Project Number: 45511 Loan and/or Grant Number(s): {yet to be issued} June 2013

Peoples Republic of China: Hunan Technical and Vocational Education and Training Demonstration Project

Project Administration Manual

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Contents

ABBREVIATIONS

I. PROJECT DESCRIPTION 1

II. IMPLEMENTATION PLANS 8

A. Project Readiness Activities 8 B. Overall Project Implementation Plan 9

III. PROJECT MANAGEMENT ARRANGEMENTS 1

A. Project Implementation Organizations – Roles and Responsibilities 1 B. Key Persons Involved in Implementation 3 C. Project Organization Structure 7

IV. COSTS AND FINANCING 1

A. Detailed Cost Estimates by Expenditure Category 2 B. Allocation and Withdrawal of {Loan/Grant} Proceeds 2 C. Detailed Cost Estimates by Financier 4 D. Detailed Cost Estimates by Outputs/Components 5 E. Detailed Cost Estimates by Year 5 F. Contract and Disbursement S-curve 7 G. Fund Flow Diagram 8

V. FINANCIAL MANAGEMENT 1

A. Financial Management Assessment 1 B. Disbursement 3 C. Accounting 4 D. Auditing 4

VI. PROCUREMENT AND CONSULTING SERVICES 1

A. Advance Contracting and Retroactive Financing 1 B. Procurement of Goods, Works and Consulting Services 1 C. Procurement Plan 2 D. Consultant's Terms of Reference 7

VII. SAFEGUARDS 1

VIII. GENDER AND SOCIAL DIMENSIONS 1

IX. PERFORMANCE MONITORING, EVALUATION, REPORTING AND COMMUNICATION 1

A. Project Design and Monitoring Framework 1 B. Monitoring 1 C. Evaluation 2 D. Reporting 2 E. Stakeholder Communication Strategy 3

X. ANTICORRUPTION POLICY 1

XI. ACCOUNTABILITY MECHANISM 1

XII. RECORD OF PAM CHANGES 1

ANNEXES ANNEX 1 DESIGN AND MONITORING FRAMEWORK ANNEX 2 PROFILES OF THE PROJECT TVET INSTITUTIONS ANNEX 3 STRATEGIES FOR IMPROVING COMPETENCY-BASED CURRICULUM ANNEX 4 STRATEGIES FOR TRAINING OF VOCATIONAL INSTRUCTORS ANNEX 5 STRATEGIES FOR STRENGTHENING TVET MANAGEMENT

CAPACITY ANNEX 6 STRATEGIES FOR THE INVOLVEMENT OF INDUSTRIES AND

ENTERPRISES IN HUNAN’S TVET SYSTEM ANNEX 7 STRATEGIES FOR LABOR MARKET INFORMATION SYSTEM DEVELOPMENT ANNEX 8 MONITORING AND EVALUATION STRATEGY ANNEX 9 ENVIRONMENTAL MANAGEMENT PLAN ANNEX 10 CONSULTING TERMS OF REFERENCE AND BUDGETS ANNEX 11 DRAFT TRAINING PLAN

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Project Administration Manual Purpose and Process

1. The project administration manual (PAM) describes the essential administrative and management requirements to implement the project on time, within budget, and in accordance with Government and Asian Development Bank (ADB) policies and procedures. The PAM should include references to all available templates and instructions either through linkages to relevant URLs or directly incorporated in the PAM.

2. The Hunan Provincial Government (HPG), Hunan Education Department (HED) and the 13 participating TEVT Institutions are wholly responsible for the implementation of ADB financed projects, as agreed jointly between the borrower and ADB, and in accordance with Government and ADB’s policies and procedures. ADB staff is responsible to support implementation including compliance by HPG, HED and the 13 participating TEVT Institutions of their obligations and responsibilities for project implementation in accordance with ADB’s policies and procedures.

3. At Loan Negotiations the borrower and ADB shall agree to the PAM and ensure consistency with the Loan agreement. Such agreement shall be reflected in the minutes of the Loan Negotiations. In the event of any discrepancy or contradiction between the PAM and the Loan Agreement, the provisions of the Loan Agreement shall prevail.

4. After ADB Board approval of the project's report and recommendations of the President (RRP) changes

in implementation arrangements are subject to agreement and approval pursuant to relevant Government and ADB administrative procedures (including the Project Administration Instructions) and upon such approval they will be subsequently incorporated in the PAM.

Abbreviations

ADB = Asian Development Bank AFS = audited financial statements CBC = competency-based curriculum CQS = consultant qualification selection DMF = design and monitoring framework EA = executing agency EMP = environmental management plan EMS = environmental management system GACAP = governance and anticorruption action plan GRM = grievance redress mechanism HDRC = Hunan Development and Reform Commission HED = Hunan Education Department HPFD = Hunan Financial Department HPG = Hunan Provincial Government IA = implementing agency ICB = international competitive bidding ICT = information and communication technologies IEE = initial environmental examination LAR = land acquisition and resettlement LIBOR = London interbank offered rate LMIS = labor market information system M&E = monitoring and evaluation NCB = national competitive bidding NGOs = nongovernment organizations PAI = project administration instructions PAM = project administration manual PIU = project implementation unit PMO = Hunan Education Department project management office PRC = Peoples Republic of China QBS = quality based selection QCBS = quality- and cost based selection RRP = report and recommendation of the President to the Board SBD = standard bidding documents SGAP = social and gender action plan SOE = statement of expenditure SPS = Safeguard Policy Statement SPRSS = summary poverty reduction and social strategy TOR = terms of reference TVET = technical and vocational education and training

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I. PROJECT DESCRIPTION

A. Rationale 1. The People’s Republic of China (PRC) is one of the fastest growing economies with an average annual growth rate of over 9.0% in the past 3 decades. The government’s 12th Five-Year Plan targets annual gross domestic product (GDP) growth of 7.5% during 2011–2015. Despite impressive growth, the PRC is facing a number of urgent development challenges. The government’s key priorities include restructuring the economy from production and export- to consumption-oriented growth, from low to higher value-added industries, and supporting rapid urbanization and environmentally sustainable and socially inclusive development, all of which require significant investments in human capital. Strengthening human resources through the development of TVET is one of the key priorities under the 12th Five-Year Plan. 2. The PRC is experiencing skill and labor shortages. National labor market data from 91 cities in 2012 showed that demand exceeded supply in almost all technical and skilled categories. The PRC’s comparative advantage in low skilled labor-intensive production is expected to decline, with the economy shifting to more skill-intensive products and production technologies. The PRC Government is increasingly emphasizing the value of highly-skilled human capital. In 2010, the central Government identified TVET as the key target for educational expansion to develop a skilled workforce, and approved the National Long-Term Strategy on Education (2010–2020). The education plan sets up goals and reforms to better align the education system with the demand of the economic and social development. 3. Hunan is a province with a population of 70 million and located in the south central part of the PRC. The GDP per capita of Hunan in 2011 was $4,742, below the national average of $5,583. In 2011, 9.08 million people, or 15.9% of the rural registered population in Hunan lived below the national poverty line, higher than the national average of 13.4%.1 4. The structure of Hunan’s economy is undergoing fundamental transformation. The PRC Government’s policy of geographical rebalancing of economic growth towards inland provinces has led to Hunan’s emergence as an important industrial base requiring a large and multi-skilled work force. Hunan’s pillar industries include manufacturing, automobile, biotechnology, natural resources and energy, and information technology. The growth rate of the manufacturing and services sectors in Hunan has been higher than the national average, particularly for the manufacturing sector, which contributed 56.0% to Hunan’s GDP in 2010. Demand for skilled workers in Hunan exceeded supply in 2011, with manufacturing having the highest demand. Hunan ranks 19th in the PRC in terms of educational attainment, with an average level of educational attainment of 9.1 years. The urbanization level of Hunan was 45.0% in 2011, and is forecast to grow to 66.0% by 2030. Increased industrialization and urbanization, and the subsequent transformation of livelihood bases will require skilled workers. 5. Since 2007, the Hunan Provincial Government (HPG) has been actively pursuing reforms in the TVET sector. Investment in TVET development has played an important role in helping the disadvantaged people gain new skills and enjoy the growth benefits, as over 80.0% of students enrolled in Hunan’s TVET institutions are from rural areas or low-income urban families. Despite impressive progress, TVET development in Hunan faces a number of challenges, including (i) limited industry involvement; (ii) lack of accurate and consistently sourced labor market information; (iii) outdated curriculum and teacher learning materials; (iv)

1 Based on the poverty line of CNY2,300 in annual net income per capita, established in 2012.

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insufficient technical skills, pedagogical training, and little workplace experience of vocational instructors, (v) weak TVET institution management capacity to strengthen linkages between schools and industry; and (vi) lack of and/or obsolete equipment to simulate a work place for practical demonstration and application. 6. A greater involvement of enterprises in advising and directing the TVET system is critical to increase TVET’s responsiveness to the labor market needs. HPG established industry advisory groups (IAGs) as a way to foster industry involvement in TVET, however, the capacity of the IAGs to engage with the industry needs to be strengthened. While demand for workers is strong in Hunan and placement rates for graduates are high (over 80.0% in many TVET institutions), TVET institutions are faced with the challenge of updating their programs to meet the demands of new industries and upgrading the older industries. There is a need for competency-based standards as the basis for curriculum development. Instructors undertaking curriculum development have not always had an opportunity for training in curriculum development or pedagogy. Many instructors of TVET institutions in remote areas have little workplace experience, making it difficult for them to prepare their students for the world of work. 7. To address these challenges, the project will (i) foster partnerships between TVET institutions and employers to jointly develop the skills needed at the work place, and prepare graduates who are able to adjust to changing demands in the labor market quickly, (ii) modernize the curriculum by developing competency-based curriculum (CBC) in priority areas, (iii) upgrade skills of vocational instructors, (iv) build management capacity to prepare leaders for a market-responsive, rather than supply-driven TVET, (v) pilot a labor market information system (LMIS) to identify priority skills areas and to adjust TVET programs to meet the skill requirements of Hunan’s workforce, and (vi) upgrade equipment and facilities in selected TVET institutions. 8. Strategic fit. The project is the first Asian Development Bank (ADB)-financed lending project for TVET in the PRC and is envisaged to play a demonstration role for TVET development in the country. Because worker skills and education are viewed as a constraint to the PRC’s inclusive growth, ADB involvement in the TVET sector is strongly justified. The project supports ADB’s education policy and education sector strategies and ‘Strategy 2020: The Long-Term Strategic Framework of the Asian Development Bank 2008–2020’. It aligns with the ADB’s PRC country partnership strategy (2011–2015) and supports the PRC’s 12th Five-Year Plan, which prioritizes developing high-quality human resources, increasing scientific and technological innovations, and accelerating educational reform. The project has the following demonstration features for replication in other provinces of the PRC:

(i) Industry involvement. The project will strengthen partnerships between TVET institutions and industries, and build capacity of sector-specific IAGs in the priority sectors;

(ii) Promoting inclusive TVET through information communication technology. The project will broaden access for students from remote areas by developing online TVET courses and thus, will foster sharing of teaching and learning resources among well-developed TVET institutions in urban areas and disadvantaged TVET institutions in poor and remote areas to benefit students in project and non-project TVET institutions; and

(iii) Greening TVET provision. The project will contribute to the PRC Government’s objectives of developing an environmentally sustainable and energy-efficient society under its 12th Five-Year Plan by designing, constructing, and maintaining teaching and learning buildings that reduce energy and water use and promoting sustainable

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practices such as reducing, reusing, and recycling resources; encouraging selection of training equipment with low energy consumption; and skills mapping to identify skills needed for environmentally sustainable development in Hunan.

9. Incorporation of the lessons learned. Lessons from activities in skills training supported by ADB and the World Bank were incorporated into the project design. The lessons learned include (i) actively involving representatives of industries and IAGs in identifying occupational areas that are in demand, developing competencies for the market-demanded occupational areas, and working with the project TVET institutions to develop modular, competency-based curricula and learning materials; (ii) conducting tracer studies of the trainees, and strengthening the capacity of the relevant government agencies and the TVET institutions to analyze labor market demand; and (iii) establishing a project benefit monitoring and evaluation system.

B. Impact and Outcome

10. The impact of the proposed project will be that adequate skilled human resources are available to contribute to inclusive growth and social development in Hunan province. The outcome will be strengthened capacity of the formal TVET system to meet labor market needs. The design and monitoring framework (DMF) is in Annex 1.

C. Outputs

11. The planned outputs are described below, with further details on implementation guidelines provided in the appendices. The project supports interventions at the provincial level and individual TVET institution level. Profiles of the 13 project TVET institutions are in Annex 2. Output 1: Improved quality and relevance of TVET system 12. The project will support improvements in the quality and management of TVET in Hunan’s priority industries by (i) developing competency-based standards and CBC in priority sectors2 and incorporating employability and entrepreneurship skills in curriculum modules; (ii) developing teaching and learning materials to support CBC; (iii) improving access of TVET institutions in poor and remote areas to high-quality online TVET courses, in order to maximize resource sharing among TVET institutions; (iv) upgrading vocational instructor skills through industry placements and in-service training programs; (v) strengthening TVET management capacity through leadership programs and interpersonal vocational colleges; and (iv) improving learning environments through upgrading training equipment such as specialist workshops, laboratories, and multimedia and computer classrooms, at the 13 TVET institutions. 13. Competency-based standards and curriculum developed. The project will develop competency-based standards and CBC for provincial-level demonstration programs in priority sectors, in collaboration with industries. Industry standards will guide the development and improvement of CBC to address skills requirements in the priority sectors, including job-specific and soft (employability and entrepreneurship) skills. The project will set up two curriculum development committees with industry representation to develop CBC and a TVET review committee with qualified industry experts to validate the CBC and ensure these meet identified industry needs. The CBC will play a demonstration role and provide a model for curriculum development in other occupational programs. The project will develop school-based modular

2 Machinery, automobile, equipment manufacturing, information technology, and commerce and tourism.

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curricula and other teaching learning materials. Provincial-level standards for curriculum development will be developed to ensure consistency of the curriculum across the province. Capacity will be built among lead instructors, curriculum designers, senior officers from Hunan Education Department (HED), and industry advisory groups. Curricula and teaching and learning materials will be produced; assessment procedures will be developed and assessors trained. A materials development team (including representatives from industry) will be formed to develop modular curriculum and training materials. Effective implementation of the new competency-based programs will be supported through regular training of lead instructors in teaching methodologies for the new curriculum. 14. High quality online courses for TVET institutions in poor and remote areas developed. The project will foster sharing of resources among well-developed TVET institutions in urban areas and disadvantaged TVET institutions in poor and remote areas, through selection, further development, and uploading of online courses in priority skills areas onto Hunan’s online TVET platform. At least one online course in the priority industry will introduce skills standards for environmentally sustainable development, to be developed in collaboration with enterprises and IAGs. Based on this subcomponent, the project will develop guidelines for preparation and assessment of online TVET courses, in line with best international practice for using ICT for TVET. This subcomponent is designed to enhance project impact by allowing non-participating TVET institutions to benefit from competency-based curriculum developed under the project. 15. Instructor skills upgraded with improved teaching competencies through industry placements and training programs. The project will review and strengthen in-service teacher training program in TVET institutions and lay the foundation for periodic upgrading of instructors’ technical skills. The project will enhance the skills of instructors in technical areas, student-centered pedagogy, and CBC through in-service training and industry placements. This training will use industry employees as trainers and provide instructors with workplace training to expose them to current work technologies. Instructor training modules will include assessment of instructors’ learning. The project will develop provincial level teacher training standards. The project will support participation of interested, non-project TVET institutions at their own expense in some of the project training activities, in order to foster resource sharing in the province, and to enhance the impact of the project. 16. TVET management and strategic planning capacity strengthened. The project will train managers of TVET institutions in key areas such as strategic planning, monitoring key performance indicators, cost-effectiveness, and skills training for environmentally sustainable development. The training program will include a mentoring function to the project TVET institutions. A social marketing plan will be prepared and implemented to promote female enrolment in traditionally male-dominated skills programs. 17. Training equipment upgraded to support quality improvements. The project will provide key training equipment needed for the revised training programs at the thirteen TVET institutions. Training equipment will include specialist workshops, laboratories, and multimedia and computer classrooms. The specifications for new equipment will contain criteria for low energy consumption. Training equipment will be approved by relevant IAGs. Output 2: Upgraded facilities and learning environments 18. The project’s investments in human resource development will be accompanied by facilities upgrades at five TVET institutions. Under this output, the project will support

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construction of teaching, learning, and practice buildings within existing campuses of the five TVET institutions. The project will support greening of the TVET campuses by designing, constructing, and maintaining buildings that reduce energy and water use, while promoting sustainable practices such as reducing, reusing, and recycling resources. The project will develop guidelines for sustainable practices on TVET campuses and support selected TVET institutions in setting up environmental management systems. Output 3: Strengthened industry involvement in TVET 19. The project will support HED in strengthening partnerships between employers and TVET institutions to improve system quality and responsiveness. The project will: (i) strengthen industry advisory groups in priority industries, establish partnership agreements between the project TVET institutions and enterprises, and strengthen management committees at the project TVET institutions to include industry participation; (ii) develop a pilot labor market information system (LMIS) in two priority sectors, with HED as a lead, and establish a provincial level LMIS coordination committee with representatives from relevant government agencies and industry; (iv) develop guidelines for conducting regular tracer studies; and (iii) enhance TVET policy research by conducting policy studies in key areas. 20. Greater industry involvement. The project will help optimize the functions of the industry advisory groups to forge stronger partnerships with local industries in both public and private sectors. An institutional framework including the terms of reference, for the industry advisory groups will be developed to articulate responsibilities and benefits of key stakeholders, including industrial stakeholders and small and medium enterprises. This framework will include guidelines for negotiating industry placements for vocational instructors and internships for TVET students, increased industry involvement in the development of curriculum and skills standards, information updates on workplace technology and labor market needs, and tailored training for enterprises. The project will strengthen capacity of industry advisory groups in priority sectors to provide leadership in steering the TVET development and will establish formal partnership agreements between the project TVET institutions and enterprises. 21. Market oriented program planning introduced. The project will train and support HED and the project TVET institutions to assess the quality and relevance of their training programs by measuring graduate employment and employability, primarily through regular tracer studies and employer surveys. To improve program planning and to address the lack of information on labor market demand and the TVET sector, the project will (i) establish a pilot LMIS that will provide labor market information to HED and TVET institutions; (ii) help HED assess the quality and relevance of the training programs by measuring graduate employment and employability, through regular tracer studies and employer surveys as part of the LMIS. To establish a pilot LMIS, the project will develop a pilot system to gather labor market and education data from HED and outside resources, conduct graduate tracer studies and employer surveys, and prepare reports and recommendations. The pilot LMIS will focus on two priority industries as a starting point. If the pilot is successful, LMIS could evolve from a pilot project at the HED into a more widely used system involving other agencies and serving the needs of all potential users. The project will support establishment of a provincial level LMIS coordination committee, as a policy discussion vehicle to discuss data sharing and development of the LMIS. The committee will comprise representatives from departments of the Hunan provincial government involved in the labor market matters, industry advisory councils, and enterprises. The LMIS coordination committee’s work will be assessed at mid-term review, and if deemed successful, its terms of reference may be expanded to include broader activities including development of an integrated skills strategy and integrated planning for TVET development in the province. The project will

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support HED to develop an improved methodology for designing and conducting tracer studies. Capacity of HED staff to collect and analyze labor market information will be strengthened. 22. Policy development and sharing of knowledge and experience strengthened The project will support policy research and development in TVET, by conducting policy studies in key areas, such as strengthening enterprise-school partnerships, skills mapping to identify the skills needed for environmentally sustainable development, and implementing national TVET policies. The project will prepare a methodology and guidelines for assessing the skills needs for environmentally sustainable development. The project will organize provincial TVET workshops to exchange school-industry collaboration and curriculum development case studies and lessons learned. The project will foster institutional partnerships, between selected project institutions and overseas vocational colleges for international benchmarking, student and faculty exchange, joint curriculum revision, and to foster a learning culture through twinning arrangements. Output 4: Project management support established. 23. Under this output, the project will (i) provide training and project implementation support, (ii) improve monitoring and evaluation to capture lessons from project activities under components 1, 2, and 3, and (iii) regularly disseminate the experiences gained. 24. Training and project implementation support. The project will help build staff capacity in the project management office (PMO) through a multi-faceted training program that will include workshops and on the job training. The workshops and on-the-job-training will be provided by a team of consultants that will also support the PMO by working together on day-to-day tasks. The team will include international and national consultants. The consultancy inputs will be front loaded towards the first two years of the Project to maximize benefits to the project and would cover expertise in monitoring and evaluation (M&E), project management, capacity development, ADB disbursement and procurement guidelines, TVET system development, civil engineering, social development, environment, and safeguards. 25. Regular monitoring and evaluation. The project will help the PMO to establish within the first year of the effective loan date, a comprehensive project performance monitoring system (PPMS) acceptable to ADB. The PPMS will specifically measure the impact, outcome and outputs of the proposed strengthening of the thirteen TVET institutions, evaluating the specific contributions of the project to introduce of CBC, quality of teachers, industry involvement in TVET and other outputs and targets in the DMF. The specific responsibility will lie with the M&E officer in the PMO. The M&E staff at each TVET institute will assume a vital role in monitoring project activities and implementation of all aspects of the CBC programs and courses as well as other project initiatives. A project tracking system will be established for monitoring project activities and implementation where existing management information systems are not functioning or do not meet project data requirements. The project will carry out baseline, tracer, and evaluation studies. 26. Safeguard plans implemented. PMO’s capacity to monitor various action plans will be developed and contribute to the development of safeguard monitors in Hunan Province. The PMO and the IA’s will monitor the various action plans as well as the DMF. 27. Project experiences disseminated. A project website will be developed and linked to the HED. It will publicize and share all key information about the project. Opportunities will be taken to share experiences with other TVET projects and within the TVET sector nationally and

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in other provinces. A dissemination plan will be prepared by the PMO with support of the loan implementation consultants.

D. Implementation strategy 28. Detailed implementation strategies have been developed for the Project and include: Design and Monitoring Framework (Annex 1), summary profiles of 13 project TVET institutions is in Annex 2, strategies for improving competency-based curriculum are in Annex 3, strategies to improve training of vocational instructors are in Annex 4, strategies for strengthening TVET management capacity are in Annex 5, strategies for the involvement of industries and enterprises in Hunan’s TVET system are in Annex 6, strategies for the development of a pilot LMIS is in Annex 7 and M&E Strategy for the proposed project is in Annex 8.

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II. IMPLEMENTATION PLANS

1. Implementation plans have been prepared and agreed that cover (i) project readiness activities need to ensure that the loan becomes effective in a timely manner and (ii) an overall implementation plan. These plans are set out below. The overall plan will be adjusted at the time of loan effectiveness and then be reviewed and updated on an annual basis during the project implementation period.

A. Project Readiness Activities

Indicative Activities

2012 2013

7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 Responsible Agency(s)

Establish project implementation arrangements

HPG, HED, PMO & IAs

Feasibility study report approval

HDRC,

Recruitment of Tendering Co

PMO

Advance Contracting

PMO, TC

Prepare / submit FCUP and PFER

PMO, HPFD, HDRC

Approval of FCUP and PFER

NDRC, MOF

Management review meeting

ADB

Recruit start-up consultants

PMO

Loan Negotiations ADB, MOF, HPG

ADB Board approval

ADB

Signing of loan and project agreement

ADB, MOF

Sign onlending agreements

HPFD, HED, city FD, IAs

Government legal opinion provided

MOF, MOFA

Loan effectiveness ADB, MOF

ADB = Asian Development Bank, HDRC = Hunan Development and Reform Commission, HED = Hunan Education Department, HPFD = Hunan Financial Department, HPG = Hunan Provincial Government, PMO = Hunan Education Project Management Office, IA = implementing agency, FCUP = foreign capital utilization plan, MOF = Ministry of Finance, MOFA = Ministry of Foreign Affairs, NDRC = National Development and Reform Commission, PFER = project financing evaluation report, TC = tendering company.

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B. Overall Project Implementation Plan

Indicative activities 2013 2014 2015 2016 2017 2018

Implementation Period October 2013 - October 2018 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

A. DMF

Output 1: Improved quality and relevance of TVET system

1.1 Develop core curriculum standards and competency-based curriculum (CBC)

1.1.1 Develop a provincial level core curriculum framework by end of year 3

1.1.2 Set up materials development teams for two occupational areas by end of year 1

1.1.3 Develop CBC in two pillar industries in collaboration with industries by year 3

1.1.4 Develop CBC teachers guides, learning materials, assessment tools; and train instructors by year 4

1.1.5 Formatively evaluate pilot CBC, improve program, and complete initial training program by end of year 4

1.1.6 Prepare guidelines for skills needs assessment for environmentally sustainable growth, following study on green skills

1.1.7 Prepare guidelines and assessment of online TVET courses by Q2 of year 2

1.1.8 Select online courses for TVET institutions in poor and remote areas

1.1.9 Upgrade training equipment to support quality improvements

1.2 Upgrade instructor skills with improved teaching competencies through industry placements and training programs

1.2.1 Conduct needs assessment for teacher training by end of year 1

1.2.2 Develop indicators of teacher competency in consultation with industry advisory groups by end of year 1

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Indicative activities 2013 2014 2015 2016 2017 2018

Implementation Period October 2013 - October 2018 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

1.2.3 Develop training modules for instructors by year 2

1.2.4 Develop training standards/assessment handbook with TVET institutions and industry by Q1 of year 3

1.2.5 Deliver and monitor in-service training for TVET institutions instructors starting in year 2

1.3 Strengthen TVET management and strategic planning capacity

1.3.1 Develop a capacity building indicator framework with 13 TVET institutions and HED by Q1 of year 2

1.3.2 Develop training modules for TVET strategic planning, management, and administration by year 2

1.3.3 Conduct pilot training, and evaluate and improve materials in TVET institutions in year 2

1.3.4 Identify overseas and national management training for managers/ curriculum development heads by Q2 of year 1

1.3.5 Establish institutional linkages and partnerships with overseas vocational colleges, and implement the program

1.3.6 Procure and install training equipment in the project TVET institutions

Output 2: Upgraded facilities and learning environments

2.1 Provide upgraded facilities and learning environments

2.1.1 Complete detailed design by end of year 1

2.1.2 Prepare bidding documents, award contracts, and commence works by end of year 1

2.1.3 Monitor quality of civil works in years 2–4

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Indicative activities 2013 2014 2015 2016 2017 2018

Implementation Period October 2013 - October 2018 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Output 3: Strengthened industry involvement in TVET

3.1 Strengthen industry advisory groups

3.1.1 Review current functioning of industry advisory groups, and strengthen and approve TOR by Q1 of year 2

3.1.2 Conduct needs assessment for building capacity of advisory groups by year 2

3.1.3 Prepare capacity building plan, implement plan, and monitor and evaluate implementation starting in year 2

3.1.4 Establish 13 partnership agreements between 13 TVET institutions and local enterprises starting in year 2

3.1.5 Conduct an enterprise-school partnership forum in year 3

3.2 Improve information on the labor market and TVET sector

3.2.1 Establish LMIS office and LMIS coordinating committee by year 1

3.2.2 Develop LMIS and database by end of year 2 and run the system

3.2.3 Develop guidelines and conduct tracer studies of project TVET institution graduates starting in year 3

3.2.4 Conduct employer satisfaction survey of TVET industry association employers in years 3 and 4

3.3 Strengthen policy development and sharing of knowledge and experience

3.3.1 Develop detailed TOR for the research studies by year 1

3.3.2 Carry out research studies starting in year 2

3.3.3 Prepare reports and disseminate annually from year 3

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Indicative activities 2013 2014 2015 2016 2017 2018

Implementation Period October 2013 - October 2018 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Output 4 Project management support established

4.1 Project management support established

4.1.1 Recruit project management consultants

4.1.2 Support training and project implementation

4.1.3 Conduct regular monitoring and evaluation of project activities (PPMS) throughout the project cycle

4.1.4 Monitor implementation of the environment management plan and the social and gender action plan

4.4.5 Disseminate experiences

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III. PROJECT MANAGEMENT ARRANGEMENTS

A. Project Implementation Organizations – Roles and Responsibilities

1. Project implementation involves multiple government agencies at the provincial, municipal and county level, as well as the 13 project TVET institutions who will be the main implementation agencies (IAs). ADB will be responsible for administering the ADB-financed components of the project and jointly with HPG/HED to supervise project implementation. The implementation roles and responsibilities are summarized in the table below

Project Implementation

Organizations Management Roles and Responsibilities

1. Project Execution The Executing Agency will be the HPG

Establish the project management arrangements. Assume overall accountability for ensuring project success.

1.1 Hunan Project Coordination Group

HPG has established the Hunan PCG, led by the Vice Director General of HED and including high level officials from HPFD, Hunan DRC, and HED, with other relevant departments involved as necessary to:

Provide overall project direction and any required policy guidance.

Oversee the preparation and implementation of the project.

Provide overall guidance to the project.

Support cross-agency policy dialogue.

Review project progress and provide strategic advice to support effective implementation.

1.2 HED and PMO

HED will exercise day to day oversight of the project and chair the PCG. In order to discharge this responsibility HED has established a PMO that will:

Supervise implementing agency PIUs and provide support as needed.

Coordinate project preparation and implementation activities.

Develop implementation plans and financial plans

Monitor and report project progress and performance.

Supervise the activities of consultants.

Communication and coordination with ADB.

Develop specific norms of expenditure from counterpart funds and submit these norms to concerned authorities for approval.

Prepare and submit periodic and ad hoc reports on project activities as required.

Supervise project procurement.

1.3 HPFD

Overall financial supervision of the project.

Liaison with MOF.

Responsible for operation of the imprest account.

Submission of the withdrawal applications.

Retention of supporting documents.

Appointment of auditors, and review and follow up of audit reports.

1.4 Hunan DRC

Approval of domestic feasibility study and submission of authorization requests for foreign capital utilization.

Approval of any major changes needed to project scope.

Liaison with NDRC.

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Project Implementation

Organizations Management Roles and Responsibilities

Facilitating interdepartmental and intersector cooperation needed for effective project implementation.

Economic planning and managing the alignment of individual sector plans and reforms with the approved economic plans.

Involvement in policy dialogue.

2. Project Implementation

2.1 Implementation of Provincial Level Activities

Implementing Agency: HED

Closely work with consultants to implement project activities.

Ensure quality in project activities to meet objectives.

Prepare costed annual implementation plans for submission to the PMO.

Coordinate the implementation of provincial level project activities.

Establish project review and coordination arrangements based on the agreed project implementation guidelines.

Assign specific implementation tasks in whole or in part (e.g., pilot testing of initiatives) to individual TVET institutions.

Monitor and report on project activities and progress to PMO.

Keep project accounting records.

Arrange for the timely provision of counterpart funding.

2.2 Implementation of College and School Project Activities

Implementing Agencies: Project TVET Institutions

The 13 TVET institutions include Hunan Vocational College of Science & Technology, Hunan Industrial Polytechnic; Changsha Social Work College, Hunan Network Engineering Vocational College, Hunan Railway Professional Technology College, Hunan Vocational College of Modern Logistics, Zhijiang National Secondary Vocational School, Yueyang Vocational and Technical College, Zhuzhou Vocational Technical College, Huarong Secondary Vocational School, Changsha Commerce and Tourism College, Youxian Secondary Vocational Technical School, and Zixing Secondary Vocational School. The implementing agencies will:

Closely work with consultants to implement project activities.

Ensure quality in project activities to meet objectives.

Prepare procurement plans for submission to the PMO and/or the relevant local education department.

Coordinate the project activities within their school/college, particularly the training, curriculum development, procurement, disbursement, and project reporting requirements.

Monitor and report on project activities and progress to PMO.

Procure equipment in conjunction with PMO.

Keep project accounting records.

Arrange for the timely provision of counterpart funding.

TVET Review Committee

The objective of this committee is to improve the alignment of TVET courses with the needs of industry. The specific terms of reference are set out below this table. The participants serving on this committee will include:

Qualified experts from industries and the industry advisory groups.

Experts from HED.

Experts from the TVET institutions.

3

Project Implementation

Organizations Management Roles and Responsibilities

3. Other Stakeholders Involved in Project Implementation,

3.1 Local Education Departments at Municipal and County level

Supervision of individual project TVET institutions within their jurisdiction.

Review and approve implementing agency project plans and expenditure requests as required in accordance with local procedures.

In conjunction with the local Finance Department to review and approve implementing agency budgets taking due account of project financing needs.

3.2 Local Financial Departments at Municipal and County level

Onlend ADB loan to the relevant TVET institutions.

Arrange counterpart funding in conjunction with the implementing agencies.

Disburse ADB loan funds to implementing agencies in relation to SOE and other reimbursement claims.

Exercise financial supervision over the project TVET institutions.

3.3 Local Industries and Enterprises

Participate in industry advisory groups and related activities to align labor skills with current and future industry needs.

