT operational costs, assessment incl. UNMEB

82 118 25.9 152047 19.5

Supporttonon-formaltraining(RSC,NFPgrants) 51 370 16.2 107 250 13.7

Capitation grants/bursaries for formalBTVET 92033 29.0 341038 43.6

InstructorsDevelopment(Trainingandincentives) 28376 9.0 58 657 7.5

Institutionalbase-funding(salariesforpublicBTVETinstitutions)and BTVET Department

60127 19.0 115 805 14.8

Other 2928 0.9 6 562 0.8

Total recurrent 316952 100.0 781359 100.0


TheStrategicPlanenvisagesanincreaseincapitationgrants(orpercapitabursaries).Thecurrentcapitationgrantlevelsofbetween432,000and600,000UGXperyear/learneraregrosslyinsufficienttomeettrainingcosts.Anincrease is necessary to improve the quality of training delivery, and to avoid the imposition of extra fees on students with scholarships. The grant projections assume that capitation grants will gradually reach the cost-recovery level by 2021/2, i.e. 1.5 million UGX for post primary BTVET, 2.1 million UGX for post O’level programmes and 3.2 million on average for tertiary BTVET. These assumptions are based on estimates from the MoES BTVET Department and may be revised after results from the unit-cost assessment are available.

Thecalculationalsoassumesthat40%oftheentireformalBTVETstudentpopulationwillbeprovidedwithapublicscholarship.Thisassumptionreflectscurrenttargets.Itmaybereconsideredandraisedto100%atalaterstage,inthe light of new universal secondary education policies.

10Compare the calculation in Annex 8-3.11Enrolment estimates quoted here only refer to enrolment in the public formal BTVET system, i.e. those that are relevant for public finance. Total enrolment, including enrolment in the private provider system and in non-formal training programmes, are expected to rise from 206 000 in 2011/12 to 448 000 in 2019/20. See also enrolment projections in Annex 8.


The enrolment targets for formal BTVET are set lower than previous targets indicated in the NPD and the Revised ESSP.TheseplansstipulatedatriplingofpostP.7enrolment,andatargetof30%BTVETenrolmentoftheentirelearnerpopulationatpostS.4andpost-S.6levels.TheNDPandESSPtargetswouldhaveincreasedtotalformalBTVETenrolmenttosome420000learnersannually,whichwouldhavetranslatedintoanannualfundingcommitmentof390billionUGXforcapitationgrantsonly.Thedownwardadjustmentofenrolmenttargetsensuresanincreaseinpublic per capita spending while keeping the resource requirements at reasonable levels during the early years of the BTVET reform .

The envisaged curricular reform, which foresees a reduction of the training duration at all levels, will increase the intake capacity of the formal BTVET system at constant enrolment levels. The graph shows that a doubling of the enrolment between 2011 and 2020 represents an increase of the total annual intake from 15 000 2011/12 to 61 000in2019/20.AssumingthatduringthefirstphaseoftheplanperiodthepostP.7programmeswillgraduallybeconverted into modular courses with one year duration on average, the total intake at this level is expected to rise by 540%.Theexpectedincreaseis220%forBTVETatpostS.4levelsand185%atpostS.6level.

Figure 3

The projected increases in enrolment will require more teachers in both in public and private institutions. The plan estimates that the number of teachers in the public system and the enrolment in instructor training institutions will havetoincreaseby10%annually.InordertocreateincentivesforskilledtechnicianstojointheBTVETinstructionprofession, the cost estimates assume that capitation grants/bursaries will be paid to every learner enrolled in BTVET instructors/health tutors training institutions. An additional budget line of 62 billion UGX has been set aside for funding extra incentives for BTVET instructors on top of their regular salaries.

The Strategic Plan is committed to broaden the target groups of the BTVET system beyond the traditional school leaver group of the previous system. Servicing new target groups requires deliberate approaches to non-formal skillsdevelopment.Suchnewgroupsincludeout-of-schoolyouth(withorwithoutprimaryschoolcertificate),adults and women, and those in the workforce needing skills upgrading. The Strategic Plan integrated non-formal BTVET into the public BTVET portfolio. The cost estimates in the plan foresee a total allocation of 160 billion fornon-formalBTVET,anincreaseofpublicnon-formaltrainingfrom20,000in2010/11to40,000in2015and60,000by2016.Non-formaltrainingaccountsforanaverageof15%ofthetotalrecurrentbudget.


5.2 Development CostsThemajorshareofthedevelopmentexpenditure,35%duringthefirstand82%duringthesecondphaseoftheplan period, is earmarked for rehabilitating and strengthening the existing network of BTVET institutions (without agriculture),bothpublicandprivate.Thisincludesarrangementsforcomprehensiveinstitutionalstrengtheningforselected public institutions, preferably in partnership with leading technical institutes abroad and with the support of considerable international technical assistance. Development costs include the establishment of Centres of Excellence, rehabilitation and expansion of physical facilities, modernization of equipmentand workshops, staff development including overseas training of instructors, support to curriculum development and development of training and learning materials, and management capacity building. The estimated costs also include the BTVET Investment Fund, which will allocate grants for institutional strengthening to public and private BTVET institutions onacompetitivebasis.Itisexpectedthatupto40institutionswillreceivegrantsupportundertheInvestmentFund every year.

Table 4: BTVET Strategic Plan – Investment Programmes

Phase I:2012/3-2015/6

Phase II:2016/7-2021/2

% %DIT strengthening, ATP development 8 160 2.1 5 563 1.1

Curriculum development, capacity building BTVET institutions 14331 3.7 13 007 2,5

Expansion/Improvement of agriculture BTVET 82 226 21.3 20 022 3.9

Skills for productivity 6 681 1.7 12 305 2,4

LMIS 1610 0,4 1 065 0,2

Institutionalstrengthening(rehabilitationofBTVETinstitutions) 135199 35.1 416875 80.7

BTVET instructors development (institutional strengthening and in-servicetraining)

40413 10.5 31319 6,1

Expansion of private training provision (subventions for new investmentsandothers)

4954 1,3 5 765 1,1

Establishment of new public BTVET institutions (existing loan agreements)

80500 20.9 0,0

MIS 3292 0.9 2 300 0,4

Skill development body 1030 0,3 2463 0,5

Levy system 867 0,2 835 0,2

Skill Development Fund 516 0,1 543 0,1

Other 5922 1.5 4723 0.9

Total development 385 701 100,0 516 785 100,0



Aboutonefifthoffirstphasedevelopmentcosts,or102billionUGX,areallocatedtodevelopagriculturetraining.Much of this will be borne by the MAAIF. This includes selected new training facilities, the substantial rehabilitation and upgrading of existing institutions under the MoES and the MAAIF.

OnefifthoffirstphasedevelopmentcostsisalsoearmarkedfortheestablishmentofnewBTVETinstitutionsunderexisting loan agreements. From 2015/16 onwards, no further investment in new public institutionsis expected. Instead,incentives will be established for the expansion of the private provider network, i.e. matching grants. Currently, some 11 billion UGX have been budgeted for support and incentives to private provision. This allocation may rise once the development plan for private providers is approved.

Another major line in the development budget is earmarked for the implementation of the instructors development strategy, in particular for the rehabilitation and expansion of instructors/tutors training institutions.

ThedevelopmentofnewATPs,theestablishmentofasufficientassessmentinfrastructure,aswellascurriculumdevelopmentwillrequire41billionUGXovertheplanperiod.Thisinvestmentisessentialforre-orientingthetrainingsupply to market requirements and to complete the UVQF reform. Most of the curricula for the formal BTVET system need to be revised or developed anew.

Aconservative19billionUGXhasbeenallocatedforthefurtherdevelopmentofnon-formaltraining,servingnon-traditional target groups and aimed at supporting productivity improvements in the informal sector. Development funds in the second phase aremainly earmarked for resourcing the Innovation Challenge Fund(ICF). The fundis important to stimulate new, innovative modes of non-formal skills development. The ICF will also support the development and expansion of training for PWD.

Fundsarealsoallocatedforconsultativeandanalyticalprocesses,designandinstitutionbuildingofthenewunifiedbody for skills development, the training levy system, the Skills Development Fund and other systems and institutions envisaged during the plan, for example accreditation, IQM and others.

5.3 Funding GapThe currently projected budget for BTVET under the ESSP underestimates actual requirements. Unit costs, for example, are based on the present low expenditure level that caused severe underfunding of BTVET institutions. Resource requirements for the rehabilitation of existing BTVET infrastructure and for the development of a competent corps of BTVET instructors were also underestimated.

Consequently, the funding gap is substantial between requirements for the BTVET Strategic Plan and allocations forBTVETundertherevisedESSP(2010Revision).Forthefirstfouryearsoftheplanperiod,coveringthecurrentMTEF,thetotalfundinggapamountsto424billionUGX,60%ofthetotal.Forrecurrentexpenditure,thefundinggapincreasesoverthefouryearsfrom50%in2012/13to56%in2015/16,whilethegapinthedevelopmentbudgetdecreasesfromahigh77%in2012/13to51%in2015/16.Overall,thegapdecreasesoverthefouryearsfrom68%to54%.


Table 5: BTVET Strategic Plan – Total Cost 2012/3 to 2015/6 (UGX ‘000 000)

2012/13 2013/14 2014/15 2015/16 Total Phase I

BTVET Strategic PlanRecurrent 58 558 72 202 85 882 100 310 316952Development 115456 97813 95351 77 082 385 702Total 174014 170 015 181 233 177392 702654ESSP Expenditure Projections for BTVET including development partnersRecurrent 29120 36490 36990 44320 146920Development 27040 31 650 34860 37910 131460Total 56 160 68140 71 850 82 220 278 370Funding GapRecurrent 29438 35 712 48892 55990 170 032Development 88416 66 163 60491 39172 254242Total 117854 101 875 109383 95162 424274Funding gap in %Recurrent 50.3 49.5 56.9 55.8 53.6Development 76.6 67.6 63.4 50.8 65.9Total 67.7 59.9 60.4 53.6 60.4

Source: Revised ESSP of 2010.

Option for closing the funding gap include:

• IncreasingpublicallocationtoBTVET.ClosingthefundinggapwillrequireincreasingtheshareofMoESspendingforBTVETfrom4%-5%to12.6%in2012/3and9.2%in2014/5basedoncurrentprojections.

• In view of the importance of skills development within Uganda’s overall development framework,

development partners - among them the World Bank, the Governments of Belgium and the Netherlands - may consider supporting the investment programme.

• Initscomprehensiveapproachtoskillsdevelopment,thestrategiesoftheplangobeyondthetraditionalformal BTVET under the education sector. The plan serves development interests of other sectors, notably agriculture, health, trade, tourism and industry. Part of the total costs will therefore be borne by government sectors other than education.

• Justoverhalfof theestimatedrecurrentexpenditure isrequiredtoexpandenrolments in formalBTVETprogrammes (capitation grants, teacher salaries). Enrolment at fixed levels of public expenditure maybe increased by channelling more funds through private BTVET providers, and by shifting parts of the BTVETsupplytowardscooperative(dual)trainingandenterprise-basedtraining.Thelatterwouldrequireadedicated approach to the policy of strengthening employer-based and dual training.

• TheStrategicPlanenvisagestheintroductionofatraininglevy,whichmaybecomeasignificantadditionalrevenue source for the BTVET system from 2015/16 onwards. Further investigation to estimate potential levy proceeds is necessary and will be part of the conceptual and design work in preparation of the training levy. The current cost and expenditure estimates are not offset yet by potential levy proceeds.

Operationalprioritieswithintheplanwillbedefinedincasefundinggapsremain.


6 OPERATIONAL PLAN FOR SKILLS DEVELOPMENT

6.1 MANAGEMENT.

BTVET is under the purview of the MoES. As such, the MoES, with its different organizational units involved in BTVET, has the main responsibility for the implementation and monitoring of the Strategic Plan within its current procedures for planning, budgeting and annual reviews. Other ministries and stakeholder are involved and assume responsibility for selected strategies. The matrix in Annex 1 depicts the organisations and stakeholders expected to drive the implementation of the individual strategies.

The Strategic Plan, however, goes beyond the previous mandate of the MoES. It calls for increased attention and investment in skills development for target groups beyond the realm of formal education. It envisages deepened partnerships with the private sector and with other government ministries. Parts of the planned investments will beborneunderotherministries’budgets(e.g.agriculture)orbyprivateproviders.ThebroadenedmandateoftheBTVETsector,andtheneedforbroaderpartnerships,isreflectedintheproposedintegratedorganisationforskillsdevelopment in Uganda. The new body would become the owner and main implementer of this Strategic Plan.

6.2 IMPLEMENTATION PLAN.

Annexes2-4presentadetailedimplementationplanincludingtargets,activities,phasingandoutputs.

6.3 REFORM TASK FORCE

A BTVET Reform Task Force will be formed to oversee the implementation of the Strategic Plan until the new integratedskillsorganizationisestablished.TheOfficeofthePresident/OfficeofthePrimeMinisterwillappointtotheTaskForceeminentpersonalitiesandexpertsinthefieldsofskillsdevelopment,economicandbusinesssectordevelopment and social equity. The Task Force will be comprised of members from the private and public sector. Private sector representatives will comprise at least half of the members of the Task Force. Responsibilities of the Task Force include:

• Commissioningandoverseeing theconceptualprocessand legalwork for theestablishmentof thenew

integratedorganizationforskillsdevelopment,thetraininglevyandtheSkillsDevelopmentFund;

• Commissioningandoverseeingtheconceptualanddesignworkonotherreformprocessesinlinewiththe

StrategicPlan;

• Facilitatingtheprocessofsettingstrategicprioritiesinaccordancewiththeresourceenvelope;

• Facilitationandcoordinationofthepreparationofconsolidatedannualworkplansofthedifferentactorsin

theimplementationoftheStrategicPlan;

• MonitoringoftheStrategicPlanImplementation,whichincludesthedevelopmentofamonitoringsystem.

The Task Force will be supported by a BTVET Reform Secretariat comprising a small number of high-level BTVET experts recruited on a contract basis. The Task Force and its Secretariat will function until the unified skillsdevelopment body is established.

The Reform Task Force has been budgeted separately. As shown in Table 6, it is estimated that the task force will requirea totalUGX3900million (USD1.68million) toaccomplish its taskover thefirst fouryearsof theplan


period. This covers meeting costs of the Task Force, national and international technical assistance to facilitate the work as well as operational costs. The calculation assumes that two national full-time staff will be employed in the secretariat of the Task Force assisted by about eight months of international expertise annually.

Table 6: Estimated costs of the Reform Task Force 2012/3 to 2015/6 (in ‘000 000 UGX)

12/13 13/14 14/15 15/16 Total (inUSD)

Task Force 150 150 150 150 600 260 870Technical Assistance (national andinternational)

748 748 748 748 2992 1 300 870

Secretariat Operational Cost 128 48 48 48 270 117391Total 1 026 946 946 946 3 862 1679130

6.4 MONITORING AND EVALUATION

BTVET sub-sector monitoring has been weak. Yet thorough monitoring is an essential management tool to strengthen skillsdevelopment.SystematicmonitoringofBTVEToutcomeswillbe introduced for thefirst time.Anumberofbaseline studies will be carried out in the set-up of the monitoring system.

The overall responsibility for monitoring and evaluation of the Strategic Plan and the BTVET development rests with theReformTaskForce,untiltheunifiedbodyforskillsdevelopmentisformed.

TheStrategicPlan(seeAnnex1)definesindicatorsforallobjectives,strategiesandoutputs.Theseserveasguidesuntil the comprehensive monitoring system is built. In the process of developing the monitoring system, the initial indicatorswillberevisedandquantified,meansofverificationestablished,baselinestudiesidentifiedandcommissioned, and data collection responsibilities and methods set. Substantial responsibilities for data collection will rest with the BTVET institutions in form of market assessment and tracer studies. A coordination structure for data collection and analysis between the different levels of the BTVET system will be established.

At objective level, the following indicators are suggested:

Objectives Suggested Indicators1 – Make BTVET relevant 70% of employers satisfied with competencies of

BTVETgraduatesby202080%ofBTVETgraduatesentering the labour market have found employment/self-employment generating sufficient income tomake a living by 2020

2 – Increase quality of skills development UVQFassessmentpass rates increased to90%by2020

3 – Increase equitable access NumberofBTVETgraduatesincreasedto450,000annually,with50%femaleparticipation

4–Improve effectiveness in management and organization

BTVET reform implementation progressed in line with Strategic Plan

5–Increase internal efficiency and resources available for BTVET

Unit spending of BTVET institutions increased compared to baseline BTVET functions adequately resourced and costs per graduate decreased.


ANNEXES


4

ANN

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ANNEX 2: BTVET STRATEGIC PLAN 2011 – 202012 : OBJECTIVES, STRATEGIES, OUTPUTS AND TARGETS

Development Goal for the BTVET Sector:Business Technical Vocational Education and Training ensures that Ugandans and enterprises acquire the skills they need to raise productivity and income

Overview of Objectives:

1.Make BTVET relevant to productivity development and economic growth

2.Increase the quality of skills provision

3.Increase equitable access to skills development

4.ImprovetheefficiencyinBTVETmanagementandorganisation

5.IncreaseinternalefficiencyandresourcesavailableforBTVET

12Note: the Government subsequently decided that the Plan period should be 2012/3 to 2021/22. The dates in the annexes have been converted yet to this new schedule.11Responsibilities of the BTVET Department, the Department of Teachers and Instructors Training (DTIT), DIT and other ministerial management units will be shifted to the unified management body once it is established.


ANNEX 3: BTVET Strategic Plan 2011 – 2020 : OBJECTIVES, STRATEGIES AND OUTPUTS WITH IMPLEMENTATION SCHEDULE

Development Objective:Business Technical Vocational Education and Training ensures that Ugandans and enterprises acquire the skills they need to raise productivity and income

Overview of Objectives:

1.Make BTVET relevant to productivity development and economic growth

2.Increase the quality of skills provision

3.Increase equitable access to skills development

4.ImprovetheefficiencyinBTVETmanagementandorganisation

5.IncreaseinternalefficiencyandresourcesavailableforBTVET

14Note: the Government subsequently decided that the Plan period should be 2012/3 to 2021/22. The dates in the annexes have been converted yet to this new schedule.


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ANNEX 5: NOTES ON TRAINING AUTHORITIES

National Training Authorities

Characteristics– National training authorities are becoming increasingly an institutional mechanism of choice to promote demand-driven training. Such authorities exist in much of Latin America, and have been increasing in Anglophone Africa. ExamplesoftrainingauthoritiesintheregionincludetheBotswanaTrainingAuthority(BOTA),theNamibiaTrainingAuthority(NTA),theIndustrial-VocationalTrainingBoard(IVTB)inMauritius,TEVETAinZambiaandinMalawi,VETAin Tanzania, and Workforce Development Agency in Rwanda.

The common characteristics of training authorities is that they are independent of government ministries, are governedbytri-partiteboards,andoftenincludetrainingfundsfinancedbypayrolllevies.Thedegreeofemployerinvolvementvariesgreatly.Madagascar(IDAfunded)10ofthe12membersontheBoardoftheNationalCouncilforTechnicalandVocationalTraining(CNFTP)wereemployers.InCoted’Ivoire(FDFP)andKenya(NITC)employersmadeuponethirdofthemembershipoftri-partitebodies.InTanzania(VETA)only2of11membersofthemanagementboard are employer representatives. In Brazil – SENAI the service is controlled entirely by employers without worker representation. In Singapore’s WDA employers have a near majority (7 of 15 positions, including both Chair and Vice-Chair)comparedwiththreepositionsforunionrepresentativesandfourforgovernment.

The functions of training authorities vary, but may include the following:1. Market research on skills requirements2. Policy development*3. Strategic planning4. Developmentofoccupationalandtrainingstandards5. Development of curricula6. Assessment&certificationoftrainees7. Regulation of training providers8. Monitoring and evaluation of training9. Informationdissemination10. Financingoftraining;and11. Management of training institutions*.

*In some cases training policy and management of training delivery are functions retained by government ministries.

Rationale for Training Authorities1. The main reason to establish an independent training authority is to involve stakeholders, especially employers,

in directing and evaluating the training system. This cannot be done easily while TVET is the responsibility solely of government. Under exclusive government control employers tend to be

16An alternative to separate, independent national training authorities could be training boards or councils. However, training boards have met with mixed results. One type of board is thecommittee or council that operates only in an advisory capacity. In Ghana, attempts to set up a national overseer body for training in 1990 led to the establishment of the NACVET, a largely advisory body within the Ministry of Education that does not have separate legal status. A recent World Bank project completion report found that the NACVET still lacked legal authorityover the actors in the field more than a decade after its establishment. In Kenya, the National Industrial Training Council is purely advisory and has little real impact. It has presided over an on-going deterioration in public provision of training. Following a controversial start, the new NSA in South Africa has been allocated a purely advisory role.(Johanson and Adams 2004 and Ziderman 2003, p. 76).


marginalizedandhavelittleincentivetoparticipate.Experienceselsewhere(Singapore,Brazil,Madagascar)suggest that major employer participation is key to success in orienting vocational training to the kinds and quality of skills required in the job market.

In turn, greater employer involvement in all aspects of the design, management and delivery of training pays dividends – it enables better links with the labour market – matching training to employment needs. (In contrast, a common problem with school-based systems of TVET under ministries is that they tend to operate andcontinue tobefinanced in isolation from the labourmarket.) Inaddition,anemployer role insystemdirectioncouldhelpstimulategreateremployerfinancialcontributionstoskillsdevelopment.

2. Responsiveness. Another major reason to establish independent training authorities is flexibility andresponsiveness – by being outside the normal government bureaucracy training authorities can respond more quickly to changing conditions in the labour market.

3. Consolidation and coherence—A single training authority can consolidate fragmented units and achieve economies of scale in performing the various functions. It can combine relevant government agencies into one body at the central level for more coherent policymaking and allocation of public funds. In addition, it could better address cross-sectoral issues and requirements. And located outside any Ministry it could avoid vested interests of sectoral training infrastructure.

4.Comprehensiveness.Anotherreasonforaconsolidatedtrainingagencywouldbetobroadenthescopeofattention to all forms of skills development and all types of providers, i.e. not just pre-employment training in public institutions, but enterprise-based training in the modern sector and in the informal sector.

5. Professionalism. Being outside the civil service a training authority could potentially offer higher salaries and thereby attract, retain and motivate high quality staff. It could build the professional capacity and incentives necessarytomanagetheTVETsystemproperly.Itcouldestablishmoreefficientandaccountableprocedures.Thus, a training authority could become a force for revitalization and expansion of skills provision.

6. Training markets. A training authority could become an intermediary to help stimulate a training market. Promotion of private (non-government) training – can be done more readily/easily by an independentorganization with private participation.

7. Status. Independent status could help raise the image of skills development counter the prevailing negative social attitude towards technical-vocational training.

Risks, Lessons and Design Considerations. 1.Ensuresufficientauthority.Nationaltrainingauthoritiesmustbevestedwithrealauthority.Toooftenthesebodies lack teeth and are essentially consultative to the relevant minister. Such organizations, despite their value, do not radically improve matters unless they can make decisions and control the allocation of resources. Lessons: The training authority should be independent. The autonomy of these bodies also helps preserve their pluralism. Employers and unions should select their own Board members.

2. Avoid unclear division of authority and responsibilities. Often government ministries maintain some residual responsibility for TVET once a training authority is established. In some cases, e.g.