Enter into formal TVET/industry partnership agreements, where appropriate.

Participate in labor market information sharing. ADB = Asian Development Bank, DRC = Development and Reform Commission, HED = Hunan Education Department, HPFD = Hunan Provincial Finance Department, HPG = Hunan Provincial Government, MOF = Ministry of Finance, NDRC = National Development and Reform Commission, PCG = project coordination group, PIU = project implementation unit, PMO = project management office, SOE = statement of expenditures, TVET = technical and vocational education and training.

2. The terms of reference for the TVET Sector Review Committee are as follows:

(i) Advise HED and the curriculum development committee in validating study programs developed by project TVET institutions and ensure these meet identified industry needs.

(ii) Advise HED and the curriculum and teacher training working groups in validating provincial level core curriculum standards, competency-based curriculum guidelines and templates, and teacher training standards developed under the project and ensure these meet identified industry needs.

(iii) Advise HED and relevant working groups in validating teacher training plans and teacher training and management capacity building programs developed under the project, and ensure these meet identified industry needs.

(iv) Advise HED in validating the framework terms of reference for the industry advisory groups and templates and guidelines for industry attachment and internships developed under the project.

(v) Advise HED and the online TVET course working group in selecting high quality online TVET courses and validating the guidelines for the online course development developed under the project.

(vi) Advise HED in assessing the recommendations of the policy research studies on green skills and industry-school partnerships conducted under the project.

(vii) Advise HED in facilitating the provincial level TVET coordination committee for the labor market information sharing.

(viii) Assist TVET institutions with alignment of study programs with industry standards. (ix) Recommend to the HED new occupations for the development of study programs

based on the results of the pilot labor market information platform.

4

(x) Recommend to the HED appropriate industry personnel to provide subject matter advice in the development of revised or new study programs.

(xi) Provide advice and facilitate partnerships between employers and project TVET institutions to implement project activities.

(xii) Receive industry comments on the continuing validity of study programs, standards and assessment materials.

(xiii) Provide advice to industry advisory groups on current and future trends within their economic sector/Industry.

(xiv) Facilitate technical advice to project TVET institutions to inform flexible delivery modalities appropriate to industry context and occupational outcome.

B. Project Implementation Arrangements

6. Implementation of TVET quality improvements and associated reforms. Implementing improvements in the quality of TVET programs and ensuring the skills provided are relevant to the needs of employers and the wider Hunan economy is a core objective of the project and critical to overall project success. The design of the project has therefore paid careful attention to the scope of the project initiatives in this area, and how these initiatives should be implemented. Specific understandings reached between ADB and HED (on behalf of the EA) are as follows:

(i) HED will establish an Inter-agency labor market information system (LMIS) Coordination Committee, along with representation from Hunan Department of Human Resources and Social Security (HDHRSS) and industry comprising relevant stakeholders, and with membership and terms of reference to be agreed by ADB. The TOR will include guiding the development of the proposed LMIS (see Annex 7).

(ii) HED will establish a Project Review Committee comprising key stakeholders, and with membership and terms of reference to be agreed by ADB, within 3 months of loan effectiveness. The committee will be led by HED, supported by the TVET Research Institute, and tasked with validating project outputs including curriculum standards and guidelines, recommendations of policy studies, teacher training standards, teacher training and management training modules and other activities defined in the TOR.

(iii) HED will establish task orientated working groups including (i) a working group for curriculum development, (ii) a working group for online TVET courses, (ii) a working group for teacher training; and (iii) a working group for LMIS. HED will decide appropriate membership and leadership arrangements and draw up the TOR for each working group within 3 months of loan effectiveness.

(iv) HED will establish a TVET Leaders Group with membership from the thirteen project TVET institutions and terms of reference agreed by ADB within 3 months of loan effectiveness. The group will meet quarterly.

(v) HED and the project TVET institutions will prepare five-year plans for the TVET components for each participating project TVET institution within 3 months of loan effectiveness and prepare more detailed annual plans each year for the entire of the implementation period.

(vi) HED and the project TVET institutions will implement the curriculum development strategy (see Annex 3 for guidelines) through ensuring that (i) a task orientated

5

working group is established to coordinate the program, (ii) the annual implementation plan is followed, (iii) the TVET institutions allow the teachers (curriculum developers) time to participate in project activities; and (iv) the output is approved by the review committee.

(vii) HED and the project TVET institutions will implement the teacher training strategy (Annex 4) through ensuring that (i) a task orientated working group is established to coordinate the program, (ii) that the annual implementation plan is followed, and (iii) reports to PMO on follow up activities are provided on schedule.

(viii) HED will implement the LMIS action plan through ensuring that (i) a task orientated working group is established (ii) that the annual implementation plan is strictly followed; and (iii) reports are provided to the PMO and ADB at each agreed milestone.

7. The PMO will exercise advisory, monitoring, and control roles in relation to the project activities implemented locally by individual project TVET institutions. To assist the project TVET institutions with their project implementation activities, the PMO, in conjunction with Hunan Provincial Finance Department (HPFD), and with the assistance of a project start–up consultant (see section VI D and Annex 10) will prepare a financial management procedures manual to be issued to all the project implementing agencies. 8. HED and the project TVET institutions will implement the capacity building activities in accordance with the approved annual plans. Each IA will submit reimbursement claims to the PMO who will review, endorse and pass to HPFD. HPFD will make disbursement from the imprest account to project TVET institutions based on the actual costs incurred.

6

C. Key Persons Involved in Implementation

Executing Agency Hunan Provincial Name: Yang Dingzhong

Government Position: Deputy Director General, Hunan Education Department (HED)

Telephone No.: Fax No.:

+86 731 8299 0658

+86 731 8472 0794

Email address: hunanedu413@163.com

Office address: No. 502 HED, Furong district, Changsha, PRC

Name: (TBD) Position: Director, Foreign Funds Division, HED Telephone No.: +86 731 8472 2834

Fax No.: +86 731 8472 0794

Email address: hunanedu413@163.com

Office address: No. 502 HED, Furong district, Changsha, PRC

ADB East Asia Department Staff Name: Diwesh N. Sharan Urban and Social Sectors Position: Director, EASS Division (EASS) Telephone No.: (63 2) 632 6730 Fax No.: (63 2) 636 2407 Email address: dsharan@adb.org Mission Leader Staff Name: Jazira Asanova Position: Senior Education Specialist Telephone No.: (632) 632 6810 Fax No.: (63 2) 636 2407 Email address: jasanova@adb.org

7

D. Project Organization Structure

3. Overall Project Implementation Arrangements

ADB = Asian Development Bank, DRC = Development and Reform Commission, HED = Hunan Education Department, HPFD = Hunan Provincial Finance Department, HPG = Hunan Provincial Government, PMO = project management office, PRC = People’s Republic of China.

Development Partnership

represented by

Key to Lines Direct accountability Provision of services, advice or audit review Exercises project supervision

Colour Key Government stakeholder Project management & Implementation Designated operators of project facilities Advice, Monitoring and Support

PRC State Government

Hunan Provincial Government (HPG)

Advice and Monitoring Consulting Services Env Monitoring Institute Auditing Bureau Tendering Company

Implementation Support from Local Design Institutes, Construction Supervision Companies,

Asian Development Bank

Civil Work Contractors, & Equipment Suppliers

HED, HPFD & HDRC

HPMO Hunan Education

Department

Project TVET Institutions (IAs) (these are either under direct HED supervision or under the

supervision of local city education departments)

Municipal and County Governments

Local City Education Departments

PRC Central Government

HPG

Advice and Monitoring Consulting Services Env. Monitoring Institute Auditing Bureau Tendering Company

Implementation Support from Local Design Institutes

ADB

Civil Work Contractors, & Equipment Suppliers

HED, HPFD & Hunan DRC

PMO HED

Project TVET Institutions (these are either under direct HED supervision or under the

supervision of local city education departments)

Municipal and County Governments

Local City Education Departments

8

4. Project Coordination Group

5. Hunan PMO

1

IV. COSTS AND FINANCING

1. The project is estimated to cost $105.839 million equivalent, inclusive of taxes and duties of $7.2million, physical and price contingencies, and financial charges during implementation. This chapter of the manual provides summary analysis of project costs and financing, while more detailed analysis, including at the sub-project level, is provided in Annex 2. 2. Financing plan. The Government of the People’s Republic of China (PRC) has requested a loan of $50 million from the Asian Development Bank’s (ADB) ordinary capital resources to help finance the project. The loan will have a 26-year term including a grace period of 5 years, straightline repayment method, and an annual interest rate determined in accordance with ADB’s London interbank offered rate (LIBOR)-based lending facility, a commitment charge of 0.15% per year, and such other terms and conditions set forth in the loan and project agreements. The loan will be repaid on a straight line basis and be utilized for civil works, the purchase of equipment, and capacity building. The loan will also finance taxes and duties on items financed by ADB. The government will finance civil works (the balance of costs not ADB financed), equipment, some capacity building, project management costs, and financial charges during the construction period.

2

A. Detailed Cost Estimates by Expenditure Category

Item

(CNY million) ($ ‘000)

Foreign Local Total Foreign Local Total % of Total Base Cost

Exchange Currency Costa

Exchange Currency Cost

A. Investment Costb

1 Civil Works - 218.10 218.10 - 34,408.30 34,408.30 32.5%

2 Equipment

a. Major equipment 85.10 178.80 263.90 13,419.20 11,630.80 24,050.00 22.7%

b. Minor equipment 0 0 0 0 17,571.70 17,571.70 16.6%

3 Capacity Building and Consulting Services

a. Provincial capacity building 0.60 41.00 41.60 98.00 6,460.00 6,558.00 6.2%

b. Consulting Services 6.50 4.60 11.20 1,033.00 729.00 1,762.00 2.0%

c. Implementing agency capacity building 0 36.60 36.50 0 5,763.00 5,763.00 1.7%

Sub-total (A) (Total Base Cost) 92.20 479.1 571.30 14,550.20 75,562.80 90,113.00 85.1%

B. Contingenciesc

1 Physical 7.40 43.20 50.60 1,160.70 6,813.30 7,974.00 8.7%

2 Price 3.70 33.30 36.90 579.00 5,245.40 5,824.40 4.3%

Subtotal (B) 11.10 76.50 0.00 87.50 12,058.70 13,798.40 13.0%

C. Financing Charges During Implementation

d

1 Interest During Implementation - 12.20 12.20 - 1,927.20 1,927.20 2.0%

Subtotal (C) - 12.20 12.20 - 1,927.20 1,927.20 1.8%

Total Project Cost (A+B+C) 103.30 567.70 671.00 16,289.90 89,548.90 105,838.60 100.0%

Note: Numbers may not sum precisely because of rounding. a Includes taxes and duties of $7.2 million to be financed by the government of the People’s Republic of China and the Asian Development Bank (ADB) loan.

The following principles were followed in determining the amount of taxes and duties to be financed by ADB: (i) the amount is within reasonable country thresholds, (ii) the amount does not represent an excessive share of the project investment plan, (iii) taxes and duties apply only to ADB-financed expenditures, and (iv) the financing of the taxes and duties is relevant to the success of the project.

b In mid-2012 prices.

c Physical contingencies computed at 11% of total civil works and equipment costs have been calculated to match the provision used in the domestic feasibility study, as contingencies are fully financed by the government. Price contingencies computed at 1.9% for 2013, 2.3% for 2014, 1.9% for 2015,

and 1.8% thereafter on foreign exchange costs, and 3.3% on local currency costs. d Includes interest and commitment charges. Interest during construction for ADB loan has been computed at the USD 5-year fixed swap rate plus a spread of

0.4% and the maturity premium of 0.1%. Commitment charges for an ADB loan are 0.15% per year to be charged on the undisbursed loan amount. Source: Asian Development Bank estimates.

3

B. Allocation and Withdrawal of Loan Proceeds

CATEGORY ADB FINANCING

Ref Item Total Amount Allocated for ADB Financing ($)

Percentage and Basis for Withdrawal from the Loan Account

Category Subcategory

1 Civil Works 17,630,000

1A Hunan Industrial Polytechnic College

6,850,000 71 percent of total expenditure

1B Zixing Vocational Secondary School

630,000 78 percent of total expenditure

1C Changsha Social Work College

6,000,000 61 percent of total expenditure

1D Hunan Vocational College of Modern Logistics

2,000,000 36 percent of total expenditure

1E Yueyang Vocational and Technology College

2,150,000 58 percent of total expenditure

2 Major Equipment 24,050,000 100 percent of total expenditure

3 Capacity Building 8,320,000

3A Provincial capacity building 6,558,000 100 percent of total expenditure

3B Consulting Services 1,762,000 100 percent of total expenditure

TOTAL 50,000,000

4

C. Detailed Cost Estimates by Financier

($ ‘000)a

ADB Government

Item Amount % of Cost Category Amount

% of Cost Category Total Cost

A. Investment Costs

1 Civil Works

a. Hunan Industrial Polytechnic College 6,850.00 71.4% 2,743.70 28.6% 9,593.70

b. Zixing Vocational Secondary School Library

- Library 630.00 78.0% 178.20 22.0% 808.20

- Other works 0 0% 821.80 100.0% 821.80

c. Changsha Social Work College 6,000.00 60.5% 3,917.70 39.5% 9,917.70

d. Hunan Vocational College of Modern Logistics 2,000.00 36.0% 3,548.30 64.0% 5,548.30

e. Yueyang Vocational and Technology College 2,150.00 58.2% 1,544.50 41.8% 3694.50

f. Design, supervision and other costs 0 0% 4,024.60 100.0% 4,024.60

2 Equipment 24,050.00 57.8% 17,571.70 42.2% 41,621.70

a. Major Equipment 24,050.00 100.0% 0 0% 24,050.00

b. Minor Equipment 0 0% 17,571.70 100.0% 17,571.70

3 Capacity Building 8,320.00 59.1% 5,763.00 40.9% 14,083.00

a. Provincial Capacity Building 6,558.00 100.0% 0 0% 6,558.00

b. Consulting Services 1,762.00 100.0% 0 0% 1,762.00

c. Individual Implementing Agency Capacity Building 0 0% 5,763.00 100.0% 5,763.00

Subtotal A (Total Base Cost) 50,000.00 55.5% 40,113.00 44.5% 90,113.00

B. Contingenciesb 0 0% 13,798.40 100.0% 13,798.40

C. Financing Charges During Implementation 0 0% 1,927.20 100.0% 1,927.20

Total Project Cost (A+B+C) 50,000.00 47.2% 55,838.60 52.8% 105,838.60

% Total Project Cost 47.2% 52.8% 100.0% a In mid-2012 prices. Includes taxes and duties of $7.2 million to be financed by the government of the People’s Republic of China and the Asian Development

Bank (ADB) loan. The following principles were followed in determining the amount of taxes and duties to be financed by ADB: (i) the amount is within reasonable country thresholds, (ii) the amount does not represent an excessive share of the project investment plan, (iii) taxes and duties apply only to ADB-financed expenditures, and (iv) the financing of the taxes and duties is relevant to the success of the project.

b Physical contingencies computed at 11% of total civil works and equipment costs. Price contingencies are computed at 1.9% for 2013, 2.2% for 2014, 1.9% for

2015, and 1.8% thereafter on foreign exchange costs, and 3.3% for 2013 and 3.0% thereafter on local currency costs. Contingencies include provision for potential exchange rate fluctuation under the assumption of a purchasing power parity exchange rate.

5

D. Detailed Cost Estimates by Outputs/Components

Item

($ ‘000)

Total Cost

Improved Quality and Relevance of TVET

System

Upgraded Facilities and Learning Environments

Strengthened Industry

Involvement in TVET

Project Management Support Established

Amount % of Cost Category Amount

% of Cost Category Amount

% of Cost Category Amount

% of Cost Category

A. Investment Costsa

1 Civil Works 34408.30 0 0% 34,408.30 32.5% 0 0% 0 0%

2 Equipment 41621.70 41621.70 39.3% 0 0% 0 0% 0 0%

a. Major Equipment 24050.00 24050.00 22.7% 0 0% 0 0% 0 0%

b. Minor Equipment 17571.70 17571.70 16.6% 0 0% 0 0% 0 0%

3 Capacity Building 14083.00 10416.00 9.8% 0 0% 747.00 0.7% 2920.00 2.8%

a. Provincial capacity building 6558.00 6008.00 5.7% 0 0% 0 0% 550.00 0.5%

b. Consulting Services 1762.00 581.00 0.5% 0 0% 747.00 0.7% 444.00 0.4%

c. Implementing Agency capacity building 5763.00 3837.00 3.6% 0 0% 0 0% 1926.00 1.9% Total Base Cost (Subtotal A) 90113.00 52,020.00 49.1% 34,408.30 32.5% 747.00 0.7% 2,920.00 2.8% B. Contingencies

1 Physicalb

7974.00 3876.20 3.7% 4097.80 3.9% 0 0% 0 0%

2 Pricec

5824.40 2541.40 2.4% 3237.50 3.1% 0 0% 45.50 0% Subtotal (B) 13798.40 6417.60 6.1% 7335.30 6.9% 0 0% 45.50 0% C. Financing Charges During Implementation

d

1 Interest During Implementation 1,927.20 1084.00 1.0% 774.20 0.8% 14.00 0% 55.00 0.1% Subtotal (C) 1,927.20 1084.00 1.0% 774.20 0.8% 14.00 0% 55.00 0.1% Total Project Cost (A+B+C) 105,838.60 59,539.80 56.2% 42,517.80 40.2% 761.00 0.7% 3,020.00 2.9% Note: Numbers may not sum precisely because of rounding. a Includes taxes and duties of $7.2 million to be financed by the government of the People’s Republic of China and the Asian Development Bank (ADB) loan. The following principles were

followed in determining the amount of taxes and duties to be financed by ADB: (i) the amount is within reasonable country thresholds, (ii) the amount does not represent an excessive share of the project investment plan, (iii) taxes and duties apply only to ADB-financed expenditures, and (iv) the financing of the taxes and duties is relevant to the success of the project.

b In mid-2012 prices.

c Physical contingencies computed at 11% of total civil works and equipment costs. Price contingencies are computed at 1.9% for 2013, 2.2% for 2014, 1.9% for 2015, and 1.8% thereafter

on foreign exchange costs, and 3.3% for 2013 and 3.0% thereafter on local currency costs. Contingencies include provision for potential exchange rate fluctuation under the assumption of a purchasing power parity exchange rate.

d Includes interest and commitment charges. Interest during construction for ADB loan has been computed at the USD 5-year fixed swap rate plus a spread of 0.4% and the maturity

premium of 0.1%. Commitment charges for an ADB loan are 0.15% per year to be charged on the undisbursed loan amount. Source: Asian Development Bank estimates.

6

E. Detailed Cost Estimates by Year

($ ‘000)

Total Cost

Item Year 1 Year 2 Year 3 Year 4 Year 5

A. Investment Costsa

1 Civil Works 34408.30 0 8089.80 15,383.00 10,935.50 0

2 Equipment 41621.70 0 11135.00 11879.00 10415.90 8191.70

a. Major Equipment 24050.00 0 7620.50 8364.70 6901.60 1163.10

b. Minor Equipment 17571.70 0 3514.50 3514.30 3514.30 7028.60

3 Capacity Building 14083.00 4177.30 3694.50 2730.80 1839.70 1640.70

a. Provincial capacity building 6558.00 1945.20 1720.40 1271.60 856.70 764.00

b. Consulting Services 1762.00 522.60 462.20 341.70 230.20 205.30

c. Implementing Agency capacity building 5763.00 1709.40 1511.90 1117.50 752.80 671.40

Total Base Cost - Subtotal (A) 90113.00 4177.30 22,919.30 29,992.80 23,191.10 9,832.40

B. Contingenciesb,c 13798.40 1.90 2926.50 5125.40 4615.60 1129.10

C. Financing Charges During Implementationd 1,927.20 77.50 479.40 651.30 515.70 203.30

Total Project Cost (A+B+C) 105,838.60 4,256.70 26,325.20 35,769.60 28,322.50 11,164.70

% Total Project Cost 100% 4.0% 24.9% 33.8% 26.8% 10.5%

Note: Numbers may not sum precisely because of rounding. a Includes taxes and duties of $7.2 million to be financed by the government of the People’s Republic of China and the Asian Development Bank (ADB) loan. The

following principles were followed in determining the amount of taxes and duties to be financed by ADB: (i) the amount is within reasonable country thresholds, (ii) the amount does not represent an excessive share of the project investment plan, (iii) taxes and duties apply only to ADB-financed expenditures, and (iv) the financing of the taxes and duties is relevant to the success of the project.

b In mid-2012 prices.

c Physical contingencies computed at 11% of total civil works and equipment costs. Price contingencies are computed at 1.9% for 2013, 2.2% for 2014, 1.9% for 2015,

and 1.8% thereafter on foreign exchange costs, and 3.3% for 2013 and 3.0% thereafter on local currency costs. Contingencies include provision for potential exchange rate fluctuation under the assumption of a purchasing power parity exchange rate.

d Includes interest and commitment charges. Interest during construction for ADB loan has been computed at the USD 5-year fixed swap rate plus a spread of 0.4%

and the maturity premium of 0.1%. Commitment charges for an ADB loan are 0.15% per year to be charged on the undisbursed loan amount. Source: Asian Development Bank estimates.

7

F. Contract and Disbursement S-curve

0.00

5.00

15.00

37.50

50.00

0.00 2.50

7.00

33.00

50.00

0.00

10.00

20.00

30.00

40.00

50.00

60.00

Year 1 Year 2 Year 3 Year 4 Year 5

US$ Million

Projected and Cumulative Contract Award S curves

Cumulative Contract Awards Cumulative Disbursements

8

G. Fund Flow Diagram

Payment Claim for Payment or withdrawal application

ADB = Asian Development Bank, HED = Hunan Education Department, HPFD = Hunan Provincial Finance Department, PMO = project management office, TVET = technical and vocational education and training.

HPFD (ADB Imprest Account)

Provincial Level

TVET Institutions Municipal and County Level

TVET Institutions

1

V. FINANCIAL MANAGEMENT

A. Financial Management Assessment

1. A financial management assessment has been conducted for the project in accordance with Asian Development Bank’s (ADB) Guidelines for the Financial Management and Analysis of Projects3 and the publication Financial Due Diligence—A Methodology Note4 The financial management assessment considered the Hunan Provincial Finance Department (HPFD) as the overall financial supervisory authority, the Hunan Education Department (HED)/project management office (PMO), and the 13 project technical and vocational education and training (TVET) institutions in their role as the implementing agencies (IA) for the project. The financial management assessment included a review of the accounting and reporting system, internal and external auditing arrangements, fund disbursement procedures, and information systems. The instrument used for the assessment was ADB’s financial management assessment questionnaire. 2. The assessment concluded that (i) the financial management capacity of implementing agencies is adequate for the implementation of the project; and (ii) training in ADB procedures will be required in procurement, disbursement, project management, and accounting systems. Issues or risks/deficiencies associated with the entity’s financial management systems were identified and, where necessary, capacity development measures have been incorporated into the project design to ensure that the implementing agencies are able to meet the component’s accounting and reporting requirements. HPFD is managing three existing ADB projects and many others funded by the World Bank and bilateral organizations. HPFD has well proven financial capacity to administer the imprest account. 3. Risk analysis. A Financial Management Internal Control and Risk Management Assessment was conducted.5 Inherent risk was assessed as negligible to moderate in large part due to country-level risks and past ADB experiences.6 Control risk was also rated as negligible to moderate, due to country-level risks and based on a review of current systems and capacity.7 Particular weaknesses concerned the poor current understanding of the financial management policies and procedures of ADB amongst the implementing agencies. 4. Risk mitigation. The actions proposed to be undertaken by the PMO and the implementing agencies before loan effectiveness include (i) clear definition and description of the responsibilities of all financial staff, and (ii) the training of financial staff in ADB procedures. The actions proposed to be undertaken during the implementation of the project include (i) close liaison among HPFD, PMO, implementing agencies, and ADB to ensure that ADB guidelines are followed; (ii) regular interagency coordination at all levels to discuss the project implementation progress and performance; (iii) regular training on ADB’s disbursement policies; (iv) maintenance of project accounts in accordance with the PRC Ministry of Finance guidelines for ADB financed projects and these accounts to be duly audited; (v) the PRC semi-annual and annual progress reports on project implementation and operation prepared; and (vi) close

3 ADB. 2005. Financial Management and Analysis of Projects. Manila.

4 ADB. 2009. Financial Due Diligence A Methodology Note. Manila.

5 Refer page 24 of ADB. 2005. Financial Management and Analysis of Projects. Manila.

6 Inherent risk is the susceptibility of the financial management system to factors arising from the environment in

which it operates, such as country rules and regulations and entity working environment (assuming absence of any counter checks or internal controls).

7 Control risk is the risk that the accounting and internal control framework is inadequate to ensure funds are used

economically and efficiently and for the purpose intended, and that the use of funds is properly reported.

2

monitoring of loan covenants, compliance status, including submission of audited project accounts.

5. The project implementation units (PIUs) will be responsible for implementation of the subprojects in the project TVET institutions. The PIUs will be required to adhere to sound financial management requirements during the implementation of the project. Each PIU, supported by the PMO or local Finance Bureau as necessary, will be required to maintain separate project records and accounts adequate to identify the (i) goods and services financed from loan proceeds, (ii) financing resources received, (iii) expenditures incurred on the different outputs of each component, and (iv) counterpart funds received and expended. 6. Specific action required. The assessment identified that action should be taken in the following areas:

(a) To be undertaken in advance of loan effectiveness

(i) Designate PMO (project) finance staff; (ii) Training on ADB disbursement procedure and ADB project accounting and financial

reporting requirements to be provided; (iii) A complete financial policies and procedures manual to be developed by PMO in order

to guide staff activities and ensure staff accountability; (iv) Written job descriptions for PMO and IA PIU staff to be prepared or revised to take

account of new project responsibilities. (v) PMO and each implementing agency should prepare/update their 5 year project budget

covering the years 2014 to 2018 and update this on an annual basis. The starting point for the preparation of the initial budget should be the project financial forecasts agreed between HPG and ADB at loan negotiations.

(vi) Implementing agencies whose computerized accounting systems cannot produce the required project financial reports need to modify their systems or make alternative arrangements to ensure the necessary reports can be prepared (e.g., by use of Excel).

(b) To be undertaken during the implementation of the proposed Project:

(i) Regular liaison between the EA, IA and the ADB to ensure that ADB guidelines are followed;

(ii) Regular inter-agency coordination at all levels to be put in place to discuss the portfolio performance of the loan;

(iii) Separate accounts to be maintained for all project outputs, whether financed by ADB or the Government, and these to be audited by a qualified independent auditor or the recognized state audit agency;

(iv) Accounting duties to be rotated, where feasible; (v) Annual project accounts and underlying working papers prepared on a timely basis in

preparation for the annual financial statement audit; (vi) Prompt reporting to project stakeholders after the end of each accounting period; (vii) Semi-annual progress reports on project implementation and operation prepared; (viii) Compliance with loan covenants monitored, including submission of audited project

accounts; (ix) Regular backup of all accounting systems and appropriate security measures over

backup data to be put in place; (x) Comparison of actual expenditure with budgets should be undertaken on a monthly

basis. (xi) An annual training plan for accounting staff developed that includes training in:

(a) any revised government financial regulations,

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(b) any changes in relevant ADB policies or procedures, and (c) management of foreign exchange risk.

B. Disbursement

5. The Loan proceeds will be disbursed in accordance with ADB’s Loan Disbursement Handbook (2012, as amended from time to time),8 and detailed arrangements agreed upon between the Government and ADB. Pursuant to ADB's Safeguard Policy Statement (2009) (SPS),9 ADB funds may not be applied to the activities described on the ADB Prohibited Investment Activities List set forth at Annex 5 of the SPS. All financial institutions will ensure that their investments are in compliance with applicable national laws and regulations and will apply the prohibited investment activities list (Annex 5) to subprojects financed by ADB. 6. A combination of direct payment by ADB, reimbursement, and imprest fund procedures are likely to be used for disbursement of the loan. Responsibilities for different disbursement activities can be summarized as follows: (i) PMO will prepare project level disbursement projections based on individual projections prepared by each IA, (ii) IAs will be responsible for arranging counterpart financing or requesting budgetary allocations for counterpart funding as appropriate, (iii) IAs will prepare disbursement claims and collect supporting documents, which will then be passed to PMO for review and endorsement before onward transmission to HPFD, and (iv) HPFD is responsible for making payments from the imprest account; and (v) HPFD is responsible for sending loan withdrawal applications to ADB to initiate either imprest account replenishment or to initiate direct payments by ADB to foreign based consultants or suppliers. 7. To facilitate project implementation through timely release of loan proceeds, the HPG will establish an imprest account promptly after loan effectiveness at a commercial bank acceptable to ADB.10 The HPFD will administer the imprest account. The ceiling of the imprest account will not exceed 10% of the loan amount. The currency of the imprest account will be USD. The imprest account is to be used exclusively for ADB’s share of eligible expenditures. The HPG who established the imprest account in its name is accountable and responsible for proper use of advances to the imprest account. The government may request for initial and additional advances to the imprest account based on 6 months of estimated expenditures to be financed through the imprest account. The imprest account will be established, managed, and liquidated in accordance with ADB’s Loan Disbursement Handbook and detailed arrangements agreed by the government and ADB. ADB’s Loan Disbursement Handbook describes which supporting documents should be submitted to ADB and which should be retained by the government for liquidation and replenishment of an imprest account. 8. To expedite flow of funds and simplify the documentation process, the ADB statement-of-expenditure (SOE) procedure will be used for liquidation and replenishment of the imprest account, and for reimbursement of eligible expenditures not exceeding $100,000 equivalent per individual payment. The payments in excess of the SOE ceiling will be reimbursed, liquidated, or replenished based on full supporting documentation. SOE records should be maintained and made readily available for review by ADB's disbursement and review mission or upon ADB's request for submission of supporting documents on a sampling basis, and for independent

8 Available at: http://www.adb.org/Documents/Handbooks/Loan_Disbursement/loan-disbursement-final.pdf

9 Available at: http://www.adb.org/Documents/Policies/Safeguards/Safeguard-Policy-Statement-June2009.pdf

10 The bank charges on the imprest account will be financed from the proceeds of the loan.

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audit.11 9. Before the submission of the first withdrawal application, the borrower should submit to ADB sufficient evidence of the authority of the person(s) who will sign the withdrawal applications on behalf of the borrower, together with the authenticated specimen signatures of each authorized person. The minimum value per withdrawal application is $100,000 equivalent under reimbursement and imprest fund procedures, unless otherwise approved by ADB. The borrower is to consolidate claims to meet this limit for reimbursement and imprest account claims. Withdrawal applications and supporting documents will demonstrate, among other things that the goods, and/or services were produced in or from ADB members, and are eligible for ADB financing. 10. Counterpart funds will be disbursed in accordance with normal local government budgetary and related financial procedures. Counterpart funds arranged by the individual IAs or project expenditure met from normal budgetary allocations will be disbursed by the IA. Where counterpart funding is being provided by a local government finance department or another funding provider, then the IAs will make a disbursement claim on that provider. A combination of reimbursement and commitment based disbursement will be used depending on the amounts involved and local circumstances. Detailed procedures will vary slightly depending on detailed local procedures that are adopted for disbursing government funds.

C. Accounting

11. The PMO will maintain separate project financial statements and records by funding sources for all expenditures incurred on the project in accordance with financial reporting standards acceptable to ADB.

D. Auditing

12. HPG will cause the annual consolidated project financial statements to be audited in accordance with International Standards on Auditing and the Government Auditing Standards of the PRC (where these are consistent with International Standards on Auditing), by the Hunan Provincial Audit Office. HPG will submit to ADB, in the English language, within 6 months of the end of the fiscal year: (i) the annual audited project financial statements; (ii) an audit report which includes audit opinions on (a) whether the financial statements are presented fairly, in all material respects, in accordance with the applicable financial reporting framework, (b) the use of the loan proceeds and compliance with the financial covenants of the legal document, (c) the use of procedures for the imprest account(s); and (d) the use of the statement of expenditure (SOE) procedure (where applicable); and (iii) a management letter (or Audit Findings and Recommendations). 13. The government and HPG have been made aware of ADB’s policy on delayed submission, and the requirements for satisfactory and acceptable quality of the audited project financial statements. ADB reserves the right to verify the project's financial accounts to confirm that the share of ADB’s financing is used in accordance with ADB’s policies and procedures. In

11

Checklist for SOE procedures and formats are available at: http://www.adb.org/documents/handbooks/loan_disbursement/chap-09.pdf http://www.adb.org/documents/handbooks/loan_disbursement/SOE-Contracts-100-Below.xls http://www.adb.org/documents/handbooks/loan_disbursement/SOE-Contracts-Over-100.xls http://www.adb.org/documents/handbooks/loan_disbursement/SOE-Operating-Costs.xls http://www.adb.org/documents/handbooks/loan_disbursement/SOE-Free-Format.xls

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accordance with ADB's Public Communication Policy (2011), the annual audited project financial statements and the auditor's opinion but not the management letter will be posted on ADB’s website within 30 days of their receipt by ADB.