17Routine administrative tasks can be effectively carried out hierarchical bureaucratic structures and processes, such as rules and standard operating procedures under routine administration of general education programs. These are termed “mechanistic” approaches. However, effective training organizations require high degrees of adaptation to uncertain, changing labor markets and clienteles, or “adaptive” management. (Middleton, Adams and Ziderman, Skills for Productivity. World Bank, 1993, 274-276.)


TEVETAinZambia,thislackofclarityledtoprotractedtensionsandunproductiveconflict.Thelessonhereunderlines the need for crystal clear division of authority and responsibilities between the training authority and any residual ministerial functions.

3. Ensuresufficientemployer representation- Balanced representation is critical to thesuccessofNTAs,especially the weight of employers in governing bodies. In Tanzania, only 2 employers sit on the 11-member VETABoard. InMadagascar, the Conseil National de la Formation Technique Professionnelle (CNFTP) hasan employermajority (10 of 12 seats). In Côte d’Ivoire and Zambia, employers represent one-third of themembers.IntheIVTBinMauritius,theprivatesector(employers)hasa50percentshareingovernance.Unlessemployersaregivensufficientpowerinthedecision-makingprocess,trainingmaynotbeadjustedtoservetheskills needs of the business community. In addition, it is important that employer representatives have close and frequent contact with their membership. Bureaucrats in employer organizations do not ascertain labour trends in industry automatically. The experience of other countries shows that balanced representation is criticaltothesuccessofnationaltrainingstrategies(seebox).

Lessons: Employers should have a major role in direction of the training authority. If one thing could be done to ensuretheeffectiveness,thiswouldbeit.Experienceelsewhere(Brazil,Singapore)suggeststhatemployerswilltake training seriously if they have major stake in it, i.e. a direct majority role in direction of the system. In addition, consideration should be given to ensuring a non-government Chairman of the Board, and the post should be held for a minimum of three years and not rotate among stakeholders. Moreover, it is essential that employers be equal partners in designing any training authority.

Box, Employer-Owned and Managed Training in Brazil

Experiences in Brazil, one of the earliest countries to adopt levy-financed training authorities,underscore the importance of ownership and employer participation. The chronic gulf between sup-ply and demand is bridged by giving full control of training to its users, The National IndustrialApprenticeship Service (Serviço Nacional de Aprendizage Industrial [SENAI] was created in the 1940s and operates under the pwnership of the Federation of Industries. SENAI was followed by four other sector-specific services aimed at, respectively, commerce SENAC), rural areas (SENAR), small enterprises (SEBRAE), and transport (SENAT). All the institutions operate under the same basic structure and legal framework. The industries tax themselves to fund their training programs. A 1 percent levy on the payroll funds the training operations, and the chambers of employers run the institutions with full independence and under private sector statutes. All five institutions have evolved in separate directions. SENAI maintains a network of 500 training institutions and trains 2 million workers a year. SENAR and SEBRAE were first created as government bureaucracies, but this led to inefficiencies, lack of responsiveness and flexibility, and political spoils. They were recreated more recently with ownership, management, and budgets given to the respective employer associations.Because training markets had already been developed in the country, both SENAR and SEBRAE opted to buy training in the market rather than establish their own training institutions, SENAT, the most recent offshoot of SENAI, with the same rules and legal framework, took an entirely different path for delivery of training. It created an extensive network for training via satellite for more than 1,000 firms throughout the country.


4. Avoidconflictsof interest-potentialconflictsof interestarisewhen the trainingauthoritybothprovidesfinancingandowns(manages)itsowntraininginstitutions.TanzaniaandMauritiusillustratetheproblemofconflict.Tanzania’sVocationalEducationandTrainingAuthority(VETA)isfinancedthroughatwopercentpayrolltaxonformalsectorenterprises.TherevenuefinancesmainlytheoperationsofVETAitself–theadministrationand the functioning of its training centres. The more than 700 private training providers outside the VETA systeminthepastreceivedonlyfivepercentofthetotallevyrevenue.Aprivatetrainingmarketexists,butitisnotencouragedordevelopedthroughVETAbecauseVETAtakescareofitsowninstitutionsfirst.SubsequentstructuralchangesinMauritiushaveeliminatedtheconflictofinterest.TheIndustrialVocationalTrainingBoard(IVTB)wasinitiallyaprovider,afacilitatorandaregulatoroftraininginMauritius.However,experienceshowedthatthethreerolesofIVTBcouldgiverisetoconflictsofinterestandwereinconsistentwiththeprincipleofgood governance. It was decided in 2001 that the IVTB would concentrate on its role as provider of training. In 2002,theroleofregulatorwastransferredtotheMauritiusQualificationAuthority(MQA).Theroleoffacilitator(designandmanagementof the levygrantscheme)wastransferredto theHumanResourceDevelopmentCouncil(HRDC)in2004.

However, there are no guarantees that a training authority would in fact be better than arrangements under agovernmentministry.ADANIDAevaluationofitsassistancetotrainingauthoritiesinTanzaniaandZambiapointed to the complexities and difficulties involved in establishing national training authorities. Enablinglegislationwasdelayed inZambiaand itwasdifficult to“createaneworganizationalculture” inTanzania.DANIDA indicated that the new national training bodies were a considerable improvement over the purely advisory boards that they replaced; however,most did not function as effectively as envisaged. EmployerrepresentationwaslimitedinTanzaniaandsustainablefinancingwasnotassuredinZambia.

Sources:John Middleton, Arvil Van Adams and Adrian Ziderman. 1993. Skills for Productivity. World Bank.

Indermit Gill, Fred Fluitman and Amit Dar. 2000. Vocational Education and Training Reform: Matching Skills to Markets and Budgets. ILO and

World Bank.

Adrian Ziderman. 2003. Financing Vocational Training in Sub-Saharan Africa. World Bank.

Richard Johanson and Arvil Van Adams. 2004. Skills Development in Sub-Saharan Africa. World Bank.


ANNEX 6: NOTES ON FINANCIAL TRANSFER MECHANISMS

Financial Transfer Mechanisms

Thewayfundsaretransferred(financialtransfermechanisms)canbeasimportantastheamountstransferred.Funds can be transferred in ways to provide incentives to achieve TVET policy objectives. Such mechanisms typically do not require additional resources.

Ad hoc funding. In public training institutions funds are typically transferred based on last years’ budget, negotiations and available funds, that is, based on previous history. This is often augmented by across-the board incremental budgetincreases.Thissystemoffinancialtransfersisrootedinthestatusquo.Fewornoperformanceconditionsareattachedtothetransfers.Themajorshortcomingsofadhocfundingarelackofincentivesto(1)promotegreaterefficiencyor(2)adapttolabourmarketneeds.Adhocfundingencouragescomplacencyamongtrainingproviders.Salaries and budgets are received regardless of performance. Training provision remains static and supply-driven. Instead of transferring resources to institutions on a historical basis, public resources could be transferred on the basis of input or output criteria.

Input based funding- (normativefinancing). Institutionscouldbefinancedaccording to theestimatedcostsofinputs, for example by using norms such as the number of trainees enrolled or the number of classed taught. Themostcommonapproachistomultiplyenrolmentsbyaparameterofunitcosts.Formulascanberefinedbyprovidingdifferentweights(coefficients)toreflectthedifferingcostsoftraining.Theycanalsoprovidepremiumsfor enrolment of disadvantaged students. Funding formulas based on average costs clearly promote expansion of enrolments. By linking funding to the cost of training, input funding also achieves greater accountability than ad hoc budgeting. However, incentives for enrolment expansion do not take into account quality of training offered or its job relevance. Moreover, input budgeting promotes training in isolation from employment needs and the job market. Thus,inputfundingdoesnotovercometheinherentweaknessesofdirectallocations–(i)thelackofincentivesforqualityassuranceorefficiency;and(ii)thelackof incentivestoclosethegapbetweentrainingandemploymentneeds.

Output –based funding–(performance-basedfunding).Thesecriteriapayonthebasisofresults.Output-basedfunding rewards training institutions for meeting predetermined levels of training delivery. Output targets can be defined inabsolute terms (e.g.numberofcoursecompletions,pass ratesonexaminations)or in relative terms(yearsofcompletion.)Output-basedfundingrelatedmainlytoprocess,theinternaltrainingactivitiesofthetrainingprovider.Output-basedfundingpromisesenhancedefficiencyofthetrainingprocess.However,itisunlikelytoforgebetter absorption of trainees in the labour market, i.e. it does not result in a greater demand-driven orientation of training.

Another form of output-based funding focuses on outcomes, how well the training programs impact on the labour market. Outcome targets measure the success of training providers in meeting labour market needs (e.g. job placementwithinareasonabletime.)Thekeyforbothtypesoftargetsistodefinetransparentandmeasureablecriteriathatareeasilycompletedbutnoteasilymanipulated.Thiscanbedifficult.Outcomes,forexample,arenoteasily measured. Training providers could resort to “creaming”—screening out less promising candidates so as to maximize results. Creaming is likely to exclude the poor, unemployed youth, and other disadvantaged groups. This can be countered by giving greater weight in the reward structure to performance of the disadvantaged population. Performance-based funding can also lead to instability, particularly during weak economic growth cycles. Thus, output-based funding is unlikely to be successful if used as the sole criterion for funding.

18This annex is derived mainly from Adrian Ziderman, 2003, Financing Vocational Training in Sub-Saharan Africa. World Bank, pp. 130-134.


Sinceoutput-basedfinancingmaynotbesuccessfulbyitself,acompositefundingformulamaybemostappropriate.The composite formula could include such elements as institutional inputs, outputs, desired labour market outcomes andthetrainingofspecialgroups.Theinputelement(probablytotalenrolment)wouldofferfundingstability;theoutputelementwouldprovideincentivesforinternalefficiency(e.g.completions);theoutcomeselement(e.g.jobplacement)wouldrewardexternalefficiencyandlabourmarketlinkages;thetargetgroupelementwouldfacilitateachievement of social goals.

Contract funding. – Transferring funds to training institutions by means of contracts between the funding agency andthetraininginstitution.Thecontractspecifiestherangeoftrainingservicestobeprovidedandperhapsalsoperformance conditions for payments. However, if the practice is limited to public institutions it can operate as a “closed shop” denying entry to private providers. A system of competitive bidding for contracts can provide a better cost-conscious environment if private providers can compete on equal terms with public providers.

Competitive funding. Funds are normally accessed on a competitive basis using a transparent process of proposal submission, peer review and management approval. They are usually implemented through performance agreements thatincludepreviouslydefinedmeasurableoutcomeindicators.Thecompetitiveaspectofthesefundsgenerallymakesthemmoreefficientinstrumentsfortheallocationofpublicfundingthanmoretraditionalapproachesbasedon ad hoc budgetary planning. Second, they have proven to be effective mechanisms for improving educational quality and relevance in TVET. In this regard, they have been particularly useful in promoting the introduction of self-evaluationandstrategicplanningwithinTVETinstitutionsandfostering“ownership,”(i.e.,commitment)amonginstitutional staff. Finally, competitive funds are flexible and can quickly respond to changing policy priorities.Adjustments to institutional eligibility criteria and proposal evaluation criteria can easily re-orient the fund from one year to the next. Competitive funds have been used frequently in World Bank TVET projects with some success, such as for informal sector training in Cote d’Ivoire. However, competitive funds have some limitations. They are not particularly effective in promoting system-wide or policy reforms. They may not lend themselves to being used in countries with wide-ranging differences in institutional capacities. In such cases strong institutions may capture the lion’s share of fund resources.

Vouchers (indirect allocations-trainee-basedfunding.)Ratherthanstatesupporttopublictrainingbytransferoffunds directly to the institution, an alternative would be to transfer funds to trainees. One way to do this is through training vouchers. Trainees could use the vouchers to pay for tuition and other fees charged by the institutions. Vouchers could be tenable at private training institutions, increasing market competition and widening trainee choices.Benefitsofcompetition,atleastintheory,aretobroadenthetypeofcourses,raisequalityandreducecosts.Severalexamplesexistofexperimentswithvouchersforspecificpurposes–theJuaKaliprojectinKenya,theintake voucher scheme in Ghana and a scheme in Mauritius for SMEs. In Kenya availability of demand-side vouchers stimulated a training supply response among master craftspeople. Experiences this far also suggest that effective vouchersystemsrequire(i)sufficientadministrativecapacitytoimplementthem,(ii)sufficientinstitutionswithinacatchmentareatoprovidegenuinechoice,and(iii)safeguardstoavoidcollusionbetweenthevoucherholderandtrainingprovider(e.g.theproviderprovidesakick-backtothevoucherholderwithoutactuallyprovidingthetraining.)


Table 1- Summary of transfer mechanisms by objective

Policy Objective Appropriate transfer mechanism

1. Increase relevance to labour market • Earmarkedgrantsorscholarshipsfortraineestotraininpriorityfields

• Formula funding thatassignsgreaterweights tohighpriorityfields

• Competitive funds with priority given to therelevance of program offerings.

2. Increase access • Input-based funding, such as per-studentfinancing

• Uncapped enrolment-based funding formulasprovide a strong incentive to institutions to increase enrolments

3. Increase equity • Ad hoc budgets and input-based formulas tendnot to help disadvantaged students because the institutions, rather than the individual, received the funds. One exception could be paying institutions premiums for enrolling and graduating disadvantaged students (a type of performance-basedfunding.)

• Instead, support trainees directly to raise theirparticipation through vouchers.

4. Raisequality • Funding formulas based on defined qualitymeasures, e.g. trainee pass rates on national assessments

• Competitive funds are probably the best way toachieve quality improvement and innovation. They can target key innovations likely to raise quality.

• Demandsidevouchersshouldfostercompetitionamong institutions for trainees and increase system quality

5. Increaseinternalefficiencyinuseofresources • Formulafundingbasedonaverageunitcostsperstudent.

• Competition for funds with the private sectoreligible to compete with public institutions on an equal basis

• Performance-basedcontractsthatlinkfundingtoperformanceoncosts(e.g.costspergraduate.)

Based in part on JamilSalmi and Arthur Hauptman, 2006, Innovations in Tertiary Education Financing: A comparative Evaluation of Allocation Mechanisms. Education Working Paper Series No. 4, World Bank.


ANNEX 7: NOTES ON TRAINING LEVIES

TRAINING LEVIES

Overview of levy systems. Earmarked taxes for training can be levied on turnover, production or contracts. The most common form is a levy based on company payroll. Payroll training levies are basically of two types: revenue generating levies and incentive schemes for enterprises. Incentive schemes, in turn, are made up of three types: cost reimbursement, levy grant and levy exemption or rebate. However, few pure models exist and they tend to change over time. For example, training levies that started as purely revenue-generating schemes have become mixed with the inclusion of elements of levy grant or rebate.

Over sixty countries have, or had, training levies of various kinds. Most of these are in Latin America and the Caribbean, Sub-Sahara Africa or Europe. The three main types are revenue-raising, levy-grant and levy-exception. The great potential of levy schemes for expanding the tax base for training explains the wide dissemination of training levies.

Training levies are not restricted to larger countries. They operate in countries with relatively small populations – Fiji, Marshall Islands, Botswana, Mauritius, Barbados, Jamaica, Namibia and countries of Central America. However, levy successdependsonasufficientlywideeconomicbaseintheformalsectorandreasonableadministrativecapacity.These schemes are more effective in countries with large formal sector, i.e. a large tax base. They are less effective in countries with highly informal economies. Therefore training levies tend to apply almost exclusively in middle and upper income countries where these two essential conditions exist, not in low income countries.

The coverage of levy systems varies widely from country to country. Most schemes exclude the public sector from collections(Mauritius,Tanzania,SouthAfrica.)Thismayresultinacrosssubsidizationoftrainingforpublicsectoremployees by the private sector to the extent that public employees are trained with levy money. Size of company includedalsovaries.TheNigerianschemecoversenterpriseswith25ormoreworkers,SENATIinPeruwith≥20workers,≥10workersinColombia,and≥fiveworkersinHonduras,VenezuelaandCostaRica.TheSouthAfricanlevy isassessedonfirmswithannualpayrollsoverR500,000. Mostof the revenuecollectedby training fundscomesfromlargeandmediumsizedfirms.Giventheadministrativecostsandlikelyyield,collectionsfromsmallfirmsmaynotbecost-effective.

Collectionmethodsvaryandinclude:self-collectionbythetrainingfund(Kenya),collectionbythesocialsecurityagency(Namibia),butthemostcommonandeffectiveiscollectionbythetaxadministration(SouthAfrica).VETAinTanzania increased its revenue dramatically when it switched collections from the social security agency to the tax revenue authority in 2001.

In several cases payroll levies are appropriated by the central government and never reach the training fund. This hashappened inCostaRica,Gabon,Togoand,briefly, inCoted’Ivoire. Inothercasespayroll levieshave led tounspent surpluses, in effect becoming an over-sheltered source of funding.

19This annex is summarized from Richard Johanson, A Review of National Training Funds, SP Discussion Paper 0922, World Bank, November 2009.20The 17 countries in SSA with training levies include: Benin, Burkina Faso, Botswana, Cote d’Ivoire, the Gambia, Kenya, Malawi, Male, Mauritius, Namibia, Nigeria, Senegal, South Africa, Tanzania, Togo, Congo and Zimbabwe. See Attachment 1.


Table 1- Summary of transfer mechanisms by objective

Advantages Limitations

• Earmarkedpayrollleviescanbeviewedas“benefittaxation,” i.e. those that benefit (employers andworkers)payforthetraining.

• Earmarked taxation does not conform well withtheprinciplesofsoundpublicfinanceandweakenattempts to unify the national tax system.

• Levy systems can augment substantially theresource base for training.

• Payroll levies raise the cost of labour to theemployer, possibly discouraging employment.

• Increased training resources, in turn, cansubstantially increase the incidence of training

• Employersmayshifttheincidenceofthelevyontoworkersintheformofloweredwages;inthiscase, workers and not the employers bear the burden of the tax.

• Leviescanprovideasteadyandprotectedsourceof funding for training, particularly in the context of unstable public budgets.

• Insecurity of income: Under fiscal pressure,government may divert levy proceeds into general public tax revenues for non-training uses

• Levy-grant systems can encourage firms tointensify their training efforts, increase training capacity and raise training quality

• Unequal access: many firms, particularly smallones,donotbenefitfromthescheme;thisbreedsresentment, opposition and compromises the statusoftrainingleviesas“benefittaxation”

• Training levies collected from formal sectoremployers can serve as a vehicle for cross subsidization, e.g. for smaller employers and especiallyforfirmsintheinformalsector.

• Inefficiency: Payroll levies may constitute anover-sheltered source of funding, leading to unspent surpluses, inefficiencies and top-heavybureaucracies

• Funds with tri-partite management can forgecooperation among the social partners and facilitate formulation of appropriate training policies.

• Red tape may erect high barriers for firms toaccess funds

• Fundscaninfluencethequalityoftrainingthroughaccreditation procedures and helping to stimulate a competitive training market.

• Levy-financed funds can also help correctimbalances in training access by pooling funds – e.g. for training disadvantaged segments of society, unemployed, those in the informal sector. This redistribution can be termed “cross-subsidization.”

• Establishmentofaseparatetrainingfundaccountcan facilitate transparency and minimize distrust between employers and the public sector

Sectoral levies. Sectoral, or industry-specific, training funds are an alternative to national (centralized) fundingmodels. Sectoral leviesare limited toadefinedsectorof theeconomy, suchas industryor transport. In somecountries sectoral training funds have been established based on training levies. This includes Brazil (SENAI in industry;SENACincommerce;SENARinagriculture;SENATintransport),Peru(SENATIinindustryandSENCICOinconstruction)andinSouthAfrica(23sectoraltrainingauthorities-SETAs.)


A national system of sectoral funds can focus on the training needs of particular sectors and in principle engender agreatersenseofownershipamongtheenterprises.Sometimesectoralfundscanaddressspecificmanpowerorqualificationshortages.Anationalsystemofsectoralfundsofferstheadvantagesofflexibilityandtheabilitytofocusmore directly on the particular, often differing, sectoral training needs. They may be more palatable to employers because of a sense of greater industry-specific orientation, less bureaucracy and greater sense of ownership.However, sectoral funds suffer from narrow focus which runs counter to an integrated, national approach to skills development. The argument against these sectoral funds is that they lock up resources in the sector when national interest may require reallocation of training funds across sectors, i.e. from non-growing sectors with old technology torapidlygrowingsectorswithnewtechnology.Theydonotfacilitateredistributingfundsacrosssectorsorfinancingnon-sector related skill priorities. Sectoral funds may duplicate efforts and fail to develop common core skills, transferable across industries. A purely sector-by-sector approach is also poorly adapted to regional needs.

Addressing small enterprises. Virtually all levy-financed training funds experience difficulties in fosteringparticipation by small enterprises. Several factors account for this. lack capacity to assess training needs and design appropriateprograms.Productionsufferswhenkeyemployeesarereleasedfortraining;thetimeawayfromworkcanbecostlyinforegoneoutput.Smallenterprisesoftenfaceconstraintsincashflowtopayfortraining.Thesmallerscaleoftrainingrequiredaddstocosts.Smallfirmsmaybeunawareofthebenefitsandavailabilityoftraining.Smallcompanies tended to lag behind because of diseconomies of scale, lack of knowledge about how to train, lack of financingandlowskillsdemandfromuseofmaturetechnologies.BoththeSDFandHRDFhavedevelopedexplicitprogramsto targetsmallenterprises.These includedvouchers toeasecashflowconstraints,grants for trainingneedsanalysisandcoursedesign,andsimplificationofadministrativeapprovals.

Type 1: Levies to raise revenue for pre-employment training.The principal rationale of pre-employment training funds is to increase the supply of well-trained individuals in the labour market and reduce the gap between supply and demand for skills. The objectives typically are to create an adequate training supply for the needs of employers and create the necessary training capacity to do so. The sourceoffinancingisacompulsoryrevenue-generatingpayrolllevyonformalsectorenterprisesemployingatleastaminimumnumberofemployees(usually5-20).Enterprisespayingthelevydonotbenefitdirectlyinthattheirworkersareusuallyexcludedfromthepre-employmenttraining.However,theybenefitindirectlyinbeingabletorecruitmorehighlytrainingworkers.Themodusoperandiisforthepayrolllevytofinancetheestablishmentandoperationpre-employment vocational-technical training institutions owned and operated by the training agency. Pre-employment trainingfundsarefoundmostlyinCentralandSouthAmerica,butalsoinHungary,Mauritius(previously)Tanzaniaand Fiji. Pre-employment training funds have built training capacity and increased substantially training output in several countries. For example, SENAI in Brazil trains 2.8 million people p.a. and has accounted for over 30 million trainees since its creation. Where governed by employers pre-employment training funds can increase the relevance of training to economic requirements.


Table 2. Advantages and limitations of revenue-generating levy systems

Advantages Limitations

Constitute a sheltered source of funding for national trainingsystems,morestablethanpublicfinancing.

Develop large bureaucracies in some cases. Some agencies under-provide training and accumulate unnecessary surpluses and use payroll funds for non-trainingpurposes.(e.g.Zimbabwe.)SENAinColombiabuilt up surpluses to expand gradually into agriculture, construction and training for self-employment.

Increasethevolumeoffinancingavailablefortraining,reducing the burden of training funding falling on the state.

Usefundsinefficiently,insomecases

Compensateforweakpublicfinancingoftrainingwherepublic sources are severely constrained.

Lack direct incentives for enterprise training.