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VI. PROCUREMENT AND CONSULTING SERVICES

A. Advance Contracting and Retroactive Financing

1. All advance contracting and retroactive financing will be undertaken in conformity with the Asian Development Bank’s (ADB) Procurement Guidelines (2010, as amended from time to time)12 and ADB’s Guidelines on the Use of Consultants (2010, as amended from time to time).13 The issuance of invitations to bid under advance contracting and retroactive financing will be subject to ADB approval. The borrower, the executing agency, HED and the implementing agencies (IAs) have been advised that approval of advance contracting and retroactive financing does not commit ADB to finance the project. In addition, HPG, PMO, and the IAs, have also been advised, where advance contracting is approved then ADB’s approval must be sought for the draft prequalification and bidding documents before they are issued. 2. To expedite project implementation, the government requested ADB to approve advance contracting and retroactive financing. Use of advance contracting will include works, contracts, and the recruitment of consultants. Use of retroactive financing of eligible expenditures will be restricted to the recruitment of two “start-up” consultants in order to assist the PMO and IAs with project readiness activities. 3. Advance contracting will include (i) tendering, and bid evaluation for civil works packages; (ii) preparation of tender documents for the procurement of materials and equipment; and (iii) recruitment of consultants. The issuance of invitations to bid under advance contracting will be subject to ADB approval. One civil works contract and 11 consulting service contracts will be procured through advance contracting.

B. Procurement of Goods, Works and Consulting Services

4. All procurement of goods and works will be undertaken in accordance with ADB’s Procurement Guidelines.

5. Assessments of the capacity of HED, PMO and the IAs, to procure the goods, works, and consulting services have been conducted, and the major findings and recommendations to be made on actions required to overcome weakness have been documented and incorporated into the project design and safeguards measures. Based on the assessments made and the previous procurement record of PMO and its appointed tendering company, it is concluded that with planned training and support, procurement capacity and the procedural arrangements in place are adequate to facilitate full compliance with ADB procurement guidelines and the risk of mis-procurement is acceptably low. 6. International competitive bidding procedures will be used for civil works contracts estimated to exceed $10 million, and supply contracts estimated to exceed $1 million. Contracts for goods and for works estimated to cost less than the above ICB threshold values, but more than $100,000 for goods and $100,000 for works, will be procured on the basis of national competitive bidding (NCB) procedures in accordance with the People’s Republic of China (PRC) Tendering and Bidding Law (1999), subject to modifications agreed upon with ADB. Shopping will be used for contracts for procurement of works and equipment worth less than $100,000.

12

Available at: http://www.adb.org/Documents/Guidelines/Procurement/Guidelines-Procurement.pdf 13

Available at: http://www.adb.org/Documents/Guidelines/Consulting/Guidelines-Consultants.pdf

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7. An 18-month procurement plan indicating threshold and review procedures, goods, works, and consulting service contract packages and national competitive bidding guidelines is in Section C.

8. All consultants will be recruited according to ADB’s Guidelines on the Use of Consultants (2010, as amended from time to time).14 The terms of reference for all consulting services are outlined in Section D and detailed in full in Annex 10.

9. An estimated 141 person-months (13 international and 128 national) of consulting services are required to (i) facilitate effective project management and implementation, and (ii) strengthen the quality and management of TVET in the project TVET institutions and Hunan generally. Depending on the estimated value and nature of the consultancy, consulting firms will be engaged using one of the Consultant Qualified Selection (CQS) process, quality based selection (QBS) and the quality- and cost-based selection (QCBS) method with a standard quality: cost ratio of 80:20. Under QCBS, a full technical proposal will be required for the bidding. Under QBS, a simplified or full technical proposal may be used.

C. Procurement Plan

Basic Data

Project Name: Hunan Technical and Vocational Education and Training (TVET) Demonstration Project Country: People’s Republic of China Executing Agency: the People’s Government of

Hunan Province Loan Amount: $50 million Loan Number: Date of First Procurement Plan: 10 December 2012

Date of this Procurement Plan: 17 January 2013 (Loan fact finding)

Process Thresholds, Review and 18-Month Procurement Plan

a. Project Procurement Thresholds

10. Except as ADB may otherwise agree, the following process thresholds shall apply to procurement of goods and works.

Procurement of Goods and Works

Method Threshold

ICB for Works $10 million or more ICB for Goods $1 million or more NCB for Works Below $10 million but more than $100,000 NCB for Goods Below $1 million but more than $100,000 Shopping for Works $100,000 or below Shopping for Goods $100,000 or below

ICB = international competitive bidding, NCB = national competitive bidding.

b. ADB Prior or Post Review

11. Except as ADB may otherwise agree, the following prior or post review requirements apply to the various procurement and consultant recruitment methods used for the project.

14

Checklists for actions required to contract consultants by method available in e-Handbook on Project Implementation at: http://www.adb.org/documents/handbooks/project-implementation/

3

Procurement Method Prior or Post Comments

Procurement of Goods and Works

ICB Works Prior ICB Goods Prior NCB Works

Post The first NCB procurement for Goods and the first NCB procurement for Works should be submitted for ADB prior review and approval; subsequent NCB procurements shall be subject to post reviews.

NCB Goods Post

Shopping for Works Post Shopping for Goods Post

Recruitment of Consulting Firms

Quality- and Cost-Based Selection Prior

Consultant Qualification Selection Prior

Quality Based Selection Prior

Recruitment of Individual Consultants

Individual Consultants Prior

ICB = international competitive bidding, NCB = national competitive bidding.

c. Goods and Works Contracts Estimated to Cost More Than $1 Million

12 The following table lists goods and works contracts for which procurement activity is either ongoing or expected to commence within the next 18 months (ending at Quarter 3 of 2014).

Ref Contract General Description

Contract Value ($'000)

Procurement Method

Expected Date of

Advertisement (Quarter/Year)

Prior Review

(y/n) Comments

1. Hunan Industrial Polytechnic College

Civil Works 1.1 Automobile Training Center 4910 NCB 2/2013 y Advance

Contracting 1.2 Mechanical Engineering

Training Center 4683 NCB 2/2014 n

2. Changsha Social Work College Civil Works 2.1 Teaching & Training

Building for Art School 9918 NCB 4/2013 n

3. Hunan Vocational College of Modern Logistics

Civil Works

3.1 Hunan Logistics Information Building

5548 NCB 4/2013 n

4. Yueyang Vocational and Technology College

Civil Works 4.1 Social Training Center 3695 NCB 2/2013 n

n = no, NCB = national competitive bidding, y = yes.

d. Consulting Services Contracts Estimated to Cost More Than $100,000

13. The following table lists consulting services contracts for which procurement activity is either ongoing or expected to commence within the next 18 months (ending at Quarter 3 of 2014).

4

General Description

Contract Value ($'000)

Recruitment Method

Advertisement Date

(quarter/year)

International or National

Assignment Comments

1. Project Management

416.00 QCBS 02/2013 A team of international and national consultants

Quality-cost weighting ratio of 80:20 Advance contracting

2. TVET Capacity Building

440.00 QBS 02/2013 A team of international and national consultants

Advance contracting

3. International TVET Partnerships

300.00 QBS 1/2014 International

4. LMIS 250.00 QBS 4/2013 National

5. Study on industry-school partnerships, green skills, and implementing national TVET policies

150.00 CQS 2/2014 National

CQS = consultant qualification selection, LMIS = labor market information system, QCBS = quality- and cost-based selection, QBS = quality-based selection, TVET = technical and vocational education and training.

e. Goods and Works Contracts Estimated to Cost Less than $1 Million and Consulting Services Contracts Less than $100,000

14 The following table groups smaller-value goods, works and consulting services contracts for which procurement activity is either ongoing or expected to commence within the next 18 months (ending at Quarter 3 of 2014).

General Description

Value of Contracts

(cumulative) ($'000)

Number of

Contracts

Procurement / Recruitment

Method Comments

Goods Hunan Vocational College of Modern Logistics

1. Upgrade of Campus Network System and Construction of Call Center and MIS

600 1 NCB

Hunan Network Engineering Vocational College

1. Life-long Education Center-Network Equipment

932 1 NCB

Youxian Vocational Technical School 1. Practical Training Equipment-1 680 1 NCB Zhuzhou Professional Technical School

1. Practical Training Equipment- Electronical Techniques

123 1 NCB

Huarong County Secondary Technical School

1. Equipment for Computer Center of IT, and Practice Equipment for Mechanical & Electrical Engineering

356 1 NCB

Changsha Commerce and Tourism College

1. Practical Training Workshop for Logistics

961 1 NCB

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General Description

Value of Contracts

(cumulative) ($'000)

Number of

Contracts

Procurement / Recruitment

Method Comments

2. Practical Training Workshop for Automobile

155 1 NCB

3. Practical Training Workshop for Foreign Business Negotiation

178 1 NCB

Hunan Vocational College of Science and Technology

1. Computer & Softwares-1 806 1 NCB 2. Practical Training Equipment- Printing 500 1 NCB 3. Practical Training Equipment- Mechanical & Electrical Engineering

714 1 NCB

4. Practical Training Equipment- Intelligent Monitoring Equipment

345 1 NCB

Zhijiang Ethnic Minority Secondary Vocational School

1. Equipment for Campus Networking System, Campus Security System, and Campus Broadcast System

276 1 NCB

2. Equipment and Facilities for Auditorium, Dining Hall, Dormitory, and Physical Education

730 1 NCB

3. Equipment for Library, Teachers’ Office, Practical Training Centers

914 1 NCB

Zhuzhou Professional Technical School

1. Office Equipment 19 1 Shopping 2. Automobile Testing & Diagnostics Equipment

32 1 Shopping

Works Zixing Vocational Secondary School 1. Construction of a New Library 800 1 NCB Consulting Services 1. Labor market specialist 47 1 ICS International &

Advance contracting 2. Start up project management expert 21 1 ICS National &

Retroactive financing 3. Start up civil engineer 7 1 ICS National &

Retroactive financing 4. TVET Teacher Training Specialist 47 1 ICS International &

advance contracting 5. TVET training expert (pedagogy) 42 1 ICS National & Advance

contracting 6. TVET training expert (CBC) 42 1 ICS National & Advance

Contracting

CBC = competency-based curriculum, ICS = individual consultant selection, MIS = management information system, NCB = national competitive bidding.

2. Indicative List of Packages Required Under the Project 15. The following table provides an indicative list of all procurement (goods, works and consulting services) over the life of the project.

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General Description

Estimated Value (cumulative)

($'000)

Estimated Number of Contracts

Procurement Method

Domestic Preference Applicable Comments

Goods 6280 3 ICB Not applicable 17918 31 NCB Not applicable 51 2 Shopping Not applicable Works 29554 6 NCB Not applicable Consulting Services

416.00 1 QCBS (80:20) FTP 950.00 3 QBS FTP/STP 150.00 1 CQS 206.00 6 ICS EOI

CQS = consultant qualification selection, EOI = expression of interest, FTP = full technical proposal, ICB = international competitive bidding, ICS = individual consultant selection, NCB = national competitive bidding, QCBS = Quality- and cost-based selection, QBS = quality based selection.

3. National Competitive Bidding

16. The Borrower’s Law of Tendering and Bidding of the People’s Republic of China promulgated by Order No. 21 of the President of the PRC on 30 August 1999 are subject to the following clarifications required for compliance with the Guidelines:

(i) All invitations to prequalify or to bid shall be advertised in the national press, or official gazette, or a free and open access website in the Borrower’s country. Such advertisement shall be made in sufficient time for prospective bidders to obtain prequalification or bidding documents and prepare and submit their responses. In any event, a minimum preparation period of thirty (30) days shall be given. The preparation period shall count (a) from the date of advertisement, or (b) when the documents are available for issue, whichever date is later. The advertisement and the prequalification and bidding documents shall specify the deadline for such submission.

(ii) Qualification requirements of bidders and the method of evaluating the

qualification of each bidder shall be specified in detail in the bidding documents, and in the prequalification documents if the bidding is preceded by a prequalification process.

(iii) If bidding is preceded by a prequalification process, all bidders that meet the

qualification criteria set out in the prequalification document shall be allowed to bid and there shall be no limit on the number of pre-qualified bidders.

(iv) All bidders shall be required to provide a performance security in an amount

sufficient to protect the Borrower and/or the executing agency in case of breach of contract by the contractor, and the bidding documents shall specify the required form and amount of such performance security.

(v) Bidders shall be allowed to submit bids by mail or by hand.

(vi) All bids shall be opened in public; all bidders shall be afforded an opportunity to be present (either in person or through their representatives) at the time of bid opening, but bidders shall not be required to be present at the bid opening.

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(vii) All bid evaluation criteria shall be disclosed in the bidding documents and quantified in monetary terns or expressed in the form of pass/fail requirements.

(viii) No bid may be rejected solely on the basis that the bid price falls outside any

standard contract estimate, or margin or bracket of average bids established by the Borrower and/or the executing agency.

(ix) Each contract shall be awarded to the lowest evaluated responsive bidder, that

is, the bidder who meets the appropriate standards of capability and resources and whose bid has been determined (a) to be substantially responsive to the bidding documents, and (b) to offer the lowest evaluated cost. The winning bidder shall not be required, as a condition of award, to undertake responsibilities for work not stipulated in the bidding documents or otherwise to modify the bid as originally submitted.

(x) Each contract financed with the proceeds of the Loan shall provide that the

suppliers and contractors shall permit ADB, at its request, to inspect their accounts and records relating to the performance of the contract and to have said accounts and records audited by auditors appointed by ADB.

(xi) Government-owned enterprises in the Borrower’s country may be permitted to

bid if they can establish that they (a) are legally and financially autonomous, (b) operate under commercial law and (c) are not a dependent agency of the Borrower and/or the executing agency.

(xii) Re-bidding shall not be allowed solely because the number of bids is less than

three (3).

D. Consultant's Inputs, Budgets and Terms of Reference

17. Full terms of reference for all consulting packages is in Annex 10. In this section a summary of total consulting inputs is provided over the different project outputs, together with outline details and budgets for each of the consulting contracts.

Overall Summary of Consulting Inputs by Project Output

Experts Inputs Person-months

International National

Output 1: Improved quality and relevance of TVET system TVET Planning & Institutional Capacity Building Team Leader 18 TVET CBC Specialist 2 CBC Development Expert (Railway Equipment Manufacturing) 6 CBC Development Expert (Mechanical Engineering Manufacturing) 6 TVET Assessment and Learning Materials Expert 6 TVET Teacher Training Specialist 2 TVET Training Expert (Pedagogy) 6 TVET Training Expert (CBC) 6 TVET Management Expert 5 ICT Expert 2

Subtotal Output 1 4 55

8

Person-months Experts Inputs International National

Output 3: Increased industry involvement in TVET Labor Market Specialist 2 Labor Market Expert 6 Statistician 2 Labor Market Analyst 6 Database Developer 6 School-Industry Partnership Specialist 2 School-Industry Partnership Expert 8

Subtotal Output 3 4 28 Output 4: Project management support established Team Leader/Project Management/M&E 5 Deputy Team Leader 18 Start-up Expert (Management & Finance) 3 Start-up Civil Engineering Expert 1 Finance Expert 5 Social, Poverty, and Gender Expert 7 Environmental Expert 7 Civil Engineering Expert 3

Subtotal Output 4 5 44 Overall Total 13 127

CBC = competency-based curriculum; ICT = information and communication technology; M&E = monitoring and evaluation; TVET = technical and vocational education and training.

Package A - TVET Capacity Building

Objective and Scope of Work

18. The objective of this package is to support the HED in the improvement of the quality of TVET within Hunan province. The TVET system development consultant will work with the Hunan project management office (PMO), school/college level project implementation units and specific working groups providing advice, assistance and necessary training on the following:

Support improvements in the quality of formal TVET in the priority industries by: (i) Development of core curriculum standards and competency-based curriculum in priority

sectors and incorporating employability and entrepreneurship skills in curriculum modules

(ii) Development of curriculum and teaching and learning materials (iii) Development of vocational instructor skills through an industry placement program and

an in-service training program (iv) Selection of high quality online courses to allow TVET institutions in poor and remote

areas access thus maximizing resource sharing among TVET institutions (v) Programs to maximize TVET management capacity including setting up a twinning

program 19. The consulting firm will also support HED in

(i) Strengthening partnerships between employers and TVET institutions to improve system quality and responsiveness

(ii) Improving industry advisory groups in priority industries

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(iii) Enhancing TVET policy research by conducting policy studies in strategic areas, including how socially inclusive and accessible TVET is to different groups of eligible youth.

Inputs and Outline Budget

Experts Inputs Person-months

International National

TVET Planning & Management Capacity Building Specialist (Team Leader)

18

TVET CBC Specialist 2 CBC Development Expert (Railway Equipment Manufacturing) 6 CBC Development Expert (Mechanical Engineering Manufacturing) 6 TVET Assessment and Learning Materials Expert 6 TVET Management Expert 5 ICT Expert 2 School-Industry Partnership Specialist 2 School-Industry Partnership Expert 8

Totals for Package A 4 51 CBC = competency-based curriculum, ICT = information and communication technology, TVET = technical and vocational education and training.

Item Amount ($)

1. Consultants a. Remuneration and per diem

i. International consultants (4 person-months at $21,000 per month) 84,000

ii. National consultants (51 person-months at $6,000 per month)

306,000

2. Training and Workshops See note

15

3. Survey and data collection 20,000 4. Travel (inc. includes international, national & local) 15,000 5. Office administration and operation (inc. office equipment) 15,000

Subtotal (A) 440,000 Note: It is assumed the PMO or IAs would make arrangements for workshops outside of the consulting contract. CBC = competency-based curriculum, ICT = information and communication technology, M&E = monitoring and evaluation, TVET = technical and vocational education and training. Source: Asian Development Bank estimates.

Package B - International TVET Partnerships Objective and Scope of Work 20. The objective of this package is the establishment of a partnership program with

overseas vocational colleges, on a pilot basis. The project will provide an opportunity for the

selected colleges and institutes to establish a one-on-one relationship between themselves and

the project TVET institutions. These may bring about exclusive institutional partnerships for

student exchange, faculty exchange, and resource sharing.

21. The main feature of an international partnership is that it sets out to deliver specific

outcomes. The parties agree in advance on a detailed work programme to meet objectives

15

It is assumed the PMO or IAs would make arrangements for workshops outside of the consulting contract.

10

concerning identified priority areas such as educational management in TVET institutions.

With the principle above in mind in establishing an international partnership program the

appointed entity will

(i) Work with identified project TVET institutions to establish with them and HED the

development goal of the international partnership (IP) within the framework of the

project goals and objectives.

(ii) Work with the identified project TVET institutions to select the institutional capacity

challenges that will be addressed by the IP program.

(iii) With each individual institution identify the individual development objective(s) for the

institution that will be addressed by the IP program.

(iv) With HED and the selected project TVET institutions identify participant profiles that

will assist the institution in achieving development goals and objectives.

(v) Identify desired capacity outcomes that will able to be seen, measured and reported

following the IP program.

(vi) Identify the most appropriate knowledge providers within the providing entities

(vii) Assist the project TVET institutions to (a) select the participants, (b) review again and

agree on the capacity objective and outcomes, and (c) put together the details of the

specific partnership programs (instruments, activities and delivery modes).

(viii) Prepare and detailed implementation plans that (a) details all tasks, prioritizes them,

assigns deadlines and responsible parties, (b) Determines roles and responsibilities

within the assembled team, including timelines for each task and reporting

mechanisms for each team, and (c) make sure that task team members’ prior

commitments do not negatively impact implementation.

(ix) Implement the IP program, regularly review the implementation plan and feedback

information into future planning. Ensure that the IP program documents capacity

outcomes and results coupled with the detailed description of IP program activities to

allow others to know what interventions have been effective and under what conditions

to strengthen future planning.

Inputs and Outline Budget 22. There are no consulting inputs specified for this contract which is intended to be lump sum. It is intended that QBS will be used with prospective partnership providers asked to submit full technical proposals on what they will provide within a budget ceiling of $300,000. Package C - Research Studies Objective and Scope of Work 23. Three separate studies are planned in the following areas:

(i) Local implementation of national TVET policies (ii) Development of skills for environmentally sustainable development (iii) Strengthening industry-school partnerships

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Inputs and Outline Budget 24. There are no consulting inputs specified for this contract, which it is intended be lump sum. It is intended that CQS will be used to invite appropriately qualified institutes to submit proposals for the work required and a budget ceiling of $150,000 will be indicated. Package D - Development of Labor Market Information System Objective and Scope of Work 25. The objective of this package is to provide a practical information system to address the lack of information on current and future labor market demand in Hunan, The consultant will

(i) Assist in establishing a pilot LMIS and encourage labor market information sharing among relevant government agencies and industry.

(ii) Assist HED in assessing the quality and relevance of the training programs by measuring graduate employment and employability, through regular tracer studies as part of the LMIS.

(iii) As part of establishing the LMIS, assist the project in developing a system to gather labor market and education data from HED and outside resources, conduct graduate tracer studies and employer surveys, and prepare reports and recommendations.

(iv) Strengthen the capacity of HED staff to collect and analyze labor market information. (v) Explore opportunities to evolve from a pilot project at HED into a more widely used

system involving other agencies and serving the needs of all potential users. Inputs and Outline Budget

Experts Inputs Person-months

International National

Labor Market Expert 6 Statistician 2 Labor Market Analyst 6 Database Developer 6

Total for Package D 0 20

Item Amount ($)

1. Consultants a. Remuneration and per diem

i. National consultants (20 person-months at $6,000 per month) 120,000 2. Employer survey and tracer studies 60,000 3. Training and workshops 15,000 4. Software licences, user manuals, and other costs 55,000

Subtotal (D) 250,000

Package E - Project Management Support Objective and Scope of Work 26. The objective of this assignment is to ensure that PMO and the implementing agencies have access to relevant advice and expertise to ensure the project is implemented smoothly and in a manner that is fully compliant with ADB policies, procedures and guideline. The

12

consultant team will work primarily with the PMO and also with school/college level project implementation units providing advice, assistance and necessary training on the following:

(i) The development and periodic updating of comprehensive project implementation plans.

(ii) The introduction of document control and project management systems for the Project, with particular attention paid to procedures for monitoring and control of project progress against implementation plans.

(iii) The development of procedures and formats for the reporting of project progress to the ADB, including the procurement plan, construction progress, withdrawal of funds and payment to contractors and suppliers and the implementation of action plans necessary to facilitate compliance with the ADB safeguards policy statement (2009) and specific loan assurances contained in the project legal documents.

(iv) The development of effective engineering design and construction supervision systems to facilitate adherence to quality standards and completion targets.

(v) Procurement advice and support as may be needed to fill any gaps in experience or know-how on the part of HED, PMO, the project TVET institutions and the appointed procurement agent (tendering company). Particular attention is to be paid to (i) ensuring that adequate guidance and training is provided to individual TVET institutions for the effective control and adherence to ADB guidelines in conducting the small scale localised project procurement they will be responsible for; and (ii) integrating the requirements for procurement of equipment with low energy consumption in a manner that is fully compatible with ADB procurement guidelines.

(vi) Provide advice and training on the establishment and operation of project accounting and disbursement procedures.

(vii) Provide advice and training on project financial controls, reporting and audit. (viii) Establish a Project Performance Monitoring System (PPMS) including its detailed

design, data collection and analysis procedures, and the provision of training in its use. In order to avoid duplication of resources the outcome of this work should as far as possible be compatible with the PRC Ministry of Finance project reporting system as well as related local information gathering and reporting systems.

(ix) Develop and advise on the implementation of an environmental monitoring program and reporting procedures to ensure appropriate mitigation measures are undertaken during the project construction and operational phases of the project facilities based on the EMP approved during the project preparation phase.

(x) Provide advice and support to HED, PMO and individual schools participating in the project environmental management system (EMS) and sustainable campus initiatives.

(xi) Ensuring that requirements of the agreed social and gender action plan (SGAP) are fully integrated into project monitoring systems.

(xii) Provide specific advice, support and training on the implementation of the SGAP as required, and general advice and reinforcement training needed by individual TVET institutions on making their programs more socially inclusive and accessible.

(xiii) Undertake an analysis of gender issues, drawing from tracer studies (including wages for female TVET graduates and their employment occupations) and other sources of data.

(xiv) Conduct baseline and completion studies.

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Inputs and Outline Budget

Experts Inputs Person-months

International National

Team Leader/Project Management/M&E 5 Deputy Team Leader 18 Finance Expert 5 Social, Poverty, and Gender Expert 7 Environmental Expert 7 Civil Works Expert 3

Total for Package E 5 40

Item

1. Consultants a. Remuneration and per diem

i. International consultants (5 person-months at $18,000 per month) 90,000 ii. National consultants (40 person-months at $6,000 per month) 246,000

b. Travel (inc. includes international, national & local) 10,000 2. Survey and data collection (baseline and project completion) 50,000 3. Communications and materials costs 10,000 4. Office administration and operation (inc. office equipment) 10,000

Total for Package E 416,000 Source: Asian Development Bank estimates.

Appointment of Individual Consultants

Expertise Type Months Cost($)

Start-up Civil Engineering Expert National 1 7 Start-up Expert (Management & Finance)

National 3 21

Labor Market Specialist International 2 47 TVET Teacher Training Specialist International 2 47 TVET training expert (pedagogy) National 6 42 TVET training expert (CBC) National 6 42 Totals 6 20 206

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VII. SAFEGUARDS

A. Environment

1. Environment due diligence. The project is classified as category B for environment. An initial environment examination (IEE) including environmental management plan (EMP) was prepared and disclosed on the ADB website on 12 February 2013. The IEE complies with ADB's Safeguard Policy Statement (2009). 16 The IEE concludes that the project’s anticipated environmental impacts can be mitigated through the implementation of the environmental management (EMP). The EMP, included as Annex 9, defines mitigation measures, monitoring requirements, and institutional responsibilities to ensure proper environmental management throughout the project construction and operation. Environmental management is supported by loan covenants and capacity development and institutional strengthening activities under the project. The Hunan Education Department (HED) disclosed relevant environment information to potentially affected people, and the results and findings of the consultation process were used to modify the IEE and confirm the project design. Consultation and public participation will continue throughout project implementation and any environmental complaints or disputes will be handled in accordance with the grievance redress mechanism (GRM) established for the project. 2. Anticipated impacts. During construction of new buildings and facilities on existing school campuses, some environmental impacts are anticipated including noise, fugitive dust, solid wastes, and risks to community and occupational health and safety. Overall, construction-related impacts are localized, short term, and can be effectively mitigated through the application of good construction practices and implementation of construction phase community and occupational health and safety plans. During operation, no major environmental impacts are anticipated. The current environment services of TVET institutions were assessed, and it is concluded that incremental water supply, wastewater and solid waste generation resulting from the project will not burden existing services. The project’s potential impacts on community and occupational health and safety during operation were analyzed and corresponding mitigation measures have been proposed in the EMP. The project will also provide expert support to the five TVET institutions that will have civil works on existing campuses in developing an environment management system (EMS). 3. EMP implementation responsibilities. The project management office (PMO) established in HED will direct project implementation activities, monitor project progress and project impacts, facilitate communication and coordination with ADB, and report project progress to ADB. The PMO will establish a GRM and handle any disputes arising from noncompliance with the EMP. To ensure that the contractors comply with the EMP provisions, the PMO with the help and technical support of the loan implementation environmental consultant, will prepare and provide the following specification clauses for incorporation into the bidding procedures: (i) a list of environmental management requirements to be budgeted by the bidders in their proposals, (ii) environmental clauses for contractual terms and conditions, and (iii) major items in the IEE and EMP. In addition the PMO will prepare annual environment progress reports and submit them to ADB. 4. Each IA will set up a Project Implementing Unit (PIU) to coordinate preparation and implementation of its respective subproject. The PIUs will assume day-to-day responsibility for supervising the contractors’ performance and adherence to the EMP. Each PIU will appoint one

16

ADB. 2009. Safeguard Policy Statement. Manila.

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environment specialist to (i) review and approve contractors’ site-specific EMP; (ii) conduct site inspections following the site inspection checklist (as appended to the EMP); (iii) PMO, with support from loan consultant, to organize periodic environmental monitoring in compliance with the monitoring plan defined in the EMP 17 and submit to ADB the annual environmental monitoring reports; (iv) act as local entry point for the project GRM; (v) assess the contractors’ compliance with the EMP and PRC environmental quality standards for ambient air, water and noise quality; and (vi) submit semi-annual inspection and monitoring results to the contractors for information, and to the IA and PMO for verification and confirmation.

B. Involuntary Resettlement

5. The project activities will neither require land acquisition nor resettlement. During project preparation resettlement due diligence was performed in relation to earlier resettlement on the sites of 5 project TVET institutions, campuses. This due diligence revealed no outstanding issues with regards to earlier resettlement. The involuntary resettlement safeguard category is C. 6. If due to changing circumstances, an IA found it necessary to relocate non- portable equipment funded under the project to a location off the existing campus then this would potentially trigger the need for further resettlement due diligence or the preparation of a resettlement plan, depending on the specific circumstances. Therefore, any IA planning such a relocation of equipment must immediately inform ADB so that appropriate action can be taken to ensure compliance with the ADB Safeguards Policy Statement.

C. Indigenous Peoples 7. The safeguard category for Indigenous Peoples is C. There will be no negative impacts on ethnic minority communities. Ethnic minorities make up a relatively small percentage of the student population in most of the project TVET institutions and this percentage is broadly proportionate to the ethnic minority population in Hunan province. The poverty and social assessment and consultations have determined that there are affirmative government policies for ethnic minority groups for admissions to tertiary education, and that there will be no adverse impacts under the project. Ethnic minority students in the project institutions will benefit equally from project investments in increased quality and relevance of TVET and improved school environments. The overall project design includes selection of a predominantly ethnic minority school as a project beneficiary and the development of a labor market information system that will disaggregate data by ethnicity, gender, and socio-economic status.

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Local environmental monitoring stations (under the local environmental protection bureaus) will be contracted to conduct environment impact monitoring (noise, air, water).

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VIII. GENDER AND SOCIAL DIMENSIONS

A. Summary

1. A social, poverty and gender analysis was undertaken in accordance with the Asian Development Bank (ADB) guidelines. The project is expected to create positive social benefits through improvements in the quality and relevance of technical and vocational education and training (TVET).

2. Design features. The project will implement the following.

(i) Social and gender action plan (SGAP). The SGAP includes measures to address social and gender concerns in all project components and capacity building. The SGAP is in Table 1 below. No additional budget is necessary for the actions which are covered in the design of the project. 7 months of consultant inputs are in the budget to guide and support the executing agency and implementing agencies in implementing and monitoring the measures.

(ii) A study to investigate access constraints to TVET in Hunan as a result of social background, economic status, gender, or ethnicity and to develop policy recommendations for policy dialogue with the Hunan Provincial Government.

B. Gender and Social Development

3. The project is categorized as effective gender mainstreaming. It includes elements that address key constraints to female participation in TVET and includes an SGAP to facilitate and promote increased participation and employment in priority industries. Gender analysis of students and staff at the project TVET institutions revealed a broad gender balance in overall student and teaching numbers, but a significant under-representation of women in management level jobs in the TVET institutions and a gender imbalanced enrollment depending on fields of study. The key gender issues addressed by the project include: (i) limited access of females to non-traditional quality skill development programs; (ii) limited access to management training and teacher training among female instructors; (iii) gender stereotypes in the curriculum; and (iv) lack of knowledge related to the range of study programs and career prospects for females in male dominant skill areas. The SGAP includes the following targets and gender-responsive design features: (i) at least 40% of instructors trained are to be female, (ii) at least 40% of managers trained are to be female, (iii) implementation of a social marketing campaign to promote female participation in non-traditional trades and improve the perception of TVET, (iv) development of gender indicators in the pilot labor market information system, and (v) integration of gender monitoring and evaluation indicators in the overall design and monitoring framework to track SGAP implementation. The project implementation units at project TVET institutions with the assistance of the project management consulting service, are responsible for the implementation of the SGAP, and reporting on progress and achievements of the project.

The project will conduct a study on access to TVET for disadvantaged groups during loan implementation. 4. The project contributes to the central and provincial government’s poverty alleviation strategies of enhancing employability of and up-skilling the labor force. In Hunan Province, over 80% of TVET students are from rural and low-income backgrounds. Specifically, over 20% of the students are from low-income families, higher than the average poverty rate for Hunan Province (15.9%). Improving the quality and relevance of TVET will assist the poor, women, ethnic minorities, and other disadvantaged groups in obtaining skills and gainful employment

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commensurate with their skill levels and qualifications upon graduation. The project will support Hunan’s distance education platform that can reach thousands of adult learners in Hunan every year through short-term distance learning courses to improve skills of farmers and rural migrants. The project will support selection and development of high-quality online TVET courses and making them available on Hunan’s TVET portal for secondary vocational schools in remote, poor areas. This resource-sharing will also provide benefits to students from rural areas in non-project schools, and will partly address the issue of low quality instructors in rural areas. The capacity building activities at the provincial and school levels are expected to benefit all students in the project schools and improve TVET planning in the future.

C. Other Social Aspects

5. Contractor requirements. Wherever possible, the project construction unskilled workers will be engaged locally. As ensured in the assurances, construction workers will be trained on the (i) prevention and control of transmissible diseases and HIV/AIDS, (ii) community disturbance and sensitization, and (iii) the risks of drugs and human trafficking. 6. Labor issues. Core labor standards will be implemented and are addressed in the loan assurances. Civil works contracts will stipulate priorities to (i) employ local people for works, (ii) ensure equal opportunities for women and men, (iii) pay equal wages for work of equal value, (iv) pay women’s wages directly to them, and (v) not employ children or forced labor. Specific targets for employment have been included in the SGAP. The HED and project management office are responsible for the implementation of the SGAP and the project implementation units will report on progress and achievements to the project management office.

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Table 1: Social and Gender Action Plan

Outputs Actions Targets and Indicators Budget Responsible Institutions

Output 1. Improved quality and relevance of TVET system

1.1 Competency-based standards and curriculum developed

Gender and culturally sensitive language and examples integrated into the CBC curriculum

Guidelines on gender and social dimensions and awareness raising training provided to all curriculum developers within 6 months of consultant mobilization Content analysis report on gender and cultural issues and examples included in the curriculum materials

Included in the consulting support

Curriculum developers in TVET institutions, social development consultant, and PMO

1.2 Instructor skills upgraded with improved teaching competencies through industry placements and training programs

A minimum of 30% teachers in project TVET institutions in two priority areas (railway and mechanical engineering) actively participate in social marketing events to promote female enrolment in traditionally male-dominated skills programs At least 30% of instructors with dual certification (academic and skills qualifications) will be female At least 40% of instructors to receive teacher training will be female

Annual social marketing activity to target increased enrolment of females in manufacturing and engineering courses Number of participants disaggregated by sex, TVET institution, and major

$10,000 included in the consulting support for social marketing (printed materials and workshops) Included in the activity cost

TVET training providers, teacher training consultants, social development consultant, and PMO

1.3 High-quality online courses for TVET institutions in poor and remote areas developed

Gender and culturally sensitive language and examples integrated into the online course curriculum Assess computer and internet access availability for students from poor families and students attending TVET institutions in more rural areas Review costs of and barriers to access for online courses in rural and poor areas and options for subsidies if necessary

Guidelines on gender and social dimensions and awareness raising training provided to online curriculum developers within 6 months of consultant mobilization Content analysis report on gender and cultural issues and examples included in the curriculum materials Report on online access barriers within 18 months of consultant mobilization

Included in activity cost $20,000 included in the consulting support for a study

TVET managers, social development consultant, TVET consultants, and PMO

1.4 TVET management and strategic planning capacity strengthened

TVET institution leadership and management strengthened through a professional development program Review costs of and barriers to access TVET for poor, female and ethnic minority students and options for subsidies if necessary

Number of participants disaggregated by sex, TVET institution and major Target of at least 40% women’s participation in all management development programs Report on access barriers to TVET within eighteen months of consultant mobilization

Included in activity cost $20,000 included in the consulting support for a study

TVET managers, social development consultant, PMO

4

Outputs Actions Targets and Indicators Budget Responsible Institutions

Output 2. Upgraded facilities and learning environments

2.1 Upgraded facilities and learning environments

Guidelines for sustainable campus activities include a section on setting up stakeholder participation in recycling programs on campus Upgraded facilities and learning environments reflect needs of students and staff

Guidelines with section dedicated to stakeholder participation in 3R activities Report on building upgrades (i.e., what majors they service or function served, and any specific gender or social design features to facilitate access)

Included in the project cost

Building design team and PMO

Output 3. Strengthened industry involvement in TVET

3.1 Industry advisory groups strengthened

Ensure gender equity in representation and sector focus of industry advisory group panels Provide industry advisory groups with gender sensitivity training and guidelines

At least 30% of industry advisory group members from the TVET institutions are female Number of advisory group members trained (sex and industry disaggregated) Guidelines on gender sensitivity

Included in project activity

Industry partnership consultant, social development consultant, and PMO

3.2 Information on the labor market and TVET sector improved

LMIS designed to include social and gender indicators LMIS reports include analysis by social/gender indicators (see above) Disaggregated labor market data by social/gender indicators (see above) is included in annual reporting

LMIS data structure report LMIS analysis reports TVET institution annual reporting

Included in the project activities

LMIS design team, TVET managers, social development consultant, and PMO

3.3 Policy development and sharing of knowledge and experience strengthened

Attention to integrating gender and social issues in policy making process and knowledge sharing forums Policy recommendation to address girls’ participation in TVET developed

At least one knowledge sharing forum focuses on gender and social barriers to TVET access and industry employment

Included in project activities

TVET managers, research institutes, social development consultant, and PMO

Output 4. Project management support established

4.1 Training and project implementation support

Inclusion of social and gender expert to ensure awareness and focus on social and poverty related issues in all aspects of project implementation

Consultant TOR 7 person-months of input provided

Project managers and PMO

4.2 Regular M&E and reporting

All M&E activities include social and gender indicators

Gender and social indicators included in project PPMS

M&E team and PMO

3R = reduce, reuse, and recycle, CBC = competency-based curriculum, LMIS = labor market information system, M&E = monitoring and evaluation, PMO = project management office, PPMS = project performance monitoring system, TOR = terms of reference, TVET = technical and vocational education and training.

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IX. PERFORMANCE MONITORING, EVALUATION, REPORTING AND COMMUNICATION

A. Project Design and Monitoring Framework

1. The design and monitoring framework (DMF) for the project has been agreed between the Asian Development Bank (ADB), Hunan Provincial Government (HPG), Hunan Education Department (HED), and the participating project technical and vocational education and training (TVET) institutions. The DMF is in Annex 1 of this manual and forms the foundation against which project success will be evaluated. Whilst the high level project design (impact and outcome) are unlikely to change during the course of project implementation, changes are likely to occur at the output and inputs levels of the DMF. The continued relevance of the DMF and specific targets will be monitored as part of the project supervision and the DMF will be updated accordingly when necessary.

B. Monitoring

2. Project performance monitoring. An outline project performance management system (PPMS) has been prepared and agreed in conceptual terms between ADB, HPG, HED, and the project TVET institutions. This outline system is in Annex 8 of this manual. At the commencement of project implementation, the project management office (PMO), and implementing agencies, with the assistance of the project management consultant, will develop comprehensive project performance management system (PPMS) procedures to generate data systematically on the inputs and outputs of the components, as well as the indicators to be used to measure the project impact taking into account the components’ scope. The PMO on behalf of HPG will (i) refine the PPMS; (ii) confirm achievable targets; (iii) finalize monitoring, recording, and reporting arrangements; and (iv) establish systems and procedures, no later than 6 months after loan effectiveness. The PMO supported by the implementing agencies and their project implementation units (PIUs) will be responsible for monitoring and reporting on the performance of the project. The basis for performance monitoring will be the DMF. The DMF identifies the principal performance targets for the impact, outcomes and outputs of the project. By collection of data from the sources identified in the DMF, the PMO will be able to report on a semiannual basis the performance of the project. A baseline study will be conducted by loan implementation consultants.

3. Compliance monitoring: Compliance with policy, legal, financial, economic, environmental, and other covenants contained in the loan and project agreements will be monitored by PMO and the implementing agencies will be required to advise PMO of any circumstances that result or will likely result in non-compliance. PMO will report the latest situation in respect of covenant compliance in each of its semiannual progress reports to ADB. ADB will monitor compliance through a review of the PMO progress reports and through selective follow-up discussions or more detailed reviews during supervisory missions to Hunan. 4. Environmental safeguards monitoring: Each PIU will conduct regular construction site inspections in accordance with established inspection checklists, and organize periodical environmental monitoring for noise and air quality. The PMO (with the support of the loan implementation environment specialist) will summarize the quarterly environmental inspection and monitoring results provided by the PIUs into the annual environmental monitoring reports prepared for ADB. These will be disclosed on the project website.

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5. Involuntary resettlement and indigenous peoples safeguards: The project is classified as category C for involuntary resettlement and no resettlement action plans were required. Therefore no monitoring requirements arise. The project is classified as category C for indigenous peoples safeguard and no indigenous peoples plans were required for the project. 6. Gender and social dimensions monitoring: Wherever appropriate all PPMS data is to be disaggregated and reported on the basis of gender, ethnicity and socioeconomic status. The social and gender specialist on the project management consulting team will work with the PMO and the IAs to design and agree specific reporting formats. The social and gender specialist will also provide training on how such reports should be analyzed, interpreted and what follow up action is indicated as necessary. PMO and the PIU of each implementing agency will have at least one designated person to be responsible for project monitoring and evaluation, including the gender and social dimensions. In addition to the PPMS monitoring and reporting, there is a requirement to ensure that all specific actions in the SGAP are carried out and the results reported upon. Each semiannual progress report (see D below) is to include a summary of progress made in implementing the SGAP.

C. Evaluation

7. ADB and the government will review project implementation at least once a year. In addition, ADB and the government will undertake a comprehensive midterm review 2 years after the start of project implementation to have a detailed evaluation of the scope, implementation arrangements, achievement of scheduled targets, and progress on the agenda for policy reform and capacity-building measures. Feedback from the PPMS outputs will be analyzed. Within 6 months of physical completion of the project, HPG will submit a project completion report to ADB.18

D. Reporting

8. HPG will provide ADB with (i) semiannual progress reports in a format consistent with ADB's project performance reporting system; (ii) consolidated annual reports including (a) progress achieved by output as measured through the indicator's performance targets, (b) key implementation issues and solutions, (c) updated procurement plan, and (d) updated implementation plan for next 12 months; and (iii) a project completion report within 6 months of physical completion of the project. To ensure the project continues to be both viable and sustainable, project accounts together with the associated auditor's report, should be adequately reviewed. The reporting schedule is in the table below.

Reporting Schedule Report Reference Due Time

o Project Performance Management System

Project Agreement, Schedule, paragraphs 28–30

Develop comprehensive PPMS procedures

No later than 6 months after loan effectiveness

Reporting of baseline and progress data including environmental management plan

Included in semi-annual, project progress reports (see below)

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Project completion report format is available at: http://www.adb.org/Consulting/consultants-toolkits/PCR-Public-Sector-Landscape.rar

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Report Reference Due Time

o Semiannual Project Progress Reports Project Agreement,

Schedule, paragraph 29 Semiannual, within 1 month after the end of each 6 month period (ie in July and January)

o Audited Project Accounts and Financial

Statements Auditor's Report (including Auditor's opinion on the use of the imprest account and statement of expenditures)

Project Agreement, Article II, Section 2.09

Not later than 6 months after the closure of each fiscal year (ie by 30

th June)

o Social Monitoring Project Agreement,

Schedule, paragraphs 10 and 11

Included in the semiannual project progress reports

Reporting on social and gender action plan implementation

o Environmental monitoring and EMP

progress reports by the PMO to ADB Project Agreement, Schedule, paragraphs 3–9 and 28, and EMP

Annual reports

o Project Completion Report Project Agreement,

Article II, Section 2.08 (c) Not later than 6 months after the physical completion of the project

E. Stakeholder Communication Strategy

9. In the framework of the environmental due diligence, meaningful consultation was conducted with key stakeholders and potentially affected people. Information was disclosed to affected people through the website of Hunan Province Environment Protection Department and posters at all TVET institutions. The consultation process indicated that the majority of potentially affected people had a positive attitude toward the project. A grievance redress mechanism has been defined to deal with public complaints related to project activities during project implementation and operation. During construction and operation phases of the project, potentially affected people, TVET staff, and students will be involved through informal interviews. The PIUs will consult potentially affected people during their regular site inspections. The project’s environmental information will be disclosed by HED and ADB. Annual environment monitoring reports will be disclosed on ADB’s project website.

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X. ANTICORRUPTION POLICY

1. ADB reserves the right to investigate, directly or through its agents, any violations of the Anticorruption Policy relating to the project. 19 All contracts financed by ADB shall include provisions specifying the right of ADB to audit and examine the records and accounts of the executing agency and all Project contractors, suppliers, consultants and other service providers. Individuals/entities on ADB’s anticorruption debarment list are ineligible to participate in ADB-financed activity and may not be awarded any contracts under the project.20

2. To support these efforts, relevant provisions are included in the loan agreement and the bidding documents for the project. These include

The Hunan Provincial Government (HPG) and Hunan Education Department (HED) shall, and shall cause the implementing agencies to ensure they and all agencies involved in the Project, comply with ADB’s Anticorruption Policy (1998, as amended to date). HPG shall also cause the implementing agencies to undertake the following anticorruption actions: (i) involving full-time officials from the relevant Discipline Investigation Bureau in the bidding, award, and implementation of contracts; (ii) introducing a dual-signing system, in which the contract winner signs an anticorruption contract with the employer when they sign and execute the contract; and (iii) periodically inspecting the contractors’ fund withdrawals and settlements.

In furtherance of the principles of transparency, participation, accountability, and zero-tolerance for corruption, HED shall develop and maintain a relevant web-site that describes the project in order to provide the public with information on the project and project progress including setting out (a) the procurement plan and tracking of procurement contract awards, (b) relevant laws and regulations, and (c) job opportunities.

Grievance redress mechanism. HPG shall ensure that within 6 months following the Effective Date, a grievance redress mechanism, acceptable to ADB, is established a task force is functioning effectively to (a) review and document eligible complaints of Project stakeholders; (b) proactively address grievances; (c) provide the complainants with notice of the chosen mechanism/action; and (d) prepare periodic reports to summarize (i) the number of complaints received and resolved, (ii) chosen actions, and (iii) final outcomes of the grievances and make these reports available to ADB upon request. Eligible complaints include those related to the Project, any of the service providers, any person responsible for carrying out the Project, complaints on misuse of funds and other irregularities as well as gender issues.

3. During project preparations a risk assessment and risk management plan were prepared in accordance with the ADB’s Second Governance and Anticorruption Action Plan. The assessment was that with the implementation of appropriate mitigation measures, as discussed and agreed with HED on behalf of HPG, the overall governance risk level was negligible to moderate. The risk management plan is a linked document to the report and recommendation to the President.

19

Available at: http://www.adb.org/Documents/Policies/Anticorruption-Integrity/Policies-Strategies.pdf 20

ADB's Integrity Office web site is available at: http://www.adb.org/integrity/unit.asp

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XI. ACCOUNTABILITY MECHANISM

1. People who are, or may in the future be, adversely affected by the project may submit complaints to ADB’s Accountability Mechanism. The Accountability Mechanism provides an independent forum and process whereby people adversely affected by ADB-assisted projects can voice, and seek a resolution of their problems, as well as report alleged violations of ADB’s operational policies and procedures. Before submitting a complaint to the Accountability Mechanism, affected people should make a good faith effort to solve their problems by working with the concerned ADB operations department. Only after doing that, and if they are still dissatisfied, should they approach the Accountability Mechanism.21

21

For further information see: http://www.adb.org/Accountability-Mechanism/default.asp.

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XII. RECORD OF PAM CHANGES

1. All revisions/updates during course of implementation should be retained in this Section to provide a chronological history of changes to implemented arrangements recorded in the PAM.

Annex 1

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DESIGN AND MONITORING FRAMEWORK

Design Summary

Performance Targets and Indicators with Baselines

Data Sources and Reporting

Mechanisms Assumptions and Risks

Impact By 2023 Assumption

Adequate skilled human resources available to contribute to inclusive growth and social development in Hunan province

The number of workers in Hunan’s labor force with formal TVET qualifications (mid- and higher-level workers and technicians) increases by 30% from 2013 to 2023 (baseline to be determined through baseline studies in 2013)

Hunan provincial labor market data Population and housing census

The government sustains its priority for developing labor skills in accordance with the industry needs

Risk

The economy fails to grow on a sustainable basis

Outcome By 2018 Risks

Strengthened capacity of the TVET system to meet labor market needs

85% of TVET graduates from the 13 TVET institutions find initial employment within 6 months of graduation (baseline to be determined through baseline studies in 2013) Increased employer satisfaction with knowledge, skills, and competencies of employees graduating from the project TVET institutions (baseline to be determined through baseline studies in 2013)

Provincial labor market data TVET institution quarterly reports, with gender-disaggregated data Employer satisfaction survey in year 1 and tracer studies conducted annually from year 3

Industry experts will not participate fully in developing and delivering effective training programs

TVET institutions will be unable to recruit instructors or industry experts with skills to deliver training programs

Poor social perception of TVET limits interest of potential trainees

Outputs Risks

1. Improved quality and relevance of TVET system

Two provincial level demonstration professional training programs in priority industries developed using CBC and approved by the review committee by year 3

Approved curriculum documents and letters of endorsement from industry bodies

Relevant agencies lack coordination in implementation and monitoring Technical skills of instructors may not reach required standards

Gender-inclusive training and learning materials developed in collaboration with industry

Approved materials

50 professional training courses revised using CBC by year 5

TVET institutions’ quarterly reports

Percentage of technical instructors with dual certification (both academic qualifications and skills certificate) in project TVET institutions increased from 44.5% to 52.0% by year 5 (at least 30% will be female)

Project progress reports

In-service teacher training program in TVET institutions reviewed and strengthened

Project progress reports

2,000 instructors trained in student-centered pedagogy by year 5 (at least 40% will be female)

Teacher competency certificates issued

200 instructors trained in CBC by year 5 (at least 40% will be female)

TVET institution leadership and management strengthened through a professional development program (at least 40% female participation)

Project progress reports

Annex 1

2

Design Summary

Performance Targets and Indicators with Baselines

Data Sources and Reporting

Mechanisms Assumptions and Risks

Social marketing to increase female enrolment in nontraditional areas completed

Training equipment installation in the 13 TVET institutions completed by year 5

Summary marketing plans attached to TVET institutions’ annual reports

Project progress reports

2. Upgraded facilities and learning environments

Guidelines for sustainable campus activities (reduce, reuse, and recycle) developed by year 2

Civil works and renovations in the five TVET institutions completed by year 5 (414 classrooms and workshops built or upgraded)

Project monitoring and evaluation records

Project progress reports

Assumption

Government provides sufficient budget for operation and maintenance of the TVET institutions

3. Strengthened industry involvement in TVET

All programs at the 13 TVET institutions are developed collaboratively with IAGs

Capacity of IAGs in priority industries strengthened by year 4 (at least 30% of TVET institution representatives are female)

Project progress reports

Risks

Industry and/or enterprises will not recognize the benefits of partnerships and will not commit to IAGs

A study on strengthening industry partnerships completed

Approved report

Lack of suitable enterprise placements for instructors

Pilot test labor market information sharing platform involving two priority industries developed and piloted by year 3 (disaggregated by sex, socioeconomic status, and ethnicity)

LMIS monitoring and usage reports

Relevant government agencies and enterprises will not share labor market data

Guidelines for a tracer study developed by year 3 (with sex disaggregation)

HED records and guidelines

Policy studies on mapping green skills and implementation of national TVET policies completed

Approved reports

4. Project management support established

PMO established and fully staffed by year 1

PMO staff provided training from year 1

Workshops to disseminate lessons learned conducted to share knowledge and experience

Project progress reports

Midterm and project completion report

Assumption

PMO fully staffed

Activities with Milestones Inputs

1. Improved quality and relevance of the technical and vocational education and training system

1.1 Develop core curriculum standards and CBC. 1.1.1 Develop a provincial level core curriculum framework by year 3. 1.1.2 Set up materials development teams for two occupational areas by year 1. 1.1.3 Develop CBC in two pillar industries in collaboration with industries by year 3. 1.1.4 Develop CBC teachers’ guides, learning materials, and assessment tools and train instructors by year 4. 1.1.5 Formatively evaluate pilot CBC, improve program, and complete initial training program by year 4. 1.1.6 Prepare guidelines for needs assessment and conduct a study in green skills. 1.1.7 Prepare guidelines and assessment of online TVET courses by Q2 of year 2. 1.1.8 Select online courses for TVET institutions in poor and remote areas. 1.2 Upgrade instructor skills with improved teaching competencies through industry placements and training programs.

Loan ADB: $50 million

Item Amount

($ million)

Civil works 17.63

Major equipment Capacity development

24.05

8.32

Annex 1

3

Activities with Milestones Inputs

1.2.1 Conduct needs assessment for training by year 1. 1.2.2 Develop indicators of teacher competency in consultation with IAGs by year 1. 1.2.3 Develop training modules for instructors by year 2. 1.2.4 Develop training standards and assessment handbook with TVET institutions and industry by year 2. 1.2.5 Deliver and monitor in-service training for TVET instructors starting in year 2. 1.3 Strengthen TVET management and strategic planning capacity. 1.3.1 Develop a capacity building indicator framework with 13 TVET institutions and HED by year 1. 1.3.2 Develop training modules for TVET strategic planning, management, and administration by year 2. 1.3.3 Conduct pilot training, and evaluate and improve materials in five TVET institutions in year 2. 1.3.4 Identify overseas and national management training for managers and curriculum development heads by Q2 of year 1. 1.3.5 Conduct social marketing to increase girls’ participation in nontraditional occupational trades. 1.3.6 Procure and install training equipment in the project TVET institutions by year 5.

Government: $55.84 million (equivalent)

Item

Amount

($ million)

Civil works 12.75

Design, supervision, and other costs

4.02

Minor equipment Capacity development Contingencies Financing charges during implementation

17.58

5.76

13.80

1.93

2. Upgraded facilities and learning environments

2.1 Provide upgraded facilities and learning environments. 2.1.1 Complete detailed design by year 1. 2.1.2 Prepare bidding documents, award contracts, commence works, and procure

equipment by year 1. 2.1.3 Monitor quality of civil works and procure equipment in years 2–4. 2.1.4 Develop guidelines for sustainable campus activities by year 2.

3. Strengthened industry involvement in technical and vocational education and training

3.1 Strengthen IAGs. 3.1.1 Review current functioning of IAGs, and strengthen and approve TOR by year 2. 3.1.2 Conduct needs assessment for building capacity of IAGs by year 2. 3.1.3 Prepare capacity building plan, implement plan, and monitor and evaluate implementation starting in year 2. 3.1.4 Establish 13 partnership agreements between 13 TVET institutions and local enterprises starting in year 2. 3.1.5 Conduct an enterprise–school partnership forum in year 3. 3.2 Improve information on the labor market and TVET sector. 3.2.1 Establish LMIS office and LMIS coordinating committee by year 1. 3.2.2 Develop LMIS and database by year 3. 3.2.3 Develop guidelines and conduct tracer studies of project TVET institution graduates starting in year 3. 3.2.4 Conduct employer satisfaction survey of TVET industry association employers. 3.3 Strengthen policy development and sharing of knowledge and experience. 3.3.1 Develop detailed terms of reference for the research studies by year 1. 3.3.2 Carry out research studies starting in year 2. 3.3.3 Prepare reports and disseminate annually from year 3. 3.3.4 Establish institutional linkages and partnerships with overseas vocational colleges, and implement the program.

4. Project management support established

4.1 Project management support established. 4.1.1 Recruit project management consultants. 4.1.2 Support training and project implementation. 4.1.3 Conduct regular monitoring and evaluation of project activities (project performance monitoring system) throughout the project cycle 4.1.4 Monitor implementation of the environmental management plan and the social and gender action plan. 4.1.5 Disseminate experiences.

ADB = Asian Development Bank, CBC = competency-based curriculum, HED = Hunan Education Department, IAG = industry advisory group, LMIS = labor market information system, PMO = project management office, Q = quarter, TVET = technical and vocational education and training. Source: Asian Development Bank.

Annex 2

1

PROFILES OF THE PROJECT TVET INSTITUTIONS

Hunan Vocational College of Science & Technology

Address: 784 Jingwan Road, Changsha

Contact Details: Telephone: 0731 82861000 e-mail PYL19740916@TOM.COM

Number of teachers: 684 Male: 325 Female: 359

Qualifications

Technical/vocational diploma Technical/vocational degree Masters degree PhD

Total Teaching Staff

651 608 140

1

Female Teaching Staff

351 (52.5%) 329 (54.1%)

76 (54.3%) 0 (0%)

Average years of TVET teaching experience: N/A

Number of managers: 151 Male: 93 Female: 58

Number of other staff: 29 Male: 25 Female: 4

Number of students: Total 9580 Gender Balance: 1.36: 1 (male to female)

Students from rural areas: 58.1% Students from poor families: 29%

Graduation rate: 95% Employment rate: 95.06%

Majors

Manufacturing – Leather Products Design & Technology, Higher Polymer Materials Processing Technology, Electromechanical Integration Technology

Information Technology

Hunan Industrial Polytechnic

Address: Han Pu Riverside Avenue, Yuelu District Science & Technology Park, Changsha

Contact Details: 0731-82946101, 0731-82946102, e-mail: 602811947@qq.com

Authorization: Hunan Education Department

Number of teachers: 442 Male: 385 Female: 57

Qualifications:

Data N/A

Total Teaching Staff

Data N/A

Female Teaching Staff

Data N/A

Average years of TVET teaching experience: N/A

Number of managers: 121 Gender balance: 1.33:1

Number of other staff: 97 Gender balance: 3.22:1

Number of students: Total: 11918 Gender balance: 1.98:1

Students from rural areas: 69.3% Students from poor families: 30%

Graduation rate: 92.58% Employment rate: 94.11%

Majors

Mechanical Engineering Automobile Engineering Electrical Engineering Information Technology Economics & Management Trade & Tourism

Modern Art Design

Changsha Social Work College

Address: 22 Xiangzhang Road, Changsha.

Contact Details: Telephone 0731 82804000

Authorization: jointly by the Ministry of Civil Administration and the Hunan Provincial Government under the

guidance of Hunan Education Department

Number of teachers: 734 Male: 359 Female: 375

Annex 2

2

Changsha Social Work College

Qualifications

Technical/vocational diploma Technical/vocational degree Masters degree PhD

Total Teaching Staff

390 167 442 3

Female Teaching Staff

223(57.2%) 88(52.7%) 238(53.8%) 0(0%)

Average years of TVET teaching experience: N/A

Number of managers: 123 Gender balance: 51:49

Number of other staff: 44 Gender balance: 73:27

Number of students: 17,945 Gender balance: 38:62 (male to female)

Students from rural areas: 75.3% Students from poor families: 35%

Graduation rate: 89.64% Employment rate: 91.82%

Majors

Civil Administration Social Work Business Information Technology Funeral Service Art Design Medical Recovery Foreign Languages Communications Physical Education Ideology & Politics Teaching Mental Health Education

Hunan Network Engineering Vocational College (Hunan Radio & TV University)

Address: 168 Qingyuan Rd., Changsha

Contact Details: Telephone 0731 82821729; fax: 0731 82821123

Number of teachers: Total: 293 Male: 139 Female: 154

Qualifications

Data N/A

Total Teaching Staff

Data N/A

Female Teaching Staff

Data N/A

Average years of TVET teaching experience: N/A

Number of other staff: 20 Male: 18 Female: 2

Numbers of students: 5,022 Male: 2505 Female: 2517

The campus also includes 148,759 students doing open education; 5,036 adult learners; and 7,526 secondary school students.

Students from rural areas: 65.7% Students from poor families: 60%

Graduation rate: 91% Employment rate: 91.2%

Majors

Performing Arts Accounting Finance Information Technology Business Administration Highway Transportation Mechanical Design & Manufacturing Computing Tourism Management Marketing Art and Design Language & Culture Automation

Annex 2

3

Hunan Railway Professional Technology College

Address: 18 Tianxin Road, Zhuzhuo City

Authorization: Hunan Education Department

Number of teachers: 325 Male: 177 Female: 148

Qualifications

Technical/vocational diploma Technical/vocational degree Masters degree PhD

Total Teaching Staff

238 238 133 -

Female Teaching Staff

112(47.1%) 106(44.5%)

60(45.1%) -

Average years of TVET teaching experience: All staff (14 years), diploma qualified staff (12 years), degree

qualified years (12 years), masters qualified staff (9 years)

Number of managers: 111 Gender balance: 2:1 (male to female)

Number of other staff: 85 Gender balance: 1.2:1 (male to female)

Numbers of students: 9,700 Gender balance: 2.3:1 (male to female)

Students from rural areas: 68.1% Students from poor families: 23.3%

Graduation rate: 97.1% Employment rate: 95.6%

Majors

Electrical Engineering Rail Transit Mechanical & Electrical engineering Information Technology Economic Trade Management Humanities & Social Sciences

Hunan Vocational College of Modern Logistics

Address: Quan Tang 2nd

Road of Yuan Da, Changsha

Authorization: Chinese Inward Investment Bureau

Number of teachers: Total: 272 Gender Balance 1:1 (male to female)

Qualifications

Data N/A

Total Teaching Staff

Data N/A

Female Teaching Staff

Data N/A

Average years of TVET teaching experience: N/A

Number of senior managers: 5 Male: 5 Female: 0

Number of middle managers: 101 Gender balance 6:4

Number of other staff: Total: 42 Gender balance 4:1

Number of students: 5,600 Gender Balance 4:6 (Male to Female)

Students from rural areas: 72.1% Students from poor families: 11.3%

Graduation rate: N/A Employment rate: 90.08%

Majors

Logistics Engineering Logistics Information Technology Logistics Management (with environmental component) Logistics Business Public management

Zhijiang National Secondary Vocational School

Address: Huaihua City

Contact Details: 0745-6821110

Number of teachers:132 Male: 85 Female: 47

Annex 2

4

Zhijiang National Secondary Vocational School

Address: Huaihua City

Contact Details: 0745-6821110

Number of teachers:132 Male: 85 Female: 47

Qualifications

Technical/vocational diploma Technical/vocational degree Masters degree PhD

Total Teaching Staff

127 6 - -

Female Teaching Staff

45(35.4%) 2 (33%)

Average years of TVET teaching experience: N/A

Number of managers: 14 Male: 12 Female: 2

Number of other staff: 33 Male: 22 Female: 11

Number of students: 4443 Male: 61% Female: 39%

Students from rural areas: 97.82% Students from poor families: 60%

Graduation rate: 93% Employment rate 97.82%

Majors

Services Science/Technology

Yueyang Vocational and Technical College

Address: Xueyuang Road, Yueyang

Contact Details: 0730-8677388

Authorisation: Yueyang County Government

Number of teachers: Total: 638 Male: 259 (40%) Female: 379 (60%)

Qualifications

Technical/vocational diploma Technical/vocational degree Masters degree PhD

Total Teaching Staff

875 - - -

Female Teaching Staff

389(44.5%) - - -

Average years of TVET teaching experience: N/A

Number of managers: 151 Male: 112 (75%) Female: 39 (25%)

Number of other staff: 86 Male: 55 (64%) Female: 31 (36%)

Numbers of students: 3,875 Male: 34% Female: 66%

Students from rural areas: 64.1% Students from poor families: 27%

Graduation rate: 95% Employment rate: 91.99%

Major

Not available

Zhuzhou Vocational Technical College

Address: 476 Hongqi Road, Zhuzhou City

Contact Details: tel: 0731-28431879

Annual student enrolment (2011: Total: Male: Female:

Number of teachers: Total: 327 Male: 203 Female: 124

Qualifications

Technical/vocational diploma Technical/vocational degree Masters degree PhD

Total Teaching Staff

178 167 145

4

Female Teaching Staff

54(30.3%) 49(29.3%) 68(46.9%)

2(505)

Average years of TVET teaching experience: All staff (10 years), diploma qualified staff (12 years), degree

qualified years (12 years), masters qualified staff (10 years), PhD qualified staff (3 years)

Number of managers: 151 Male: 112 (75%) Female: 39 (25%)

Number of other staff: 29 Male: 21 Female: 8

Number of students: 7513 Gender balance: 3:2 (male:female)

Annex 2

5

Zhuzhou Vocational Technical College

Students from rural areas: 64% Students from poor families: 25%

Graduation rate: 93.2% Employment rate: unknown

Majors

Economics & Trade Transportation Information Technology Electrical & Mechanical engineering

Huarong Secondary Vocational School

Address: 181 East Road, Huarong Avenue, Huarong

Contact Details: hrxzyzz@163.com tel: 0730-4105193 fax: 0730-4102405

Authorization: Hunan Provincial Government and Huarong County People’s Government

Number of teachers: 235 Male: 138 Female: 97

Qualifications

Data N/A

Total Teaching Staff

Data N/A

Female Teaching Staff

Data N/A

Average years of TVET teaching experience: N/A

Number of managers: Total: 24 Male: 18 Female: 6 (3:1)

Number of other staff: Total: 25 Male: 15 Female: 10 (1.5:1)

Number of students: 3230 Male: 2066 Female: 1264 (1.6:1)

Students from rural areas: 100% Students from poor families: 26%

Graduation rate: 98% Employment rate: 98.5%

Majors

Arts & Physical education Process & Manufacturing Information Technology Tourism Management

Changsha Commerce and Tourism College

Address: No. 16 Yuhua District, Changsha

Contact Details: 0731-89768409

Number of teachers: 259 Males: 101 Females: 158

Qualifications

Technical/vocational diploma Technical/vocational degree Masters degree PhD

Total Teaching Staff

144 -

111 4

Female Teaching Staff

108(75%) -

83(74.8%) 1 (25%)

Average years of TVET teaching experience: 8.3 years

Number of managers: 96 Gender balance: 1.08:1 (male to female)

Number of other staff: 28 Gender balance: 2.5:1 (male to female)

Number of students: 5810 Gender balance: 1:2.9 (male to female)

Students from rural areas: 67.2% Students from poor families: 16.8%

Graduation rate: 89.7% Employment rate: 90.43%

Majors

Finance and Economics Tourism and Hospitality

Annex 2

6

Youxian Secondary Vocational Technical School

Address: Chengguan County, Youxian, Hunan

Contact Details: 350125241@qq.com

Authorization: Youxian County Government

Number of teachers: 113 Male: 73 Female: 40

Qualifications

Data N/A

Total Teaching Staff

Data N/A

Female Teaching Staff

Data N/A

Average years of TVET teaching experience: N/A

Number of managers: 17 Male: 15 Female: 2

Number of other staff: 36 Male: 27 Female: 9

Number of students: 2081 Gender balance is about equal.