Build competent national training capacities, as in Brazil and Colombia.

Donotbenefitemployersinproportiontothepaidlevies.For example, enterprises with high average wages may have highly trained workers and pay high levies, but receive little training. Itmaybedifficult tosustainemployer interest.

Enhanceaccountabilitytoemployerswhofinancethem,e.g. in Brazil,

Tend not to build training markets, as the agencies financetheirowntraininginstitutionsfirstandforemost.It is important not to crowd out private training providers

Foster more efficient institutional management whenemployers are in charge.

Can cause government to reduce or eliminate its funding oftraining(example:Tanzania).

Type 2: Levies to Stimulate Enterprise Training.Therationaleofenterprisetrainingleviesistoraisetheproductivityandcompetitivenessoffirmsthroughworkertraining.Theobjectiveistoincreasetheincidenceoftrainingwithinfirms.Thesourceoffinancingisenterpriselevies,usuallyonpayroll. Themodusoperandivariesaccording to typeofscheme: (a)cost reimbursement, (b)levy-grantand(c)levyexemption(train,orpay).Beneficiariestendtobelargerenterprises,andwithinenterprises,thoseathigheroccupationallevels.Smallfirmstendnottobenefit.Enterpriseincentivefundsarethemostcommonform of levy scheme world-wide. They require administrative capacity to operate and often discourage participation because of red tape. Although rigorous evaluation is generally lacking, in some cases levy schemes have led to an increase in the volume of training within enterprises.

1. Cost-Reimbursement. Formal sector employers above a minimum number of employees pay a levy into a training fund usually based on the payroll. Approved training expenditures are reimbursed in part, within the limits of the levy paid by the enterprise. In practice, reimbursement is set below the levy paid to cover central administration costs and sometimes to allow for central expenditures on other training services. Nigerian IndustrialTrainingFund(ITF)isanexample.Firmscanqualifyfornotmorethan60percentofthelevypaid,andinpracticelessthan15percentoffirmsapplyforreimbursementfortrainingcosts.

21In addition to operating the cost-reimbursement scheme, the ITF finances and operates its own training centers, provides advisory services to companies on training and in developing training plans.


2. Levy-grant(Cost-redistribution).Levy-grantseekstoredistributetheburdenoftrainingexpendituresamongenterprises. This is designed to counter the ill-effects of poaching on training supply. The modus operandi involves the collection and administration of the levy by a special training fund. National or sectoral funds or boards are created, usually tri-partite in nature. These funds collect levies and decide on the distribution of training grants among enterprises. Grants are offered to enterprises on a case-by-case basis in accordance withagreedcriteria.Thegrantsneednotreflectanenterprise’spayments;trainingcompaniescanreceivegrantsfarinexcessoftheamountpaid,thusprovidingincentivesforfirmstotrain.Fundscanbetargetedonavarietyofbenefits,includingontheimplementationofnationalorsectoraltrainingpolicies.Cost-redistributionschemes allow a much greater distribution of funds towards enterprises that train than revenue raising levies. The drawback of the mechanism is the cost of administration in terms of case-by-case decision-making. Many training funds have elements of cost-redistribution, e.g. Mauritius.

3.Levy-Exemption.(train,orpay) Underthisvariant,firmsareexemptedfrompayingthetraininglevytotheextentthattheyprovideapprovedtrainingtotheirworkers.Thegovernmentfixesthepercentageofapayrolleither to be spent on training or transferred to the fund. The employers manage their compulsory training allocation within agreed regulations. Companies report their training expenditures. Any balance is transferred to the government budget or a central training fund. This can also be called “train, or pay” schemes. Examples: France, Quebec.

Each of the three types of levy schemes has advantages and limitations, summarized in the table below.

Table 3- Advantages and Limitations of Enterprise Training Incentive Schemes by Type

Type of incentive scheme Advantages Disadvantages

Cost-Reimbursement • Supportsindustrytraininginitiatives

• Leadstoimprovementofcompanytraining in some countries, e.g. development of training policies, requirement of company training plans, and central advisory guidance on training

• Imposeshighadministrativeandmaintenance costs which reduce the amounts that can be returned to employers

• Tendstofavorroutinetraininginstead of new programs

• Detersmanyenterprisesfromapplying because of bureaucratic requirements and paperwork

• Delaystrainingwithinenterprisesin some cases because of a slow approval process

Levy-grant • Promotestheallocationofresources to priority training programs

• Supportsindustry-widetraininginitiatives

• Changesprioritiesflexiblyinaccordance with changed circumstances

• Imposeshighadministrativecosts• Requires effective management

skills and capacities• Excludesmanyenterprisespaying

the levy from funding


Type of incentive scheme Advantages Disadvantages

Levy-Exemption • Keepsfinancialallocationswithinenterprises;employersarefreeto plan, manage their funds and administer their training.

• Economizesoncosts--Centraladministration of funds is not required;thenationalcostofadministration is low.

• Forgeslinksbetweenemployers,schools and agencies, and stimulates the development of private training markets through the option for training institutions to compete for employer grants (Frenchapprenticeshiptax).

• Ineffective spending of thecompulsory allocation in some cases

• Cannot support broader sectoral(ornational)trainingprioritiesandactivities.

Some common concerns training funds, including levy funds, are presented in the Annex on Training Funds. This includes governance, who decides on allocations, administrative autonomy, degree of competition and support for small enterprises.

Specific Considerations for Levy-financed Training FundsLevy schemes have had a positive impact on quantity of in-service training of workers. At least quantitatively, training levies achieved their objective of increasing the incidence of enterprise-based training. (Brazil, Singapore, Malaysia, SouthAfrica). However, thebenefitsof levy-financedtrainingfundswerenotevenlydistributed. Theytendedtomirrortheincidenceofenterprise-basedtrainingingeneral.Largerfirmsbenefitdisproportionately.Smallerfirmsrarelyparticipatedforreasonsexplainedabove.“Smallandmid-sizedemployershaverarelybenefitedfrompayrollleviesinanycountryforwhichwehaveavailableevidence.”Somelevyfundsaccumulatedsignificantsurpluses(Zimbabwe, Colombia) which led in part to significant overstaffing (Nigeria Industrial Training Fund.) Revenue-generatingfundsthatgavepreferentialfinancingtotheirowntraininginstitutionstendedtocrowdoutothertrainingproviders(Kenya,DepartmentofIndustrialTraining;Tanzania.)Otherfundssufferedunderexcessivegovernmentcontrol(Hungary,Togo),orexcessiveredtape.

The following list synthesizes good practices in the design and operation of levy-financed training funds.

1. Appropriateness- Avoid premature introduction of payroll levies. Payroll levies may not be appropriate in low income countries where the industrial base is limited and levy-income generating capacity is weak. Thereforeaprimaryrequirementisasufficientnumberofformalsectorenterpriseswithsufficientincometo generate revenue. In low-income countries the industrial base may be too narrow, or the majority of enterprises located in the informal sector so as to preclude payroll levies

2. Employer agreement or “buy-in” -- Employer-buy-in for levy schemes is crucial. Extensive consultations andconsensuswithemployers isessentialontheneedandbenefitsbefore introducinga levyscheme.Enterprises often see as an additional tax that they will recoup by lowering wages of the workers. Employers need to be consulted early and thoroughly – something that was not done in Tanzania and for which the levy scheme still lacks employer support.


3. Conflict of interest. Funds that give preference to institutions they own (Tanzania, Kenya, formerly inMauritius)haveaninherentconflictof interest.Givingpreferencetoafundingagency’sowninstitutionscancrowdoutother(private,NGO)trainingproviders.InKenyaandTanzania,withthelevygoingtosupporttraining institutions owned by the training authority, non-governmental providers of craft training tend to be neglected. This is also a tendency in Brazil where SENAI operates its own network of training institutions. There are exceptions to this rule, however, as in TPAF of Fiji which produces excellent training in its own institutions. Generally, however, training agencies and funds should avoid a direct training role, as does Chile’s SENCE.

4. Cross-subsidization.Whatshareofthefund,ifany,shouldbedevotedto“cross-subsidization”,e.g.trainingfor those in the informal sector, or for small enterprises that have not contributed? Cross-subsidization allowsfundstobechannelledtoprioritiesoutsidetheimmediatecollectionarea.Colombia(SENA),Coted’Ivoire, and Burkina Faso, Mali, Benin all permitted funds raised from formal sector enterprises to be spent on training of workers in the informal sector. In South Africa cross subsidization is built into the levy design: 20 percent of levy proceeds are allocated to the National Skills Fund for equalizing access to skills.

5. Global versus sectoral coverage – A standard, national payroll levy is preferred to a sectoral levy for its greater ability to permit funds to be allocated where training needs are greatest. On the other hand, keeping funds in the sector where they were collected can increase the sense of ownership of training. Brazil has relatively few sectoral training funds (five) comparedwith the highly fragmented systemof 23 sectoralauthorities in South Africa, many of which may not be viable in size. Sectoral levies are more common in Europe, particularly in the UK, Denmark and the Netherlands – but most of these are the result of collective bargainingandsufficientadministrativecapacityexiststooperatethem.Onbalance,nationalleviesarepreferable in developing countries as they foster an integrated, national approach to skills development and require comparatively less administrative capacity than sectoral funds.

6. Periodicallyrevisedlevyrate.ExperiencesinLatinAmerica(Venezuela)andAfrica(Zimbabwe,Mauritius)show that a rate too high may lead to surpluses and lavish bureaucracies The lesson, therefore, is to adjust the rate periodically to ensure that the training is neither underfunded nor leads to surpluses. In Mauritius the rate was lowered when surpluses emerged.

7. Levy collection—Use effective agents. How to collect the funds efficiently without costing more inadministrative expenses than the levy collects – integrating the levy collection with collection of taxes (South Africa) or social security oftenworks; separate collection by a training agency usually does not(Kenya,Tanzania).

8. Securityoflevyproceeds–Avoiddiversiontootherpurposes,includingtreasuryconfiscation.Levyfundsshould not be used for other government expenses, as has happened in the past in Costa Rica, Cote d’Ivoire briefly,TheGambiaandTogo.Fundsshouldbeearmarkedtobeusedonlyfortrainingpurposes,avoidingextraneous activities.

9. Typesoflevies.Whichworkbest,andunderwhatcircumstances?Pre-employmentfundssupportedbyrevenue-generation schemes should be seen as an initial means to establish national training institutions, to be augmented later by more cost-effective systems such as employer training incentives. All three typesofin-service(enterpriseincentive)schemesrequireadministrativecapacityandtoanextentimposebarrierstoaccessbyfirms.Levy-grantmechanismshavetheadvantageofbeingabletoaddressnationalpriorities directly. Cost-reimbursement schemes can impose a high administrative burden on the training fund.Levy-exemptionmayhavethedisadvantageofa“levellingeffect,”i.e.firmsthatwouldotherwisehaveinvested more in training tend to reduce their effort to that required by law. More evaluation is needed to determine the relative cost-effectiveness of the different types of levies.


ATTACHMENT 1 TO ANNEX

Training Levies in Sub-Saharan Africa by Type

Training Levies in Sub-Saharan Africa by Type

Region/Country

Organi- zation

Levy Rate22

Type

Revenue- Generating

Incentive Schemes Cost

Reimb. Levy Grant

Levy Rebate/ Exempt-

ion. SUB-SAHARAN AFRICA

1 BENIN FODEFCA 2% 2 BURKINA FASO FAFPA 4%* 3 BOTSWANA BOTA 0.2% of

turnover, new

4 CONGO 1% 5 COTE D’IVOIRE FDFP 0.4% +

1.2%

6 The GAMBIA NTA 0.25% on company turnover- replaced by fixed payment

7 KENYA NITC Sectoral 8 MALAWI TEVETA 1% 9 MALI FAFPA 0.5% 10 MAURITIUS HRDC/NTF 1% 11 NAMIBIA NTF 1%, new 12 NIGERIA ITF 1.25% 13 SENEGAL ONFP 3% 14 SOUTH AFRICA NSF + 23

sectoral funds (SETAs)

1%

15 TANZANIA VETA 2% 16 TOGO 1% 17 ZIMBABWE ZIMDEF 1%

Totals** 6 2 9 6 **Note- some funds have mixed types, i.e. more than one.

**Note- some funds have mixed types, i.e. more than one.

22On payroll unless otherwise noted.


ANNEX 8: NOTES ON NATIONAL TRAINING FUNDS

TRAINING FUNDS (TFS)

OverviewA‘trainingfund’isadedicatedstockorflowoffinancingoutsidenormalgovernmentbudgetarychannelsforthepurpose of developing productive skills for work. The overall purpose of training funds is to raise the productivity, competitiveness and incomes of enterprises and individuals by providing them with needed skills. Many training fundsarefinancedbyleviesonenterprises,butmayalsobebasedonpubliccontributionsanddonorfinancing.

National training funds are an increasingly common vehicle for financing training. Training funds are a centralinstrumentforfinancingtraininginmanycountriesworld-wide.TFsprovideaninstitutionalframeworkforcollectingand allocating funding to training providers.

The functions may differ, but training funds often have the same objectives, coverage and modus operandi. Figure 1.1 shows the overall framework for training funds, depicting sources and uses of funds

Figure 1.1 above emphasizes the diversity of sources of financing – including public, private and donor sources – and the diversity of beneficiaries

of fund expenditures.

23This Annex is based mainly on Adrian Ziderman, 2003, Financing Vocational Training in Sub-Saharan Africa, World Bank and Richard Johanson, 2009, A Review of National Training Funds, World Bank.


A major question is why it is necessary to establish training funds separate from an account within government. Trainingfundspromiseseveraladvantagescomparedwithfinancingoftrainingthroughpublicministries.Theycan(a)contributetoresourcemobilizationfromenterprisesanddonors;(b)involveemployersandfostercollaborationamongstakeholdersandsocialpartners; (c) relate trainingsupplybetter tomarket requirementsthroughactiveparticipation by employers; (d) enhance quality through accreditation of training providers and insistence onperformance conditions; (e) induce efficiency in the use of resources through competitive bidding on trainingcontracts. Moreover, they can focus attention on neglected segments, such as small and informal enterprises, the unemployed and needs of women.

Generallynationaltrainingfundsserveto(a)unifyvarioussourcesoffinancingfortraining,(b)augmentthevolumeofresourcesfortraining,and(c)allocatethefundsinaccordancewithnationalpoliciesandpriorities. Trainingfunds may be single purpose, but most tend to have multiple objectives. These may include the following:

1. Unifyandcoordinatevarioussourcesofrevenue,i.e.poolingofincomefromdifferentsources;2. Mobilizeresourcesandincreaserevenueavailablefortraining;3. Buildpre-employmenttrainingsystemsandcapacities;4. Expandthevolumeofemployer-basedtrainingbyencouragingenterprisestoinvestmoreinworkertraining;5. Provideequalityofopportunityforaccesstotrainingservicesbydisadvantagedpopulations;6. Improvetherelevanceoftraining,e.g.allocatefundsaccordingtoemployerprioritiesandmarketneeds;7. Raisethequalityoftraining,e.g.throughaccreditationoftrainingprovidersandspecificationofperformance conditions;8. Usetrainingresourcesefficiently,e.g.lowertheunitcostsoftraining;9. Developcompetitivetrainingmarkets;and10. Foster involvement by employers and collaboration among stakeholders

Multiple objectives also make it extra important to specify objectives clearly and to evaluate systematically outputs, outcomes and impact in relation to the stated objectives.

Types of training fundsThreemaintypesoftrainingfundscanbedifferentiatedbypurpose:pre-employmenttrainingfundsthatfinancepre-employmenttraining,enterprisetrainingfundsthatfinancein-servicetrainingofworkers,andequitytrainingfundsthat target disadvantaged groups.

Table 1.1- Types of Training Funds

Type Main Purpose Financing Sources

1. Pre-employment Training Fund

Finance the expansion and delivery of initial training before employment

Payroll levy- revenue generating

2. Enterprise Training Fund

Provide incentives to increase in-service training of workers within enterprises

Payroll levy- incentive schemes

3. Equity-Oriented Training Fund

Increase opportunities for skills acquisition by disadvantaged groups not covered by enterprise schemes

Public subsidy, levy or donors


Characteristics of training fundsTraining funds originated with earmarked training levies – developed in several Latin American countries in the 1940sand1950s.Aprotecteddepositorywasdevelopedfortheproceedsofthelevywhichaccountsforthegrowthofspecial trainingfunds.Early trainingfunds(e.g.Brazil) tendedtobesinglepurpose–aimedatfinancingpre-employment training. Others focused on expanding the volume of in-service training within enterprises. Typically trainingfundsexhibitedahighdegreeofcongruencebetweenthosewhofinancedthelevyandthosewhoreceivedthebenefits.Morerecently,trainingfundshavebeenincreasinglyregardedasageneralfundingpoolforawidevarietyofbeneficiaries.

Most training funds receive their income from training levies, alone or in concert with funding from other sources, mainly government budgets. In other cases, no training levy exists and the government and donors remain the principalfinanciers.

Figure 1.1, above, shows the major categories for the destination of funds, sometimes called “funding windows.” A fund may not cover all the purposes. Each of the categories aims at different clients and represents a response to different training needs and policy objectives.

• Corefundingforpre-employmenttrainingintraininginstitutionsconstitutestheprimaryandmosttraditionaluse. This pertains mainly to formal sector occupations and employment.

• Thesecondusecanbefortrainingofworkersinenterprises,throughapprenticeships,on-the-jobtrainingortraining off the premises. This constitutes the bulk of training provided through training levies.

• Third,trainingfundsmayofferservicestobuildtheskillsandproductivityofpeopleworkinginmicroenterprisesand the informal sector. Given the small scale of such operators, the way to reach them is often through intermediaries, such as informal sector associations. Training for the needs of micro-enterprises and the informal sector has generally been neglected in traditional training programs.

• Fourth,trainingfundsmayopenafundingwindowtotraintheunemployedordisadvantagedgroups.Suchtraining traditionally has been regarded as a government responsibility, but competitive contracting for such trainingisbecomingapreferredmechanismtofinanceit.

The effectiveness of a training fund depends to a large extent on the degree of autonomy, participation of stakeholders and composition of governing bodies. Governance varies considerably across training funds. Some TFs are part of broader, usually autonomous national training authorities, vested with a wide range of powers and responsibilities. Othersaremorenarrowlyfocusedonspecificsectorsoftheeconomy. Mosttrainingfundsarestatutory,quasi-autonomous bodies. They usually operate under the general umbrella of labor ministries and under the direction of a board with varying degrees of stakeholder representation. Board representation is typically tripartite (government, employersandunions),oftendividedequallyamongthethreeparties.

Historically, separate training funds were developed as part of training levy systems to protect the levy proceeds from government encroachment. But the main rationale for training funds is not protective. Rather, it is to evaluate and plan the needs of the training system as a whole, minimize political intervention in the allocation of funding, and ensurethatdisbursementscoincidewithmarketneeds.Thebenefitsofautonomyareunlikelywhereministerialcontrol remains strong and where governing boards are unrepresentative of stakeholders, and advisory only rather than managerial.

Training funds are typically allocated functions that transcend simple disbursements. They must monitor the effects of the expenditures and the training system. They may also provide related services, such as advising enterprises on how to develop and improve training capacity. Some training funds, such as SENAI, are moving beyond training togivetechnologicaladvicetofirms.Oftentrainingfundsareusedtofinancethewiderresponsibilitiesofnationaltrainingauthorities,suchasdevelopingtrainingpolicies,supervisingnationalskillstestingandcertification,andproviding information about training demand and supply. Training authorities often are responsible for accreditation


of training providers. More recently, national training authorities throughout the world have become involved in developingnationalqualificationframeworksthatestablishskillsstandardsandpromisegreaterportabilityofskills.Independence from close ministerial control and strong representation of employers on NTA management boards canprovideforstrongenterpriselinks,flexibilityandresponsivenessandforfosteringprivatetrainingmarkets.

KEY QUESTIONS AND GOOD PRACTICE IN TRAINING FUNDS

Someconcernstendtobecommonacrossallthreetypesoftrainingfunds.Othersarespecifictolevyorequityfunds.

Common concerns.1. Governance. In levy-based funds countries that allocate a leading role to employers tend to be successful

–e.g.Brazil,Singapore. However,balanced, tripartitegovernance (employers,unions, government) canalso be successful – as in Cote d’Ivoire. However, over-control by government can have deleterious results (e.g.,Togo).InHungaryemployersfeltthatgovernmentexertedexcessivecontroloverfundsandlimitedtheireffectiveness(Dar,et.al.,2003)Allowingemployerstohaveamajor--ifnotmajority--sayonfundallocationscan go a long way to gaining their support for the levy. This is done in Brazil, where the employers control the allocation of training levies, and also largely in Singapore. The matter of governance and oversight is equally important in equity training funds. An example of good practice was the CNFTP in Madagascar on which ten of the 12 members represented employers. Where funds aim at assisting workers in the informal sector, representation by informal sector associations is appropriate.

2. Allocations.Whodecidesontheallocationofmoneytobeneficiaries,andbasedonwhatcriteria?Whatrolewill employers and workers play in allocating the funds? Their participation is crucial for success. -- Advice: if possible, give employers a strong, even majority, voice in allocations of funds they provide to ensure relevance (MadagascarCNFTP).

3. Administrativeautonomy,capacityandefficiency.Administrativecapacityisessential.Mostsuccessfullevy-financedtrainingfundsinLatinAmericaandelsewherehaveahighdegreeofadministrativeindependence.Administrativeefficiencyisrequiredtoreduceredtapeandeaseaccesstofundsbydeservingfirms.TheSingapore SDF, French levy-exemption scheme and the Malaysian levy-reimbursement schemes exemplify welladministeredprograms (Gasskov1994 inDar,et.al.2003)Transparency indecision-making isalsoimportant, as practiced in the Singapore SDF and Chile’s FONCAP.

4. Competition.The levysystems inFranceandCoted’Ivoireactivelyencouragecompetitionamongtrainingprovidersanddevelopmentoftrainingmarkets.Chile’sFONCAP,anequityfund,financestrainingonlythroughcompetitive bids from among one thousand registered and pre-approved training providers. Competition for fundswasincorporatedintoseveraldonor-financedequitytrainingfunds.Thosethatfosteredcompetitionamongtrainingproviderstendedtohelpstimulatetrainingmarkets(PNG).InCoted’Ivoireprivatetrainingproviders garnered the lion’s share of the contracts awarded under competitive bidding (Annex 5.1).Competition also led to lower unit training costs in Cote d’Ivoire and PNG. However, in Cambodia unit costs for trainingweresetsolowtheyeffectivelyeliminatedprivateproviders.Withoutasufficientlywidespectrumoftrainingproviders,attemptsatcompetitiondidnotsucceed(i.e.bidsfailed)inBurkinaFaso,MaliandBenin.

5. Support for small enterprises. Both enterprise funds and equity funds attempted partly to assist small enterprises. Small enterprises operate under tight constraints that militate against participation in training, e.g. cash flow problems, inability to releaseworkers for training, lack of knowledge and expertise abouttraining.MalaysiaandSingapore(Box2.3)exemplifygoodpracticeintailoringservicestosmallenterprisesthrough vouchers (to relieve problems of cash flow), technical assistance to assess needs and designprograms,makingdeliver flexible to avoid time constraints felt by small enterprisesand simplificationof


administrative procedures. Chile’s FONCAP uses intermediaries to organize and contract training for groups of small enterprises, something they would not have capacity to do by themselves. Several equity training fundswereabletoprovideskillstopeopleworkingintheinformalsector(Coted’Ivoire,Cambodia,PNG.)

6. Evaluation of outcomes and impact. Few training funds went beyond enumeration of outputs (e.g. persons trained) to analyze impact (e.g. employment, worker productivity) and impact (e.g. increased individualincomesorcompanyprofits).Twodonor-supportedequityfundsdidthis–Coted’IvoireandCambodia–butonly Cambodia compared the impact to training costs. Clearly, more and better evaluation is needed on the performance of training funds.

Key Considerations in Levy-financed Training Funds(SeeannexonLevyFinancing)

Key Considerations in Equity-Oriented Training FundsEquity-orientedtrainingfundscanbeaneffectivealternativetolevy-financedfundsinlow-incomecountrieswherelevyfinancingmaynotbefeasible. Coted’Ivoire,PNGandCambodiademonstratedthatdonor-financedtrainingfunds can provide income-generating and income-increasing skills to vulnerable groups in the informal sector. They alsostimulatedcompetitionamongprovidersandachievedefficienciesbyreducingunitcostsoftraining.Not as much evidence is available to provide examples of good practice for equity training funds. Still, equity-oriented training funds need to be designed to answer the following questions:

1. Targeting. The whole point of equity funds is to provide training services to disadvantaged groups. These groups are often dispersed in rural areas and not part of organized production. The cases in Cote d’Ivoire, PNG and Cambodia illustrate the importance of information campaigns and decentralized fund operations in reaching rural populations. In particular, employers in the informal sector often do not see the value of traininginimprovingprofits.Informationcampaignsareonemeanstochangethisview.Thefundsecretariatin Cote d’Ivoire had to be reorganized by adding a unit to deal with informal sector sub-projects.

2. Will funds be allocated to pre-determined quotas for funding “windows”, or open-ended in response to applications? How many windows can be serviced effectively? Will stakeholders be able to generate their own proposals? Proliferation of windows and sub-windows should be avoided– (South Africa’s NSF has nine mainfundingwindowsandninesub-windows–toomanytoadministereffectively;Chile’sFONCAPhadtwelveprogramsofwidelyvaryingsize.)

3. Willprivatetraining institutionsbeeligibletoreceivefunds–bothnon-profitandfor-profit?Ifso,onwhatterms?(Chileexemplifiesgoodpracticeinusingcompetitionamongpre-approvedprivatetrainingproviders.Coted’Ivoire,CambodiaandPNGalsofinancedtrainingthroughprivatetrainers).

4. Howwillqualitybeensuredinthedeliveryoftraining?Insomecases(e.g.ChileFONCAP)trainingprovidersare pre-screened and have to meet minimum criteria to be able to receive funds. Development of training packages also helps to ensure standard content that meet quality requirements (as was done in Cote d’Ivoire andPNG).However,fewfundsrequiretestingforcompetenciesacquiredasaresultofthetraining.

5. Howwill theuseof fundsbeaccountedforandaudited inspecificsub-projectsandcontracts? Thiscanbecome complex when numerous training providers win contracts. Proper accounting and auditing of sub-project funds must be designed before disbursements start. South Africa initially had trouble with venal practices in several of its SETAs.

6. Complementary inputs. In both Cote d’Ivoire and PNG lack of other necessary inputs (water, micro-credit andmarketing) limited the impact onbeneficiaries. Goodpracticewould ensure theavailability of such


complementary inputs.7. Sustainability-howwillthefundsbereplenished?Thisisacrucialquestionfordonor-financedfunds.Donors

canbuildthefinancingplatform,butthereneedstobeapermanentsourceoffinancingfortheFund,e.g.government revenues, payroll tax or annuity. The PNG case is instructive on establishing a trust fund for training


ANNEX 9: TECHNICAL NOTES ON COSTS AND FINANCES

A-9.1: UnitCostsUsedforCostingA-9.2: ProjectedenrolmentgrowthinformalBTVETsectorandcostsforcapitationgrantsandrelateddelivery costsA-9.3: EstimatedgrowthinBTVETenrolmentandpercapitasubvention2011/12–2019/20underESSP-target Scenario(AlternativeScenario)A-9.4: DevelopmentofAnnualIntakeintoFormalBTVETA-9.5: TotalEnrolmentProjectionsA-9.6: SummarycostsofStrategicPlanin‘000000UGXand‘000USDbyObjectiveA-9.7: DetailedCostsbyStrategy


100

A-9.1: Unit Costs Used for the Costing

Exchange rate USD ‘000 000 UGX 1 0,0023

Cost Item

Unit Description

Unit Cost in USD

Unit Cost in ‘000 000 UGX

DEVELOPMENT Concepts, consultation and CB Survey/study one months study 50 000 115,00 TA national person month 10 000 23,00 TA international person month 25 000 57,50 Stakeholder WS, average person day 0,15 Training workshop 1 person week 350 0,81 Study tour 1 person week 9,50 Institutional Strengthening Construction/equipping technical institute

institute lump sum 2 500 000 5 750,00

Construction/equipping commercial institute

institute lump sum 2 000 000 4 600,00

Comprehensive institutional strengthening*

institute over 3 years 5 000 000 11 500,00

Curriculum development lumpsum over phase 5 000 000 11 500,00 Master trainers training overseas master trainer 25 000 57,50 Instructors upgrading instructor/programme 2,00 Other WAN establishment station 200 000 460,00 Website development website 10 000 23,00 ICT computer 1 500 3,45 RECURRENT Increase in staff establishment instructors

position/year

Increase in staff establishment professionals

position/year 8,50

Teachers salaries public system year 5,00 Unit cost formal training trainee/year see extra table linear increasing Unit cost non-formal training trainee/3-month 0,35 Unit cost BTVET instructors training trainee/year increasing from 0,84 to 3,0 Assessment DIT modular trainee/module (net) 0,05 Assessment DIT level trainee (net) 0,09 Assessment DIT instructor/manager assessment 0,65 SPECIFIC COSTS DEVELOPMENT Matching grants for BTVET institutions lumpsum 0,00 Investment incentives for private providers lumpsum/year 500 000 1 150,00 System development levy collection lumpsum 200 000 460,00

A-9.1: Unit Costs Used for the Costing


101

Exchange rate USD ‘000 000 UGX 1 0,0023

Cost Item

Unit Description

Unit Cost in USD

Unit Cost in ‘000 000 UGX

System development SDA lumpsum 200 000 460,00 SDA Initial investment cost lumpsum 0,00 Management system SDF lumpsum 200 000 460,00 BTVET Investment Fond lumpsum PWD compatible equipment institution 10,00 ATP development ATP 36,00 Capacity building assessor assessor 0,65 Capacity building facilitator facilitator 4,50 Accreditation of assessment centers per centre 0,80 DIT staff development anual lump sum Software LMIS lump sum 0,00 Software MIS lump sum 40 000 92,00 Software/system accreditation lump sum 100 000 230,00 System development IQM lump sum 100 000 230,00 DIT staff development lump sum 65,00 DIT Test Item Bank development lumpsum 100 000 230,00 Support to local market assessment per institution 1 000 2,30 Office equipment for RSC per office 5 000 11,50 RECURRENT

Techncial Sector Committees annual lump sum/committee 20,00

ITC annual lump sum 150,00 DIT institutional overhead costs lump sum BTVET Department institutional overheads lump sum Running cost levy collection months Running cost SDF months Recurrent cost SDA Additional staff professional RSC person year 8,50 Additional staff assistant RSC person year 4,80 Additional staff driver RSC person year 4,80 Operational expenses RSC year/office 18 000 41,40 Network meetings year/office 10 000 23,00 Footnotes: * incl. Construction, equipment, material, staff training overseas, intl. TA over three years


10

2

A-9.

2: P

roje

cted

enr

olm

ent g

row

th in

form

al B

TVET

sec

tor a

nd c

osts

for c

apita

tion

gran

ts a

nd re

late

d de

liver

y co

sts

20

08

2009

20

10

2011

20

12

2013

20

14

2015

20

16

2017

20

18

2019

20

20

Enro

lmen

t and

cap

itatio

n gr

ant c

osts

For

mal

BTV

ET

Estim

ated

BTV

ET E

nrol

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t (fo

rmal

sys

tem

) (lin

ear e

nrol

men

t gro

wth

of 1

0% a

ssum

ed)

Post

P.7

10

825

11

908

13

098

14

408

15

849

17

434

19

177

21

095

23

204

25

525

28

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33

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40

272

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Po

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15 0

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11

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(spo

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A-9.

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form

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sec

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10

3

thro

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As

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34

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156

Te

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Ra

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15

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17

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19

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21

351

23

486

25

834

28

418

31

260

34

385

Inst

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ors

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ing

Curr

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apac

ity B

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inst

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ors

train

ing

49

5

10

% a

nnua

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cap

aciti

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545

599

659

725

797

877

965

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1 1

167

1 28

4

20

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1

Ca

pita

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gran

ts fo

r ins

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ors

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84

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1,

32

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04

2,28

2,

52

2,76

3

To

tal g

rant

s to

inst

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(100

%)

647

870

1 13

1 1

435

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9 2

199

2 67

4 3

221

3 85

2


Technical Notes on Enrolment Projections and Costs

10%annualincreaseofenrolmentinformalBTVETwasassumed.BaselinewereenrolmentfiguresprovidedbyEMISfortheyears2008and2009.

A linear increase of capitation grants was assumed, starting with actual capitation grant volumes in 2010/11 reaching cost-recovery levels in 2020. Cost recovery levels were based on estimates of the BTVET Department in MoES for different levels.

Thecostcalculationsforthecapitationgranttotalsassumethat40%oftheentirelearnerpopulationisreceivingacapitation grant.


10

5

A-9

.3: E

stim

ated

gro

wth

in B

TVET

enr

olm

ent a

nd p

er c

apita

subv

entio

n 20

11/1

2 –

2019

/20

unde

r E

SSP-

targ

et S

cena

rio

(Alte

rnat

ive

Scen

ario

)

Expe

cted

enr

olm

ent i

n BT

VET

/ ES

SP ta

rget

s 20

11

2012

20

13

2014

20

15

2016

20

17

2018

20

19

2020

Po

st P

.7

Base

line

2009

10

825

Post

O'le

vel (

inst

itute

s)

41

000

46

900

53

200

55

200

54

700

52

600

52

800

55

400

58

600

61

500

Base

line

2009

10

777

Po

st A

'leve

l (co

llege

s)

14

8 00

0 15

4 40

0 16

0 30

0 18

2 20

0 21

8 10

0 25

4 90

0 29

7 00

0 31

2 60

0 29

5 70

0 28

6 30

0 Ba

selin

e 20

08

12 8

32

Terti

ary

enro

lmen

t est

imat

es

10

5 00

0 12

1 20

0 13

6 00

0 14

8 00

0 16

0 10

0 18

3 60

0 21

3 80

0 24

8 10

0 28

9 00

0 30

9 10

0 BT

VET

30%

of t

otal

terti

ary

31

500

36

360

40

800

44

400

48

030

55

080

64

140

74

430

86

700

92

730

Es

timat

ed e

nrol

men

t gro

wth

BTV

ET S

trate

gic

Plan

and

cap

itatio

n gr

ants

(Lin

ear g

row

th to

reac

h ES

SP ta

rget

s in

202

0)

Estim

ated

BTV

ET E

nrol

men

t

Post

P.7

15 8

93

20 9

60

26 0

28

31 0

95

36 1

63

41 2

30

46 2

98

51 3

65

56 4

33

61 5

00

Post

S.4

38 3

29

65 8

82

93 4

34

120

986

148

539

176

091

203

643

231

195

258

748

286

300

Post

S.6

20 8

22

28 8

12

36 8

01

44 7

91

52 7

81

60 7

71

68 7

61

76 7

50

84 7

40

92 7

30

Aver

age

enro

lmen

t per

fisc

al y

ear

2011

/12

2012

/13

2013

/14

2014

/15

2015

/16

2016

/17

2017

/18

2018

/19

2019

/20

Po

st P

.7

18

426

23

494

28

561

33

629

38

696

43

764

48

831

53

899

58

966

Post

S.4

52 1

05

79 6

58

107

210

134

762

162

315

189

867

217

419

244

972

272

524

Po

st S

.6

24

817

32

807

40

796

48

786

56

776

64

766

72

756

80

745

88

735

Tota

l enr

olm

ent

95

348

13

5 95

8 17

6 56

8 21

7 17

7 25

7 78

7 29

8 39

6 33

9 00

6 37

9 61

6 42

0 22

5

Capi

tatio

n gr

ant

2010

/201

1

Po

st P

.7

600,

0 70

1,6

803,

2 90

4,7

1 00

6,3

1 10

7,9

1 20

9,5

1 31

1,0

1 41

2,6

1 51

4,2

Po

st S

.4

432,

0 62

8,4

824,

8 1

021,

2 1

217,

6 1

414,

0 1

610,

4 1

806,

8 2

003,

2 2

199,

6

Post

S.6

43

2,0

740,

2 1

048,

4 1

356,

6 1

664,

7 1

972,

9 2

281,

1 2

589,

3 2

897,

5 3

205,

7

Tota

l cap

itatio

n gr

ant (

40%

of

enro

lmen

t) in

'000

000

Po

st P

.7

5

171,

0 7

547,

7 10

336

,1

13 5

36,4

17

148

,5

21 1

72,3

25

608

,0

30 4

55,4

35

714

,7

Po

st S

.4

13

097

,2

26 2

80,7

43

793

,2

65 6

34,7

91

805

,2

122

304,

7 15

7 13

3,2

196

290,

8 23

9 77

7,4

Po

st S

.6

7

347,

6 13

757

,4

22 1

37,1

32

486

,6

44 8

06,0

59

095

,3

75 3

54,5

93

583

,6

113

782,

5

A-9.

3: E

stim

ated

gro

wth

in B

TVET

enr

olm

ent a

nd p

er c

apita

sub

vent

ion

2011

/12

– 20

19/2

0 un

der E

SSP-

targ

et S

cena

rio (A

ltern

ativ

e Sc

enar

io)


Notes on enrolment estimates and cost estimates for capitation grants and other recurrent costEnrolmenttargetsforPost-P.7andpostS.4BTVETarederivedfromthe2010revisedESSP.TheESSPtargetsfor2020 was taken as the given 2020 target for the BTVET sub-sector, and a linear enrolment growth assumed to reachthetarget.BaselinewereavailableaggregateBTVETenrolmentfiguresforthetwolevelsfortheyears2009indicatedbyEMIS(seeTP5).

The ESSP does not indicate BTVET targets at tertiary level. The assumption employed here was that by 2020 the shareofBTVEToftotaltertiaryenrolmentis30%.Wethereforeset30%oftheestimatedtotaltertiaryenrolmentin2020 as the target BTVET enrolment, and assumed that there would be a linear growth from the current enrolment of around 13,000 to reach the target in 2020.

The cost calculations for the capitation grant assume that 40% of the entire learner population is receiving acapitation grant. The capitation grant amount is assumed to increase linear from the current level to the cost-recovery level calculated in 2010 by the BTVET Department in the MoES.

Note that this scenario was not used to do the Strategic Plan Costing

109

A-9.4: Development of Annual Intake into Formal BTVET

2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 Estimated enrolment development Enrolment post P.7 15 128 16 641 18 305 20 136 22 150 24 365 26 801 29 481 32 429 Enrolment post S.4 15 061 16 568 18 224 20 047 22 051 24 257 26 682 29 350 32 285 Enrolment post S.6 17 933 19 727 21 699 23 869 26 256 28 882 31 770 34 947 38 442 Total enrolment 67 373 74 110 81 521 89 673 98 640 108 504 119 355 131 290 144 419 Intake Development Share of learners under new programme structure (in%) P.7: Change from currently 3 years to 1 year 0 25 50 75 100 100 100 100 100 S.4: Change from 3 to 2 years 0 25 50 75 100 100 100 100 100 S.6: Change from 4 to 3 years (S.6) 0 25 50 75 100 100 100 100 100 New intake projections Post P.7 5 043 8 321 12 204 16 780 22 150 24 365 26 801 29 481 32 429 Post S.4 5 020 6 213 7 593 9 188 11 026 12 128 13 341 14 675 16 143 Post S.6 4 483 5 343 6 329 7 459 8 752 9 627 10 590 11 649 12 814 Total new intake 14 547 19 876 26 126 33 427 41 927 46 120 50 732 55 805 61 386


11

0

A-9.

5: T

otal

Enr

olm

ent P

roje

ctio

ns

20

11/1

2 20

12/1

3 20

13/1

4 20

14/1

5 20

15/1

6 20

16/1

7 20

17/1

8 20

18/1

9 20

19/2

0 Fo

rmal

(pub

lic) B

TVET

48

123

52

936

58

229

64

052

70

457

77

503

85

253

93

779

10

3 15

6 N

on-fo

rmal

pro

gram

me

25 0

00

30 0

00

35 0

00

40 0

00

45 0

00

50 0

00

55 0

00

60 0

00

60 0

00

Priv

ate

prov

isio

n 13

3 10

0 14

6 41

0 16

1 05

1 17

7 15

6 19

4 87

2 21

4 35

9 23

5 79

5 25

9 37

4 28

5 31

2

To

tal e

nrol

men

t 20

6 22

3 22

9 34

6 25

4 28

0 28

1 20

8 31

0 32

9 34

1 86

2 37

6 04

8 41

3 15

3 44

8 46

8


11

1

A-9.

6: S

umm

ary

Cost

s of

Stra

tegi

c Pl

an24

in ‘0

00 0

00 U

GX

and

‘000

UD

S by

Obj

ectiv

es

Ph

ase

I Ph

ase

II

20

11-1

2

2012

-13

20

13-1

4

2014

-15

20

15-2

0

UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

) UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

) UG

X ( '0

0000

0)

USD

('00

0)

BTVE

T St

rate

gic

Plan

To

tal R

ecur

rent

58

558

25

460

72

202

31

392

85

882

37

340

10

0 31

0 43

613

78

1 35

9 33

9 72

1 To

tal D

evel

opm

ent

115

456

50 1

98

97 8

13

42 5

27

95 3

51

41 4

57

77 0

82

33 5

14

516

784

224

689

Gra

nd T

otal

17

4 01

4 75

658

17

0 01

5 73

919

18

1 23

2 78

797

17

7 39

2 77

127

1

298

143

564

410

Cont

rol

174

014

75 6

58

170

015

73 9

19

181

232

78 7

97

177

392

77 1

27

1 29

7 49

3 56

4 12

7

BTVE

T St

rate

gic

Plan

Re

curr

ent:

Obje

ctiv

e 1:

Rel

evan

ce

16 7

77

7 29

5 20

573

8

945

23 3

34

10 1

45

25 4

34

11 0

58

160

226

69 6

64

Obje

ctiv

e 2:

Qua

lity

5 79

9 2

521

6 68

3 2

906

7 49

3 3

258

8 40

9 3

656

58 7

00

25 5

22

Obje

ctiv

e 3:

Equ

itabl

e Ac

cess

35

922

15

618

44

886

19

515

54

995

23

911

66

408

28

873

56

0 79

3 24

3 82

3 Ob

ject

ive

4: M

anag

emen

t 60

26

60

26

60

26

60

26

1

640

713

Obje

ctiv

e 5:

Fin

anci

ng

Tota

l Rec

urre

nt

58 5

58

25 4

60

72 2

02

31 3

92

85 8

82

37 3

40

100

310

43 6

13

781

359

339

721

D

evel

opm

ent:

Ob

ject

ive

1: R

elev

ance

49

657

21

590

22

743

9

888

16 7

87

7 29

9 24

362

10

592

52

411

22

787

Ob

ject

ive

2: Q

ualit

y 40

348

17

543

43

725

19

011

46

861

20

374

47

151

20

501

44

9 88

4 19

5 60

2 Ob

ject

ive

3: E

quita

ble

Acce

ss

24 4

91

10 6

48

30 4

43

13 2

36

30 3

29

13 1

87

1 98

5 86

3 6

955

3 02

4 Ob

ject

ive

4: M

anag

emen

t 40

6 17

7 67

7 29

5 91

3 39

7 2

943

1 28

0 5

660

2 46

1 Ob

ject

ive

5: F

inan

cing

55

4 24

1 22

5 98

46

0 20

0 64

1 27

9 1

875

815

Tota

l Dev

elop

men

t 11

5 45

6 50

198

97

813

42

527

95

351

41

457

77

082

33

514

51

6 78

4 22

4 68

9

Gra

nd T

otal

17

4 01

4 75

658

17

0 01

5 73

919

18

1 23

2 78

797

17

7 39

2 77

127

1

298

143

564

410

24N

ote:

the

Gov

ernm

ent s

ubse

quen

tly d

ecid

ed th

at th

e Pl

an p

erio

d sh

ould

be

2012

/3 to

202

1/22

. Th

e da

tes

in th

e an

nexe

s ha

ve b

een

conv

erte

d ye

t to

this

new

sch

edul

e.