Students from rural areas: 98.87% Students from poor families: 60%

Graduation rate: 95.3% Employment rate: 100%

Majors

Information Technology Finance and Commerce Manufacturing Transportation Cultural Affairs Social Public Affairs

Zixing Secondary Vocational School

Contact Details: zxzz3233218@163.com

Number of teachers: 88 Gender balance: 1:0.5 male to female

Qualifications

Data N/A

Total Teaching Staff

Data N/A

Female Teaching Staff

Data N/A

Average years of TVET teaching experience: N/A

Number of managers: Total: 2 Male: 2 Female: 0

Number of other staff: Total: 8 Male: 8 Female: 0

Number of students: Total: 2297 Male: 1327 Female: 970

Students from rural areas: 94.9% Students from poor families: 24%

Graduation rate: 96% Employment rate: 98%

Majors

Mechanical & Electrical Technology Application Computer Application Tourism & Service Management Agricultural Cultivation

Annex 3

1

STRATEGIES FOR IMPROVING COMPETENCY-BASED CURRICULUM

A. Project Interventions

1. Piloting Competency-based Curriculum

1. The project will support piloting competency-based curriculum (CBC), the associated

assessment instruments and the training packages to guide technical and vocational education

and training (TVET) provision. The project will develop two provincial level demonstration

majors in priority industries that can be used as models for the development of subsequent pilot

curriculum in other occupations. The Hunan Education Department (HED) is of the view that

developing demonstration majors can (i) form a platform for innovation, by linking production,

research, and teaching to bring about innovative technologies; and (ii) lead to more highly

skilled and work ready graduates.

2. HED will select two vocational colleges to facilitate the development of CBC in two

priority areas. The curricula will be (i) developed for the industry as a whole, (ii) based upon job

functions, (iii) developed across a number of levels and integrate employability skills and

knowledge with technical skills and knowledge, and (iv) embedded in the concept of sustainable

development (green skills).

3. The curriculum development process will be led by HED, with two selected colleges as

the lead facilitators. Development of the two demonstration majors will provide the trigger for

improving the quality and relevance of TVET provision and can be used as a blueprint for

improving the relevance of TVET programs in Hunan. The lessons learned from this curriculum

development process will be disseminated to the Hunan TVET system as a whole. Instructors

from all project schools will have access to intensive curriculum development training and in

turn, will assist in training others across the system.

4. Specific project activities under this subcomponent include

(i) The project will set up two working groups comprising relevant industry advisory groups,

industry practitioners, enterprises, HED, research institutions, recent graduates external

to the colleges, representatives of relevant TVET colleges (students, faculty, and

administrators), and project consultants in the two sectors (Railway Transportation

Equipment Manufacturing and Mechanical Engineering Manufacturing).

(ii) Two national industry curriculum experts will be contracted through the project. The

experts should be able to demonstrate skills and experience in the development and

implementation of CBC in their industry area. Experts should also be responsible for

developing generic employability skills curriculum to be integrated into the

discipline/industry area curriculum. The national consultants will provide sector expertise

and implementation support for the effective and timely functioning of the working groups

established to develop the demonstration majors. They will facilitate the curriculum

development processes between the government, TVET institutions, and the relevant

industries. This support would be structured as short inputs at various key stages. An

international curriculum specialist will provide training on CBC development to all

Annex 3

2

curriculum developers from project schools. The international consultant will also mentor

the project schools that will be updating their courses using CBC methodology.

(iii) Further support will be provided through recruiting expertise to guide teaching and

learning materials development. A number of industry experts will participate in

validating the new curricula. They should be familiar with skills development in their

industry area. They will contribute to curriculum development process at different stages

through workshops.

5. Develop framework curriculum. Together with project consultants, the working group

will undertake a functional analysis of tasks and will identify industry competency standards, to

be validated by industry. The curriculum framework will be reviewed and validated by the review

committee (RC), with support of the project consultants. A curriculum framework is particularly

useful when a number of TVET institutions offer courses in the same industry areas. These core

standards for curriculum development detail processes that TVET institutions should follow

while developing curricula, they do not specify content but concentrate on areas such as

pedagogy and assessment. The provincial level curriculum framework to be developed under

the project will include a focus on environmental protection, sustainable work practices, and

green skills that can be contextualized to fit the technical curricula. For example, a focus on

green skills would allow the machinery industry to highlight the weaknesses of traditional

approaches to machinery production and raise awareness of students about green skills and

greening of the machinery industry.

6. Develop core descriptors for employability skills to be contextualized across

technical curricula. Interviews with employers and industry advisory groups identified the need

for employability skills. Employers reported that generic employability skills were at least as

important, and in some cases more important, than technical skills and knowledge. Employers

also reported high levels of employee turnover and a lack of employability skills in TVET

graduates. Industry surveys internationally find that the most important skills and knowledge

required by employers are generic skills related to ‘how to work’, for example, team work,

communication skills, self-discipline, following instructions, applying technology and numeracy.

There is an abundance of evidence to show that these skills are best learned in context rather

than in the abstract. Yet in many TVET institutions in the PRC, they continue to be taught in the

abstract, not connected to work practice. All TVET institutions interviewed indicated that they

undertook industry surveys as part of curriculum development. However, these surveys focus

upon technical skills rather than core or underpinning skills and knowledge. Therefore,

curriculum reflects the tasks and work processes, but not the integration of core skills and

knowledge. Employability skills allow a person to transfer their technical skills and knowledge

across a number of jobs within an industry. This leads to greater flexibility for an enterprise and

greater opportunities for career path planning by workers. It also helps workers continue their

learning throughout their lives. Two sets of skills are critical cross-cutting skills in many

industries and occupations—business skills and employability skills. The range of skills to be

addressed in basic business skills could support both direct employment in service and retail

industries. Skills identified include marketing, bookkeeping, administration, purchasing,

customer services, computer skills, etc. These skills are also necessary to support the

establishment of self-employed contractors or small- and middle-enterprises that are likely to

result from project activities in other economic priority sector areas. The project consultants,

Annex 3

3

together with the working groups, will identify descriptors of employability skills and will ensure

their inclusion in the revised curriculum.

7. Develop qualitative and quantitative measures to assess the quality of curriculum.

The working groups, together with the project consultants, will develop qualitative and

quantitative measures to assess the quality of the new curricula prepared within the new

curriculum framework. Assessment standards will include a focus on green skills. The

assessment standards will be reviewed and validated by the RC, with support of the project

consultants.

8. Develop curriculum template and guidelines. The project will support HED in

developing provincial level curriculum standards, a template, and guidelines on CBC

development. A common template makes it easier to compare curricula across providers and

across courses and leads to greater consistency in identifying the skills, knowledge, and

attitudes that graduates can apply when employed. Based on the developed template, the

project consultants and the working group, will develop a guidebook for using the template and

provide training to all curriculum developers in project TVET institutions. The curriculum

template and the guidelines will be validated by the RC.

9. Develop teaching and learning materials. The project will develop training delivery

strategies and interactive learner-centered teaching and learning materials, with an emphasis

upon the practical application of skills, knowledge, and attitudes. Teaching and learning

materials will be developed for the two demonstration majors, and will be formalized in

consultation with the relevant working groups. The project will review training materials to

identify opportunities to remove gender stereotypes. The project will also identify how

information and communication technology for TVET, including training simulation software can

be integrated into the curriculum. The project will provide for the cost of the teaching and

learning materials, consultant and local experts, consultation workshops, and printing of the

materials.

10. Guidelines for online TVET courses. The project consultants will support HED to

develop guidelines for the preparation and assessment of online TVET courses, based on

international good practice for using information and communication technology in TVET.

2. Competency-based Curriculum Training

11. Based on the above activities, project consultants on curriculum and training, in

collaboration with HED-designated vocational colleges, will design a training program on CBC

development. The RC will review and validate the training module and HED (the Teacher

Training Division) will organize the training delivery while project consultants will assist in

training delivery. The first group of trainees will be instructors from the 13 project TVET

institutions responsible for CBC development. This training can be delivered to non-project

schools at their own cost.

Annex 3

4

3. Updating Courses using Competency-based Curriculum Principles

12. The remaining 11 project schools will revise and update other courses over the 5-year

project period. The project consultants will mentor the schools in course revision. All instructors

participating in CBC development will be trained on curriculum standards, templates,

procedures, and methodology of CBC development. The RC will evaluate the revised courses

using agreed criteria to be developed by the project consultants. The revised courses should be

reviewed and validated by the relevant industry advisory groups. HED will approve and

recommend the approved courses for designation as “an ADB project pilot course”. Through this

competitive process of course evaluation, HED has agreed to offer financial incentives for the

best modular, competency-based courses.

Annex 4

1

STRATEGIES FOR TRAINING OF VOCATIONAL INSTRUCTORS Develop

1. Introduction

1. Most technical and vocational education and training (TVET) teachers continue to use a

traditional teacher-centered pedagogy when delivering their courses. There is a need for more

active learning in the classroom through organized activities and practical work to motivate the

students. Government inputs will not be effective in bringing about TVET quality improvement

unless they include a change in pedagogy. In many TVET institutions, curriculum development

is undertaken by experienced technical teachers who have not been exposed to formal

curriculum development training. Currently, it is very difficult for TVET institutions to develop

high quality TVET curricula. With a changing marketplace and new subjects being added to the

TVET programs at some TVET institutions, new categories of technical teachers are needed to

teach the new curriculum. Often, these new teachers are prepared through retraining

(conversion) programs. The provision of quality re-training opportunities for these teachers

represents an urgent need.

2. In the 13 project TVET institutions, there were 3,316 full-time teachers in the 9 tertiary

vocational colleges and 496 in the 4 secondary vocational schools in 2012. The project will (i)

review current training programs, (ii) increase the relative importance of pedagogical training for

vocational instructors, (iii) develop revised training modules, (iv) deliver training for program

designers and trainers, (v) and monitor/assess training effectiveness, and (vi) develop training

standards. The project will enhance the skills of instructors through in-service training and

industry placements. The project will strengthen the opportunities for periodic upgrading of

instructors’ technical skills by strengthening the delivery system. Training programs will build

upon existing teaching practices to ensure sustainability of the new training approaches. The

project will support participation of interested, non-project TVET institutions at the non-project

institution’s own expense in some of the project training activities, in order to foster resource

sharing in the province, and to enhance the impact of the project.

2. Project Interventions

3 A teacher training working group will be established to review the training modules,

increase communication, and ensure that training workshops are consolidated to reduce

duplication of training and reduce attendance time. The project will support 13 TVET institutions

to develop teacher training through industry placements, competency-based curriculum (CBC)

development training, student-centered pedagogy training, and overseas training. The Hunan

Education Department (HED) will develop TVET teacher training standards, and establish a

“veteran-novice” program (described in para. 9 below).

2.1 Industry Placement

4. The project will encourage the use of industry technicians as trainers (providing them

with some pedagogical training) and provide TVET instructors with workplace experience to

expose them to current work technologies. Both the People’s Republic of China (PRC) Ministry

of Education (MOE) and HED require that technical teachers at all TVET institutions undertake

Annex 4

2

an industry placement for 2 months every 2 years. The project will support project TVET

institutions in implementing an industry placement scheme as required by MOE and HED.

2.2 Competency-based Curriculum Development Training

5. The project will develop CBC development guidelines and a training module. The

training program will cover (i) international trends in CBC; (ii) CBC development processes; (iii)

usage of CBC standards, framework, and templates; (iv) competency-based teaching and

learning strategies; (v) green skills concept and skill development in CBC; (vi) assessment

procedures and methodology; and (vii) other good practices. HED, through the Teacher Training

Division, will use the training packages developed by the project to deliver CBC training. The

program will include training instructors at the 13 project TVET institutions. Instructors from the

13 project TVET institutions trained under the project will develop/update their own courses

utilizing the CBC model. Feedback from trainees will help the CBC development team modify

and revise the training program.

2.3 Competency-Based Pedagogy Training

6. The project will develop a competency-based pedagogy training program that is student-

centered and interactive, with a participatory teaching and learning methodology. The training

program will cover (i) international trends in student-centered, interactive, participatory teaching,

and learning methodologies; (ii) competency-based teaching and learning strategies; (iii) usage

of modern pedagogical approaches including case study, group learning, project learning, role

playing, and game playing, etc.; (iv) best practice in other countries and the PRC; (v)

employability skills and green skills training; and (vi) assessment of training delivery. HED,

through the Teacher Training Division, will use the developed training package to deliver

pedagogy training to instructors from the 13 project TVET institutions and the teachers of other

Hunan TVET institutions. The training delivery programs will focus on teachers of basic courses

and core courses. HED, through the Teacher Training Division and the 13 project TVET

institutions’ managers, will assess the performance of teachers who received the training, and

provide feedback of trainees to help the expert team modify and revise the training programs.

2.4 Overseas Training

7. Overseas training for selected teachers will be organized by HED (Teacher Training

Division) and the Hunan project management office. Teachers selected for overseas training will

be experienced backbone teachers. Subject teachers will have other training opportunities as it

is difficult to group subject teachers for overseas training programs due to a wide range of

subjects. The training programs will focus on the needs of most teachers, such as CBC,

advanced TVET delivery strategy, green concepts, advanced assessment tools, as well as,

employability training. Instructors who will receive overseas training will act as trainers to deliver

the output of their training to other teachers when they return. HED will organize seminar(s) to

exchange experiences of those trained overseas.

Annex 4

3

2.5 Development of Teacher Training Standards

8. Under the project, HED will develop teacher training standards over 5 years. The

Vocational and Adult Education Research Institute will organize relevant industry advisory

groups and vocational colleges to develop the standards with support from international and

national consultants. All developed standards will be received and validated by the review

committee, and approved by HED. The approved standards will guide teacher training in Hunan.

2.6 The Veteran–Novice Program

9. HED will initiate a “veteran-novice” program to support new TVET teachers. HED will

appoint a mentoring program whereby a more experienced master teacher will be paired up with

new teachers. Activities will include job shadowing, informal discussions, and on-the-job

guidance. HED with the Hunan Vocational and Adult Education Research Institute, supported by

international and national consultants, will develop and pilot the program, and modify the

program based on the feedback as necessary.

2.7 Other Regular Teacher Training

10. The project will also support regular training (national training, provincial training,

municipal training, and TVET institution-based training) for the teachers of the 13 project TVET

institutions. National training for TVET teachers will be implemented by the four National

Training Centers that cater to TVET teachers. These teacher training centers are located at two

universities and two TVET colleges in Hunan. Training programs, which focus on technical

curriculum development and delivery, are developed by MOE. Provincial training is the main

part of continuous professional development. There are 53 institutions in Hunan which are

qualified to deliver TVET teacher training. All provincial training will be guided by teacher

training standards currently in effect, as well as the new standards to be developed under the

project. Municipal TVET teacher training is a supplement to national and provincial training.

Municipal governments use their funds mainly to train secondary vocational teachers in local

tertiary TVET colleges. These training programs mainly focus on the teaching of basic courses

and core courses, and provide opportunities for teacher training in service industries. Project

TVET institutions will develop an institution-based training every year. The programs include (i)

pre-service training for new teachers, (ii) teacher training through an industry placements,

mainly during the summer vacation, (iii) participation in training workshops held by an industry

organization or MOE, (iv) participation in national or provincial training programs, and (v)

lectures by invited experts on key topics. The new teachers pre-service training program usually

includes TVET culture and regulations, veteran–novice training, industry placement, and

teaching practice.

Annex 5

1

STRATEGIES FOR STRENGTHENING TVET MANAGEMENT CAPACITY

1. Introduction

1. The Hunan Provincial Government’s objectives for the technical and vocational

education and training (TVET) sector are clearly laid out in the Outline for the 12th Five-Year

Plan. 22 Over the next 10 years, Hunan plans to develop first-rate facilities that will be

internationally competitive and support economic and social development of the province.

Management reforms will include greater autonomy for TVET institutions and the piloting of

programs for modern management. The Hunan Education Department (HED) issued a policy

document that focuses on school-enterprise partnerships to ensure quality training of young

people.23 It thus paves the way for changes in the governance of TVET institutions through

enhancing the role of enterprises. With regard to the autonomy of TVET institutions,

responsibilities for a range of governance and management issues are currently shared

between institutions and their authorizing body (HED), the county education bureau, or the city

government. The role of the authorizing department is to provide policy guidance, approve

strategy, and ensure quality. Public TVET institutions in Hunan operate in a highly competitive

marketplace in terms of attracting students, securing internships and employment for them, and

generating funds. Their status as public institutions does not protect them from the realities of

the market. Managers of these TVET institutions therefore need to have the skills necessary to

successfully lead organizations in a market-driven environment.

2. Management Training Provision

2. Institutional management responsibilities include policy and strategy development;

financial management; staff management; property management; student management;

program and curriculum management; management of local, national, and international

networks; entrepreneurship, equality, and diversity; operations management; logistics

management, inspection and supervision management; and governance. Institutional leadership

in the TVET context can be seen as having three variables: (i) academic leadership, (ii) industry

experience, and (iii) management skills. In Hunan, there is an emphasis within TVET institutions

on the acquisition of academic degrees. This ensures that anyone taking up a management

position is already well qualified academically. Workplace attachments are emphasized, and

most of the 13 project TVET institutions put considerable effort into ensuring that a high

proportion of their staff, including managers, have regular opportunities to benefit from an

industry attachment.

3. As regards management skills, a survey conducted during project preparations,

indicated that managers were not fully trained in the 12 areas mentioned. Three-quarters of

TVET managers (76%) who were interviewed, indicated that they had no training in logistics

management, while two-thirds (66%) had no training at all, and 33% considered themselves

only partly trained in the area of equality and diversity. Management training is available to

serving managers from a number of sources. The national government and the Hunan

22

Special Plan for Enhancing the Service Capacity of Vocational Education in Hunan. 23

Hunan Education Department. 2012. Several Opinions on Further Enhancing the Cooperation between Enterprises and Vocational Colleges in Running Schools. People’s Republic of China.

Annex 5

2

Provincial Government both provide training for senior managers. Other organizations run

occasional training events but do not constitute a coherent leadership program. Industry

advisory groups in Hunan have the potential, largely unrealized, to organize training. Some

management training is provided in-house or in collaboration between institutions. Existing

management training provision is patchy and is not sufficiently comprehensive or structured to

equip managers with the skills required in the areas of responsibility described earlier. In

addition, given the lack of women particularly in senior management posts, access to training for

future leaders could be an important tool to foster gender equity.

3. Project Interventions

4. Leadership capacity building. Both senior and middle managers require management

training opportunities in key areas of responsibility, which will better prepare them as leaders

and allow them to measure their performance against key indicators. To facilitate timely,

effective, and sustainable adoption and implementation of the key technical development

initiatives of the project through the selected TVET institutions, the directors and vice-directors

(including heads of curriculum development units) of the project TVET institutions,

administrative staff at county level, and senior and mid-level officers in HED, will undertake

training to support the development, management, implementation, monitoring, and supervision

of the revised study programs and linkages with selected industries.

5. The proposed programs will include formal specialist information sessions, workshop

activities, discussions/information sharing, and activities where participants are requested to

develop specific material/input. The training will be delivered through the development of

materials that will evolve during the program and be finalized as a training manual at the

completion of the program. The project will support overseas and national training.

6. Management training should be carried out early in the project to gain leadership

understanding of and commitment to implementing project interventions. The specific

program content in 2–3 priority areas will be developed to ensure that key senior system

personnel develop basic understanding of the aims and procedures for more responsive study

program development, in line with the objectives of the provincial development plans, and needs

of employers and industries. Priority topics will be identified through a needs assessment at the

beginning of the project to be undertaken by a project consultant in TVET management.

Possible areas include strategic planning and leadership, monitoring of performance and cost-

effectiveness, program and curriculum management in a market-oriented economy, quality

assurance, and greening the TVET programs.

7. Management training programs would be interactive, encourage reflection, include an

element of assessment to check on understanding of the principles, and would be produced for

two audiences—one for senior managers and one for middle managers—or those aspiring for

posts at these levels. Within each module the respective responsibilities of middle and senior

managers would be clarified and topics of devolved authority and equal opportunity addressed

throughout.

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8. The management training programs will be designed under the project with inputs from

consultants, in consultation with the 13 project TVET institutions under the guidance of a

working group. The project will support setting up a working group comprised of national

experts, HED staff, and administrators of selected project TVET institutions. At the beginning of

the project, project consultants on TVET management will identify best practices by reviewing

TVET management programs developed by (i) the People’s Republic of China (PRC) Ministry of

Education; (ii) advanced TVET institutions in the PRC (Guangdong, Shanghai, and Suzhou); (iii)

under foreign-funded projects in the PRC, (GIZ, AusAid, and the World Bank); and (iv) relevant

international good practice.

9. The managers of the project TVET institutions will set up a TVET leaders group, to meet

regularly to discuss implementation progress and issues of the project components. This will

facilitate sharing of the lessons learned and enhanced communications between the project

schools. In year 3 of the project, a forum for TVET managers will be organized to share their

experiences and best practices.

10. Institutional partnerships. The project will support establishing a partnership program

with overseas vocational colleges, on a pilot basis. Proposals will be considered on a

competitive basis from colleges and institutes or groups of colleges and institutes from other

countries. Partnerships can include hosting by the selected college and institute, and they can

showcase their best practices in governance and leadership through a variety of interactive

exercises, such as group discussions, site visits, job shadowing, role playing, meetings with

students, faculty, and community and business leaders, etc. The project will provide an

opportunity for the selected colleges and institutes to establish a one-on-one relationship

between themselves and the project TVET institutions. These may bring about exclusive

institutional partnerships for student exchange, faculty exchange, curriculum revision, and

resource sharing.

11. Institutional mentoring assistance. The project will support the project schools

through ongoing on-the-job assistance and performance mentoring by national consultants. The

consultants will work closely work with the Project Team Leader and the project school

personnel to determine detailed agreed implementation tasks, schedules, and targets consistent

with the planned and agreed overall project implementation schedules.

12. Mentoring instruments and schedules will be developed and agreed to ensure regular

review against the agreed implementation plans in each project school. Implementation

progress will be regularly monitored and procedures will be reviewed to ensure that individuals

and areas of maximum need can be prioritized for direct and more intensive assistance. The

terms of reference of the team leader of for the TVET development consulting firm will include

responsibilities for mentoring managers or supporting peer mentor on project-supported areas.

The project consultants will assist and mentor the project TVET institutions with the

implementation of the following project initiatives:

(i) Project working groups. The project will set up working groups comprising of

relevant industry advisory groups, industry practitioners, enterprises, HED, recent

graduates external to the colleges, representatives of relevant TVET colleges

Annex 5

4

(students, faculty, and administrators), and project consultants to develop two

provincial level demonstration majors. The project consultants will support

development of the demonstration majors and the effective operation of the working

group.

(ii) Industry advisory groups. The project will help optimize the functions of the

industry advisory groups to enhance their capacity to forge stronger partnerships

with local industries in both public and private sectors. The industry-school

partnership consultants will conduct training/information workshops with the selected

industry advisory groups in pillar industries of Hunan province on such topics as

standards, curriculum development, teacher training, industry placements,

internships, and labor market information collection and analysis. The project will

mentor industry advisory groups and schools to establish and strengthen linkages

with the industry.

(iii) School management committees. The project will develop templates and

guidelines on strengthened functions of school management committees. The project

consultants will support 3 project schools (to be selected by HED) to prepare 3-year

business development plans, to incrementally improve the quality of planning and to

help TVET institutions respond to industry needs. The project consultants will mentor

the selected project schools in developing business development plans.

(iv) Sustainability strategy. The project consultants will support HED and the project

schools to develop a strategy for sustainability of key project interventions, including

strengthening school-enterprise partnerships, training of instructors, curriculum

development, and management capacity building. Given that consulting inputs are

periodic and limited, developing international partnerships to ensure institutional

linkages would be important for the sustainability of the project.

(v) Social and gender action plans. The project will provide advice and guidance to

provincial and municipal governments on data collection and publication of data on

numbers of women and members of ethnic minorities in middle and senior

management positions; and on practices (such as mixed gender recruitment panels)

to encourage gender equity.

Annex 6

1

STRATEGIES FOR THE INVOLVEMENT OF INDUSTRIES AND ENTERPRISES

IN HUNAN’S TVET SYSTEM

1. Introduction

1. The People’s Republic of China (PRC) government recognizes the importance of school-

enterprise partnerships in fostering demand-driven technical and vocational education and

training (TVET) and has issued a set of national policies to guide industry-TVET partnerships

since 2009. Key areas in school industry cooperation include cooperation in program and

curriculum development, employing industry experts as contract instructors, participation in

industry advisory groups, availability of internships for students and teachers, the development

of short term training programs. Some economically advanced provinces, such as Zhejiang,

have pioneered development of guidelines to implement school-enterprise partnerships. Hunan

province has made some progress to encourage industries and enterprises to work with TVET

institutions and industry-school cooperation is one of the key TVET development concepts. In

2012, the Hunan provincial government issued a policy document Strategies for promoting

cooperation between enterprises and colleges. Examples of enterprise-school cooperation in

Hunan include establishing tailor-made training programs; program and curriculum

development; and building of practical training bases. Despite these efforts, school-industry

cooperation is an emerging area of reform and requires further work. A number of issues were

identified in this area:

2. Despite the emergence of national and provincial policies, further work is needed to

develop additional polices to create a favorable environment for school-enterprise collaboration

and develop implementation guidelines to operationalize policies in this area. There are few

detailed guidelines with regards to templates for contracts and agreements between schools

and enterprises.

3. Enterprises lack incentives to establish partnerships with TVET institutions and are not

actively involved in development of curriculum and industry standards, providing internships to

students and industry placements to TVET instructors, and sharing information on workplace

technology and labor market needs. Provincial governments can develop preferential policies

and incentives to foster school-enterprise cooperation, including provision of tax incentives.

4. School-enterprise cooperation involves a number of government departments and

therefore an effective inter-agency coordination is critical. Setting up a provincial level

coordinating committee will help develop a longer-term and sustainable mechanism for

enhancing enterprise-school partnerships. A coordination committee should be comprised of

education, human resources and social security, development and reform commission, finance,

taxation, and science and technology departments. The coordination committee can oversee

policy and planning, evaluation, and knowledge sharing and dissemination of school-enterprise

partnerships.

5. TVET institutions lack capacity to reach out to industries and enterprises and to

negotiate school-enterprise partnerships. In light of these challenges, many provinces in the

PRC, including Hunan, have set up industry advisory groups. In Hunan, 26 industry advisory

groups have been established and these operate to varying degrees of effectiveness. There is a

Annex 6

2

significant potential to build upon the industry advisory groups and to give them a pivotal role in

curriculum development. However, it is clear that there needs to be further incentives than

access to graduates to encourage consistent engagement between the industry advisory groups

and schools and enterprises. The functions of the industry advisory groups need to be further

optimized.

2. Project activities

6. Under the project, a policy and research study will be undertaken on how to further

strengthen industry-school partnerships in Hunan. Hunan Education Department (HED) will

coordinate the research project. It will organize a research team, which will include

representatives from relevant government departments, industries, enterprises, project TVET

institutions, and TVET experts, etc. Main activities of this research will include literature review,

field survey, workshops, expert consultants, case studies, etc. Research outcomes of this study

will include research reports and case studies.

7. The policy study will focus on the following areas:

(i) Examine strategies to assist HED to implement government policies on

school-enterprise partnerships. The existing policy provides a good base for

improving cooperation between enterprises and TVET institutions through industry

sector councils. To be fully implemented, the policy needs detailed implementation

guidelines, an action plan and performance indicators and targets. The study will (i)

review international, national, and provincial best practice on school-enterprise

partnerships, (ii) based on good practice, provide recommendations regarding legal

status and an appropriate incentives mechanism for industry sector councils; (iii)

develop criteria for coordinating, organizing and managing school-enterprise

partnerships, (iv) develop performance indicators and targets for evaluating school-

enterprise partnerships, (v) identify roles, responsibilities, risks and benefits of school

enterprise partnerships, (vi) identify financing options for operation of industry sector

councils, (vii) provide recommendations for strengthening industry-specific training

(on-the-job training, internships, apprenticeships, industry placement of TVET

instructors); (vii) recommend ways for industry sector councils to conduct an analysis

of labor demand and supply and an analysis of training demand (employer surveys,

information updates on workplace technology and labor market needs, etc); and (vi)

develop practical guidelines and operational mechanisms to implement national and

provincial level policies on school-enterprise partnerships.

(ii) Further examine incentives to engage industry in the TVET system. There are a

number of incentives used internationally to encourage enterprise/TVET

partnerships. Examples include tax incentives, access to training places and

research; access to highly trained experts to assist enterprises; national recognition

that can be used as a marketing tool. The research should focus upon what is

appropriate in the context of the HED policies to strengthen partnerships between

enterprises and TVET institutions.

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8. Strengthening capacity of the industry advisory groups. The project will help

optimize the functions of the industry advisory groups to enhance their capacity to forge

stronger partnerships with local industries in both public and private sectors. The project will

support selected industry advisory groups in pillar industries of Hunan province on such topics

as standards, curriculum development, teacher training, industry placements, internships, labor

market information collection and analysis.

9. Under the project, two industry partnership experts will be recruited, The experts will

build on the work of the policy study described above, and will use its findings as well as

consultation workshops and interviews to (i) develop a framework Terms of Reference (TOR) for

the industry advisory groups; the framework TOR will articulate rights and responsibilities of and

benefits for key stakeholders, including industrial employers, small and medium enterprise,

TVET institutions, and TVET students. This framework will include guidelines on negotiating

industry placement for vocational instructors and internships for TVET students, increased

industry involvement in the development of curriculum and skills standards, information updates

on workplace technology and labor market needs, and special order training, and should be

contextualized by each industry advisory group; (ii) develop a performance monitoring system

for the industry advisory groups; (iii) support selected industry advisory group members to

participate in curriculum development training with teachers and in development of the two

demonstration majors (railway equipment manufacturing and mechanical engineering

manufacturing); (iv) develop templates for contracts and agreements between enterprises and

TVET institutions; (v) develop guidelines for internships and industry placements of TVET

trainers; (vi) provide capacity building to selected industry advisory groups to provide leadership

in steering the TVET development in pillar industries, and (vii) help establish partnership

agreements between the project TVET institutions and local enterprises

10. Provincial forum on school-enterprise partnerships. The experts will, with the

assistance of HED, organize a provincial forum to foster school-enterprise partnerships and

agreements.

Annex 7

1

STRATEGIES FOR LABOR MARKET INFORMATION SYSTEM DEVELOPMENT

1. Introduction

3. Since 2007, Hunan provincial government has been actively pursuing reforms in the

technical and vocational education and training (TVET) sector and increased investments in

TVET infrastructure and supported quality improvements. In recent years, Hunan’s economy

has been going through a process of restructuring and the TVET system needs to meet the

changing requirements of the economy.

4. Consultations with industry, enterprises, TVET institutions, and government agencies

indicated a mismatch between graduate skills and the needs of industry, institution oversupply

of certain graduates and undersupply of others, and a need for coordinated labor market

surveys at the macro-level to adjust TVET programs and specialties so they can provide more

marketable skills for TVET graduates.24 During the consultations, the TVET institutions in

Hunan stated that they do not usually have access to labor market information collected by the

government or any other outside agency. Instead, they tend to (i) look at their own graduate

tracer data (for limitations on current tracer studies, please see below), (ii) reach out to their own

(limited) network of employers, and (iii) informally send teachers out to survey these employers

to obtain their feedback on graduates. Therefore, developing a pilot labor market information

system and conducting graduate tracer and employer surveys could help provide useful

information for TVET policymakers and administrators.

13. A key requirement to anticipate skill needs is the availability of good quality

comprehensive baseline data on the labor market. Although it is difficult to accurately predict

skill demand with any level of certainty, policymakers can nevertheless enhance their

knowledge of the influencing factors and use this to make informed decisions. While the

People’s Republic of China (PRC) Government is increasing investment in human resources

and deepening education reforms to tackle development challenges, there is a need for more

information on how economic growth and structural transformation will affect demand for skills.

As the PRC moves toward more reliance on domestic demand, structural transformation will

affect the demand for skills of the country’s workforce. Likewise, an analysis of skill supply,

including the types of skills that are acquired in education and training systems and those

possessed by individuals in the labor market, will be important. Understanding the future skill

needs of workers will help the Hunan province to adjust policies to up-skill migrant workers and

other disadvantaged groups such as women, people with disabilities, and youth. It will also help

widen access to decent jobs that offer adequate wages, safe working conditions, job security,

reasonable career prospects, social security benefits, and adequate rights, which in turn will

contribute to inclusive growth.

14. Upgraded skills forecasting at the provincial level can

(i) enhance the responsiveness of training programs to emerging skills needs and

requirements,

(ii) help build skills to expand the high-technology and high growth sectors for industrial

upgrading, 24

In preparation of the Asian Development Bank (ADB)-financed Hunan TVET Demonstration Project,

Annex 7

2

(iii) help facilitate transfer of activities from declining or low-productivity activities and

sectors into expanding and higher productivity sectors,

(iv) improve the competitiveness of less advantaged regions by developing vocational

and intermediary training, particularly for tertiary cities, and

(v) identify ‘green’ skills (for the ‘green’ and ‘clean’ sectors) in order to seize

opportunities of economic development and employment generation in an

environmentally sustainable manner.

5. There is a need to obtain reliable and accurate labor market information from which to

make decisions on policy and planning issues, education and training matters and the skill

requirements of Hunan’s workforce, and to improve course and program relevance. A

systematic process for the collection of labor market information and an inter-agency sharing of

information on skills demand and supply and skills mismatches would be beneficial for a longer-

term development of TVET. The inter-agency sharing of TVET information would be

implemented on a pilot basis through developing an information-sharing platform. The

information-sharing platform would help (i) standardize data collection methods and

approaches, (ii) enhance the practice of data sharing and resource sharing to reduce wasting of

resources, (iii) reduce information asymmetry, and (iv) promote a scientific management of labor

market information and a dynamic management of the TVET sector.

6. There is an opportunity to pilot a TVET information-sharing platform in Hunan under the

ADB-financed Hunan TVET Demonstration Project. The pilot will require support from

government officials and acceptance of the benefits that the information and recommendations

produced are of value. There will be a need to facilitate interaction with departments across the

government to pilot test the platform, and these efforts can be led by the formation of Hunan

TVET Coordinating Committee. The committee would be comprised of representatives from

departments of the Hunan provincial government involved with labor market matters, the TVET

groups and enterprises. Some of the suggested issues that could be initially addressed by the

coordinating committee are: (i) Identification of required surveys and collection of data for input

to the labor market information and reporting system, (ii) Identifying skills demanded by the

growing sectors of Hunan province, particularly new investment projects, and (iii) Measures to

strengthen linkages between the training institutions and enterprises. The development of the

pilot can comprise several stages:

(i) Stage 1: Identify the scope, survey the functional requirements of the relevant

administrative departments, and formulate an integrated development plan for the

information sharing platform.

(ii) Stage 2: Prepare a detailed work plan, recruit system developers, and develop a

required software/application program.

(iii) Stage 3: Input data and transfer information from various databases into the new

platform by the relevant departments

(iv) Stage 4: Pilot running of the platform

(v) Stage 5: Assessment of the pilot and improving and extending the functions as

necessary.

7. Existing management information concerning the labor market tends to be for a single

enterprise or institution for their own human resource demands, and do not satisfy the linkage

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3

requirements between government institutions, industry, enterprises, schools and colleges.

There is no identified agency in any government department or other organization in Hunan

Province that has the responsibility for operating a labor market information system. As a result

labor market information is not systematically collected by any agency in Hunan, few labor

market surveys have been completed to determine the demand for training programs and for

the most part companies are not involved in the process. Due to this lack of information on the

labor market, many of the programs offered at the TVET institutions are outdated and required

skills to meet the changing demands of the economy are not being met. Some sharing is done

through some industry advisory groups.

8. The development of a market information system would allow

(i) information to be shared between education departments, industry, enterprises,

TVET groups and schools, and colleges;

(ii) educational departments, TVET groups, and schools and colleges to better assess,

analyze, and predict enterprise labor demand with resulting more aligned curricula

and programs;

(iii) TVET schools and colleges to better trace graduates, investigate graduate

employment trends, and graduate career development.

2. LMIS Implementation Strategy

9. To address the recognized scarcity of information about labor market demand and the

TVET sector, the Project will establish a pilot LMIS that will provide information to HED on

identified labor market indicators. The LMIS will be located at the Hunan Information Vocational

College (HIVC), which has a relevant skills base. The LMIS will help HED assess the quality

and relevance of the training programs by measuring graduate employment and employability,

through regular tracer studies as part of the LMIS thus providing information for policy

development.

10. To establish the pilot LMIS, the HIVC with guidance from HED will develop a system to

gather (i) labor market and education data from HED, schools and colleges, and outside

sources; (ii) conduct graduate tracer studies and employer surveys; and (iii) prepare reports and

recommendations.

11. The capacity of HIVC and HED staff to collect and analyze labor market information will

be strengthened. This would allow the LMIS to evolve from a pilot project led by HED into a

more widely used system involving other agencies and serving the needs of all potential users.

3. Establishing a Pilot Labor Market Information System

12. The steps proposed to develop an LMIS include:

(i) establish an office responsible for the LMIS within the HED to work with HIVC;

(ii) schedule the required local and international technical assistance to build capacity

of the HED and HIVC staff and develop the system;

(iii) procure the required equipment and other resources including software;

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4

(iv) establish databases of project employers (from the industry advisory groups) and

students (from project school records);

(v) conduct first graduate tracer study and employer survey;

(vi) input data into databases, analyze data and prepare first reports;

(vii) prepare initial recommendations for changes to institution programs and skill

requirements;

(viii) conduct ongoing gathering of labor market and education data from HED and

outside resources;

(ix) establish a labor market information coordinating committee involving other

government agencies and employers to discuss issues related to the gathering and

dissemination of LMIS within Hunan province; and

prepare regular labor market information reports and disseminate to government,

employers, educators, and the public.

4. Project Activities

13. The pilot LMIS will focus on two priority sectors. An LMIS technical development team

(LMIS Team) will be established composing of staff members of HED, HIVC, and project

consultants. To guide the work of the team, a working group and a coordination committee will

be established including representation from appropriate enterprises and industry.

4.1 Investigations, Studies, and Surveys

14. The LMIS Team will research domestic and overseas information systems to identify

design specifications and standards of information management systems of an appropriate

scale. The research approach could include visiting and studying processes of human resource

management consulting companies and human resource development management research

institutions domestic and overseas.25

15. The LMIS Team will complete a demand analysis through a survey of (i) HED, Hunan

Human Resources, Hunan Economic and Informationization Committee, and other government

institutions, (ii) enterprises in priority sectors; and (iii) selected TVET institutions.

4.2 Platform Development

16. Based on the initial investigations, studies and surveys described above, the LMIS team

will work with consultants to develop the LMIS platform. This will include consultancy support in

(i) designing the overall system including a design plan that includes system modern

structure design, database and document design, code design and system reliability,

and inner controlling design etc.;

(ii) developing and implementing the system functions identified by the demand

analysis, such as sharing, analyzing, statistics, tracing, predicting, and maintenance;

and

25

For example: Hewitt Associates LLC, Ad faith Enterprise Management Consultants Ltd., Alliance PKU Management Consultants Ltd., Nanjing University Business School and Renmin University of China School of Labor and Human Resources.

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(iii) debug the system function through testing reliability, integrity, and security of the

system function.

4.3 Data testing

17. Project LMIS Team will collect, test and clean the data provided relevant stakeholders.

4.4 Participation

18. LMIS technical support provided by consultants will:

(i) Prepare a rationale for developing the LMIS and verifying the approach through 3

evaluation workshops. The consultants will adjust the rationale in light of the

participants’ views.

(ii) Assist in the overall design of the scheme, and organize three workshops to discuss

the overall design idea and the best way to implement the scheme.

(iii) Discuss the overall design scheme in workshops about the rationality, advancement,

security and expandability of the pilot design scheme and make adjustment to the

consultants proposals.

(iv) Assist in evaluating the LMIS project and convene a project evaluation meeting.

5. Consulting Inputs

19. To support the development of the LMIS and build the capacity of staff, consultancy

support will be mobilized. A key element of the terms of reference will be the building of the

technical capacity of government staff to manage and run the system. The LMIS package

would include (i) a national Labor Market expert with significant expertise and experience in

establishing and operating effective national/provincial LMIS systems; (ii) a national statistician

with a sound knowledge of statistical methods and experience in designing survey samples and

survey methodology; (iii) a labor analyst with a sound knowledge of labor market systems and

terminology and good writing skills and experience in preparing technical reports; and (iv) a data

base developer with relevant experience in the design and administration of databases. The

terms of reference of the latter three would clearly include responsibility for supporting the

development of local employees to carry out the duties of labor market analyst on a permanent

basis.

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6

Project Activities Activities Output Indicators

Investigations, studies and surveys

The LMIS Team will research domestic and overseas information systems to identify design specifications and standards of information management systems of an appropriate scale.

LMIS Survey Report

Platform Development

The LMIS Team will complete a demand analysis through a survey

Project demand formation specification

Designing the overall system including a design plan that includes system modern structure design, database and document design, code design and system reliability and inner controlling design.

General design document

Developing and implementing the system functions identified by the demand analysis, such as sharing, analyzing, statistics, tracing, predicting and maintenance.

Design detailed document, source code and executable program

Debug the system function through testing reliability, integrity and security of the system function.

Software function testing scheme and function testing report

Data Testing

Project LMIS Team will collect, test and clean the data provided by the Hunan Information Industry TVET Group and Hunan Equipment Manufacturing TVET Group.

Analysis report for data testing and project testing

Participation

Prepare a rationale for developing the LMIS and verifying the approach through 3 evaluation workshops. The consultants will adjust the rationale in light of the participants’ views.

demand evaluation report

Assist in the overall design of the scheme, and organize 3 workshops to discuss the overall design idea and the best way to implement the scheme.

workshop report and summary

Discuss the overall design scheme in 3 meetings about the rationality, advancement, security and expandability of the pilot design scheme and make adjustment to consultants proposals.

Overall design scheme evaluation report

Assist in evaluating the LMIS project and convene a project evaluation meeting.

Project acceptance Report

6. Tracer survey of vocational education graduates in Hunan province

20. The project will support development of improved methodology for tracer studies,

reporting on the employment of graduates. This short note provides preliminary guidance about

how to conduct (1) a tracer survey of vocational education graduates in Hunan province; and (2)

a survey of employers who can provide feedback about the quality of vocational education

graduates in Hunan province. The information collected from both of these surveys would be

useful in the establishment of a labor market information system (LMIS). The LMIS would, in

turn, provide vocational students/families, employers, and policymakers with timely information

about the supply of and demand for vocational graduates.

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7

7. Survey of Employers to Provide Feedback about the Quality of Vocational

Graduates

21. Assessment during project preparation indicates that there are no detailed,

representative surveys of employers in Hunan. There are no such surveys in which employers

provide feedback about the quality of vocational graduates. Census data from 2008 on all

enterprises in the PRC in 2008 is available, but it is very limited in terms of the types of

information available. While conducting a representative (random) sample of employers in

Hunan would be difficult at this stage, it would be possible to systematically collect

representative feedback from those employers that hire TVET graduates in Hunan. One

suggestion for how to collect representative feedback from those employers that hire vocational

college graduates in Hunan is to use data from the Graduate Employment Center (under the

HED) in Hunan. The Graduate Employment Center has electronic data on the employment

situation of all college graduates (including vocational graduates) in Hunan. This data includes

information on the employers of graduates over the last several years. By using the list of

employers that hired college graduates as a sampling frame, officials could randomly sample a

subset of employers and send them a questionnaire to collect their feedback about vocational

graduates. Employers could also be asked to compare vocational and regular college graduates

in different major areas. The project consultants will assist HED in preparing and administering

an employer survey using the methodology described above.

Annex 8

1

MONITORING AND EVALUATION STRATEGY

1. Introduction

1. Effective monitoring and evaluation systems will play a critical role in ensuring that the Hunan Technical Vocational Education and Training (TVET) Demonstration Project will contribute to an increase in the number of workers with formal TVET qualifications. At the outcome level, strengthened capacity of the formal TVET system to meet labor market needs will support an increase in the number of graduates in selected priority skill areas that find initial employment within 6 months of graduation. This will involve implementing a robust project performance monitoring system (PPMS) in the 13 schools and colleges to monitor project performance across the four outputs; (i) improved quality and management of the TVET system, (ii) upgraded facilities and learning environments, (iii) strengthened industry involvement in TVET, and (iv) project management support established (Table 2 Indicative PPMS).

Table 1: Summary of the Hunan Technical and Vocational Education and Training Monitoring and Evaluation Strategy

Linkage - DMF

- Impact, Outcome and Outputs Objectives - Monitor progress towards outputs and outcomes

- Continuous monitoring to improve performance - Capacity building to implement PPMS Baseline Study - Project management consulting firm

Evaluation Study - Completion Report Project management consulting firm

Project Monitoring - Implementation monitoring (with training databases, feedback on project training)

- Results-based monitoring (General, SGAP, EMP, and other action plans - Tracer studies (graduates and employment) (LMIS) Entity or firm - Project PPMS Manual Policy Studies - TVET Policy Implementation

- Green Skills Development - Access to TVET

- TVET and Industry Partnerships Reporting - Biannual and annual

Reviews - Annual project reviews, mid-term, end-of-project workshops

Dissemination - Horizontal and vertical of findings - Project web-site

- Electronic and hard news bulletins PMO and PIU - Understanding results-based M&E (2 days Q1 Y1) capacity building - Understanding the PPMS (1 day Q2 Y1)

- Annual Refresher Training to Upgrade Skills in Project - Monitoring and Reporting (Q1 in Years 2, 3, 4, and 5) - On-the-Job Mentoring for Project Monitoring and Reporting

DMF = design and monitoring framework, EMP = environmental management plan, LMIS = labor market information system, M&E = monitoring and evaluation, PPMS = project performance management system, SGAP = social and gender action plan, TVET = technical and vocational education and training.

2. The objectives of the monitoring and evaluation (M&E) strategy are to (i) monitor progress towards expected outputs and outcomes; (ii) provide a mechanism for continuous

Annex 8

2

monitoring to improve performance as the project rolls out; (iii) build the capacity of participating TVET institutions to implement an effective PPMS that will monitor progress towards the expected results and targets set out in the design and monitoring framework (DMF).

2. Baseline and Evaluation Reports

3. A key characteristic of the M&E strategy is an emphasis on a results-based approach to M&E as one of the basic principles of development effectiveness. Two linked studies will be undertaken: the baseline study and a completion report.

Baseline and Completion Study

4. A baseline survey will be undertaken by the project management office (PMO), with support of the project management consulting firm within the first 6 months of consultant mobilization to establish baseline data for the indicators and targets set out in the DMF where they are not available in standing data. Disaggregated data will be collected at each of the 13 project TVET institutions. Some indicative indicators to consider for baseline data are in Annex 1 (Design and Monitoring Framework). A budget of $50,000 was added under the contract of the project management consulting firm to carry out the baseline and completion studies.

5. Completion report. This study will be carried out at project completion. Its purpose is to validate what results were achieved by measuring how far the project has progressed towards the targets set out in the DMF and by identifying factors, which were contributing to or impeding progress. The study will repeat those aspects of the baseline survey that were implemented in the first two years of the project and include quantitative and qualitative data. Qualitative methods are a ‘value added’ contribution, often overlooked in results-based monitoring and reporting. The advantage of this approach is that data collection can be flexible and take on themes to provide insights into discrete aspects of the project as it rolls out.

3. Project Monitoring

6. Internal project monitoring will be the responsibility of the PMO under the HED. The specific responsibility for the design of the PPMS will lie with the PMO officer responsible for M&E supported by the consultant team leaders (international and national). Staff responsible for M&E in the project implementation units (PIUs) of each project TVET institution will also participate in the design. The staff of the institutions will assume a vital role in monitoring implementation of all aspects of programs included as sub-outputs, It is expected that each institution will have a core M&E team of three persons’ part time, including the heads of the institutions PIU. 7. Project monitoring will take place at two distinct but closely connected levels: (i) monitoring implementation, and (ii) monitoring results, i.e., progress towards the project outputs and outcomes.

Implementation Monitoring

8. Implementation monitoring will focus on monitoring timely implementation and completion of activities against planned targets. The monitoring process will include identifying what management and implementation issues exist and what steps are being taken to resolve them. Implementation monitoring is undertaken within the framework of the timelines and

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3

targets of each TVET institutions annual work plan. Much of the quantitative data for monitoring implementation at the activity level will come from internal mechanisms that have been built into the design of the project interventions. 9. This will include collecting quantitative data on the number of managers and teachers trained across all project interventions, the kind of equipment procured and facilities upgraded; the number of revised programs implemented, the number of senior and middle managers participating in capacity building activities, the number of TVET groups supported, etc. 10. Qualitative data will also be collected on an on-going basis from training workshops, implementation teams, mentor reports, and international and national consultants who are supporting implementation. Data could include, for example, information on industry advisory groups, school management committees, the competency-based curriculum being developed, teacher training workshops, etc. Each project TVET institution will appoint a part-time dedicated data officer (as part of the PIU team) to manage the data collection; data entry, storage, and production of tables. Summary tables of the number trained by output and activity will be produced every three months and forwarded to the PMO M&E officer responsible for the consolidation of the data from all the project TVET institutions for project bi-annual and annual progress reports. 11. Collected data will be integrated into biannual and annual progress reports along with training data. To support the monitoring process, a trainee database will be developed to track all project training. These trainee databases will be developed by the PMO where existing management information systems in the schools and colleges cannot meet project data requirements. The databases will be simple and user friendly. All data will be disaggregated by gender, education and social background, and other relevant data fields, specific to the kind of training being offered.

Results-based Monitoring

12. Monitoring progress towards expected results looks semiannually, annually, and at mid-term to assess the extent to which project inputs are contributing towards achieving the expected outputs and outcomes in the DMF. The focus at midterm will move on beyond simple description of project activities completed (e.g., 80 senior managers trained) to gathering evidence of ‘change’ or ‘improvements’ as a result of the project interventions on areas affected by the project over this longer period thus providing data for monitoring ‘change’. 13. The purpose of results-based monitoring is to show how project interventions are contributing towards improving the quality and relevance of diploma programs, increasing access to TVET institutions, strengthening partnerships with the private sector, and improving institutional governance and management. It is this kind of data that is often missing in routine monitoring. 14. The project social and gender action plan (SGAP) with indicators and targets includes actions aimed at improving gender awareness among stakeholder groups, as well as direct involvement of women in project activities. Measurement of gender equality progress is also integrated in the project DMF with quantitative and qualitative indicators. The SGAP will be monitored as part of the PPMS by the PMO with support from social development national consultant.

15. An environmental management plan (EMP) has been developed for the five subprojects

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4

that include civil works. The consolidated EMP defines all anticipated impacts and mitigation measures to avoid or reduce these impacts to acceptable levels, and define the responsibilities, procedures, and budgets for implementation of environmental management throughout the project. The EMP will be monitored by the PIU’s supported by the national environment consultant.

4. External studies

16. External surveys of both graduates and employers from the 13 project TVET institutions will be carried out to provide data on the relevance and adequacy of the 13 TVET institutions training in meeting the needs of industries: (i) specific data will be collected on the percentage of graduates entering the workforce or self-employment within 6 months of graduation and whether or not they are using their skills acquired on the job; and (ii) for employers, data will be collected on their level of satisfaction with the specific skills and attitudes of the TVET institutions graduates and, where relevant, their level of satisfaction with existing industrial attachments or work placements and other initiatives being carried out in partnership with the Hunan TVET sector.

5. Policy Studies

17. The periodic policy studies will provide another valuable source of data at the national level on issues and recommendations related to financing and operating the TVET sector. Such studies funded by the project will service as an independent review of the Hunan TVET system and provide data that will inform management and policy decisions on the future direction of the TVET sector. Studies will include (i) implementation of national TVET policies, (ii) green skills development, and (iii) TVET and industry-school partnerships. 6. Reporting

18. Project reports will play a valuable role in demonstrating accountability and in influencing program adjustments based on evidence of the findings. The heads of the PMO and PIUs will have overall responsibility for preparing all required project reports for their respective institutions (i.e., biannual, annual, midterm and completion reports).

19. These technical reports will focus on reporting progress towards outputs, including details of inputs and activities completed. They will include a summary table of the number of persons trained against planned targets, the findings of the training evaluation reports, and key milestones achieved during that period. The reports will be transparent in reporting successes and difficulties in achieving targets accompanied with reasons and proposed solutions. Where relevant, results of structured interviews, special reviews or policy studies will be summarized and included in the reports.

20. To ensure a consistent and smooth flow of information, a simple report template by output will be developed by the PMO to guide the process and direct attention to key areas of importance. The reporting format will be standardized to enable technical reports from the schools and colleges to be compiled into one project report for the ADB. All reports will be submitted electronically to the project director in the PMO. The project director will have overall responsibility for compiling the project reports with the support of the PMO and particular the M&E officer with support from the project consultants.

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5

7. Annual Review and Evaluation Workshops

21. The PMO, under the direction of the project director, will bring together in the annual project reviews, and the midterm and end of project workshops, a cross-section of stakeholders and beneficiaries from the schools and colleges, enterprises and industry, and government (Hunan Development and Reform Committee, Hunan Provincial Finance Department, and Hunan Department of Human Resources and Social Security).

22. The provincial workshops will provide a means to review progress and achievements within and across all project TVET institutions as well as foster synergy, exchange ideas, and build on lessons learned.

23. The outcomes of the annual review will be incorporated into the ADB Annual Progress Report. The final study results will form the basis of the project completion report, which will be submitted at the end of the project period.

8. Dissemination of Findings

24. Dissemination of the project findings will be done horizontally and vertically to encourage organizational and institutional learning and exchange of ideas across the various stakeholder groups. This will be done through the project website and through news bulletins (electronic and hard) produced by the PMO that highlight project achievements. They will be distributed to schools and colleges, industry partners, and communities.

9. Capacity Building for Project M&E

25. The designed PPMS will take into account the need for standardized formats, procedures, and data collection instruments to enable easy integration of data into the project progress reports. The approach to capacity building within the 13 TVET institutions is to build a small but strong team through annual training and follow-up mentoring support in each institution. The PMO officer responsible for M&E, supported by the consultant team leaders (international and national), will take the lead in designing and conducting staff training with a supporting manual required to implement the PPMS at all levels. 26. At the provincial level, a workshop will be held for the M&E staff at the HED and other project stakeholders if required to familiarize them the project’s performance monitoring system and user manual. 27. The M&E Officer at the PMO will lead on-the-job mentoring sessions with guidance from the National M&E Consultant. The proposed activities are as follows:

(i) Understanding Results-based M&E– Regional Workshop (2 days in Q1, 2014),

(ii) National Training Workshop in Proposed Project Performance Monitoring System,

(iii) Annual Refresher Training to Upgrade Skills in Project Monitoring and Reporting,

and

(iv) On-the-Job Mentoring for Project Monitoring and Reporting (Years 2, 3, 4).

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6

Table 2: Indicative Project Performance Monitoring System

Target Values Data Collection and Reporting

Target/indicators Baseline YR1 YR2 YR3 YR4 YR5 Frequency and

reports Data Collection

Instruments Data Collection Responsibility

Project Impact

Adequate Skilled human resources available to contribute to inclusive growth and social development in Hunan province (a) The number of workers in Hunan’s labor force with formal TVET qualifications (mid- and higher level workers and technicians) increases by 30% from 2013 to 2023

Baseline to be determined through baseline data disaggregated by major, poverty indicator and sex

2013

Baseline 2013 Report 2023

Hunan provincial labor market data Population and housing census

PMO Entity or firm

Project Outcome

Strengthened capacity of the TVET system to meet labor market needs

(a) 85% of TVET graduates from the 13 TVET institutions find initial employment within 6 months of graduation (b) Increased employer satisfaction with knowledge, skills and attitudes of employees graduating from the project TVET institutions

Baseline to be determined through baseline data disaggregated by major, poverty indicator and sex Baseline to be determined through baseline data disaggregated by major, poverty indicator and sex

2013

Baseline 2013 Report 2023

Provincial labor market data TVET institution quarterly reports with gender disaggregated data Employer satisfaction surveys Tracer studies conducted annually from year 3

PMO Entity or firm TVET institutions

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7

Target Values Data Collection and Reporting

Project Output 1 Target/indicators Baseline YR1 YR2 YR3 YR4 YR5

Frequency and reports

Data Collection Instruments

Data Collection Responsibility

Improved quality and relevance of TVET system

(a) All programs at the 13 TVET institutions are developed collaboratively with industry advisory groups (b) Two provincial level demonstration professional training programs in priority industries developed using CBC and approved by the review committee by end of year 3

(c) Gender inclusive training and learning materials developed in collaboration with industry (d) Five demonstration on-line TVET courses developed by year 4 (e) 50 professional training courses revised using CBC by year 5 (f) 10 demonstration online TVET courses selected and approved by HED by year 4 (choice of demonstration courses to be gender sensitive)

No existing No existing No existing No existing No existing No existing

X X X X X X

X X X X X X

X X X X X X

X X X X

X X

Biannual Biannual Biannual Biannual Biannual Biannual

Project progress reports Approved curriculum documents Approved materials Standards approved by HED TVET institutions quarterly reports Approved online TVET courses

PIU’s PMO Training providers Consultants

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8

Target Values Data Collection and Reporting

Project Output 1 Target/indicators Baseline YR1 YR2 YR3 YR4 YR5

Frequency and reports

Data Collection Instruments

Data Collection Responsibility

Improved quality and relevance of TVET system (continued) (g) Percentage of technical instructors with dual certification (both academic qualifications and skills certificate) in project TVET institutions increased from 44.5% to 52% by year 5

(h) In-service teacher training program in TVET institutions reviewed and strengthened (i) 2000 teachers trained in student centered methodologies by year 5 (40% will be female) (j) 200 instructors trained in CBC by year 5 (40% will be female) (k) TVET institution leadership and management strengthened through a professional development program (40% female participation) (l) Social marketing to increase female enrolment in non-traditional areas completed

44.5% No existing 0 0 No existing No existing

X X X X X X

X X X X X X

X X X X X X

X X X X X

52% 100% 100% X X

Biannual Biannual Biannual Biannual Biannual Biannual

Project progress reports TVET institutions reports Teacher competency certificates issued Project progress reports Project progress reports Summary marketing plans attached to TVET institutions’ annual reports

PIU’s PMO Training providers Consultants

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Target Values Data Collection and Reporting

Project Output 3 Target/indicators Baseline YR1 YR2 YR3 YR4 YR5

Frequency and reports

Data Collection Instruments

Data Collection Responsibility

Strengthened industry involvement in TVET (a) Capacity of industry advisory groups in priority industries strengthened by end year 5 (30% of TVET institution representatives are female) (b) 13 formal partnership agreements signed between 13 project TVET institutions and enterprises (c) A study on strengthening industry partnerships completed

No existing No existing No existing

X X X

X X X

X X X

X

X

Biannual Biannual

Project progress reports Agreements signed between TVET institutions and enterprises Approved report

PIU’s PMO Training providers Consultants

(d) Pilot LMIS involving 2 priority industries, with HED as a lead, developed and piloted by year 5 (disaggregated by sex/socio-economic status/ethnicity) (e) Guidelines for a tracer study developed by year 3 disaggregated for gender/ethnicity/cultural factors (f) Policy studies on green skills and implementation of national TVET policies conducted by year 4 and recommendations agreed with HED and ADB

No existing No existing No existing

X X X

X X X

X X X

X X

Biannual Biannual

Project reports LMIS monitoring and usage reports HED records and guidelines Approved report

HED/HIVC PMO Training providers Consultants Entity or firm

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Target Values Data Collection and Reporting

Project Output 4 Target/indicators Baseline YR1 YR2 YR3 YR4 YR5

Frequency and reports

Data Collection Instruments

Data Collection Responsibility

Project management support established (a) PMO established and fully staffed by year 1 (b) PMO staff provided training from year 1 (c) Workshops to disseminate lessons learned conducted to share knowledge and experience

No existing No existing No existing

100% X 20%

X 20%

X 20%

X 20%

X 20%

Biannual Annual

Project progress reports Mid-term report and project completion report

PMO Training providers Consultants Entity or firm

Annex 9

1

ENVIRONMENTAL MANAGEMENT PLAN (EMP)

I. Introduction 1. This Environmental Management Plan (EMP) is developed for the Hunan Technical and Vocational Education Demonstration Project (the Project) and defines all potential impacts of the Project outputs and the mitigation and protection measures with the objective of avoiding or reducing these impacts to acceptable levels. The EMP also defines the institutional arrangements and mechanisms, the roles and responsibilities of different institutions, procedures and budgets for implementation of the EMP. The EMP seeks to ensure continuously improving environmental protection activities during preconstruction, construction, and operation in order to prevent, reduce, or mitigate adverse impacts and risks. The EMP draws on the findings of the project IEE, the domestic EIA report, PPTA and ADB review mission discussions and agreements with the relevant government agencies. 2. The EMP will be reviewed and updated at the end of the detailed design in order to be consistent with the final detailed design. The updated EMP will be disclosed on the ADB project website and included in the PAM. The updated EMP will also be included as a separate annex in all bidding documents. The contractors will be made aware of their obligations to implement the EMP, and to budget EMP implementation costs in their bids. II. Institutional Responsibilities 3. Figure EMP.1 describes the proposed organizational structure for Technical and Vocational Education and Training Demonstration (TVET) Project.

Advises (for project purposes) Oversees (for project purposes)

Figure EMP.1: TVET Project Implementation Organizational Structure

EA, Project Coordination Group

PMO (including environment specialist)

Design Institutes

Project IAs (Schools) and their

PIUs

Local Government

bodies

（including EPB

）

ADB

Contractors Construction Supervision Companies

LIEC

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4. As Executing Agency (EA), the Hunan Provincial Government (HPG) will be responsible for the overall implementation and compliance with the EMP including Environmental Monitoring Plan. 5. The HED on behalf of HPG will have the overall responsibility for coordinating project implementation in the project schools and organizing provincially managed activities. A Project Coordination Group (PCG) has been established jointly by the HED, the Provincial Finance Department (HFD), and Development & Reform Commission (HDRC) to oversee the preparation and implementation of the project and to provide overall guidance for the project. The PCG members are senior representatives from HFD, HDRC, and HED. 6. A Project Management Office (PMO) has been established in HED to direct project preparation and implementation activities, manage social and environmental impacts, monitor project progress and project impacts, and facilitate the communication and coordination with the ADB. The PMO is staffed primarily from HED, but also with representatives of the HFD and HDRC. 7. The PMO will have the overall responsibility delegated by the EA for supervising the implementation of mitigation measures, coordinating the Project level Grievance Redress Mechanism (GRM) and reporting to ADB. The PMO will assign one staff in charge to supervise the effective implementation of the EMP and to coordinate the Project level GRM. To ensure that the contractors comply with the EMP provisions, the PMO with the help and technical support of Loan Implementation Environmental Consultant (LIEC), will prepare and provide the following specification clauses for incorporation into the bidding procedures: (i) a list of environmental management requirements to be budgeted by the bidders in their proposals; (ii) environmental clauses for contractual terms and conditions; and (iii) major items in the IEE and EMP. In addition the PMO will prepare annual environment progress reports and submit them to ADB. 8. Implementing Agencies (IAs), Project Implementing Units (PIUs). The Project will include 13 IAs. The TVET institutions will be the IAs. Each of the IAs will set up a Project Implementing Unit (PIU) to coordinate preparation and implementation of its respective subproject. The PIUs will be fully staffed with technical experts and administrators in charge of school reform, procurement, financial management, disbursement, environment, monitoring, evaluation, and coordination. The PIUs will support the implementation of school activities. The PIUs, through the environmental supervisors (see below), will ensure that the EMP is carried out, and respond to any adverse impact beyond those foreseen in the IEE. The PIUs will also attend to requests from these agencies and ADB regarding the mitigation measures and monitoring program. 9. Environmental Supervisors (ES). Each PIU will appoint one ES to (i) review and approve contractors’ site-specific EMP; (ii) conduct site inspections following the site inspection checklist (Annex 2); (iii) organize periodic environmental monitoring in compliance with the approved monitoring plan 26 ; (iv) act as local entry point for the project grievance redress mechanism (GRM); (v) assess the contractors’ compliance with the EMP and PRC environmental quality standards for ambient air, water and noise quality; (vi) submit semi-annual inspection and monitoring results to the contractors for information, and to the IA and PMO for verification and confirmation.