11

2

Ph

ase

I Ph

ase

II

20

11-1

2

2012

-13

20

13-1

4

2014

-15

20

15-2

0

UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

) UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

) UG

X ( '0

0000

0)

USD

('00

0)

Obje

ctiv

e 1:

Mak

e BT

VET

mor

e re

leva

nt

Stra

tegy

1.1

: Stre

ngth

en ro

le o

f em

ploy

ers

79

34

137

59

67

29

92

40

535

233

Sub-

Stra

tegy

1.1

.1: P

lann

ing

and

deci

sion

-mak

ing

26

11

26

11

17

7 17

7

85

37

Sub-

Stra

tegy

1.1

.2: E

mpl

oyer

-bas

ed tr

aini

ng

54

23

111

48

50

22

75

33

450

196

Stra

tegy

1.2

: Exp

and/

deve

lop

UVQF

19

625

8

533

22 2

55

9 67

6 23

333

10

145

25

064

10

897

15

7 61

0 68

526

Su

b-St

rate

gy 1

.2.1

: Cla

rify

UVQF

fram

ewor

k/D

IT

stre

ngth

enin

g 2

144

932

1 53

5 66

7 1

082

470

815

354

4 07

3 1

771

Sub-

Stra

tegy

1.2

.2: A

TP d

evel

opm

ent a

nd a

sses

smen

t 17

482

7

601

20 7

20

9 00

9 22

251

9

674

24 2

49

10 5

43

153

537

66 7

55

Stra

tegy

1.3

: Fle

xibl

e an

d de

man

d-dr

iven

trai

ning

3

560

1 54

8 3

666

1 59

4 3

560

1 54

8 3

545

1 54

1 13

007

5

655

Stra

tegy

1.4

: Boo

st s

uppl

y in

crit

ical

occ

upat

ions

84

37

69

30

84

37

Stra

tegy

1.5

: Agr

icul

ture

trai

ning

42

473

18

467

15

853

6

893

9 01

4 3

919

17 2

22

7 48

8 24

047

10

455

Sub-

Stra

tegy

1.5

.1: T

rain

ing

faci

litie

s 42

223

18

358

15

167

6

594

7 72

3 3

358

15 9

31

6 92

7 17

534

7

623

Sub-

Stra

tegy

1.5

.2: S

treng

then

link

ages

22

6 98

83

1 36

1 83

1 36

1 4

155

1 80

7 Su

b-St

rate

gy 1

.5.3

: CBE

T in

agr

icul

ture

25

0 10

9 46

0 20

0 46

0 20

0 46

0 20

0 2

358

1 02

5 St

rate

gy 1

.6: S

kills

for p

rodu

ctiv

ity in

info

rmal

sec

tor

383

167

744

324

3 55

1 1

544

3 32

1 1

444

15 6

05

6 78

5 Su

b-St

rate

gy 1

.6.1

: Non

-form

al tr

aini

ng in

tegr

ated

into

BT

VET

syst

em

Sub-

Stra

tegy

1.6

.2: I

nfor

mat

ion,

coo

pera

tion,

coo

rdin

atio

n (R

SC)

119

52

104

45

890

387

660

287

3 30

0 1

435

Sub-

Stra

tegy

1.6

.3: H

uman

and

inst

itutio

nal c

apac

ities

26

5 11

5 44

2 19

2 36

1 15

7 36

1 15

7 80

5 35

0 Su

b-St

rate

gy 1

.6.4

: Inn

ovat

ion

Chal

leng

e Fu

nd

199

87

2 30

0 1

000

2 30

0 1

000

11 5

00

5 00

0 St

rate

gy 1

.7: L

MIS

23

0 10

0 59

3 25

8 51

2 22

3 55

1 24

0 1

834

797

To

tal O

bjec

tive

66 4

34

28 8

84

43 3

16

18 8

33

40 1

21

17 4

44

49 7

95

21 6

50

212

637

92 4

51

Ob

ject

ive

2: In

crea

se q

ualit

y

St

rate

gy 2

.1: S

treng

then

inst

itutio

nal c

apac

ities

30

483

13

253

33

070

14

378

35

823

15

575

35

823

15

575

41

6 87

5 18

1 25

0 St

rate

gy 2

.2: B

TVET

inst

ruct

ors/

tuto

rs

15 6

64

6 81

1 17

052

7

414

17 5

82

7 64

4 18

490

8

039

89 9

76

39 1

20


11

3

Ph

ase

I Ph

ase

II

20

11-1

2

2012

-13

20

13-1

4

2014

-15

20

15-2

0

UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

) UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

) UG

X ( '0

0000

0)

USD

('00

0)

Sub-

Stra

tegy

2.2

.1: I

nstit

utio

nal c

apac

ities

for

inst

ruct

ors/

tuto

rs tr

aini

ng

8 72

9 3

795

8 72

9 3

795

8 72

9 3

795

8 72

9 3

795

29 2

68

12 7

25

Sub-

Stra

tegy

2.2

.2: I

ncre

ase

avai

labi

lity

of B

TVET

in

stru

ctor

s/tu

tors

2

009

874

2 93

4 1

276

3 23

8 1

408

3 58

9 1

560

19 3

91

8 43

1 Su

b-St

rate

gy 2

.2.3

: Der

egul

ate

recr

uitm

ent a

nd

depl

oym

ent

4 92

7 2

142

5 39

0 2

343

5 61

6 2

442

6 17

3 2

684

41 3

17

17 9

64

Stra

tegy

2.3

: Qua

lity

assu

ranc

e

28

7 12

5 95

0 41

3 1

248

543

1 73

3 75

3 Su

b-St

rate

gy 2

.3.1

: Acc

redi

tatio

n sy

stem

28

7 12

5 36

8 16

0 46

9 20

4 15

8 68

Su

b-St

rate

gy 2

.3.2

: IQM

58

2 25

3 78

0 33

9 1

576

685

To

tal O

bjec

tive

2 46

147

20

064

50

408

21

917

54

354

23

632

55

560

24

157

50

8 58

4 22

1 12

3

Obje

ctiv

e 3:

Incr

ease

equ

itabl

e ac

cess

St

rate

gy 3

.1: A

cces

s to

form

al a

nd n

on-fo

rmal

BTV

ET

22 9

66

9 98

5 30

635

13

319

39

319

17

095

49

163

21

375

44

4 98

8 19

3 47

3 St

rate

gy 3

.2: E

xpan

d pr

ivat

e pr

ovis

ion

1 49

1 64

8 1

163

505

1 15

0 50

0 1

150

500

5 76

5 2

507

Stra

tegy

3.3

: Sup

port/

Expa

nsio

n pu

blic

BTV

ET s

uppl

y 35

956

15

633

43

001

18

696

44

426

19

316

17

244

7

497

115

805

50 3

50

Stra

tegy

3.4

: Aw

aren

ess

crea

tion

46

20

255

111

255

111

683

297

Stra

tegy

3.5

: Equ

al p

artic

ipat

ion

of d

isad

vant

aged

48

4 21

0 17

4 76

58

0 25

2 50

8 22

1 Su

b-St

rate

gy 3

.5.1

: Dis

adva

ntag

es g

roup

s

19

9 87

15

7

Sub-

Stra

tegy

3.5

.2: F

emal

e pa

rtici

patio

n

13

4 58

65

28

65

28

Su

b-St

rate

gy 3

.5.3

: PW

D

151

66

109

47

500

217

508

221

To

tal O

bjec

tive

3

60 4

13

26 2

67

75 3

28

32 7

51

85 3

24

37 0

97

68 3

93

29 7

36

567

748

246

847

Ob

ject

ive

4: In

crea

se m

anag

emen

t effe

ctiv

enes

s

St

rate

gy 4

.1: S

kills

Dev

elop

men

t Bod

y 17

6 77

19

9 87

37

5 16

3 28

0 12

2 2

463

1 07

1 St

rate

gy 4

.2: D

evol

ve a

utho

rity

/ in

crea

se a

ccou

ntab

ility

24

8 10

8 23

7 10

3 13

3 58

89

7 39

0 Su

b-St

rate

gy 4

.2.1

: dev

olve

aut

horit

y

72

32

11

0 48

95

42

87

4 38

0 Su

b-St

rate

gy 4

.2.2

: inc

reas

e ac

coun

tabi

lity

176

77

127

55

38

17

23

10


11

4

Ph

ase

I Ph

ase

II

20

11-1

2

2012

-13

20

13-1

4

2014

-15

20

15-2

0

UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

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X ( '0

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USD

('0

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UGX

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US

D

('000

) UG

X ( '0

0000

0)

USD

('00

0)

Stra

tegy

4.3

: MIS

/ M

&E

290

126

290

126

362

157

2 59

0 1

126

3 29

0 1

430

Tota

l Obj

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e 4

466

203

737

321

973

423

3 00

3 1

306

6 65

0 2

891

Ob

ject

ive

5: In

tern

al e

ffici

ency

and

fina

ncin

g

Stra

tegy

5.1

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nsfe

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hani

sms

183

80

88

38

Stra

tegy

5.2

: inc

reas

e re

sour

ces

353

153

136

59

181

79

425

185

1 33

2 57

9

Sub-

Stra

tegy

5.2

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GA

39

17

142

62

47

21

497

216

Sub-

Stra

tegy

5.2

.2: L

evy

353

153

97

42

39

17

378

164

835

363

Stra

tegy

5.3

: SD

F 20

2 88

89

39

96

42

12

9 56

54

3 23

6 To

tal O

bjec

tive

5 55

4 24

1 22

5 98

46

0 20

0 64

1 27

9 1

875

815

Gra

nd T

otal

17

4 01

4 75

658

17

0 01

5 73

919

18

1 23

2 78

797

17

7 39

2 77

127

1

297

493

564

127

Re

curr

ent o

nly

Ob

ject

ive

1: M

ake

BTVE

T m

ore

rele

vant

St

rate

gy 1

.1: S

treng

then

role

of e

mpl

oyer

s 17

7

17

7 17

7

17

7 85

37

Su

b-St

rate

gy 1

.1.1

: Pla

nnin

g an

d de

cisi

on-m

akin

g 17

7

17

7 17

7

17

7 85

37

Su

b-St

rate

gy 1

.1.2

: Em

ploy

er-b

ased

trai

ning

Stra

tegy

1.2

: Exp

and/

deve

lop

UVQF

16

487

7

168

20 0

11

8 70

0 21

760

9

461

23 8

60

10 3

74

152

047

66 1

07

Sub-

Stra

tegy

1.2

.1: C

larif

y UV

QF fr

amew

ork/

DIT

st

reng

then

ing

558

242

657

286

699

304

723

314

4 07

3 1

771

Sub-

Stra

tegy

1.2

.2: A

TP d

evel

opm

ent a

nd a

sses

smen

t 15

930

6

926

19 3

54

8 41

5 21

061

9

157

23 1

36

10 0

59

147

974

64 3

37

Stra

tegy

1.3

: Fle

xibl

e an

d de

man

d-dr

iven

trai

ning

St

rate

gy 1

.4: B

oost

sup

ply

in c

ritic

al o

ccup

atio

ns

Stra

tegy

1.5

: Agr

icul

ture

trai

ning

25

0 10

9 47

6 20

7 80

5 35

0 80

5 35

0 4

025

1 75

0 Su

b-St

rate

gy 1

.5.1

: Tra

inin

g fa

cilit

ies


11

5

Ph

ase

I Ph

ase

II

20

11-1

2

2012

-13

20

13-1

4

2014

-15

20

15-2

0

UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

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X ( '0

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UGX

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US

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Sub-

Stra

tegy

1.5

.2: S

treng

then

link

ages

22

6 98

55

5 24

1 55

5 24

1 2

775

1 20

7 Su

b-St

rate

gy 1

.5.3

: CBE

T in

agr

icul

ture

25

0 10

9 25

0 10

9 25

0 10

9 25

0 10

9 1

250

543

Stra

tegy

1.6

: Ski

lls fo

r pro

duct

ivity

in in

form

al s

ecto

r

66

0 28

7 66

0 28

7 3

300

1 43

5 Su

b-St

rate

gy 1

.6.1

: Non

-form

al tr

aini

ng in

tegr

ated

into

BT

VET

syst

em

Sub-

Stra

tegy

1.6

.2: I

nfor

mat

ion,

coo

pera

tion,

coo

rdin

atio

n (R

SC)

660

287

660

287

3 30

0 1

435

Sub-

Stra

tegy

1.6

.3: H

uman

and

inst

itutio

nal c

apac

ities

Su

b-St

rate

gy 1

.6.4

: Inn

ovat

ion

Chal

leng

e Fu

nd

Stra

tegy

1.7

: LM

IS

23

10

69

30

92

40

92

40

769

334

Tota

l Obj

ectiv

e 1

16 7

77

7 29

5 20

573

8

945

23 3

34

10 1

45

25 4

34

11 0

58

160

226

69 6

64

Ob

ject

ive

2: In

crea

se q

ualit

y

St

rate

gy 2

.1: S

treng

then

inst

itutio

nal c

apac

ities

St

rate

gy 2

.2: B

TVET

inst

ruct

ors/

tuto

rs

5 79

9 2

521

6 68

3 2

906

7 49

3 3

258

8 40

1 3

652

58 6

57

25 5

03

Sub-

Stra

tegy

2.2

.1: I

nstit

utio

nal c

apac

ities

for

inst

ruct

ors/

tuto

rs tr

aini

ng

Sub-

Stra

tegy

2.2

.2: I

ncre

ase

avai

labi

lity

of B

TVET

in

stru

ctor

s/tu

tors

1

199

521

1 62

3 70

6 1

927

838

2 27

8 99

0 17

540

7

626

Sub-

Stra

tegy

2.2

.3: D

ereg

ulat

e re

crui

tmen

t and

de

ploy

men

t 4

600

2 00

0 5

060

2 20

0 5

566

2 42

0 6

123

2 66

2 41

117

17

877

St

rate

gy 2

.3: Q

ualit

y as

sura

nce

9 4

43

18

Sub-

Stra

tegy

2.3

.1: A

ccre

dita

tion

syst

em

9 4

43

18

Sub-

Stra

tegy

2.3

.2: I

QM

Tota

l Obj

ectiv

e 2

5 79

9 2

521

6 68

3 2

906

7 49

3 3

258

8 40

9 3

656

58 7

00

25 5

22

Ob

ject

ive

3:In

crea

se e

quita

ble

acce

ss

Stra

tegy

3.1

: Acc

ess

to fo

rmal

and

non

-form

al B

TVET

22

966

9

985

30 6

35

13 3

19

39 3

19

17 0

95

49 1

63

21 3

75

444

988

193

473

Stra

tegy

3.2

: Exp

and

priv

ate

prov

isio

n

St

rate

gy 3

.3: S

uppo

rt/Ex

pans

ion

publ

ic B

TVET

sup

ply

12 9

56

5 63

3 14

251

6

196

15 6

76

6 81

6 17

244

7

497

115

805

50 3

50


11

6

Ph

ase

I Ph

ase

II

20

11-1

2

2012

-13

20

13-1

4

2014

-15

20

15-2

0

UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

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X ( '0

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UGX

( '000

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D

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X ( '0

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Stra

tegy

3.4

: Aw

aren

ess

crea

tion

Stra

tegy

3.5

: Equ

al p

artic

ipat

ion

of d

isad

vant

aged

Su

b-St

rate

gy 3

.5.1

: Dis

adva

ntag

es g

roup

s

Su

b-St

rate

gy 3

.5.2

: Fem

ale

parti

cipa

tion

Sub-

Stra

tegy

3.5

.3: P

WD

To

tal O

bjec

tive

3

35 9

22

15 6

18

44 8

86

19 5

15

54 9

95

23 9

11

66 4

08

28 8

73

560

793

243

823

Ob

ject

ive

4: In

crea

se m

anag

emen

t effe

ctiv

enes

s

St

rate

gy 4

.1: S

kills

Dev

elop

men

t bod

y

65

0 28

3 St

rate

gy 4

.2: D

evol

ve a

utho

rity

/ in

crea

se a

ccou

ntab

ility

Su

b-St

rate

gy 4

.2.1

: dev

olve

aut

horit

y

Su

b-St

rate

gy 4

.2.2

: inc

reas

e ac

coun

tabi

lity

Stra

tegy

4.3

: MIS

/ M

&E

60

26

60

26

60

26

60

26

990

430

Tota

l Obj

ectiv

e 4

60

26

60

26

60

26

60

26

1 64

0 71

3

Obje

ctiv

e 5:

Inte

rnal

effi

cien

cy a

nd fi

nanc

ing

Stra

tegy

5.1

: tra

nsfe

r mec

hani

sms

Stra

tegy

5.2

: inc

reas

e re

sour

ces

Sub-

Stra

tegy

5.2

.1: I

GA

Sub-

Stra

tegy

5.2

.2: L

evy

Stra

tegy

5.3

: SD

F

To

tal O

bjec

tive

5

Gra

nd T

otal

58

558

25

460

72

202

31

392

85

882

37

340

10

0 31

0 43

613

78

1 35

9 33

9 72

1

Dev

elop

men

t onl

y

Ob

ject

ive

1: M

ake

BTVE

T m

ore

rele

vant


11

7

Ph

ase

I Ph

ase

II

20

11-1

2

2012

-13

20

13-1

4

2014

-15

20

15-2

0

UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

) UG

X ( '0

0000

0)

USD

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UGX

( '000

000)

US

D

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) UG

X ( '0

0000

0)

USD

('00

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Stra

tegy

1.1

: Stre

ngth

en ro

le o

f em

ploy

ers

62

27

120

52

50

22

75

33

450

196

Sub-

Stra

tegy

1.1

.1: P

lann

ing

and

deci

sion

-mak

ing

9 4

9 4

Sub-

Stra

tegy

1.1

.2: E

mpl

oyer

-bas

ed tr

aini

ng

54

23

111

48

50

22

75

33

450

196

Stra

tegy

1.2

: Exp

and/

deve

lop

UVQF

3

138

1 36

4 2

244

976

1 57

3 68

4 1

205

524

5 56

3 2

418

Sub-

Stra

tegy

1.2

.1: C

larif

y UV

QF fr

amew

ork/

DIT

st

reng

then

ing

1 58

6 69

0 87

8 38

2 38

3 16

7 92

40

Su

b-St

rate

gy 1

.2.2

: ATP

dev

elop

men

t and

ass

essm

ent

1 55

2 67

5 1

366

594

1 19

0 51

7 1

113

484

5 56

3 2

418

Stra

tegy

1.3

: Fle

xibl

e an

d de

man

d-dr

iven

trai

ning

3

560

1 54

8 3

666

1 59

4 3

560

1 54

8 3

545

1 54

1 13

007

5

655

Stra

tegy

1.4

: Boo

st s

uppl

y in

crit

ical

occ

upat

ions

84

37

69

30

84

37

St

rate

gy 1

.5: A

gric

ultu

re tr

aini

ng

42 2

23

18 3

58

15 3

77

6 68

6 8

209

3 56

9 16

417

7

138

20 0

22

8 70

5 Su

b-St

rate

gy 1

.5.1

: Tra

inin

g fa

cilit

ies

42 2

23

18 3

58

15 1

67

6 59

4 7

723

3 35

8 15

931

6

927

17 5

34

7 62

3 Su

b-St

rate

gy 1

.5.2

: Stre

ngth

en li

nkag

es

276

120

276

120

1 38

0 60

0

Sub-

Stra

tegy

1.5

.3: C

BET

in a

gric

ultu

re

210

91

210

91

210

91

1 10

8 48

2 St

rate

gy 1

.6: S

kills

for p

rodu

ctiv

ity in

info

rmal

sec

tor

383

167

744

324

2 89

1 1

257

2 66

1 1

157

12 3

05

5 35

0 Su

b-St

rate

gy 1

.6.1

: Non

-form

al tr

aini

ng in

tegr

ated

into

BT

VET

syst

em

Sub-

Stra

tegy

1.6

.2: I

nfor

mat

ion,

coo

pera

tion,

coo

rdin

atio

n (R

SC)

119

52

104

45

230

100

Sub-

Stra

tegy

1.6

.3: H

uman

and

inst

itutio

nal c

apac

ities

26

5 11

5 44

2 19

2 36

1 15

7 36

1 15

7 80

5 35

0 Su

b-St

rate

gy 1

.6.4

: Inn

ovat

ion

Chal

leng

e Fu

nd

199

87

2 30

0 1

000

2 30

0 1

000

11 5

00

5 00

0 St

rate

gy 1

.7: L

MIS

20

7 90

52

4 22

8 42

0 18

3 45

9 20

0 1

065

463

Tota

l Obj

ectiv

e 1

49 6

57

21 5

90

22 7

43

9 88

8 16

787

7

299

24 3

62

10 5

92

52 4

11

22 7

87

Ob

ject

ive

2: In

crea

se q

ualit

y

St

rate

gy 2

.1: S

treng

then

inst

itutio

nal c

apac

ities

30

483

13

253

33

070

14

378

35

823

15

575

35

823

15

575

41

6 87

5 18

1 25

0 St

rate

gy 2

.2: B

TVET

inst

ruct

ors/

tuto

rs

9 86

6 4

289

10 3

69

4 50

8 10

089

4

387

10 0

89

4 38

7 31

319

13

617

Su

b-St

rate

gy 2

.2.1

: Ins

titut

iona

l cap

aciti

es fo

r in

stru

ctor

s/tu

tors

trai

ning

8

729

3 79

5 8

729

3 79

5 8

729

3 79

5 8

729

3 79

5 29

268

12

725

Su

b-St

rate

gy 2

.2.2

: Inc

reas

e av

aila

bilit

y of

BTV

ET

inst

ruct

ors/

tuto

rs

811

352

1 31

1 57

0 1

311

570

1 31

1 57

0 1

851

805


11

8

Ph

ase

I Ph

ase

II

20

11-1

2

2012

-13

20

13-1

4

2014

-15

20

15-2

0

UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

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X ( '0

0000

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USD

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UGX

( '000

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US

D

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X ( '0

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USD

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Sub-

Stra

tegy

2.2

.3: D

ereg

ulat

e re

crui

tmen

t and

de

ploy

men

t 32

7 14

2 33

0 14

3 50

22

50

22

20

0 87

St

rate

gy 2

.3: Q

ualit

y as

sura

nce

287

125

950

413

1 24

0 53

9 1

691

735

Sub-

Stra

tegy

2.3

.1: A

ccre

dita

tion

syst

em

287

125

368

160

460

200

115

50

Sub-

Stra

tegy

2.3

.2: I

QM

582

253

780

339

1 57

6 68

5 To

tal O

bjec

tive

2 40

348

17

543

43

725

19

011

46

861

20

374

47

151

20

501

44

9 88

4 19

5 60

2

Obje

ctiv

e 3:

Incr

ease

equ

itabl

e ac

cess

St

rate

gy 3

.1: A

cces

s to

form

al a

nd n

on-fo

rmal

BTV

ET

Stra

tegy

3.2

: Exp

and

priv

ate

prov

isio

n 1

491

648

1 16

3 50

5 1

150

500

1 15

0 50

0 5

765

2 50

7 St

rate

gy 3

.3: S

uppo

rt/Ex

pans

ion

publ

ic B

TVET

sup

ply

23 0

00

10 0

00

28 7

50

12 5

00

28 7

50

12 5

00

Stra

tegy

3.4

: Aw

aren

ess

crea

tion

46

20

255

111

255

111

683

297

Stra

tegy

3.5

: Equ

al p

artic

ipat

ion

of d

isad

vant

aged

48

4 21

0 17

4 76

58

0 25

2 50

8 22

1 Su

b-St

rate

gy 3

.5.1

: Dis

adva

ntag

es g

roup

s

19

9 87

15

7

Sub-

Stra

tegy

3.5

.2: F

emal

e pa

rtici

patio

n

13

4 58

65

28

65

28

Su

b-St

rate

gy 3

.5.3

: PW

D

15

1 66

10

9 47

50

0 21

7 50

8 22

1 To

tal O

bjec

tive

3

24 4

91

10 6

48

30 4

43

13 2

36

30 3

29

13 1

87

1 98

5 86

3 6

955

3 02

4

Obje

ctiv

e 4:

Incr

ease

man

agem

ent e

ffect

iven

ess

Stra

tegy

4.1

: Ski

lls D

evel

opm

ent b

ody

176

77

199

87

375

163

280

122

2 46

3 1

071

Stra

tegy

4.2

: Dev

olve

aut

horit

y /

incr

ease

acc

ount

abili

ty

248

108

237

103

133

58

897

390

Sub-

Stra

tegy

4.2

.1: d

evol

ve a

utho

rity

72

32

110

48

95

42

874

380

Sub-

Stra

tegy

4.2

.2: i

ncre

ase

acco

unta

bilit

y

17

6 77

12

7 55

38

17

23

10

St

rate

gy 4

.3: M

IS /

M&

E 23

0 10

0 23

0 10

0 30

2 13

1 2

530

1 10

0 2

300

1 00

0 To

tal O

bjec

tive

4 40

6 17

7 67

7 29

5 91

3 39

7 2

943

1 28

0 5

660

2 46

1

Obje

ctiv

e 5:

Inte

rnal

effi

cien

cy a

nd fi

nanc

ing

Stra

tegy

5.1

: tra

nsfe

r mec

hani

sms

183

80

88

38


11

9

Ph

ase

I Ph

ase

II

20

11-1

2

2012

-13

20

13-1

4

2014

-15

20

15-2

0

UG

X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

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X ( '0

0000

0)

USD

('0

00)

UGX

( '000

000)

US

D

('000

) UG

X ( '0

0000

0)

USD

('00

0)

Stra

tegy

5.2

: inc

reas

e re

sour

ces

353

153

136

59

181

79

425

185

1 33

2 57

9 Su

b-St

rate

gy 5

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: IG

A

39

17

14

2 62

47

21

49

7 21

6 Su

b-St

rate

gy 5

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: Lev

y 35

3 15

3 97

42

39

17

37

8 16

4 83

5 36

3

Stra

tegy

5.3

: SD

F 20

2 88

89

39

96

42

12

9 56

54

3 23

6 To

tal O

bjec

tive

5 55

4 24

1 22

5 98

46

0 20

0 64

1 27

9 1

875

815

G

rand

Tot

al

115

456

50 1

98

97 8

13

42 5

27

95 3

51

41 4

57

77 0

82

33 5

14

516

784

224

689


11

6

A-9.