26

Local environmental monitoring stations (under the local environmental protection bureaus) will be contracted to conduct environment impact monitoring (noise, air, water).

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10. Construction Contractors will be responsible for implementing the mitigation measures during construction under supervision of the PIUs and the PMO. In their bids, contractors will be required to respond to the environmental management requirements defined in the EMP. Each contractor will be required to develop site-specific EMPs and will assign a person responsible for environment, health and safety. After project completion, environmental management responsibilities will be handed over to the TVET institutions.

11. Loan Implementation Environmental Consultant (LIEC). Under the loan implementation consultancy services, one national LIEC will support the project with (i) project preparation, including EMP update; (ii) EMP training, (iii) annual environment monitoring and EMP progress reporting; (iv) identifying environment-related implementation issues and necessary corrective actions to be reflected in an action plan; (v) undertaking site visits as required; and (vi) provide expert support to IAs in developing environment management systems (EMS). The LIEC environmental consultant will be hired for seven person-months during project implementation. The LIEC will support the implementation of the EMP, including:

(i) assess the project outputs’ environmental readiness prior to implementation based on the readiness indicators defined in the EMP (Table EMP-5);

(ii) update the EMP including monitoring plan as necessary to revise or incorporate additional environmental mitigation and monitoring measures, budget, institutional arrangements, etc, that may be required based on the detailed design; submit to ADB for approval and disclosure; ensure compliance with the PRC’s environmental laws and regulations, ADB’s Safeguard Policy Statement (2009) and Public Communications Policy (2011), and the World Bank Group’s Environmental, Health and Safety Guidelines;

(iii) if required, update the IEE report for changes in the project during detailed design (for example if there is a major scope change) that would result in adverse environmental impacts not within the scope of the approved IEE;

(iv) support the EA, PMO, PIUs and tendering companies in preparing tender documents; ensure that the bidding documents and civil works contracts contain provisions requiring contractors to comply with the mitigation measures in the EMP and that relevant sections of the project EMP (or updated EMP, if prepared) are incorporated in the bidding and contract documents;

(v) assist the EA and PMO to establish a Grievance Redress Mechanism (GRM), and provide training for the PMO and GRM access points;

(vi) Conduct regular EMP compliance verification, undertake site visits as required, identify any environment-related implementation issues, propose necessary corrective actions, reflect these in a corrective action plan;

(vii) assist the EA and PMO to prepare annual environmental monitoring and progress reports to ADB;

(viii) provide training to PMO, IAs, PIUs and contractors on environmental laws, regulations and policies, SPS 2009, EMP implementation, and GRM in accordance with the training plan defined in the EMP; and

(ix) assist the PMO, IAs and PIUs in conducting consultation meetings with relevant stakeholders as required, informing them of imminent construction works, updating them on the latest project development activities, GRM.

12. In addition, the LIEC facilitate a participatory process to establish an environment management system (EMS) in the five campuses with civil works. The LIEC will help these TVET schools establish a framework that will allow them to identify and manage their

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environmental responsibilities in a systematic way. The EMS will aim at ensuring continual improvement by incorporating ongoing monitoring, reviews, and revisions of the environmental procedures. The LIEC will help the TVET schools to develop simple business tools based on an internationally recognized methodology 27 to improve their environmental performance. 13. Overall environmental responsibilities are outlined in Table EMP-2.

Table EMP-2: Environmental Responsibilities by Project Phase

Phase Responsible Agencies

Environmental Responsibilities

Detailed Design

Design institutes Incorporation of environmental mitigation measures in detailed designs

PMO, PIUs, LIEC

Update EMP based on detailed design, if necessary

ADB Approve updated EMP, if necessary

Tendering

PMO, PIUs, tendering company

Ensure that mitigation measures and the EMP clauses are incorporated in tendering documents, civil works contracts and contractors’ site EMPs

LIEC, ADB Review tendering documents; confirm project’s readiness

Construction

Contractors Develop site EMP; appoint one environmental specialist to coordinate site EMP implementation; ensure health and safety

PMO Coordinate GRM; supervise EMP implementation; prepare annual environmental progress report (with support of LIEC)

PIUs (ES) Assign one environmental supervisor (ES); conduct environmental inspections and regular monitoring; prepare quarterly environmental inspection and monitoring reports; act as local GRM entry point

LIEC

Advise on the mitigation measures; provide comprehensive technical support to PMO, IAs and PIUs for environmental management; conduct training; conduct annual EMP compliance review; support PMO in preparing annual environmental progress reports.

ADB Conduct review missions; review and approve annual environmental progress reports, including disclosure

EPBs Conduct periodic inspections of all construction projects relative to compliance with PRC regulations and standards

Operation

PMO Conduct EMP compliance review, instruct IAs on environmental management requirements; prepare annual environmental progress report for first year of operation

IAs Implementation of mitigation measures as defined in EMP; develop and implement Environment Management Systems (EMS)

EPBs Conduct periodic inspections to confirm compliance with PRC standards and regulations

ADB Review and approve environmental progress report, disclose on ADB project website

ADB = Asia Development Bank; DI = Design Institute(s); LIEC = Loan Implementation Environ. Consultant; PMO = Project Management Office; PIU = Project Implementing Unit (under IA); EA = Executive Agency; IA = Implementing Agency (TVET schools); EMP = Environmental Management Plan; EPB = Environment Protection Bureau; ES = Environmental Supervisor (under PIU); EMS = Environment Management System.

III. Summary of Potential Impacts and Mitigation Measures 14. Potential environmental issues and impacts during the pre-construction, construction and operation phases, as identified in the IEE as well as corresponding mitigation measures designed to minimize the impacts are summarized in Table EMP-3. The contractors will reflect

27

E.g., U.S. EPA, Office of Environmental Stewardship (2007). Environmental Management Guide for Colleges and Universities. http://www.epa.gov/region01/assistance/univ/emsguide.html

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these mitigation measures in their site EMPs, to be reviewed and approved by the ES of the PIUs and the LIEC. 15. The effectiveness of these measures will be evaluated based on the results of the environmental inspections and monitoring conducted by the PIUs (through their ES), and through EMP compliance monitoring conducted by the LIEC. 16. Many of the mitigation measures will be shouldered by construction contractors in the construction phase. Monitoring and supervision costs will be shouldered by the AIs. The PMO will ensure that adequate funds for mitigation measures and monitoring activities have been allocated by the contractor and IAs, respectively.

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Table EMP-3: Anticipated Impacts, Mitigation Measures Impact factor / Project stage

Potential Impacts and/or Issues

Location

Mitigation measures Implementation Agency

Supervision Agency

Monitoring Indicators

A. Pre-construction Phase

1. Detailed Design Stage

Institutional strengthening

Not applicable IAs to establish PIUs;

PIUs to engage environment specialists (ES);

PMO to engage one environment specialist (ES) and one LIEC;

IAs, PIUs, PMO EA, ADB Project readiness assessment by LIEC

Facility Design complying with relevant national standards, including health and safety, green and energy-efficient building codes and specifications.

All new buildings Design buildings in compliance with relevant design standards and codes for energy-efficient, safe and green public buildings, including but not limited to: GB 50189-2005 (Design Standard for Energy Efficiency of Public Buildings); GB 50176-1993 (Thermal Design Code for Public Buildings); GB/T 50378-2006 (Evaluation Standard for Green Buildings); and GB 50099-2011 (Code for design of schools);

Ensure use low or no VOC-emitting materials (including paints, coatings, adhesives, carpet and furniture’s) to ensure high indoor air quality;

Ensure that the building envelopes (external walls) are built to a good quality standard, using high quality insulating materials;

DIs, architects EA Approved detailed designs

Updating EMP Not applicable Review mitigation measures defined in this EMP, update as required to reflect detailed design.

LIEC, PIUs, PMO ADB Updated EMP approved by ADB and disclosed

2. Bidding and Contract Award Stage

Bidding documents and contractors qualifications

Not applicable Include updated EMP of the IEE as annex to the Requests for Proposals;

Include an environmental section in the TOR for bidders;

Ensure that construction and supply contracts are responsive to EMP provisions and mitigation and monitoring measures are adequately budgeted;

Implement a “Green Public Procurement” policy, with references to Public Procurement List of Energy-Saving Products (NDRC & MOF, 2011, or as updated) and Public Procurement List of Environmental Labeling Products (MEP & MOF, 2011, or as updated).

DIs, IAs, PIU-ES, LIEC

EA, PMO, ADB Bidding documents, construction and supply contracts

Grievance Redress Mechanism (GRM)

Not applicable Establish a GRM, appoint a GRM coordinator;

Brief and provide training to GRM access points (IAs, PIUs, contractors);

Disclose GRM to affected people before construction begins.

PMO, PIU-ES, LIEC

EA, ADB Operational GRM

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Impact factor / Project stage

Potential Impacts and/or Issues

Location

Mitigation measures Implementation Agency

Supervision Agency

Monitoring Indicators

EMP Training Not applicable Provide training to IAs, PIUs and contractors on implementation and supervision of EMP, GRM, reporting.

LIEC PMO, ADB Evidence of training provided, satisfaction survey of participants

Site-specific EMPs Not applicable Develop site-specific EMPs, responding to all clauses and requirements of this EMP.

Contractor PIU-ES, LIEC Site-specific EMPs approved by PMO and LIEC

B. Construction Phase

1. Soil Soil erosion All construction sites, spoil

disposal sites (if any)

Prepare soil erosion control plan (showing how runoff will be controlled at site perimeter to control soil and water runoff, and how disturbed areas will be reclaimed);

Minimize active open excavation areas;

Construct intercepting ditches and drains to prevent runoff entering construction sites, and divert runoff from sites to existing drainage;

Stabilize all earthwork disturbance areas within maximum 14 days after earthworks have ceased;

Properly slope and re-vegetate disturbed surfaces.

Contractor PIU-ES, LIEC Inspection report of ES

Soil contamination All construction sites

Store chemicals/hazardous products and waste on impermeable surfaces in secure, covered areas;

Remove all construction wastes from the site to approved waste disposal sites;

Establish emergency preparedness and response plan (Spill Management Plan);

Provide spill cleanup measures and equipment at each construction site;

Conduct training in emergency spill response procedures.

Contractor PIU-ES, LIEC Inspection report of ES

2. Surface and Groundwater

Pollution of surface and groundwater resources

All construction sites

Install water collection basins and sediment traps in all areas where construction equipment is washed;

Discharge construction wastewater and domestic wastewater to sewer systems (if possible), or provide on-site treatment facilities to ensure compliance with effluent discharge standard;

Properly manage solid waste (see below).

Contractor PIU-ES, LIEC Inspection report of ES

3. Solid waste Construction and domestic wastes generated on

All construction sites

Maximize reuse/recycling of construction and deconstruction wastes (e.g. iron, bricks, windows, doors, steel bars etc.);

Contractor PIU-ES, LIEC Inspection report of ES

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Impact factor / Project stage

Potential Impacts and/or Issues

Location

Mitigation measures Implementation Agency

Supervision Agency

Monitoring Indicators

construction sites Provide appropriate waste storage containers for worker’s construction and hazardous wastes;

Install confined storage points of solid wastes away from sensitive receptors, regularly haul to an approved disposal facility;

Use licensed contractors to remove wastes from the construction sites;

Prohibit burning of waste.

4. Noise Noise from construction activities

All construction sites, nearby

residential areas

Maintain equipment and machinery in good working order;

Undertake regular equipment maintenance, ensure compliance with PRC standard of GB 12523-90;

Locate sites for concrete-mixing and similar activities at least 500 m from sensitive areas;

Operate between 6am-10pm only and reach an agreement with TVET management and nearby residents regarding the timing of heavy machinery work, to avoid any unnecessary disturbances;

Install temporary anti-noise barriers to shield school buildings where non-compliance with Category 1 in Environmental Quality Standards for Noise (GB3096-2008) is anticipated/monitored; and

Seek suggestions from TVET management and potentially affected sensitive receptors to reduce noise annoyance.

Contractor PIU-ES, LIEC Inspection report of ES, Citizen and TVET staff/students complaints

5. Ambient Air Dust generated during construction

All construction sites, including nearby residential areas

Regularly (at least once a day) spray water on construction sites where fugitive dust is generated;

Cover trucks carrying earth, sand or stone with tarps or other suitable cover to avoid spilling;

Regularly consult with TVET administration, students as well as nearby residents to identify concerns, and implement additional measures as necessary;

Contractor PIU-ES, LIEC Inspection report of ES, Citizen and TVET staff/students complaints

Air emissions from construction vehicles and machinery

All construction sites, including nearby residential areas

Store petroleum or other harmful materials in appropriate places and covering to minimize fugitive dust and emission;

Ensure vehicle emissions are in compliance with PRC standards of GB18352-2005, GB17691-2005, GB11340-2005, GB2847-2005, and GB18285-2005;

Maintain vehicles and construction machineries to

Contractor PIU-ES, LIEC Inspection report of ES

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Impact factor / Project stage

Potential Impacts and/or Issues

Location

Mitigation measures Implementation Agency

Supervision Agency

Monitoring Indicators

a high standard to ensure efficient running and fuel-burning and compliance with the PRC emission standards.

6. Physical cultural resources

Damage to known or unknown above- or below-ground cultural relics

All construction sites with excavation works

Establish chance-find procedures for physical cultural resources

Physical cultural resources will be preserved where identified. Strictly in accordance with PRC regulations, no person shall destroy, damage, deface, conceal or otherwise interfere with the relic;

If a new site is unearthed, work must be stopped immediately and the IA and local cultural relic bureau promptly notified, and construction will resume only after a thorough investigation and with the permission of the appropriate authority.

Contractor PIU-ES, LIEC; local cultural relics bureau

Inspection report of ES

7. Flora and Fauna

Protection of vegetation, re-vegetation of disturbed areas; greening of sites

All TVET campuses

Preserve existing vegetation where no construction activity is planned;

Remove trees or shrubs only as a last resort if they impinge directly on permanent structures;

Properly re-vegetate disturbed areas after completion of civil works;

Contractor PIU-ES, LIEC Inspection report of ES

8. Health and Safety

Occupational Health and Safety

All construction sites

Provide safe supply of clean water and an adequate number of latrines and other sanitary arrangements at the site and work areas;

Provide garbage receptacles at construction site;

Provide personal protection equipment (PPE) for workers in accordance with relevant health and safety regulations;

Develop an emergency response plan to take actions on accidents and emergencies; Document and report occupational accidents, diseases, and incidents;

Provide training to all construction workers in basic sanitation and health care issues, general health and safety matters, and on the specific hazards of their work;

Contractor PIU-ES, LIEC Inspection report of ES, Number of incidents and complaints

Community Health and Safety

All construction sites and TVET campus, plus nearby residential areas

Assess potential disruption to services and identify risks before starting construction; If temporary disruption is unavoidable, develop a plan to minimize the disruption and communicate the dates and duration in advance to all affected people, in conjunction with the TVET

Contractor PIU-ES, LIEC, IAs

Inspection report of ES, Number of incidents and complaints

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Impact factor / Project stage

Potential Impacts and/or Issues

Location

Mitigation measures Implementation Agency

Supervision Agency

Monitoring Indicators

administration;

Place clear signs at construction sites in view of the TVET students and staff as well as the public, warning people of potential dangers such as moving vehicles, hazardous materials, excavations etc, and raising awareness on safety issues;

Avoid use of heavy machinery after day light, return such equipment to its overnight storage area/position before night;

Ensure that all construction sites will be made secure, discouraging access through appropriate fencing whenever appropriate.

Temporary Traffic Management

All construction sites

Prepare traffic control plan within and around TVET campuses during construction, to be approved by IAs, PIUs and local traffic management administration.

Contractor IA, PIU, local traffic police

Inspection report of ES, Number of incidents and complaints

C. Operation Phase

1. Environment Management System (EMS)

Capacity building on EMS strengthening (aspiration)

Participating TVET institutions

Participatory development of an environment management system (EMS), including development of simple tools and programs based on an internationally recognized methodology

28 to

improve the TVET institutions’ environmental performance.

LIEC, IAs PMO, ADB EMS initiation workshop report, draft EMS for participating TVET institutions, EMS implementation action plan after 3 month.

2. Wastewater collection

Inadequate wastewater disposal

TVET institutions with civil works

Ensure connection of new buildings to on-site pretreatment facilities (septic tanks) and to municipal sewer system.

IAs EA, local EPB No evidence of illicit wastewater discharge on site during site inspection

3. Solid waste management

Inappropriate management of non-hazardous solid waste

TVET institutions with civil works

Provide adequate solid waste collection facilities in all buildings and on the campus;

Promote segregation of waste through (i) provision of separate collection bins for paper, biodegradable waste, metallic waste, and other wastes; and (ii) provision of training and awareness raising for TVET staff and students;

Reach agreement with waste collection service provider(s) for different types of waste;

IAs EA, local Environment Sanitation Bureau

No evidence of illicit waste dumping during site inspection

28

E.g., U.S. EPA, Office of Environmental Stewardship (2007). Environmental Management Guide for Colleges and Universities. http://www.epa.gov/region01/assistance/univ/emsguide.html

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Impact factor / Project stage

Potential Impacts and/or Issues

Location

Mitigation measures Implementation Agency

Supervision Agency

Monitoring Indicators

Regularly clean and disinfect waste collection facilities.

Inappropriate management of hazardous solid waste

Hunan Industry Polytechnic

Store solvent-contaminated rags in non-leaking, closed, fire-resistant containers kept away from sources of ignition. Ensure that containers are in good condition and sufficient to prevent the release of contaminants to the air. Prohibit air drying solvent-contaminated rags

Transport containers to the Changsha Hazardous Waste Treatment Facility.

Hunan Industry Polytechnic Administration

EA, local EPB

4. Health and safety

Indoor health and safety TVET classrooms, workshops

Ensure compliance with relevant health and safety regulations pertaining to ventilation, indoor air quality, lighting, noise, fire escape, etc.

IAs EA, Occupational health authorities

Abbreviations:

ADB = Asia Development Bank; DI = Design Institute(s); LIEC = Loan Implementation Environmental Consultants; LIC = Loan Implementation Consultant; PMO = Project Management Office; EA = Executive Agency; IA = Implementing Agency; IEE = Initial Environmental Examination; EMP = Environmental Management Plan; EHS = Environment, Health and Safety; EPB = Environment Protection Bureau; EMS = Environment Management System; TVET = Technical Vocational Education and Training; CHWTC = Changsha hazardous waste treatment centre.

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IV. Environmental Inspection and Monitoring Plan 17. The inspection and monitoring program in the EMP will serve as the template for assessing the potential adverse impacts imposed on the surrounding environment by the relevant projects, identifying the ways and measures to be implemented for the purpose of reducing and eliminating these impacts, and providing the budget estimates of the required monitoring expenses. 18. The plan defines the aspects to be inspected and parameters to be monitored, the frequency of inspection and monitoring, the location of sampling. The environment specialist appointed by each PIU (PIU-ES) will be in charge of conducting regular inspections and organizing periodical environmental monitoring for noise and air quality. 19. The PIU-ES will compile inspection and monitoring reports on a quarterly basis during construction. These reports will be shared with the contractors, and submitted to the relevant IA, PIU and the PMO for review and approval. The PMO will summarize the quarterly environmental inspection and monitoring results of the PIU-ES into the quarterly project progress report prepared for ADB. Results of environmental inspection and monitoring will also be included in the annual environmental reports prepared for ADB by the PMO. These will be disclosed on the project website.

Table EMP-4: Environmental Monitoring and Inspection Plan

Environmental Media/Issue

Location, Parameters, Monitoring Technique Responsibility & Frequency

Pre-Construction Phase

Project readiness

Method: Review of PMO’s, IAs, PIUs and contractor’s

readiness to implement the project based on assessment of Project Readiness Indicators

Parameters: Readiness indicators (Table EMP-5)

LIEC – once before construction

Construction Phase

Soil erosion and contamination

Method, Location: Visual inspection of the

construction sites

Parameters: (i) adequacy of soil erosion prevention

measures; (ii) adequacy of soil contamination prevention techniques; (iii) evidence of excessive soil erosion or soil contamination

PIU-ES – monthly during peak construction period, quarterly after; LIEC - yearly

Solid and liquid waste management

Method, Location: Visual inspection of construction

sites

Parameters: (i) adequacy of solid and liquid waste

management, storage and containment system; (ii) presence of solid waste dumps, waste fires

PIU-ES – monthly during peak construction period, quarterly after; LIEC - yearly

Construction site health and safety

Method, Location: Visual inspection and interviews

with construction workers and contractors at construction sites

Parameters: (i) adherence to the approved

Environmental, Health and Safety Management Plan (EHSMP); (ii) worker complaints and concerns.

PIU-ES – monthly during peak construction period, quarterly after; LIEC - yearly

Community health and safety

Method, Location: Visual inspection of the

construction sites informal interviews with TVET staff and students, and nearby residents

Parameters: (i) adequacy of construction site signage

and fencing; (ii) adequacy of temporary noise mitigation measures; (iii) accidents involving public and workers;

PIU-ES – monthly during peak construction period, quarterly after peak construction period; LIEC - yearly

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Environmental Media/Issue

Location, Parameters, Monitoring Technique Responsibility & Frequency

(iv) emergencies and responses; (v) public complaints about noise, air pollution, construction site safety, localized flooding, etc.

Air quality

Method, Location: Air quality monitoring, at least 3

points around construction site, and at boundaries of sensitive receptors (dormitories, nearby residential areas)

Parameters: PM10

PIU-ES – twice during first two months of construction, quarterly thereafter, or in response to complaints

Noise

Method, Location: at least 3 points around

construction site, and at boundaries of sensitive receptors (dormitories, nearby residential areas)

Parameters: Leq dB(A)

PIU-ES – twice during first two months of construction, quarterly thereafter, or in response to complaints

Construction Completion and Operation Phase

Construction Completion Approval

Method, Location: IA formal application to local EPB;

the approval / inspection procedure to be arranged by local EPB.

Parameters: As required by local EPB requirement

IA – application before operation; Local EPB – regular procedure of approval

Post-construction site inspection

Method, Location: Visual inspection, post-construction

environmental condition assessment at TVET campus.

Parameters: Post Construction Environmental

Condition

LIEC – once after 2 months of project operation

Source: PPTA Team

20. Assessment of project readiness. Before construction, the LIEC will assess the project’s readiness in terms of environmental management based on a set of indicators (Table EMP-5) and report it to ADB and the PMO. This assessment will demonstrate that environmental commitments are being carried out and environmental management systems are in place before construction starts, or suggest corrective actions to ensure that all requirements are met.

Table EMP-5: Project Readiness Assessment Indicators

Indicator Criteria Assessment

EMP update The EMP was updated after detailed design, and

approved by ADB Yes No

Compliance with

loan covenants

The borrower complies with loan covenants related

to project design and environmental management

planning

Yes No

Public involvement

effectiveness

Meaningful consultation completed Yes No

GRM established with entry points Yes No

Environmental

Supervision in place

LIEC is in place Yes No

ES appointed by each PIU Yes No

PMO-ES appointed Yes No

Bidding documents

and contracts with

environmental

safeguards

Bidding documents and contracts incorporating the

environmental activities and safeguards listed as

loan assurances

Yes No

Bidding documents and contracts incorporating the

impact mitigation and environmental management

provisions of the EMP

Yes No

Contractor

readiness

Site EMPs including Environmental, Health and

Safety Management Plan (EHSMP) prepared

Yes No

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Indicator Criteria Assessment

Assessment of potential disruption to utilities

services conducted

Yes No

EMP financial

support

The required funds have been set aside to support

the EMP implementation according to the financial

plan.

Yes No

Source: Study Team

21. Environmental monitoring and inspection cost estimates. Costs for environmental monitoring and inspection include salaries and consultancy fees for the PMO-ES, the LIEC and the PIU-ESs, as well as costs for the environmental monitoring performed by the PIU-ESs. The salary costs of the PMO-ES and LIEC will be covered by the EA; the salaries of the PIU-ESs will be covered by the IAs. Air and noise monitoring costs will amount to approximately $3,000 per TVET institution over 2 years. These expenses will be covered by the IAs and included in the overall project budget. V. Institutional strengthening and training 22. The capacity of the PIU, IAs and contractors’ staff responsible for EMP implementation and supervision will be strengthened. All parties involved in implementing and supervising the EMP must have an understanding of the goals, methods, and practices of project environmental management. The project will address the lack of capacities and expertise in environmental management through (i) institutional strengthening, and (ii) training.

23. Institutional strengthening. The capacities of the PMO, IAs and PIUs to coordinate environmental management will be strengthened through a set of measures:

(i) The appointment of a staff member within the PMO in charge of EMP coordination, including GRM;

(ii) The appointment of one national environmental consultant under the loan implementation consultancy to guide PMO and IAs in implementing the EMP and ensure compliance with ADB’s Safeguard Policy Statement (SPS 2009); and

(iii) The appointment of environment specialists by the PIUs to conduct regular site inspections and coordinate periodic air and noise monitoring.

24. Training. The EA, PMO, IAs and PIUs will receive training in EMP implementation, supervision, and reporting, and on the Grievance Redress Mechanism (Table EMP-6). Training will be facilitated by the LIEC with support of other experts under the loan implementation consultant services.

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Table EMP-6: Training Program

Training Topic Targeted Agencies

Timing Duration, Costs

EMP Implementation: Roles and Responsibilities,

Monitoring, Supervision and Reporting Procedures, Review of Experience (after 12 months)

EA, PMO, IAs, PIUs

Once prior to, and once after one year of project implementation

2 x 1 day, $3,000

Grievance Redress Mechanism: Roles and

Responsibilities, Procedures, Review of Experience (after 12 months)

EA, PMO, IAs, PIUs, community representatives, Contractors

Once prior to, and once after one year of project implementation

2x 1 day, $3,000

VI. Environmental Reporting 25. Project progress reports. The EA will provide ADB with (i) Project semi-annual progress reports in a format consistent with ADB's project performance reporting system; (ii) consolidated annual reports including (a) progress achieved by output as measured through the indicator's performance targets, (b) key implementation issues and solutions, (c) updated procurement plan, and (d) updated implementation plan for next 12 months; and (iii) a project completion report within 6 months of physical completion of the project. To ensure projects continue to be both viable and sustainable, project accounts and the executing agency audited financial statements, together with the associated auditor's report, should be adequately reviewed. 26. The semi-annual progress reports will also include a summary of EMP implementation status, results of inspections conducted by the PIUs, problems encountered during construction and operation, and the relevant corrective actions undertaken. 27. Yearly environmental progress reports. To ensure proper and timely implementation of the EMP and adherence to the agreed environmental covenants, the PMO shall submit to ADB yearly environmental progress reports, based on the quarterly inspection and monitoring reports of the PIUs. The LIEC will support the PMO in developing the annual reports. The report should confirm the project’s compliance with the EMP, local legislation such as EIA requirements, and identify any environment related implementation issues and necessary corrective actions, and reflect these in a corrective action plan. The performance of the contractors will also be reported on with respect to environmental protection and impact mitigation. The operation and performance of the project GRM, environmental institutional strengthening and training will also be included in the report. Table EMP-8 summarizes the reporting requirements.

Table EMP.8: Reporting Requirements

Report Frequency Purpose From To

Inspection and monitoring reports

Quarterly

Confirmation of contractors compliance with EMP, presentation of monitoring results

PIU-ES Contractors, IAs, PMO

Project Progress Reports

Semi-annual General project progress, including summary of EMP implementation

PMO ADB

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Report Frequency Purpose From To

Annual Environmental Progress Report

Annually

Adherence to Environmental Covenants and EMP, presentation of monitoring results

PMO, LIEC ADB

VII. Mechanisms for Feedback and Adjustment 28. Based on environmental monitoring and reporting systems in place, the PMO shall assess whether further mitigation measures are required as corrective action, or improvement in environmental management practices are required. The effectiveness of mitigation measures and monitoring and inspection plans will be evaluated by a feedback reporting system. If the PMO identifies a substantial deviation from the EMP, or if any changes are made to the project scope that may cause significant adverse environmental impacts or increase the number of affected people, then the PMO shall immediately consult ADB to identify EMP adjustment requirements.

VIII. Cost Estimates for Environmental Management 29. The environmental protection related cost is $ 314,000 or 0.29% of the total estimated project budget. The major environmental protection costs include protection and mitigation measures during construction, institutional strengthening, environmental management training, and establishment of environmental management systems (EMS) in the TVET institutions. Excluded from the costs estimates are infrastructure costs are included in the project direct costs. 30. Before construction, the PMO and PIUs will develop detailed responsibilities and requirements for contractors and will provide detailed cost estimates of mitigation measures and environmental monitoring in the construction contracts. Cost estimates for mitigation measures, environmental monitoring, public consultations, and capacity building are summarized in Table EMP.9. These cost estimates do not include the remuneration costs for technical experts on training on equipment operation and maintenance, health and safety, and emergency preparedness and response, which are covered elsewhere in the project budget.

Table EMP.9: Cost Estimates For EMP Implementation Item Costs per TVET institution

(USD) Total (USD) Source of Funds

Construction Phase

Environmental mitigation in construction period - Erosion control - Dust control - Noise control - Solid waste control - Site safety - Work camp hygiene - Traffic management

10,000 50,000 Contractors

Contractor environment coordinator (salary)

15,000 75,000 Contractors

Site revegetation

2,000 10,000 Contractors

Environment monitoring (air, noise) for

3,000 15,000 IAs

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Item Costs per TVET institution (USD)

Total (USD) Source of Funds

construction period

PIU environment specialist (salary, site inspections)

15,000 35,000 IAs

PMO environment coordinator (including GRM) (salary)

Not applicable 30,000 EA

Loan implementation environment consultant (consultant fees, travel costs)

Not applicable 63,000 EA

Training

Not applicable 6,000 EA

Operation Phase

Capacity building in environment management system (EMS) establishment (expert input, workshop costs, reports, site visits)

Not applicable 25,000 EA

Operational inspections during first year of operation

1,000 5,000 IAs

Total (USD)

314,000

% of Overall Project Cost

0.29 %

Source: Local EIA report (TEIAR) + PPTA consultant

31. During project implementation, the budget will be adjusted based on actual requirements. Contractors will bear the costs of all mitigation measures during construction, which will be included in the tender and contract documents. The TVET institutions will bear the costs related to mitigation measures during operation. Costs related to environmental inspection during construction will be borne by the IAs. Training costs will be borne by the project as a whole.

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CONSULTING TERMS OF REFERENCE AND BUDGETS Package A: TVET System Development 1. Experience required 1. The appointed consulting company must be able to demonstrate proven experience in building the capacity of technical and vocational education and training (TVET) systems. This experience must in turn demonstrate an in depth understanding of current TVET system issues globally and education issues in the People’s Republic of China (PRC). 2. Scope of work 2. The TVET system development consultant will work with the Hunan project management office (PMO), school/college level project implementation units and specific working groups providing advice, assistance and necessary training on the following: 2.1 Support improvements in the quality of formal TVET in the priority industries by

(i) Development of core curriculum standards and competency-based curriculum (CBC) in priority sectors and incorporating employability and entrepreneurship skills in curriculum modules.

(ii) Development of curriculum and teaching and learning materials. (iii) Development of vocational instructor skills through an industry

placement program and an in-service training program. (iv) Selection of high-quality online courses to allow TVET institutions in

poor and remote areas access thus maximizing resource sharing among TVET institutions.

(v) Programs to maximize TVET management capacity including setting up a twinning program.

(vi) Strengthening partnerships between employers and TVET institutions to improve system quality and responsiveness.

(vii) Improving industry advisory groups in priority industries. (viii) In conjunction with the Hunan Education Department (HED), design and

undertake a study to identify access barriers that exist for disadvantaged groups obtaining a TVET education and make proposals for how any such barriers can be mitigated against or removed altogether.

3. Detailed Terms of Reference for Consultants 3.1 TVET Planning and Institutional Capacity Building Team Leader (National, 18 person-months) 3. The specialist shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have a team management background as well TVET management, planning and institutional capacity building experience that includes curriculum development, teacher training and management training in the TVET sector.

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(i) Ensure appropriate consultations with key stakeholders including industries and industry sector councils are carried out by all team members.

(ii) Ensure lessons learned from TVET projects in the PRC funded by the World Bank, AusAid, and GIZ have been incorporated into project guidelines and activities.

(iii) Provide professional advice and support on the development of the capacity building activities in the project to HED and the project TVET institutions.

(iv) At all times ensure the coordination of the work of specialists and experts supporting the TVET system development and paying due attention to cross-cutting and linked areas including the establishment of working groups. Ensure that the team members provide inputs in a timely fashion, and in accordance with the their TOR.

(v) Provide advice and support in developing detailed TOR, setting appropriate membership and establishing a TVET Review Committee (tasked with validation of curriculum frameworks, templates, guidelines, and training modules) chaired by HED and the TVET Research Institute, with industry representation.