7: D

etai

led

cost

s pe

r Stra

tegy

25 (i

n ‘0

00 0

00 U

GX)

Obje

ctiv

e 1:

Rel

evan

ce

Stra

tegy

1.1

: Stre

ngth

en ro

le o

f em

ploy

ers

Su

b-St

rate

gy 1

.1.1

: Pla

nnin

g an

d de

cisi

on-m

akin

g

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

TA n

atio

nal

pers

on m

onth

23

,00

TA in

tern

atio

nal

pers

on m

onth

57

,50

1 1

1

1

1

1

Stak

ehol

der W

S,

aver

age

pers

on d

ay

0,15

50

50

8 8

8 8

St

udy

tour

1

pers

on w

eek

9,50

10

Incr

ease

in s

taff

in B

A

posi

tion/

year

8,

50

2 2

2 2

10

17

17

17

17

85

17

17

17

17

85

Tota

l Cos

ts

26

26

17

17

85

17

17

17

17

85

9

9

Sub-

Stra

tegy

1.1

.2: E

mpl

oyer

-bas

ed tr

aini

ng

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 2

2

46

46

46

46

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

1

58

58

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

50

50

8

8

8

8

Ince

ntiv

es fo

r in

tern

ship

s lu

mp

sum

Pilo

t pro

gram

me

coop

erat

ive

trai

ning

lu

mp

sum

50

75

45

0

50

75

45

0

50

75

450

Tota

l Cos

ts

54

11

1 50

75

45

0

54

111

50

75

450

Stra

tegy

1.2

: Exp

and/

deve

lop

UVQF

Su

b-St

rate

gy 1

.2.1

: Cla

rify

UVQF

fram

ewor

k/DI

T st

reng

then

ing

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 6

6 6

4

138

138

138

92

138

138

138

92

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 4

4 4

230

230

230

23

0 23

0 23

0

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

100

100

100

15

15

15

15

15

15

DI

T re

curre

nt c

ost

lum

p su

m

base

line

+ 10

%/y

r 20

0 22

0 24

2 26

6 1

788

200

220

242

266

1 78

8 20

0 22

0 24

2 26

6 1

788

In

crea

se in

sta

ff es

tabl

ishm

ent

prof

essi

onal

s

posi

tion/

year

8,50

15

22

22

22

11

0 12

8 18

7 18

7 18

7 93

5 12

8 18

7 18

7 18

7 93

5

TSC

annu

al lu

mp

sum

/com

mitt

ee

20,0

0 4

5 6

6 30

80

10

0 12

0 12

0 60

0 80

10

0 12

0 12

0 60

0

25N

ote:

the

Gov

ernm

ent s

ubse

quen

tly d

ecid

ed th

at th

e Pl

an p

erio

d sh

ould

be

2012

/3 to

202

1/22

. Th

e da

tes i

n th

e an

nexe

s hav

e be

en c

onve

rted

yet t

o th

is n

ew sc

hedu

le.

25 N

ote:

the

Gov

ernm

ent s

ubse

quen

tly d

ecid

ed th

at th

e Pl

an p

erio

d sh

ould

be

2012

/3 to

202

1/22

. Th

e da

tes

in th

e an

nexe

s ha

ve b

een

conv

erte

d ye

t to

this

new

sch

edul

e.


11

7

ITC

annu

al lu

mp

sum

15

0,00

1

1 1

1 5

150

150

150

150

750

150

150

150

150

750

DIT

staf

f dev

elop

men

t lu

mp

sum

30

35

30

35

30

35

Web

site

Dev

elop

men

t lu

mp

sum

23

,00

1

23

23

WAN

lu

mp

sum

46

0,00

1

46

0

460

othe

r inv

estm

ent

lum

psum

1 15

0

1

150

1

150

Tota

l Cos

ts

2

144

1 53

5 1

082

815

4 07

3 55

8 65

7 69

9 72

3 4

073

1 58

6 87

8 38

3 92

Sub-

Stra

tegy

1.2

.2: A

TP d

evel

opm

ent a

nd a

sses

smen

t

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 AT

P de

velo

pmen

t AT

P 36

,00

30

30

30

30

150

1 08

0 1

080

1 08

0 1

080

5 40

0

1 08

0 1

080

1 08

0 1

080

5 40

0 As

sess

men

t DIT

m

odul

ar

train

ee/m

odul

e (n

et)

0,05

10

4 86

0 11

7 84

6 13

1 63

1 14

6 29

4 98

3 82

7 5

243

5 89

2 6

582

7 31

5 49

191

5

243

5 89

2 6

582

7 31

5 49

191

Asse

ssm

ent D

IT le

vel

train

ee (n

et)

0,09

10

1 36

3 11

1 50

0 12

2 65

0 13

4 91

4 90

6 03

3 8

616

9 47

8 10

425

11

468

77

013

8

616

9 47

8 10

425

11

468

77

013

Capa

city

bui

ldin

g fa

cilit

ator

fa

cilit

ator

4,

50

20

20

10

90

90

45

90

90

45

Ca

paci

ty b

uild

ing

asse

ssor

s as

sess

or

0,65

30

0 10

0 10

0 50

25

0 19

5 65

65

33

16

3

195

65

65

33

163

Test

item

ban

k de

velo

pmen

t lu

mp

sum

115

115

11

5 11

5

11

5 11

5

Accr

edita

tion

of

asse

ssm

ent c

ente

rs

0,

80

90

20

72

16

72

16

Dist

ribut

ion

of A

TPs

and

PR

lum

p su

m

80

90

10

0 10

0 50

0 80

90

10

0 10

0 50

0 80

90

10

0 10

0 50

0

UNM

EB

lum

p su

m (s

ee

UNM

EB p

lan)

1 99

1 3

894

3 95

4 4

254

21 2

70

1 99

1 3

894

3 95

4 4

254

21 2

70

1 99

1 3

894

3 95

4 4

254

21 2

70

Tota

l Cos

ts

17

482

20

720

22

251

24

249

15

3 53

7 15

930

19

354

21

061

23

136

14

7 97

4 1

552

1 36

6 1

190

1 11

3 5

563

11

6

A-9.

7: D

etai

led

cost

s pe

r Stra

tegy

25 (i

n ‘0

00 0

00 U

GX)

Obje

ctiv

e 1:

Rel

evan

ce

Stra

tegy

1.1

: Stre

ngth

en ro

le o

f em

ploy

ers

Su

b-St

rate

gy 1

.1.1

: Pla

nnin

g an

d de

cisi

on-m

akin

g

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

TA n

atio

nal

pers

on m

onth

23

,00

TA in

tern

atio

nal

pers

on m

onth

57

,50

1 1

1

1

1

1

Stak

ehol

der W

S,

aver

age

pers

on d

ay

0,15

50

50

8 8

8 8

St

udy

tour

1

pers

on w

eek

9,50

10

Incr

ease

in s

taff

in B

A

posi

tion/

year

8,

50

2 2

2 2

10

17

17

17

17

85

17

17

17

17

85

Tota

l Cos

ts

26

26

17

17

85

17

17

17

17

85

9

9

Sub-

Stra

tegy

1.1

.2: E

mpl

oyer

-bas

ed tr

aini

ng

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 2

2

46

46

46

46

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

1

58

58

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

50

50

8

8

8

8

Ince

ntiv

es fo

r in

tern

ship

s lu

mp

sum

Pilo

t pro

gram

me

coop

erat

ive

trai

ning

lu

mp

sum

50

75

45

0

50

75

45

0

50

75

450

Tota

l Cos

ts

54

11

1 50

75

45

0

54

111

50

75

450

Stra

tegy

1.2

: Exp

and/

deve

lop

UVQF

Su

b-St

rate

gy 1

.2.1

: Cla

rify

UVQF

fram

ewor

k/DI

T st

reng

then

ing

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 6

6 6

4

138

138

138

92

138

138

138

92

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 4

4 4

230

230

230

23

0 23

0 23

0

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

100

100

100

15

15

15

15

15

15

DI

T re

curre

nt c

ost

lum

p su

m

base

line

+ 10

%/y

r 20

0 22

0 24

2 26

6 1

788

200

220

242

266

1 78

8 20

0 22

0 24

2 26

6 1

788

In

crea

se in

sta

ff es

tabl

ishm

ent

prof

essi

onal

s

posi

tion/

year

8,50

15

22

22

22

11

0 12

8 18

7 18

7 18

7 93

5 12

8 18

7 18

7 18

7 93

5

TSC

annu

al lu

mp

sum

/com

mitt

ee

20,0

0 4

5 6

6 30

80

10

0 12

0 12

0 60

0 80

10

0 12

0 12

0 60

0

25N

ote:

the

Gov

ernm

ent s

ubse

quen

tly d

ecid

ed th

at th

e Pl

an p

erio

d sh

ould

be

2012

/3 to

202

1/22

. Th

e da

tes i

n th

e an

nexe

s hav

e be

en c

onve

rted

yet t

o th

is n

ew sc

hedu

le.


11

8

Stra

tegy

1.3

: Fle

xibl

e an

d de

man

d-dr

iven

trai

ning

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 6

6 4

4 10

13

8 13

8 92

92

23

0

138

138

92

92

230

TA in

tern

atio

nal

pers

on m

onth

57

,50

4 4

2 2

5 23

0 23

0 11

5 11

5 28

8

230

230

115

115

288

Stak

ehol

der W

S,

aver

age

pers

on d

ay

0,15

10

0

100

15

15

15

15

Tr

aini

ng o

f gov

erni

ng

bodi

es

1 pe

rson

wee

k 0,

81

175

175

175

175

300

141

141

141

141

242

14

1 14

1 14

1 14

1 24

2 Tr

aini

ng o

f BTV

ET

inst

itutio

n st

aff

1 pe

rson

wee

k 0,

81

100

250

300

300

500

81

201

242

242

403

81

20

1 24

2 24

2 40

3 Su

ppor

t to

loca

l mar

ket

asse

ssm

ent

per i

nstit

utio

n 2,

30

35

35

35

35

150

81

81

81

81

345

81

81

81

81

34

5

Curr

icul

um d

evel

opm

ent

lum

p su

m o

ver

phas

e 11

500

,00

2 87

5 2

875

2 87

5 2

875

11 5

00

2 87

5 2

875

2 87

5 2

875

11 5

00

2

875

2 87

5 2

875

2 87

5 11

500

Tota

l Cos

ts

3

560

3 66

6 3

560

3 54

5 13

007

3 56

0 3

666

3 56

0 3

545

13 0

07

Stra

tegy

1.4

: Boo

st s

uppl

y in

crit

ical

occ

upat

ions

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 3

3 3

69

69

69

69

69

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

100

10

0

15

15

15

15

ATP/

curr

icul

um

deve

lopm

ent/

TOT

in

othe

r stra

tegi

es

Tota

l Cos

ts

84

69

84

84

69

84

Stra

tegy

1.5

: Agr

icul

ture

trai

ning

Su

b-St

rate

gy 1

.5.1

: Tra

inin

g fa

cilit

ies

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 N

ew A

SDC

cent

re

8 20

8,00

1

8

208

8

208

Up

grad

e fa

rm s

choo

ls to

AS

DC

cent

re

5 09

1,00

1

1 1

1

5 09

1 5

091

5 09

1 5

091

5 09

1 5

091

5 09

1 5

091

Co

nver

t DAT

ICS

to A

SDC

DATI

C 6

696,

00

5

33

480

33 4

80

VET

Trai

ning

Inst

itute

ce

ntre

5

626,

00

1

5

626

5

626

Food

Sci

ence

, te

chno

logy

, Val

ue

Addi

tion

Dep

artm

ents

cent

re

1 56

5,00

4

6

260

6

260

Bu

kala

sa u

pgra

ding

lu

mp

sum

3

367

806

806

806

4 83

6

3 36

7 80

6 80

6 80

6 4

836

FTI u

pgra

ding

lu

mp

sum

1 31

1 1

049

1 04

9 6

295

1 31

1 1

049

1 04

9 6

295

Dpm

t Irr

igat

ion/

Wat

er

Mng

t in

ASDC

s ce

ntre

77

7,00

1 1

1 1

77

7 77

7 77

7 77

7

77

7 77

7 77

7 77

7 Te

achi

ng m

ater

ial

deve

lopm

ent

lum

p su

m

230

23

0

11

7

ITC

annu

al lu

mp

sum

15

0,00

1

1 1

1 5

150

150

150

150

750

150

150

150

150

750

DIT

staf

f dev

elop

men

t lu

mp

sum

30

35

30

35

30

35

Web

site

Dev

elop

men

t lu

mp

sum

23

,00

1

23

23

WAN

lu

mp

sum

46

0,00

1

46

0

460

othe

r inv

estm

ent

lum

psum

1 15

0

1

150

1

150

Tota

l Cos

ts

2

144

1 53

5 1

082

815

4 07

3 55

8 65

7 69

9 72

3 4

073

1 58

6 87

8 38

3 92

Sub-

Stra

tegy

1.2

.2: A

TP d

evel

opm

ent a

nd a

sses

smen

t

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 AT

P de

velo

pmen

t AT

P 36

,00

30

30

30

30

150

1 08

0 1

080

1 08

0 1

080

5 40

0

1 08

0 1

080

1 08

0 1

080

5 40

0 As

sess

men

t DIT

m

odul

ar

train

ee/m

odul

e (n

et)

0,05

10

4 86

0 11

7 84

6 13

1 63

1 14

6 29

4 98

3 82

7 5

243

5 89

2 6

582

7 31

5 49

191

5

243

5 89

2 6

582

7 31

5 49

191

Asse

ssm

ent D

IT le

vel

train

ee (n

et)

0,09

10

1 36

3 11

1 50

0 12

2 65

0 13

4 91

4 90

6 03

3 8

616

9 47

8 10

425

11

468

77

013

8

616

9 47

8 10

425

11

468

77

013

Capa

city

bui

ldin

g fa

cilit

ator

fa

cilit

ator

4,

50

20

20

10

90

90

45

90

90

45

Ca

paci

ty b

uild

ing

asse

ssor

s as

sess

or

0,65

30

0 10

0 10

0 50

25

0 19

5 65

65

33

16

3

195

65

65

33

163

Test

item

ban

k de

velo

pmen

t lu

mp

sum

115

115

11

5 11

5

11

5 11

5

Accr

edita

tion

of

asse

ssm

ent c

ente

rs

0,

80

90

20

72

16

72

16

Dist

ribut

ion

of A

TPs

and

PR

lum

p su

m

80

90

10

0 10

0 50

0 80

90

10

0 10

0 50

0 80

90

10

0 10

0 50

0

UNM

EB

lum

p su

m (s

ee

UNM

EB p

lan)

1 99

1 3

894

3 95

4 4

254

21 2

70

1 99

1 3

894

3 95

4 4

254

21 2

70

1 99

1 3

894

3 95

4 4

254

21 2

70

Tota

l Cos

ts

17

482

20

720

22

251

24

249

15

3 53

7 15

930

19

354

21

061

23

136

14

7 97

4 1

552

1 36

6 1

190

1 11

3 5

563


11

9

Curr

icul

um d

evel

opm

ent

lum

p su

m

55

922

55

922

N

ote:

Re

curr

ent t

rain

ing

cost

s in

clud

ed in

3.1

and

3.3

Tota

l Cos

ts

42

223

15

167

7

723

15 9

31

17 5

34

42

223

15

167

7

723

15 9

31

17 5

34

Sub-

Stra

tegy

1.5

.2: S

treng

then

link

ages

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0

Coor

dina

tion

Offic

e M

AAIF

an

nual

in

crem

enta

l 36

,00

1

1 1

5

36

36

36

180

36

36

36

18

0

Regi

ster

s an

nual

in

crem

enta

l 19

0,00

1 1

1 5

19

0 19

0 19

0 95

0

190

190

190

950

Ac

com

mod

atio

n/tra

inin

g fa

cilit

ies

NAR

O fie

ld

stat

ions

st

atio

n 27

6,00

1

1 5

276

276

1 38

0

276

276

1 38

0 Li

aiso

n of

ficer

s at

NAR

O ce

nter

s an

nual

in

crem

enta

l 19

3,00

1

1 5

193

193

965

193

193

965

In

form

atio

n sh

arin

g/di

ssem

inat

ion

lum

p su

m

13

6 13

6 68

0

13

6 13

6 68

0

13

6 13

6 68

0

Tota

l Cos

ts

226

831

831

4 15

5

226

555

555

2 77

5

27

6 27

6 1

380

Sub-

Stra

tegy

1.5

.3: C

BET

in a

gric

ultu

re

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 AT

P de

velo

pmen

t in

clud

ed in

1.2

.2

Capa

city

bui

ldin

g in

stru

ctor

s in

stru

ctor

1,

15

10

0 10

0 10

0 55

0

115

115

115

633

115

115

115

633

Mis

cella

neou

s lu

mp

sum

95

95

95

47

5

95

95

95

475

95

95

95

475

Mon

itorin

g

lum

p su

m

25

0 25

0 25

0 25

0 1

250

250

250

250

250

1 25

0 25

0 25

0 25

0 25

0 1

250

Tota

l Cos

ts

25

0 46

0 46

0 46

0 2

358

250

250

250

250

1 25

0

210

210

210

1 10

8

Stra

tegy

1.6

: Ski

lls fo

r pro

duct

ivity

in in

form

al s

ecto

r Su

b-St

rate

gy 1

.6.1

: Non

-form

al tr

aini

ng in

tegr

ated

into

BTV

ET s

yste

m

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

8

Stra

tegy

1.3

: Fle

xibl

e an

d de

man

d-dr

iven

trai

ning

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 6

6 4

4 10

13

8 13

8 92

92

23

0

138

138

92

92

230

TA in

tern

atio

nal

pers

on m

onth

57

,50

4 4

2 2

5 23

0 23

0 11

5 11

5 28

8

230

230

115

115

288

Stak

ehol

der W

S,

aver

age

pers

on d

ay

0,15

10

0

100

15

15

15

15

Tr

aini

ng o

f gov

erni

ng

bodi

es

1 pe

rson

wee

k 0,

81

175

175

175

175

300

141

141

141

141

242

14

1 14

1 14

1 14

1 24

2 Tr

aini

ng o

f BTV

ET

inst

itutio

n st

aff

1 pe

rson

wee

k 0,

81

100

250

300

300

500

81

201

242

242

403

81

20

1 24

2 24

2 40

3 Su

ppor

t to

loca

l mar

ket

asse

ssm

ent

per i

nstit

utio

n 2,

30

35

35

35

35

150

81

81

81

81

345

81

81

81

81

34

5

Curr

icul

um d

evel

opm

ent

lum

p su

m o

ver

phas

e 11

500

,00

2 87

5 2

875

2 87

5 2

875

11 5

00

2 87

5 2

875

2 87

5 2

875

11 5

00

2

875

2 87

5 2

875

2 87

5 11

500

Tota

l Cos

ts

3

560

3 66

6 3

560

3 54

5 13

007

3 56

0 3

666

3 56

0 3

545

13 0

07

Stra

tegy

1.4

: Boo

st s

uppl

y in

crit

ical

occ

upat

ions

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 3

3 3

69

69

69

69

69

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

100

10

0

15

15

15

15

ATP/

curr

icul

um

deve

lopm

ent/

TOT

in

othe

r stra

tegi

es

Tota

l Cos

ts

84

69

84

84

69

84

Stra

tegy

1.5

: Agr

icul

ture

trai

ning

Su

b-St

rate

gy 1

.5.1

: Tra

inin

g fa

cilit

ies

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 N

ew A

SDC

cent

re

8 20

8,00

1

8

208

8

208

Up

grad

e fa

rm s

choo

ls to

AS

DC

cent

re

5 09

1,00

1

1 1

1

5 09

1 5

091

5 09

1 5

091

5 09

1 5

091

5 09

1 5

091

Co

nver

t DAT

ICS

to A

SDC

DATI

C 6

696,

00

5

33

480

33 4

80

VET

Trai

ning

Inst

itute

ce

ntre

5

626,

00

1

5

626

5

626

Food

Sci

ence

, te

chno

logy

, Val

ue

Addi

tion

Dep

artm

ents

cent

re

1 56

5,00

4

6

260

6

260

Bu

kala

sa u

pgra

ding

lu

mp

sum

3

367

806

806

806

4 83

6

3 36

7 80

6 80

6 80

6 4

836

FTI u

pgra

ding

lu

mp

sum

1 31

1 1

049

1 04

9 6

295

1 31

1 1

049

1 04

9 6

295

Dpm

t Irr

igat

ion/

Wat

er

Mng

t in

ASDC

s ce

ntre

77

7,00

1 1

1 1

77

7 77

7 77

7 77

7

77

7 77

7 77

7 77

7 Te

achi

ng m

ater

ial

deve

lopm

ent

lum

p su

m

230

23

0


12

0

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 Co

st fo

r man

agem

ent o

f NFT

Pro

gram

me

incl

. des

k of

ficer

s to

be

born

e fro

m

man

agem

ent/

mon

itorin

g lu

mp

sum

in

Stra

tegy

2.1

Tota

l Cos

ts

Sub-

Stra

tegy

1.6

.2: I

nfor

mat

ion,

coo

pera

tion,

coo

rdin

atio

n (R

SC)

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 2

2 2

46

46

46

46

46

46

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 1

1

58

58

58

58

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

100

15

15

Ad

ditio

nal s

taff

prof

essi

onal

pe

rson

yea

r 8,

50

8 8

40

68

68

340

68

68

340

Addi

tiona

l sta

ff as

sist

ant

pers

on y

ear

4,80

8

8 40

38

38

19

2

38

38

19

2

Addi

tiona

l sta

ff dr

iver

pe

rson

yea

r 4,

80

8 8

40

38

38

192

38

38

192

Of

fice

equi

pmen

t lu

mp

sum

11

,50

8

92

92

Oper

atio

nal e

xpen

ses

year

/offi

ce

41,4

0

8

8 40

33

1 33

1 1

656

331

331

1 65

6

Inve

ntor

ies

per s

tudy

11

,50

8

92

92

Net

wor

k m

eetin

gs

year

/offi

ce

23,0

0

8

8 40

18

4 18

4 92

0

18

4 18

4 92

0

Tota

l Cos

ts

11

9 10

4 89

0 66

0 3

300

660

660

3 30

0 11

9 10

4 23

0

Sub-

Stra

tegy

1.6

.3: H

uman

and

inst

itutio

nal c

apac

ities

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 3

3 2

2

69

69

46

46

69

69

46

46

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 2

2 1

1

115

115

58

58

115

115

58

58

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

Faci

litat

ors

train

ing

1 pe

rson

wee

k 0,

81

20

16

16

Tr

aini

ng w

orks

hop

1 pe

rson

wee

k 0,

81

80

320

320

320

1 00

0 64

25

8 25

8 25

8 80

5

64

258

258

258

805

Tota

l Cos

ts

26

5 44

2 36

1 36

1 80

5

265

442

361

361

805

Sub-

Stra

tegy

1.6

.4: I

nnov

atio

n Ch

alle

nge

Fund

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3

69

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

2

11

5

115

11

9

Curr

icul

um d

evel

opm

ent

lum

p su

m

55

922

55

922

N

ote:

Re

curr

ent t

rain

ing

cost

s in

clud

ed in

3.1

and

3.3

Tota

l Cos

ts

42

223

15

167

7

723

15 9

31

17 5

34

42

223

15

167

7

723

15 9

31

17 5

34

Sub-

Stra

tegy

1.5

.2: S

treng

then

link

ages

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0

Coor

dina

tion

Offic

e M

AAIF

an

nual

in

crem

enta

l 36

,00

1

1 1

5

36

36

36

180

36

36

36

18

0

Regi

ster

s an

nual

in

crem

enta

l 19

0,00

1 1

1 5

19

0 19

0 19

0 95

0

190

190

190

950

Ac

com

mod

atio

n/tra

inin

g fa

cilit

ies

NAR

O fie

ld

stat

ions

st

atio

n 27

6,00

1

1 5

276

276

1 38

0

276

276

1 38

0 Li

aiso

n of

ficer

s at

NAR

O ce

nter

s an

nual

in

crem

enta

l 19

3,00

1

1 5

193

193

965

193

193

965

In

form

atio

n sh

arin

g/di

ssem

inat

ion

lum

p su

m

13

6 13

6 68

0

13

6 13

6 68

0

13

6 13

6 68

0

Tota

l Cos

ts

226

831

831

4 15

5

226

555

555

2 77

5

27

6 27

6 1

380

Sub-

Stra

tegy

1.5

.3: C

BET

in a

gric

ultu

re

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 AT

P de

velo

pmen

t in

clud

ed in

1.2

.2

Capa

city

bui

ldin

g in

stru

ctor

s in

stru

ctor

1,

15

10

0 10

0 10

0 55

0

115

115

115

633

115

115

115

633

Mis

cella

neou

s lu

mp

sum

95

95

95

47

5

95

95

95

475

95

95

95

475

Mon

itorin

g

lum

p su

m

25

0 25

0 25

0 25

0 1

250

250

250

250

250

1 25

0 25

0 25

0 25

0 25

0 1

250

Tota

l Cos

ts

25

0 46

0 46

0 46

0 2

358

250

250

250

250

1 25

0

210

210

210

1 10

8

Stra

tegy

1.6

: Ski

lls fo

r pro

duct

ivity

in in

form

al s

ecto

r Su

b-St

rate

gy 1

.6.1

: Non

-form

al tr

aini

ng in

tegr

ated

into

BTV

ET s

yste

m

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II


12

0

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 Co

st fo

r man

agem

ent o

f NFT

Pro

gram

me

incl

. des

k of

ficer

s to

be

born

e fro

m

man

agem

ent/

mon

itorin

g lu

mp

sum

in

Stra

tegy

2.1

Tota

l Cos

ts

Sub-

Stra

tegy

1.6

.2: I

nfor

mat

ion,

coo

pera

tion,

coo

rdin

atio

n (R

SC)

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 2

2 2

46

46

46

46

46

46

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 1

1

58

58

58

58

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

100

15

15

Ad

ditio

nal s

taff

prof

essi

onal

pe

rson

yea

r 8,

50

8 8

40

68

68

340

68

68

340

Addi

tiona

l sta

ff as

sist

ant

pers

on y

ear

4,80

8

8 40

38

38

19

2

38

38

19

2

Addi

tiona

l sta

ff dr

iver

pe

rson

yea

r 4,

80

8 8

40

38

38

192

38

38

192

Of

fice

equi

pmen

t lu

mp

sum

11

,50

8

92

92

Oper

atio

nal e

xpen

ses

year

/offi

ce

41,4

0

8

8 40

33

1 33

1 1

656

331

331

1 65

6

Inve

ntor

ies

per s

tudy

11

,50

8

92

92

Net

wor

k m

eetin

gs

year

/offi

ce

23,0

0

8

8 40

18

4 18

4 92

0

18

4 18

4 92

0

Tota

l Cos

ts

11

9 10

4 89

0 66

0 3

300

660

660

3 30

0 11

9 10

4 23

0

S ub-

Stra

tegy

1.6

.3: H

uman

and

inst

itutio

nal c

apac

ities

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 3

3 2

2

69

69

46

46

69

69

46

46

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 2

2 1

1

115

115

58

58

115

115

58

58

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

Faci

litat

ors

train

ing

1 pe

rson

wee

k 0,

81

20

16

16

Tr

aini

ng w

orks

hop

1 pe

rson

wee

k 0,

81

80

320

320

320

1 00

0 64

25

8 25

8 25

8 80

5

64

258

258

258

805

Tota

l Cos

ts

26

5 44

2 36

1 36

1 80

5

265

442

361

361

805

Sub-

Stra

tegy

1.6

.4: I

nnov

atio

n Ch

alle

nge

Fund

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3

69

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

2

11

5

115


12

1

Stak

ehol

der W

S,

aver

age

pers

on d

ay

0,15

100

15

15

Inno

vatio

n Fu

nd

lum

p su

m

2

300

2 30

0 11

500

2

300

2 30

0 11

500

2 30

0 2

300

11 5

00

Tota

l Cos

ts

199

2 30

0 2

300

11 5

00

199

2 30

0 2

300

11 5

00

Stra

tegy

1.7

: LM

IS

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 4

8 8

8 20

92

18

4 18

4 18

4 46

0

92

184

184

184

460

TA in

tern

atio

nal

pers

on m

onth

57

,50

2 4

4 4

10

115

230

230

230

575

11

5 23

0 23

0 23

0 57

5 St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

10

0 40

40

20

0

15

6 6

30

15

6 6

30

Stud

y to

ur

1 pe

rson

wee

k 9,

50

10

95

95

Softw

are

licen

ses

lum

p su

m

23

23

23

Trai

ning

wor

ksho

p 1

pers

on w

eek

0,81

20

16

16

Trac

er s

tudi

es

lum

psum

/yea

r 69

,00

1

1 1

5

69

69

69

345

69

69

69

34

5

Empl

oyer

sur

veys

lu

mps

um/y

ear

23,0

0 1

1

3

23

23

69

23

23

69

co

mm

unic

atio

n lu

mp

sum

23

11

5

23

115

23

11

5

Addi

tiona

l sta

ff pr

ofes

sion

al

pers

on/y

ear

24,0

0

10

24

0

24

0

Tota

l Cos

ts

23

0 59

3 51

2 55

1 1

834

23

69

92

92

769

207

524

420

459

1 06

5


12

2

Obje

ctiv

e 2

– Qu

ality

St

rate

gy 2

.1: S

treng

then

inst

itutio

nal c

apac

ities

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

Inst

itutio

nal

stre

ngth

enin

g in

stitu

tion

11 5

00

28 7

50

28 7

50

28 7

50

28 7

50

345

000

28 7

50

28 7

50

28 7

50

28 7

50

345

000

28

750

28

750

28

750

28

750

34

5 00

0 BT

VET

Inve

stm

ent

Fund

lu

mps

um

2

760

2 76

0 46

000

2

760

2 76

0 46

000

2 76

0 2

760

46 0

00

Stak

ehol

der W

S,

aver

age

pers

on d

ay

0,15

50

50

8 8

8 8

IC

T co

mpu

ter

3,45

50

0 1

250

1 25

0 1

250

7 50

0 1

725

4 31

3 4

313

4 31

3 25

875

1 72

5 4

313

4 31

3 4

313

25 8

75

Tota

l Cos

ts

30

483

33

070

35

823

35

823

41

6 87

5

30 4

83

33 0

70

35 8

23

35 8

23

416

875

Stra

tegy

2.2

: BTV

ET in

stru

ctor

s/tu

tors

Su

b-St

rate

gy 2

.2.1

: Ins

titut

iona

l cap

aciti

es fo

r ins

truct

ors/

tuto

rs tr

aini

ng

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 2

2 2

2 10

46

46

46

46

23

0

46

46

46

46

230

TA in

tern

atio

nal

pers

on m

onth

57

,50

1 1

1 1

5 58

58

58

58

28

8

58

58

58

58

288

Com

preh

ensi

ve

inst

itutio

nal

stre

ngth

enin

g in

cl

curr

icul

um d

evel

op

and

mas

ter t

rain

ers

train

ing

inst

itutio

n

11 5

00,0

0 8

625

8 62

5 8

625

8 62

5 23

000

8

625

8 62

5 8

625

8 62

5 23

000

8 62

5 8

625

8 62

5 8

625

23 0

00

Trai

ning

of m

aste

r tra

iner

s ov

erse

as

mas

ter t

rain

er

57,5

0

10

0

5

750

5

750

Tota

l Cos

ts

8

729

8 72

9 8

729

8 72

9 29

268

8 72

9 8

729

8 72

9 8

729

29 2

68

Sub-

Stra

tegy

2.2

.2: I

ncre

ase

avai

labi

lity

of B

TVET

inst

ruct

ors/

tuto

rs

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 Cu

rric

ulum

de

velo

pmen

t par

t of

inst

itutio

nal

stre

ngth

enin

g

In

stru

ctor

s tr

aini

ng,

capi

tatio

n gr

ant

inst

ruct

or/y

ear

spec

ial

calc

ulat

ion

647

870

1 13

1 1

435

13 7

35

647

870

1 13

1 1

435

13 7

35

647

870

1 13

1 1

435

13 7

35

In-s

ervi

ce tr

aini

ng o

f in

stru

ctor

s in

stru

ctor

/ pr

ogra

mm

e 2,

00

250

500

500

500

500

500

1 00

0 1

000

1 00

0 1

000

50

0 1

000

1 00

0 1

000

1 00

0 As

sess

men

t of

inst

ruct

ors

asse

ssm

ent

0,65

84

9 1

159

1 22

5 1

297

5 85

4 55

2 75

3 79

6 84

3 3

805

552

753

796

843

3 80

5

Base

-fund

ing

(sal

arie

s) IT

Is

TA n

atio

nal

pers

on m

onth

23

,00

6 6

6 6

12

138

138

138

138

276

13

8 13

8 13

8 13

8 27

6 TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 3

3 3

3 10

17

3 17

3 17

3 17

3 57

5

173

173

173

173

575

Tota

l Cos

ts

2

009

2 93

4 3

238

3 58

9 19

391

1

199

1 62

3 1

927

2 27

8 17

540

81

1 1

311

1 31

1 1

311

1 85

1

Sub-

Stra

tegy

2.2

.3: D

ereg

ulat

e re

crui

tmen

t and

dep

loym

ent

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent


12

2

Obje

ctiv

e 2

– Qu

ality

St

rate

gy 2

.1: S

treng

then

inst

itutio

nal c

apac

ities

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

Inst

itutio

nal

stre

ngth

enin

g in

stitu

tion

11 5

00

28 7

50

28 7

50

28 7

50

28 7

50

345

000

28 7

50

28 7

50

28 7

50

28 7

50

345

000

28

750

28

750

28

750

28

750

34

5 00

0 BT

VET

Inve

stm

ent

Fund

lu

mps

um

2

760

2 76

0 46

000

2

760

2 76

0 46

000

2 76

0 2

760

46 0

00

Stak

ehol

der W

S,

aver

age

pers

on d

ay

0,15

50

50

8 8

8 8

IC

T co

mpu

ter

3,45

50

0 1

250

1 25

0 1

250

7 50

0 1

725

4 31

3 4

313

4 31

3 25

875

1 72

5 4

313

4 31

3 4

313

25 8

75

Tota

l Cos

ts

30

483

33

070

35

823

35

823

41

6 87

5

30 4

83

33 0

70

35 8

23

35 8

23

416

875

Stra

tegy

2.2

: BTV

ET in

stru

ctor

s/tu

tors

Su

b-St

rate

gy 2

.2.1

: Ins

titut

iona

l cap

aciti

es fo

r ins

truct

ors/

tuto

rs tr

aini

ng

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 2

2 2

2 10

46

46

46

46

23

0

46

46

46

46

230

TA in

tern

atio

nal

pers

on m

onth

57

,50

1 1

1 1

5 58

58

58

58

28

8

58

58

58

58

288

Com

preh

ensi

ve

inst

itutio

nal

stre

ngth

enin

g in

cl

curr

icul

um d

evel

op

and

mas

ter t

rain

ers

train

ing

inst

itutio

n

11 5

00,0

0 8

625

8 62

5 8

625

8 62

5 23

000

8

625

8 62

5 8

625

8 62

5 23

000

8 62

5 8

625

8 62

5 8

625

23 0

00

Trai

ning

of m

aste

r tra

iner

s ov

erse

as

mas

ter t

rain

er

57,5

0

10

0

5

750

5

750

Tota

l Cos

ts

8

729

8 72

9 8

729

8 72

9 29

268

8 72

9 8

729

8 72

9 8

729

29 2

68

Sub-

Stra

tegy

2.2

.2: I

ncre

ase

avai

labi

lity

of B

TVET

inst

ruct

ors/

tuto

rs

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 Cu

rric

ulum

de

velo

pmen

t par

t of

inst

itutio

nal

stre

ngth

enin

g

In

stru

ctor

s tr

aini

ng,

capi

tatio

n gr

ant

inst

ruct

or/y

ear

spec

ial

calc

ulat

ion

647

870

1 13

1 1

435

13 7

35

647

870

1 13

1 1

435

13 7

35

647

870

1 13

1 1

435

13 7

35

In-s

ervi

ce tr

aini

ng o

f in

stru

ctor

s in

stru

ctor

/ pr

ogra

mm

e 2,

00

250

500

500

500

500

500

1 00

0 1

000

1 00

0 1

000

50

0 1

000

1 00

0 1

000

1 00

0 As

sess

men

t of

inst

ruct

ors

asse

ssm

ent

0,65

84

9 1

159

1 22

5 1

297

5 85

4 55

2 75

3 79

6 84

3 3

805

552

753

796

843

3 80

5

Base

-fund

ing

(sal

arie

s) IT

Is

TA n

atio

nal

pers

on m

onth

23

,00

6 6

6 6

12

138

138

138

138

276

13

8 13

8 13

8 13

8 27

6 TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 3

3 3

3 10

17

3 17

3 17

3 17

3 57

5

173

173

173

173

575

Tota

l Cos

ts

2

009

2 93

4 3

238

3 58

9 19

391

1

199

1 62

3 1

927

2 27

8 17

540

81

1 1

311

1 31

1 1

311

1 85

1

Sub-

Stra

tegy

2.2

.3: D

ereg

ulat

e re

crui

tmen

t and

dep

loym

ent

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

12

3

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 4

4

92

92

92

92

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 3

3

173

173

173

173

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

80

100

12

15

12

15

Com

mun

icat

ion

lum

p su

m

50

50

50

50

20

0 50

50

50

50

20

0

50

50

50

50

200

Ince

ntiv

e sc

hem

e fo

r in

dust

ry

lum

p su

m

In

cent

ives

for B

TVET

in

stru

ctor

s lu

mp

sum

4 60

0 5

060

5 56

6 6

123

41 1

17

4 60

0 5

060

5 56

6 6

123

41 1

17

4 60

0 5

060

5 56

6 6

123

41 1

17

Tota

l Cos

ts

4

927

5 39

0 5

616

6 17

3 41

317

4

600

5 06

0 5

566

6 12

3 41

117

32

7 33

0 50

50

20

0

Stra

tegy

2.3

: Qua

lity

assu

ranc

e Su

b-St

rate

gy 2

.3.1

: Acc

redi

tatio

n sy

stem

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3 5

5 5

69

11

5 11

5 11

5

69

11

5 11

5 11

5 TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

2 4

2

11

5 23

0 11

5

115

230

115

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

50

8

8

St

udy

tour

1

pers

on w

eek

9,50

10

95

95

Web

site

dev

elop

men

t w

ebsi

te

23,0

0

1

23

23

In

crea

se in

sta

ff es

tabl

. pro

fess

iona

l po

sitio

n/ye

ar

8,50

1 5

9

43

9

43

So

ftwar

e/sy

stem

ac

cred

itatio

n lu

mp

sum

23

0

23

0

230

Tota

l Cos

ts

287

368

469

158

9

43

28

7 36

8 46

0 11

5

Sub-

Stra

tegy

2.3

.2: I

QM

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

8

10

40

184

230

920

18

4 23

0 92

0 TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

5

5 10

28

8 28

8 57

5

288

288

575

Stak

ehol

der W

S,

aver

age

pers

on d

ay

0,15

10

0

15

15

Stud

y to

ur

1 pe

rson

wee

k 9,

50

10

95

95

Sy

stem

dev

elop

men

t IQ

M

lum

p su

m

230

230

23

0

Trai

ning

wor

ksho

p 1

pers

on w

eek

0,81

40

100

32

81

32

81

Tota

l Cos

ts

58

2 78

0 1

576

58

2 78

0 1

576

Obje

ctiv

e 3

Stra

tegy

3.1

: Acc

ess

to fo

rmal

and

non

-form

al B

TVET

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent


12

3

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 4

4

92

92

92

92

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 3

3

173

173

173

173

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

80

100

12

15

12

15

Com

mun

icat

ion

lum

p su

m

50

50

50

50

20

0 50

50

50

50

20

0

50

50

50

50

200

Ince

ntiv

e sc

hem

e fo

r in

dust

ry

lum

p su

m

In

cent

ives

for B

TVET

in

stru

ctor

s lu

mp

sum

4 60

0 5

060

5 56

6 6

123

41 1

17

4 60

0 5

060

5 56

6 6

123

41 1

17

4 60

0 5

060

5 56

6 6

123

41 1

17

Tota

l Cos

ts

4

927

5 39

0 5

616

6 17

3 41

317

4

600

5 06

0 5

566

6 12

3 41

117

32

7 33

0 50

50

20

0

Stra

tegy

2.3

: Qua

lity

assu

ranc

e Su

b-St

rate

gy 2

.3.1

: Acc

redi

tatio

n sy

stem

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3 5

5 5

69

11

5 11

5 11

5

69

11

5 11

5 11

5 TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

2 4

2

11

5 23

0 11

5

115

230

115

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

50

8

8

St

udy

tour

1

pers

on w

eek

9,50

10

95

95

Web

site

dev

elop

men

t w

ebsi

te

23,0

0

1

23

23

In

crea

se in

sta

ff es

tabl

. pro

fess

iona

l po

sitio

n/ye

ar

8,50

1 5

9

43

9

43

So

ftwar

e/sy

stem

ac

cred

itatio

n lu

mp

sum

23

0

23

0

230

Tota

l Cos

ts

287

368

469

158

9

43

28

7 36

8 46

0 11

5

Sub-

Stra

tegy

2.3

.2: I

QM

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

8

10

40

184

230

920

18

4 23

0 92

0 TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

5

5 10

28

8 28

8 57

5

288

288

575

Stak

ehol

der W

S,

aver

age

pers

on d

ay

0,15

10

0

15

15

Stud

y to

ur

1 pe

rson

wee

k 9,

50

10

95

95

Sy

stem

dev

elop

men

t IQ

M

lum

p su

m

230

230

23

0

Trai

ning

wor

ksho

p 1

pers

on w

eek

0,81

40

100

32

81

32

81

Tota

l Cos

ts

58

2 78

0 1

576

58

2 78

0 1

576

Obje

ctiv

e 3

Stra

tegy

3.1

: Acc

ess

to fo

rmal

and

non

-form

al B

TVET

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

12

4

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

Capi

tatio

n gr

ants

/bur

sarie

s fo

rmal

tra

inin

g

extra

cal

cula

tion

13

341

19

085

25

844

33

763

34

1 03

8 13

341

19

085

25

844

33

763

34

1 03

8 13

341

19

085

25

844

33

763

34

1 03

8

Gran

ts n

on-fo

rmal

BTV

ET

prog

ram

me

train

ee/3

-m

onth

0,

35

25 0

00

30 0

00

35 0

00

40 0

00

270

000

8 75

0 10

500

12

250

14

000

94

500

8

750

10 5

00

12 2

50

14 0

00

94 5

00

M

anag

emen

t/M

onito

ring

NFT

lu

mp

sum

10

% o

f co

sts

875

1 05

0 1

225

1 40

0 9

450

875

1 05

0 1

225

1 40

0 9

450

875

1 05

0 1

225

1 40

0 9

450

Tota

l Cos

ts

22

966

30

635

39

319

49

163

44

4 98

8 22

966

30

635

39

319

49

163

44

4 98

8

Stra

tegy

3.2

: Exp

and

priv

ate

prov

isio

n

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 2

2

46

4

46

4

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 1

1

58

1

58

1

Surv

ey/s

tudy

st

udy

mon

ths

115,

00

2

23

0

230

Stak

ehol

der W

S,

aver

age

pers

on d

ay

0,15

50

50

10

0 8

8

15

8 8

15

Inve

stm

ent i

ncen

tives

fo

r PTP

lu

mps

um/p

hase

1 15

0 1

150

1 15

0 1

150

5 75

0 1

150

1 15

0 1

150

1 15

0 5

750

1

150

1 15

0 1

150

1 15

0 5

750

Tota

l Cos

ts

1

491

1 16

3 1

150

1 15

0 5

765

1

491

1 16

3 1

150

1 15

0 5

765

Stra

tegy

3.3

: Sup

port/

Expa

nsio

n pu

blic

BTV

ET s

uppl

y

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 Co

nstru

ctio

n/eq

uipp

ing

tech

nica

l ins

titut

e in

stitu

te lu

mp

sum

5

750,

00

4 5

5

23

000

28

750

28

750

23 0

00

28 7

50

28 7

50

Teac

hers

sal

arie

s pu

blic

sy

stem

ye

ar

exra

ca

lcul

atio

n 12

626

13

888

15

277

16

805

11

2 85

5 12

626

13

888

15

277

16

805

11

2 85

5 12

626

13

888

15

277

16

805

11

2 85

5

BTVE

T De

p. in

stitu

tiona

l ov

erhe

ads

lum

p su

m

Base

line

+ 10

%

330

363

399

439

2 95

0 33

0 36

3 39

9 43

9 2

950

330

363

399

439

2 95

0

Tota

l Cos

ts

35

956

43

001

44

426

17

244

11

5 80

5 12

956

14

251

15

676

17

244

11

5 80

5 23

000

28

750

28

750

Stra

tegy

3.4

: Aw

aren

ess

crea

tion

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

2 4

4

46

92

92

46

92

92

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

50

50

200

8 8

30

8

8 30

Co

mm

unic

atio

n lu

mp

sum

75

75

250

75

75

250

75

75

25

0 Tr

aini

ng w

orks

hop

1 pe

rson

wee

k 0,

81

100

100

500

81

81

403

81

81

40

3


12

5

Tota

l Cos

ts

46

255

255

683

46

255

255

683

Stra

tegy

3.5

: Equ

al p

artic

ipat

ion

of d

isad

vant

aged

Su

b-St

rate

gy 3

.5.1

: Dis

adva

ntag

es g

roup

s

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3

69

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

2

11

5

115

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

10

0

100

15

15

15

15

Tota

l Cos

ts

199

15

199

15

Sub-

Stra

tegy

3.5

.2: F

emal

e pa

rtici

patio

n

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3

69

69

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

10

0 10

0 10

0

15

15

15

15

15

15

Co

mm

unic

atio

n lu

mp

sum

50

50

50

50

50

50

50

50

50

In

vest

men

ts fi

nanc

ed

thro

ugh

2.1

Tota

l Cos

ts

134

65

65

13

4 65

65

Sub-

Stra

tegy

3.5

.3: P

WD

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

2 3

46

69

46

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

1

58

58

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

50

50

8

8

8

8

12

5

Tota

l Cos

ts

46

255

255

683

46

255

255

683

Stra

tegy

3.5

: Equ

al p

artic

ipat

ion

of d

isad

vant

aged

Su

b-St

rate

gy 3

.5.1

: Dis

adva

ntag

es g

roup

s

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3

69

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

2

11

5

115

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

10

0

100

15

15

15

15

Tota

l Cos

ts

199

15

199

15

Sub-

Stra

tegy

3.5

.2: F

emal

e pa

rtici

patio

n

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3

69

69

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

10

0 10

0 10

0

15

15

15

15

15

15

Co

mm

unic

atio

n lu

mp

sum

50

50

50

50

50

50

50

50

50

In

vest

men

ts fi

nanc

ed

thro

ugh

2.1

Tota

l Cos

ts

134

65

65

13

4 65

65

Sub-

Stra

tegy

3.5

.3: P

WD

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

2 3

46

69

46

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

1

58

58

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

50

50

8

8

8

8

12

4

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

Capi

tatio

n gr

ants

/bur

sarie

s fo

rmal

tra

inin

g

extra

cal

cula

tion

13

341

19

085

25

844

33

763

34

1 03

8 13

341

19

085

25

844

33

763

34

1 03

8 13

341

19

085

25

844

33

763

34

1 03

8

Gran

ts n

on-fo

rmal

BTV

ET

prog

ram

me

train

ee/3

-m

onth

0,

35

25 0

00

30 0

00

35 0

00

40 0

00

270

000

8 75

0 10

500

12

250

14

000

94

500

8

750

10 5

00

12 2

50

14 0

00

94 5

00

M

anag

emen

t/M

onito

ring

NFT

lu

mp

sum

10

% o

f co

sts

875

1 05

0 1

225

1 40

0 9

450

875

1 05

0 1

225

1 40

0 9

450

875

1 05

0 1

225

1 40

0 9

450

Tota

l Cos

ts

22

966

30

635

39

319

49

163

44

4 98

8 22

966

30

635

39

319

49

163

44

4 98

8

Stra

tegy

3.2

: Exp

and

priv

ate

prov

isio

n

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0 2

2

46

4

46

4

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0 1

1

58

1

58

1

Surv

ey/s

tudy

st

udy

mon

ths

115,

00

2

23

0

230

Stak

ehol

der W

S,

aver

age

pers

on d

ay

0,15

50

50

10

0 8

8

15

8 8

15

Inve

stm

ent i

ncen

tives

fo

r PTP

lu

mps

um/p

hase

1 15

0 1

150

1 15

0 1

150

5 75

0 1

150

1 15

0 1

150

1 15

0 5

750

1

150

1 15

0 1

150

1 15

0 5

750

Tota

l Cos

ts

1

491

1 16

3 1

150

1 15

0 5

765

1

491

1 16

3 1

150

1 15

0 5

765

Stra

tegy

3.3

: Sup

port/

Expa

nsio

n pu

blic

BTV

ET s

uppl

y

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 Co

nstru

ctio

n/eq

uipp

ing

tech

nica

l ins

titut

e in

stitu

te lu

mp

sum

5

750,

00

4 5

5

23

000

28

750

28

750

23 0

00

28 7

50

28 7

50

Teac

hers

sal

arie

s pu

blic

sy

stem

ye

ar

exra

ca

lcul

atio

n 12

626

13

888

15

277

16

805

11

2 85

5 12

626

13

888

15

277

16

805

11

2 85

5 12

626

13

888

15

277

16

805

11

2 85

5

BTVE

T De

p. in

stitu

tiona

l ov

erhe

ads

lum

p su

m

Base

line

+ 10

%

330

363

399

439

2 95

0 33

0 36

3 39

9 43

9 2

950

330

363

399

439

2 95

0

Tota

l Cos

ts

35

956

43

001

44

426

17

244

11

5 80

5 12

956

14

251

15

676

17

244

11

5 80

5 23

000

28

750

28

750

Stra

tegy

3.4

: Aw

aren

ess

crea

tion

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

2 4

4

46

92

92

46

92

92

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

50

50

200

8 8

30

8

8 30

Co

mm

unic

atio

n lu

mp

sum

75

75

250

75

75

250

75

75

25

0 Tr

aini

ng w

orks

hop

1 pe

rson

wee

k 0,

81

100

100

500

81

81

403

81

81

40

3


12

5

Tota

l Cos

ts

46

255

255

683

46

255

255

683

Stra

tegy

3.5

: Equ

al p

artic

ipat

ion

of d

isad

vant

aged

Su

b-St

rate

gy 3

.5.1

: Dis

adva

ntag

es g

roup

s

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3

69

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

2

11

5

115

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

10

0

100

15

15

15

15

Tota

l Cos

ts

199

15

199

15

Sub-

Stra

tegy

3.5

.2: F

emal

e pa

rtici

patio

n

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3

69

69

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

10

0 10

0 10

0

15

15

15

15

15

15

Co

mm

unic

atio

n lu

mp

sum

50

50

50

50

50

50

50

50

50

In

vest

men

ts fi

nanc

ed

thro

ugh

2.1

Tota

l Cos

ts

134

65

65

13

4 65

65

Sub-

Stra

tegy

3.5

.3: P

WD

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

2 3

46

69

46

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

1

58

58

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

50

50

8

8

8

8

12

5

Tota

l Cos

ts

46

255

255

683

46

255

255

683

Stra

tegy

3.5

: Equ

al p

artic

ipat

ion

of d

isad

vant

aged

Su

b-St

rate

gy 3

.5.1

: Dis

adva

ntag

es g

roup

s

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3

69

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

2

11

5

115

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

10

0

100

15

15

15

15

Tota

l Cos

ts

199

15

199

15

Sub-

Stra

tegy

3.5

.2: F

emal

e pa

rtici

patio

n

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

3

69

69

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

10

0 10

0 10

0

15

15

15

15

15

15

Co

mm

unic

atio

n lu

mp

sum

50

50

50

50

50

50

50

50

50

In

vest

men

ts fi

nanc

ed

thro

ugh

2.1

Tota

l Cos

ts

134

65

65

13

4 65

65

Sub-

Stra

tegy

3.5

.3: P

WD

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

mon

th

23,0

0

2 3

46

69

46

69

TA

inte

rnat

iona

l pe

rson

mon

th

57,5

0

1

58

58

St

akeh

olde

r WS,

av

erag

e pe

rson

day

0,

15

50

50

8

8

8

8

12

6

Com

mun

icat

ion

lum

p su

m

40

40

40

40

40

40

PW

D co

mpa

tible

eq

uipm

ent

inst

itutio

n 10

,00

50

50

500

500

500

500

Trai

ning

pro

gram

mes

fin

ance

d th

roug

h 1.

6.4

and

3.1

Tota

l Cos

ts

151

109

500

508

151

109

500

508

Obje

ctiv

e 4

St

rate

gy 4

.1: S

kills

Dev

elop

men

t Bod

y

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

TA n

atio

nal

pers

on

mon

th

23,0

0 2

3 4

4 25

46

69

92

92

57

5

46

69

92

92

575

TA in

tern

atio

nal

pers

on

mon

th

57,5

0 2

2 3

3 10

11

5 11

5 17

3 17

3 57

5

115

115

173

173

575

Stak

ehol

der W

S, a

vera

ge

pers

on d

ay

0,15

10

0 10

0 10

0 10

0 40

0 15

15

15

15

60

15

15

15

15

60

Stud

y to

ur

1 pe

rson

w

eek

9,50

10

15

95

14

3

95

14

3 Sy

stem

dev

elop

men

t SDB

lu

mps

um

46

0

46

0

460

Esta

blis

hmen

t / in

ital

inve

stm

ent

lum

psum

650

650

650

650

Recu

rren

t cos

t SDB

m

onth

s

60

Tota

l Cos

ts

17

6 19

9 37

5 28

0 2

463

650

176

199

375

280

2 46

3

Stra

tegy

4.2

: Dev

olve

aut

horit

y /

incr

ease

acc

ount

abili

ty

Sub-

Stra

tegy

4.2

.1: d

evol

ve a

utho

rity

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

m

onth

23

,00

3

3 3

12

276

27

6 TA

inte

rnat

iona

l pe

rson

m

onth

57

,50

5

28

8

288

Stak

ehol

der W

S, a

vera

ge

pers

on d

ay

0,15

10

0

15

15

capa

city

bui

ldin

g (tr

aini

ng)

wor

ksho

p 1

pers

on

wee

k 0,

81

90

90

90

30

0

72

72

72

242

72

72

72

242

Mon

itorin

g lu

mp

sum

23

23

69

23

23

69

23

23

69

Tota

l Cos

ts

72

110

95

874

72

110

95

874

Su

b-St

rate

gy 4

.2.2

: inc

reas

e ac

coun

tabi

lity

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

m

onth

23

,00

2

2

46

46

46

46

TA in

tern

atio

nal

pers

on

mon

th

57,5

0

2 1

11

5 58

11

5 58

St

akeh

olde

r WS,

ave

rage

pe

rson

day

0,

15

10

0

100

15

15

15

15


12

6

Com

mun

icat

ion

lum

p su

m

40

40

40

40

40

40

PW

D co

mpa

tible

eq

uipm

ent

inst

itutio

n 10

,00

50

50

500

500

500

500

Trai

ning

pro

gram

mes

fin

ance

d th

roug

h 1.

6.4

and

3.1

Tota

l Cos

ts

151

109

500

508

151

109

500

508

Obje

ctiv

e 4

St

rate

gy 4

.1: S

kills

Dev

elop

men

t Bod

y

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

TA n

atio

nal

pers

on

mon

th

23,0

0 2

3 4

4 25

46

69

92

92

57

5

46

69

92

92

575

TA in

tern

atio

nal

pers

on

mon

th

57,5

0 2

2 3

3 10

11

5 11

5 17

3 17

3 57

5

115

115

173

173

575

Stak

ehol

der W

S, a

vera

ge

pers

on d

ay

0,15

10

0 10

0 10

0 10

0 40

0 15

15

15

15

60

15

15

15

15

60

Stud

y to

ur

1 pe

rson

w

eek

9,50

10

15

95

14

3

95

14

3 Sy

stem

dev

elop

men

t SDB

lu

mps

um

46

0

46

0

460

Esta

blis

hmen

t / in

ital

inve

stm

ent

lum

psum

650

650

650

650

Recu

rren

t cos

t SDB

m

onth

s

60

Tota

l Cos

ts

17

6 19

9 37

5 28

0 2

463

650

176

199

375

280

2 46

3

Stra

tegy

4.2

: Dev

olve

aut

horit

y /

incr

ease

acc

ount

abili

ty

Sub-

Stra

tegy

4.2

.1: d

evol

ve a

utho

rity

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

m

onth

23

,00

3

3 3

12

276

27

6 TA

inte

rnat

iona

l pe

rson

m

onth

57

,50

5

28

8

288

Stak

ehol

der W

S, a

vera

ge

pers

on d

ay

0,15

10

0

15

15

capa

city

bui

ldin

g (tr

aini

ng)

wor

ksho

p 1

pers

on

wee

k 0,

81

90

90

90

30

0

72

72

72

242

72

72

72

242

Mon

itorin

g lu

mp

sum

23

23

69

23

23

69

23

23

69

Tota

l Cos

ts

72

110

95

874

72

110

95

874

Su

b-St

rate

gy 4

.2.2

: inc

reas

e ac

coun

tabi

lity

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

m

onth

23

,00

2

2

46

46

46

46

TA in

tern

atio

nal

pers

on

mon

th

57,5

0

2 1

11

5 58

11

5 58

St

akeh

olde

r WS,

ave

rage

pe

rson

day

0,

15

10

0

100

15

15

15

15

12

7

Mon

itorin

g lu

mp

sum

23

23

23

23

23

23

23

23

23

Tota

l Cos

ts

176

127

38

23

176

127

38

23

Stra

tegy

4.3

: MIS

/ M

&E

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

m

onth

23

,00

5 5

5 5

15

115

115

115

115

345

11

5 11

5 11

5 11

5 34

5 TA

inte

rnat

iona

l pe

rson

m

onth

57

,50

2 2

2 2

4 11

5 11

5 11

5 11

5 23

0

115

115

115

115

230

Stak

ehol

der W

S, a

vera

ge

pers

on d

ay

0,15

10

0

200

15

30

30

15

St

udy

tour

1

pers

on

wee

k 9,

50

6

57

57

Com

mun

icat

ion

lum

p su

m

57

5

57

5

57

5

WAN

est

ablis

hmen

t st

atio

n 46

0,00

1

46

0

460

W

ebsi

te d

evel

opm

ent

web

site

23

,00

1

23

23

ICT

co

mpu

ter

3,45

500

500

1

725

1 72

5

1

725

1 72

5 In

crea

se in

sta

ff es

tabl

ishm

ent

prof

essi

onal

s po

sitio

n/ye

ar

8,50

10

85

85

Data

col

lect

ion

M&

E lu

mp

sum

60

60

60

60

300

60

60

60

60

300

60

60

60

60

300

Softw

are

MIS

lu

mp

sum

92

92

92

Tota

l Cos

ts

29

0 29

0 36

2 2

590

3 29

0 60

60

60

60

99

0 23

0 23

0 30

2 2

530

2 30

0

12

7

Mon

itorin

g lu

mp

sum

23

23

23

23

23

23

23

23

23

Tota

l Cos

ts

176

127

38

23

176

127

38

23

Stra

tegy

4.3

: MIS

/ M

&E

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

m

onth

23

,00

5 5

5 5

15

115

115

115

115

345

11

5 11

5 11

5 11

5 34

5 TA

inte

rnat

iona

l pe

rson

m

onth

57

,50

2 2

2 2

4 11

5 11

5 11

5 11

5 23

0

115

115

115

115

230

Stak

ehol

der W

S, a

vera

ge

pers

on d

ay

0,15

10

0

200

15

30

30

15

St

udy

tour

1

pers

on

wee

k 9,

50

6

57

57

Com

mun

icat

ion

lum

p su

m

57

5

57

5

57

5

WAN

est

ablis

hmen

t st

atio

n 46

0,00

1

46

0

460

W

ebsi

te d

evel

opm

ent

web

site

23

,00

1

23

23

ICT

co

mpu

ter

3,45

500

500

1

725

1 72

5

1

725

1 72

5 In

crea

se in

sta

ff es

tabl

ishm

ent

prof

essi

onal

s po

sitio

n/ye

ar

8,50

10

85

85

Data

col

lect

ion

M&

E lu

mp

sum

60

60

60

60

300

60

60

60

60

300

60

60

60

60

300

Softw

are

MIS

lu

mp

sum

92

92

92

Tota

l Cos

ts

29

0 29

0 36

2 2

590

3 29

0 60

60

60

60

99

0 23

0 23

0 30

2 2

530

2 30

0


12

8

Obje

ctiv

e 5:

Fin

anci

ng

St

rate

gy 5

.1: t

rans

fer m

echa

nism

s

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

TA n

atio

nal

pers

on

mon

th

23,0

0

1

1

23

23

TA

inte

rnat

iona

l pe

rson

m

onth

57

,50

1 1

57

,5

57,5

Stak

ehol

der W

S, a

vera

ge

pers

on

day

0,15

50

50

7,5

7,5

St

udy

tour

1 pe

rson

w

eek

9,50

10

95

Tota

l Cos

ts

18

3 88

18

3 88

Stra

tegy

5.2

: inc

reas

e re

sour

ces

Sub-

Stra

tegy

5.2

.1: I

GA

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

m

onth

23

,00

1

1 1

TA in

tern

atio

nal

pers

on

mon

th

57,5

0

1

St

akeh

olde

r WS,

ave

rage

pe

rson

da

y 0,

15

10

0 10

0 10

0 10

0

15

15

15

15

capa

city

bui

ldin

g (tr

aini

ng)

wor

ksho

p 1 pe

rson

w

eek

0,81

30

40

40

40

24

,15

32,2

32

,2

32,2

St

udy

tour

1 pe

rson

w

eek

9,50

10

95

M

atch

ing

Gran

ts fo

r BTV

ET

inst

itutio

ns

lum

p su

m

45

0

45

0

Tota

l Cos

ts

39,1

5 14

2,2

47,2

49

7,2

39,1

5 14

2,2

47,2

49

7,2

Su

b-St

rate

gy 5

.2.2

: Lev

y

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

m

onth

23

,00

3 1

1 3

10

69

23

23

69

230

69

23

23

69

23

0 TA

inte

rnat

iona

l pe

rson

m

onth

57

,50

3 1

3

10

172,

5 57

,5

17

2,5

575

17

2,5

57,5

172,

5 57

5 St

akeh

olde

r WS,

ave

rage

pe

rson

da

y 0,

15

100

100

100

100

200

15

15

15

15

30

15

15

15

15

30

St

udy

tour

1 pe

rson

w

eek

9,50

10

95

95

Com

mun

icat

ion

lum

p su

m

1

1 1

1

1 1

1 1

1 1

1 1

Sy

stem

dev

elop

men

t lev

y co

llect

ion

lum

p su

m

120

120

12

0

Runn

ing

cost

levy

col

lect

ion

mon

th

60


12

9

Tota

l Cos

ts

35

2,5

96,5

39

37

7,5

835

35

2,5

96,5

39

37

7,5

835

Stra

tegy

5.3

: SD

F

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

Conc

epts

, con

sulta

tion

and

CB

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

TA n

atio

nal

pers

on

mon

th

23,0

0 1

1

6

23

23

138

23

23

13

8 TA

inte

rnat

iona

l pe

rson

m

onth

57

,50

1 1

6 57

,5

57,5

34

5

57,5

57

,5

345

Stak

ehol

der W

S, a

vera

ge

pers

on

day

0,15

50

50

40

0

7,5

7,

5 60

7,

5

7,5

60

Stud

y to

ur

1 pers

on

wee

k 9,

50

10

95

95

Co

mm

unic

atio

n lu

mp

sum

1 1

1 1

1

1 1

1

1

1 1

1

Man

agem

ent s

yste

m S

DF

lum

p su

m

120

12

0

12

0

12

0

12

0

Runn

ing

Cost

SDF

m

onth

60

Tota

l Cos

ts

20

1,5

89

96

128,

5 54

3

201,

5 89

96

12

8,5

543

12

9

Tota

l Cos

ts

35

2,5

96,5

39

37

7,5

835

35

2,5

96,5

39

37

7,5

835

Stra

tegy

5.3

: SD

F

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

Conc

epts

, con

sulta

tion

and

CB

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

TA n

atio

nal

pers

on

mon

th

23,0

0 1

1

6

23

23

138

23

23

13

8 TA

inte

rnat

iona

l pe

rson

m

onth

57

,50

1 1

6 57

,5

57,5

34

5

57,5

57

,5

345

Stak

ehol

der W

S, a

vera

ge

pers

on

day

0,15

50

50

40

0

7,5

7,

5 60

7,

5

7,5

60

Stud

y to

ur

1 pers

on

wee

k 9,

50

10

95

95

Co

mm

unic

atio

n lu

mp

sum

1 1

1 1

1

1 1

1

1

1 1

1

Man

agem

ent s

yste

m S

DF

lum

p su

m

120

12

0

12

0

12

0

12

0

Runn

ing

Cost

SD

F m

onth

60

Tota

l Cos

ts

20

1,5

89

96

128,

5 54

3

201,

5 89

96

12

8,5

543

12

8

Obje

ctiv

e 5:

Fin

anci

ng

St

rate

gy 5

.1: t

rans

fer m

echa

nism

s

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

TA n

atio

nal

pers

on

mon

th

23,0

0

1

1

23

23

TA

inte

rnat

iona

l pe

rson

m

onth

57

,50

1 1

57

,5

57,5

Stak

ehol

der W

S, a

vera

ge

pers

on

day

0,15

50

50

7,5

7,5

St

udy

tour

1 pe

rson

w

eek

9,50

10

95

Tota

l Cos

ts

18

3 88

18

3 88

Stra

tegy

5.2

: inc

reas

e re

sour

ces

Sub-

Stra

tegy

5.2

.1: I

GA

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

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/15

15/2

0 TA

nat

iona

l pe

rson

m

onth

23

,00

1

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TA in

tern

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nal

pers

on

mon

th

57,5

0

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r WS,

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15

10

0 10

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15

15

15

15

capa

city

bui

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g (tr

aini

ng)

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ksho

p 1 pe

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w

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0,81

30

40

40

40

24

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udy

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1 pe

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eek

9,50

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95

M

atch

ing

Gra

nts

for B

TVET

in

stitu

tions

lu

mp

sum

450

450

Tota

l Cos

ts

39,1

5 14

2,2

47,2

49

7,2

39,1

5 14

2,2

47,2

49

7,2

Su

b-St

rate

gy 5

.2.2

: Lev

y

Cost

item

Un

it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

of w

hich

recu

rren

t of

whi

ch d

evel

opm

ent

Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II Ph

ase

I Ph

ase

II

11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 11

/12

12/1

3 13

/14

14/1

5 15

/20

11/1

2 12

/13

13/1

4 14

/15

15/2

0 TA

nat

iona

l pe

rson

m

onth

23

,00

3 1

1 3

10

69

23

23

69

230

69

23

23

69

23

0 TA

inte

rnat

iona

l pe

rson

m

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57

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3

10

172,

5 57

,5

17

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17

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5 57

5 St

akeh

olde

r WS,

ave

rage

pe

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da

y 0,

15

100

100

100

100

200

15

15

15

15

30

15

15

15

15

30

St

udy

tour

1 pe

rson

w

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9,50

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95

95

Com

mun

icat

ion

lum

p su

m

1

1 1

1

1 1

1 1

1 1

1 1

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stem

dev

elop

men

t lev

y co

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lum

p su

m

120

120

12

0

Runn

ing

cost

levy

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lect

ion

mon

th

60


13

0

Refo

rm T

ask

Forc

e26

Cost

item

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it Un

it co

st

Num

ber o

f uni

ts -

or lu

mp

sum

cos

ts

Tota

l cos

ts

Ph

ase

I Ph

ase

I

11

/12

12/1

3 13

/14

14/1

5 11

/12

12/1

3 13

/14

14/1

5

Task

For

ce

lum

p su

m

150,

00

1 1

1 1

150

150

150

150

TA n

atio

nal

pers

on m

onth

12

,00

24

24

24

24

288

288

288

288

TA in

tern

atio

nal

pers

on m

onth

57

,50

8 8

8 8

460

460

460

460

Oper

atio

nal c

ost

lum

psum

45

45

45

45

45

45

45

45

Vehi

cle

vehi

cle

80,0

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80

0

0 0

Com

mun

icat

ion

lu

mps

um

3

3 3

3 3

3 3

3

Tota

l Cos

ts

1 02

6 94

6 94

6 94

6

26N

ote:

the

Gov

ernm

ent s

ubse

quen

tly d

ecid

ed th

at th

e Pl

an p

erio

d sh

ould

be

2012

/3 to

202

1/22

. Th

e da

tes i

n th

e an

nexe

s hav

e be

en c

onve

rted

yet t

o th

is n

ew sc

hedu

le.

26 N

ote:

the

Gov

ernm

ent s

ubse

quen

tly d

ecid

ed th

at th

e Pl

an p

erio

d sh

ould

be

2012

/3 to

202

1/22

. Th

e da

tes

in th

e an

nexe

s ha

ve b

een

conv

erte

d ye

t to

this

new

sch

edul

e.


skilling uganda btvet strategic plan 2012/3 to...

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