(vi) Provide advice and support in developing TOR, setting appropriate membership, establishing and functioning of the project working groups, including (a) working group for curriculum development in demonstration majors (railways and mechanical engineering), (b) working group for online TVET courses, (c) working group for teacher training, (d) working group for LMIS; and (e) TVET Leaders group (of the managers of the 13 project TVET institutions).

(vii) Provide advice and support in developing TOR, setting appropriate membership, and establishing a provincial level LMIS coordination group (HED, HRSS, and industry).

(viii) Review costs of and barriers to access to TVET for poor, female, and ethnic minority students by conducting a study and options for subsidies if necessary. Prepare a report on access barriers to TVET.

(ix) Ensure that the TVET team contributes to the establishment of the Project Performance Monitoring System (PPMS) providing advice on TVET-related indicators.

(x) Provide advice on and support periodic planning and reporting (biannual and annual or as required).

(xi) Provide advice and support in the establishment and recurrent activities of a partnership program with an international institution or entity.

(xii) Contribute to the development of the labor market information system (LMIS) system by supporting the functioning and regular convening of the LMIS provincial-level coordination committee.

(xiii) Provide advice and support to the online course working group in the development of a plan to foster sharing of resources among well-developed TVET institutions in urban areas and disadvantaged non-project TVET institutions in poor and remote areas, through selection of high-quality online courses in selected occupational programs. Provide advice and support to the online working group to ensure at least one online course in the priority industry will introduce green skills standards, to be developed in collaboration with enterprises and industry advisory groups.

(xiv) Ensure that the team members’ outputs are in line with the gender and social action plan and that the experts will identify areas where further studies and capacity building on gender and social and poverty dimensions are required. Work with the social and development expert

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on ensuring a gender-sensitive curriculum, preparation of the guidelines and policy recommendations to address girls' participation in TVET, and development of appropriate gender indicators.

(xv) Ensure that the project activities follow the cycle of research, piloting, assessment, and scale-up, and ensure that feedback is solicited from stakeholders to improve the curriculum modules, training modules, guidelines, templates, and other outputs.

(xvi) Assist the PMO in preparing a knowledge dissemination plan to share the lessons learned from project activities with non-project TVET institutions and with other provinces.

(xvii) Support HED in preparing a sustainability strategy for the activities introduced under the project.

(xviii) Develop mentoring instruments and schedules for the capacity building activities.

3.2 TVET Competency-based Curriculum Specialist (International, 2 person-months) 4. The specialist shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience in CBC development in the TVET sector preferably in the PRC or the region.

(i) Provide CBC development advice and support to HED TVET Division. (ii) Working with the HED TVET Division and project TVET institutions,

advise on the development of a general curriculum framework to be used by curriculum development working groups in each discipline/industry.

(iii) Recommend ways in which CBC training delivery and assessment can be made more relevant to industry needs.

(iv) Provide advice and support to curriculum development working groups in the selected discipline/industry area to ensure that (a) curriculum is developed according to a common curriculum framework, (b) meets the technical requirements of CBC, (c) integrates on- and of-the-job training, (d) the curriculum meets the requirements of a provincial and national demonstration curriculum.

(v) Provide capacity building on CBC to lead instructors, curriculum designers, senior officers from HED, industry advisory groups, and curriculum assessors.

(vi) Review existing generic employability skills curriculum and determine the need for amendment, contextualization and new curriculum.

(vii) Provide advice and support in the development of curriculum guidelines for generic employability skills and contextualization guidelines to assist discipline/industry areas curriculum development working groups to integrate generic employability skills into the technical curriculum.

(viii) Provide technical advice on school-enterprise partnerships. (ix) Prepare guidelines on gender-sensitive curriculum and work with the

social and development expert on preparing training on gender sensitivity in curriculum and teaching and learning materials.

(x) Work with the teacher training experts in developing a teacher training module on CBC.

(xi) Ensure implementation of Annex 3 to the PAM (Strategies for Improving CBC).

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3.3 Competency-based Curriculum Development Expert - Railway Equipment Manufacturing (National, 6 person-months) 5. The expert shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience of competency based curriculum development in the TVET sector and the railway equipment manufacture training preferably.

(i) Provide advice and support to the Railway Equipment Manufacturing Curriculum Working Group, and the relevant Railways Industry Group (RIG) in the development of CBC.

(ii) In consultation with a designated TVET institution and the RIG, review, assess, and improve the standards for each identified occupation.

(iii) Assist HED and RIG to develop a competency-based modular framework for new curriculum which includes (a) module title, (b) module training delivery hours including both off- and on-the-job training, (c) module learning outcomes, (d) assessment criteria for each learning outcome, (e) learning content for the module, (f) underpinning skills and knowledge to be integrated into the module, (g) recommended delivery methods, (h) recommended assessment methods, (i) required resources for teaching and assessment, (j) trainer and assessor qualifications/experience required, and (k) work placement details.

(iv) Working with HED, the designated TVET institution and RIG, review existing learning materials to align with standards and curriculum modules and recommend amendments, contextualization needs, and new materials, including Internet based teaching and learning materials, to align with industry needs.

(v) Working with HED and RIG, prepare revised/new teaching and learning materials, including online based materials.

(vi) Working with HED and RIG, review the existing assessment methods and materials to align with standards and curriculum modules and recommend amendments, contextualization needs and new materials, and revised methods, including internet-based assessment, to align with industry needs for both on- and off-the-job assessment.

(vii) In consultation with the designated TVET institution and RIG, prepare revised/new assessment materials for both on- and off-the job training.

3.4 Competency-based Curriculum Development Expert - Mechanical Engineering Manufacturing (National, 6 person-months) 6. The expert shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience of competency based curriculum development in the TVET sector and mechanical engineering manufacturing training preferably.

(i) Provide advice to the Mechanical Engineering Manufacturing Curriculum Working Group and the relevant Machinery Industry Group (MIG) in the development of CBC.

(ii) In consultation with HED, a designated TVET institution, and the MIG review, assess, and improve the standards for each identified occupation.

(iii) Assist HED and the MIG to develop a competency-based modular framework for new curricula which includes (a) module title, (b) module training delivery hours including both on- and off-the-job training, (c) module learning outcomes, (d) assessment criteria for each learning

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outcome, (e) learning content for the module, (f) underpinning skills and knowledge to be integrated into the module, (g) recommended delivery methods, (h) recommended assessment methods, (i) required resources for teaching and assessment, (j) trainer and assessor qualifications/experience required, and (k) work placement details.

(iv) Working with HED, the designated TVET institution, and the MIG, review the existing learning materials to align with standards and curriculum modules and recommend amendments, contextualization needs, and new materials, including internet-based teaching and learning materials, to align with industry needs.

(v) Working with HED, the designated TVET institution, and the MIG, prepare revised/new teaching and learning materials, including internet- based materials.

(vi) Working with HED, the designated TVET institution, and the MIG, review the existing assessment methods and materials to align with standards and curriculum modules and recommend amendments, contextualization needs, and new materials and revised methods, including internet-based assessment, to align with industry needs for both on- and off-the-job assessment.

(vii) In consultation with HED, the designated TVET institution, prepare revised/new assessment materials for both on- and off-the job.

3.5 TVET Assessment and learning materials expert (National, 6 person-months) 7. The expert shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience of preparing learning materials that include assessment and soft skills in the TVET sector.

(i) Provide best practice assessment advice and support to the CBC development working groups.

(ii) Provide best practice assessment advice and support to the teacher training development working group.

(iii) Work with the practical assessment expert to make sure that inputs are consistent.

(iv) Together with the working groups and relevant experts, develop teaching and learning materials for the two demonstration majors (mechanical engineering and railway equipment manufacturing).

(v) Review designs of learning materials/manuals that support curriculum development and teacher training and provide advice and support in the development of new learning materials to the development teams.

(vi) Provide advice and support in the development of the soft skills modules.

(vii) Provide advice and support for practical training activities. 3.6 TVET Management Expert (National, 5 person-months) 8. The expert shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience of management and leadership training in the TVET sector

(i) Working with the team leader, provide advice and support to HED (TVET Division) in the development of a modern management training program to train senior and mid-level managers of TVET institutions (including heads of curriculum divisions), administrative staff at county

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level, and senior and mid-level officers in HED in 2–3 high priority areas such as strategic planning, leadership, monitoring of performance other areas based on a review and needs assessment.

(ii) Review the effectiveness of current TVET management practices based on national and international best practice, identify system weaknesses and propose recommendations for developing training 2-3 high priority areas..

(iii) Provide advice and support to HED (TVET Division), the TVET Leaders Working Group, and the 13 project TVET institutions in implementing project interventions. Provide mentoring to the TVET managers in the 13 Project TVET institutions, as outlined in the implementation strategies of the TVET management capacity building.

(iv) In year 3, assist HED in organizing a TVET leaders forum. (v) Support HED in strengthening management committees at the project

TVET institutions to include industry participation. (vi) Develop templates and guidelines on strengthened functions of school

management committees. Support 3 project schools (to be selected by HED) to prepare 3-year business development plans, to incrementally improve the quality of planning and to help TVET institutions respond to industry needs. The project consultants will mentor the selected project schools in developing the business development plan

(vii) Provide advice and support in the establishment and recurrent activities of a linkage program with an international institution or entity.

(viii) Provide advice to the TVET leaders group under the project (ix) Ensure implementation of Annex 5 to this PAM (Strategies for

Strengthening TVET Management Capacity) (x) Asses computer and internet access availability for students from poor

families and students attending TVET institutions in remote areas. 3.7 ICT Expert (National, 2 person-months) 9. The expert shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience of supporting information and communication technology (ICT) development in the TVET sector.

(i) Provide support and advice to the online Course Working Group on the development of a selection methodology that includes criteria to select 10 of the existing courses from the large existing pool. This group of 10 will be developed as exemplars.

(ii) Provide advice and support on the development of guidelines for preparation and assessment of online TVET courses, in line with best international practice for using ICT for TVET. Ensure that the criteria include the use of modular, competency-based training, incorporation of green skills concepts, and a focus on core (employability) skills.

(iii) Ensure online courses use the guidelines on gender and social dimensions. Carry out a content analysis report on gender and cultural issues and examples included in the online curriculum materials (based on a sample of courses).

(iv) Prepare and deliver capacity building programs for assessing online TVET courses, as well as using ICT for TVET management, teaching, and learning to relevant stakeholders (assessors in HED and the online course working group).

(v) Review costs and barriers to access for online courses in rural and poor areas and options for subsidies and other support if necessary, and prepare a report.

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(vi) Provide advice and support on selecting at least one online course in the priority industry that introduces green skills standards, to be developed, in collaboration with enterprises and industry advisory groups.

(vii) Provide advice and support in identifying how ICT for TVET, including self-paced computer assisted delivery and training simulation software can be integrated into the curriculum.

3.8 School-industry Partnership Specialist (International, 2 person-months) 10. The specialist shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have in depth experience of school-industry partnerships in the TVET sector including experience in the PRC or the region.

(i) Provide support to the TVET sector review committee. (ii) Using the findings of the policy study on school-enterprise partnerships

as well as consultation workshops and interviews, provide advice and support to HED and work with the national School-industry Partnership Expert on the following activities:

(a) Review current functions of IAGs and conduct needs assessment for building capacity of IAGs.

(b) Develop a framework TOR for the industry advisory groups; the framework TOR will articulate rights and responsibilities of and benefits for key stakeholders, including industrial employers, small- and medium-enterprise, TVET institutions, and TVET students. This framework will include guidelines on negotiating industry placement for vocational instructors and internships for TVET students, increased industry involvement in the development of curriculum and skills standards, information updates on workplace technology and labor market needs, and special order training and should be contextualized by each industry advisory group.

(c) Develop a performance monitoring system for the industry advisory groups.

(d) Support selected industry advisory group members to participate in curriculum development training with teachers and in development of the two demonstration majors (railway equipment manufacturing and mechanical engineering manufacturing).

(e) Assist the review committee and various project working groups to bring industry representatives to develop competency based curriculum and identify core (employability) skills indicators

(f) Develop templates for contracts and agreements between enterprises and TVET institutions.

(g) Develop guidelines for internships and industry placements of TVET trainers.

(h) Provide capacity building to selected industry advisory groups to provide leadership in steering the TVET development in pillar industries. Conduct training workshops and informal consultations and industry advisory groups.

(i) Make recommendations to HED and other relevant agencies on providing incentives to enterprises to join industry advisory groups and to establish enterprise-school partnerships.

(j) With the assistance of HED, organize a provincial forum to foster school-enterprise partnerships and agreements.

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(k) Assist the project TVET institutions to sign partnership agreements with enterprises.

3.9 School-industry Partnership Expert (National, 8 person-months) 11. The expert shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience of school-industry promotion in the TVET sector.

(i) Support the international School-industry Partnership Expert in the following activities. (a) Identify best practices in the PRC. (b) Develop a framework TOR for the industry advisory groups. (c) Develop a performance monitoring system for the industry

advisory groups. (d) Support selected industry advisory group members to participate

in curriculum development training with teachers and in development of the two demonstration majors (railway equipment manufacturing and mechanical engineering manufacturing).

(e) Develop templates for contracts and agreements between enterprises and TVET institutions.

(f) Develop guidelines for internships and industry placements of TVET trainers.

(g) Provide capacity building to selected industry advisory groups to provide leadership in steering the TVET development in pillar industries.

(h) With the assistance of HED, organize a provincial forum to foster school-enterprise partnerships and agreements.

(i) Assist the project TVET institutions to sign agreement with enterprises.

Package B: International TVET Partnerships Objective and Scope of Work 12. The objective of this package is the establishment of a partnership program

with overseas vocational colleges, on a pilot basis. The project will provide an

opportunity for the selected colleges and institutes to establish a one-on-one

relationship between themselves and the project TVET institutions. These may bring

about exclusive institutional partnerships for student exchange, faculty exchange,

and resource sharing. The main feature of an international partnership is that it sets

out to deliver specific outcomes. The parties agree in advance on a detailed work

programme to meet objectives concerning identified priority areas such as

educational management in TVET institutions.

13. The main feature of a partnership arrangement in TVET is that it is a formal

partnership between two entities. One of the entities is a TVET provider (e.g. an

international university, college or polytechnic—or a group of universities/vocational

colleges/polytechnics) that provides agreed services to another entity or client (e.g.,

a vocational college or group of vocational colleges). The TVET provider is usually

selected on the basis of their international experience and reputation and most

importantly, on their capacity to deliver the required services identified by the client.

The partnership is therefore typically negotiated and established on the basis of the

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needs of the client and the capacity of the provider to deliver. The parties agree in

advance on a detailed work program to meet objectives concerning identified priority

areas e.g., teacher upgrading or the introduction of competency-based teaching and

assessment or educational management in TVET institutions, etc. A formal

agreement or contract sets out the agreed range of technical services to be provided

and these are stated as deliverables with specific outcomes, timelines, and agreed

funding arrangements. Partnership programs may include joint delivery of Chinese

and international qualifications; teacher training qualifications (e.g., Certificate IV in

Training and Assessment); quality assurance roles for agreed policies and practices;

and joint initiatives with local industries (fee for service and fit for purpose training not

necessarily aligned to formal qualifications). Student and teacher mobility and work

attachment programs also feature in many of these partnerships. Some of the key

features and strengths of twinning arrangements include (i) provider practitioners

working directly with client practitioners; (ii) policy experts working with government

agencies; (iii) industry leaders working with training institutions and government

departments; and (iv) cooperative arrangements in the longer term that may include

site visits, staff and student exchange programs, joint courses, and qualifications

development. International providers will need specific information to enable them to

apply through a competitive tendering process for the contract to deliver the agreed

range of services. This is best achieved by the client group (e.g., the Hunan TVET

institutions) defining their common areas of need. For example this could include

(i) Teacher training: common needs (a) Leadership training for management and key teachers. (b) Training in specialty areas e.g., mechatronics, logistics, tourism,

etc. (c) Development of a pool of trained instructors from industry (to

contribute to vocational colleges’ training programs). (d) Upgrading teachers’ qualifications: both their teaching and

specialty area qualifications (it is not clear whether this applies to pre-service or post-service or both).

(e) More professional development (PD) opportunities: especially in common groups of subject area colleagues to provide mutual support and sharing of ideas.

(f) Overseas study tours to observe best practice; (g) Development of skills and opportunities to be involved in research

projects with industry and universities. (h) Work placements for teachers in industry i.e., formal program with

release from classes. (i) Curriculum development workshops related to course design and

construction. (j) Competency-based instructional methods—for CBC, competency-

based teaching, and competency-based assessment and improved student evaluation methods.

(k) Development of a train-the-trainer model and mentoring skills; (l) Development and application of occupational standards; (m) Development of a company culture for students through the

provision of work readiness skills; (n) Creation of industry standard training plans for

institutional/classroom and workshop levels;

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(o) Methods for obtaining information on high-demand skills (LMIS and/or sector plans) and how to match supply to this (e.g., curriculum, assessment, and resources).

(ii) Reforms and innovations: common needs

(a) Provide opportunities/ways to link with university faculties and industry/employers for the development of partnerships.

(b) Establish links between vocational colleges and universities through the development of learning pathways.

(c) Linking occupational standards to curriculum and training; (d) Development of specialist curriculum resources e.g.,

mechatronics. (e) Management information system development, for managing both

students’ and teachers’ information. (f) Monitoring and evaluation framework development. (g) Describe innovative practices in speciality areas and occupational

health and safety. (h) Management system for the information technology platform. (i) Development of a student alumni group. (j) Development of new technology e.g., mechatronics. (k) Development of a performance management system for staff

improved teacher qualities. (l) Development of a coordinated professional development system

with industry’s involvement in its delivery. (m) Feasibility studies in high-demand skills areas through the

development of a human resource development plan and individual sector plans.

(n) Occupational guidance for students through curriculum that is more enterprise oriented.

(o) Textbook development linked to curriculum and pedagogical changes (competency-based approaches for curriculum development, teaching, and assessment).

(p) Development of a network platform that includes both teacher and student information.

(q) On-line learning strategies. (r) Further development of simulation materials.

14. The appointed provider may also have other services and skills that would address the client’s common needs (e.g., specific arrangements for the quality assurance of courses and qualifications). Further discussion between the appointed provider and the client(s) is expected upon award of contract to allow for any additional services to be included in the final agreed deliverables. The TOR for the TVET provider (or a group of TVET providers) are as follows:

(i) Demonstrated capacity to work with identified project TVET institutions and HED within the framework of the project’s goals and objectives;

(ii) Previous experience in delivering a range of services to TVET schools and colleges in an international setting;

(iii) Demonstrated ability to work with individual institutions to identify the individual development objective(s) for the institution that will be addressed through the twinning arrangement;

(iv) Demonstrated capacity to work with HED and the selected project TVET institutions to identify participant profiles that will assist the institution in achieving development goals and objectives;

(v) Demonstrated capacity to field a profile of training providers that matches and addresses the identified common needs of the client;

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(vi) Previous experience in strategic planning related to project development and delivery;

(vii) Previous experience in establishing monitoring and evaluation frameworks and reporting on specific project deliverables within agreed timelines;

(viii) High-level liaison and negotiation skills with a range of stakeholders including government officials, managers and teachers in institutions, and industry leaders;

(ix) Demonstrated capacity to devise and deliver detailed implementation plans that detail and prioritise all tasks and assign work deadlines and responsibilities, determine roles and responsibilities for delivery within the team, and ensure that task team members’ prior commitments do not negatively impact on project implementation;

(x) previous experience in developing enabling policies, data collection and analysis methods, and managing targeted project funding;

(xi) Previous experience in teacher and student exchange programs and pilot in-country and off-shore programs for students, and in developing resource materials including simulations and e-learning strategies are an advantage.

Package D: Labor Market Information System 1. Experience Required 15. The appointed consulting company must be able to demonstrate proven experience in developing information systems. This experience must in turn demonstrate an in depth understanding of the current TVET system. 2. Scope of Work 16. To address the lack of information on labor market demand and the TVET sector, the consultant will

(i) Assist in establishing a pilot LMIS and will encourage labor market

information sharing among relevant government agencies and industry

(ii) Assist HED in assessing the quality and relevance of the training

programs by measuring graduate employment and employability,

through regular tracer studies as part of the LMIS.

(iii) As part of establishing the LMIS, assist the project in developing a

system to gather labor market and education data from HED and

outside resources, conduct graduate tracer studies and employer

surveys, and prepare reports and recommendations.

(iv) Strengthen the capacity of HED staff to collect and analyze labor market

information.

(v) Explore opportunities to evolve from a pilot project at HED/HIVC into a

more widely used system involving other agencies and serving the

needs of all potential users.

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3. Detailed Terms of Reference for Consultants 3.1 Labor Market expert (National, 6 person-months) 17. The expert will be expected to address the following areas:

(i) Work closely with the international labor market specialist to provide

advice and guidance to the staff of the LMIS Unit in its development and

operation,

(ii) Provide training and guidance to project staff in survey design

methodology, the conducting of surveys, data analysis and the

development and dissemination of high quality labor market reports,

(iii) Work with TVET industry associations at the institutions to develop a

sample of employers to be contacted for surveys to assess TVET

program effectiveness and identify required skills,

(iv) Provide technical support to conduct tracer studies of graduates from

the 14 project schools to assess employability of graduates and

programme relevance,

(v) Provide assistance to the employment offices at the project vocational

schools/ colleges in the strengthening of their student internship

program and career guidance function,

(vi) Work with the database developer and statistician to provide guidance

in the collection and inputting of data and statistics collected from

surveys and other sources,

(vii) Provide advice and guidance to project staff in the analysis of

information collected and the writing of reports,

(viii) Work with project staff in the development and operation of an LMI

coordinating committee to bring together all government and outside

agencies involved in the collection and dissemination of TVET-related

LMI.

3.2 Labor Analyst (National, 6 person-months) 18. The expert shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience of LMIS, tracer studies, analysis of data, and report writing.

(i) Work with the statistician to maintain valid and up to date databases of

statistical information acquired from tracer studies, employer surveys,

labor market forecasting in specified sectors and all other sources of

LMI collected,

(ii) Provide technical support to conduct tracer studies of graduates from

selected Project TVET institutions to assess employability of graduates

and program relevance,

(iii) Analyze and prepare reports on the data and statistics collected from

tracer studies, employer surveys and other sources of labor market

data,

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(iv) Conduct primary and secondary research on labor market conditions

and econometric models of employment, hiring and availability of skilled

labor,

(v) Monitor accuracy of all labor market information and statistics collected

and ensure the accuracy of current and future forecasts

(vi) Work with the TVET industry associations in the collection of data and

administration of surveys.

3.3 Database Developer (National, 6 person-months) 19. The expert shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience that includes of designing and developing data models, training users, writing manuals and website development.

(i) Map out the conceptual design for the planned database to process

data and statistics.

(ii) Design and develop data models and database architecture.

(iii) Construct, install, and test the database system.

(iv) Input data provided from survey results and other LMI sources.

(v) Modify existing databases, as user needs change, prepare reports.

(vi) Train system users and provide technical support.

(vii) Write manuals to explain database functions.

(viii) Provide input and assist with development of LMIS website.

(ix) Consult with others to assess the system performance and make

modifications as required.

3.4 Statistician (National, 2 person-months) 20. The national statistician will have a sound knowledge of statistical methods and experience in designing survey samples and survey methodology. He statistician will provide six inputs over the course of the project and will be responsible for training a local employee to carry out the duties of statistician on a permanent basis. 21. The statistician will be expected to address the following areas:

(i) Develop statistical methods in order to solve specific problems and

analyse data in the labor market field,

(ii) Analyse and interpret statistical data in order to identify significant

differences in relationships among different sources of labor market and

education information,

(iii) Apply sampling techniques or utilize complete enumeration bases in

order to determine and define groups to be surveyed for the tracer

studies and employer surveys,

(iv) Assist with the design of survey questionnaires to ensure data collected

can be properly analyzed and reported on,

(v) Work with the database developer in the preparation of required

databases for the collection and processing of all statistics collected

from surveys and other labor market information sources,

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(vi) Work with the labor market analyst in providing data and statistics in the

preparation of reports on the results from tracer studies and employer

surveys,

(vii) Acquire and analyze data and statistics from all available sources of

LMI,

(viii) Evaluate sources of information in order to determine any limitations in

terms of reliability or usability.

Package E: Project Management and Implementation Support 1. Experience Required 22. The appointed consulting company must be able to demonstrate proven experience in conducting previous capacity building for the project management and implementation support of ADB loan projects in the PRC. This experience must in turn demonstrate an in depth understanding of potential implementation issues and how such issues can be both mitigated against and resolved. 2. Scope of Work 23. The capacity building consultant will work primarily with the PMO and also with school/college level project implementation units providing advice, assistance and necessary training on the following:

(i) The development and periodic updating of comprehensive project implementation plans.

(ii) The introduction of document control and project management systems for the project, with particular attention paid to procedures for monitoring and control of project progress against implementation plans.

(iii) The development of procedures and formats for the reporting of project progress to ADB, including the procurement plan, construction progress, withdrawal of funds and payment to contractors and suppliers, and the implementation of action plans necessary to facilitate compliance with the ADB Safeguard Policy Statement (2009) and specific loan assurances contained in the project legal documents.

(iv) The development of effective engineering design and construction supervision systems to facilitate adherence to quality standards and completion targets.

(v) Procurement advice and support as may be needed to fill any gaps in experience or know-how on the part of HED, PMO, the TVET schools and colleges, and the appointed procurement agent (tendering company). Particular attention is to be paid to (a) ensuring that adequate guidance and training is provided to individual schools/colleges for the effective control and adherence to ADB guidelines in conducting the small scale localised project procurement they will be responsible for, and (b) integrating the requirements for procurement of equipment with low energy consumption in a manner that is fully compatible with ADB procurement guidelines.

(vi) Provide advice and training on the establishment and operation of project accounting and disbursement procedures.

(vii) Provide advice and training on project financial controls, reporting and audit.

(viii) Establish PPMS including its detailed design, data collection and analysis procedures, and the provision of training in its use. In order to

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avoid duplication of resources the outcome of this work should as far as possible be compatible with the PRC Ministry of Finance project reporting system as well as related local information gathering and reporting systems.

(ix) Conduct a baseline survey and a project completion survey. (x) Develop and advise on the implementation of an environmental

monitoring program and reporting procedures to ensure appropriate mitigation measures are undertaken during the project construction and operational phases of the project facilities based on the EMP approved during the project preparation phase.

(xi) Provide advice and support to HED, PMO, and individual schools participating in the project environmental management system and green campus initiatives.

(xii) Ensuring that requirements of the agreed social and gender action plan (SGAP) are fully integrated into project monitoring systems.

(xiii) Provide specific advice, support and training on the implementation of the SGAP as required, and general advice and reinforcement training needed by individual schools and colleges on making their programs more socially inclusive and accessible.

(xiv) Undertake an analysis of gender issues, drawing from tracer studies (including wages for female TVET graduates and their employment occupations) and other sources of data.

3. Detailed Terms of Reference for Consultants 3.1 Team Leadership (International, 5 person-months and National, 18 person- months). 24. These experts shall be professionally qualified and must have at least 20 years (international) and 10 years (national) relevant work experience. The experts shall have a background in all aspects of ADB project management; and will also be thoroughly conversant with ADB’s procedures and guideline publications; and will be expected to possess good report writing, presentation and training skills. Previous successful team/deputy team leadership on the implementation of at least two ADB or World Bank funded loan projects is also required, and bilingual ability in English and Mandarin Chinese is preferred. 25. In addition to overall team leadership responsibilities, the duties will include, but not be limited to, the following: 26. Providing advice and support to HED, HPMO and the project TVET institutions on

(i) Implementation planning; (ii) Reporting (bi-annual progress reports and project completion report); (iii) Monitoring and Evaluation (establishment of PPMS, training in its use,

and advice and support in its ongoing operation); (xv) Carrying out of a baseline survey and a project completion survey. (iv) Procurement (annual updating of procurement plan, backstop advice); (v) Preparation of implementation training plan; and advice, support, and

participation in its execution); (vi) Adherence to ADB safeguard policies and project agreement

covenants; and (vii) Ensuring that bidding documents include for contractors to provide

equipment operating and maintenance manuals in Chinese and that training in equipment and maintenance is adequately provided for.

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3.2 Financial Management Expert (National, 5 person-months) 27. The national financial expert shall be professionally qualified and must have at least 10 years work experience in financial management, at least 3 years of which should be on the implementation of ADB or World Bank funded projects in the PRC. Good working knowledge of ADB disbursement procedures (2012), ADB’s Financial Management and Analysis of Projects, and the PRC Ministry of Finance’s requirements for project accounting for ADB and World Bank funded projects is essential. 28. The duties include, but are not limited to:

(i) Providing advice and support to HED, HPMO and the project TVET institutions.

(ii) Advice and support in the review and updating of project financial management procedures.

(iii) Financial training (including regular reinforcement training) in project accounting, disbursement procedures (especially the SOE procedures and record–keeping at school/college level), internal control concepts and how they can be applied in schools/colleges, internal audit techniques, financial reporting and management etc.

(iv) Training and capacity building of schools/colleges financial staff in financial planning and related analysis, identification and mitigation of financial risks; and

(v) Working with HED and schools/college Finance Directors to identify financial management development needs resulting from sector and government reforms, and how these should be responded to (eg ensuring local financial management capacity is compatible growing management autonomy of schools/college).

3.3 Civil Engineering Expert (National, 3 person-months) 29. The national civil engineering expert shall be professionally qualified and must have at least 10 years work experience in construction management. In addition the expert must be experienced in the implementation of foreign funded projects in the PRC, such as those financed by ADB or the World Bank, and have a working knowledge of ADB requirements in relation to the processing of contract variations and the handling of contractual claims. The duties will include, but are not limited to, the following: Providing advice and support to HED, HPMO and the project TVET institutions on

(i) The review of designs, drawings and the bidding documents, including the identification of potential technical problems and suggesting means of resolving these, including the incorporation of environmental mitigation measures where appropriate.

(ii) Exercising construction supervision and management including: (a) approval of construction methods, (b) ensuring work is undertaken according to the intent of contract

specifications, (c) control over construction quality, (d) adherence to contract work programs and recovery of slippage, (e) site health and safety procedures, (f) record keeping systems to protect client interests in event of

claims etc.,

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(g) claims assessment and determination, (h) the content and valuation of any proposed variations to

contracts during construction (whether initiated by the contractor or the client), and

(i) Inspection and handover upon completion of construction. 3.4 Environmental Expert (National, 7 person-months) 30. The national environmental expert shall have a postgraduate degree related to environmental engineering and a specialization in environmental management systems (EMS) for schools and universities. The specialist shall have a minimum of 15 years of experience in environmental management of ADB- or IFI-funded projects and shall be familiar with relevant ADB environmental guidelines and requirements. The expert will support the implementation of the EMP, including:

(i) assess the project outputs’ environmental readiness prior to implementation based on the readiness indicators defined in the EMP (Table EMP-5);

(ii) update the EMP including monitoring plan as necessary to revise or incorporate additional environmental mitigation and monitoring measures, budget, institutional arrangements, etc, that may be required based on the detailed design; submit to ADB for approval and disclosure; ensure compliance with the PRC’s environmental laws and regulations, ADB’s Safeguard Policy Statement (2009) and Public Communications Policy (2011), and the World Bank Group’s Environmental, Health and Safety Guidelines;

(iii) if required, update the IEE report for changes in the project during detailed design (for example if there is a major scope change) that would result in adverse environmental impacts not within the scope of the approved IEE;

(iv) support HED, PMO, PIUs, and tendering companies in preparing tender documents; ensure that the bidding documents and civil works contracts contain provisions requiring contractors to comply with the mitigation measures in the EMP and that relevant sections of the project EMP (or updated EMP, if prepared) are incorporated in the bidding and contract documents;

(v) assist HED and PMO to establish a Grievance Redress Mechanism (GRM), and provide training for the PMO and GRM access points;

(vi) conduct regular EMP compliance verification, undertake site visits as required, identify any environment-related implementation issues, propose necessary corrective actions, reflect these in a corrective action plan;

(vii) assist HED and PMO to prepare annual environmental monitoring and progress reports to ADB;

(viii) provide training to PMO implementing agencies, PIUs, and contractors on environmental laws, regulations and policies, safeguard, EMP implementation, and GRM in accordance with the training plan defined in the EMP; and

(ix) assist the PMO, implementing agencies, and PIUs in conducting consultation meetings with relevant stakeholders as required, informing them of imminent construction works, updating them on the latest project development activities, GRM.

31. In addition, the specialist will facilitate a participatory process to establish an environment management system (EMS) in campuses by developing simple

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business tools based on an internationally recognized methodology 29 and shall include (but not be limited to) the following tasks:

(i) organize and facilitate EMS awareness and information workshop with all involved TVET institutions;

(ii) facilitate the participatory development of an EMS in the pilot TVET institutions, including (a) gap analysis and needs assessment; (b) definition of a vision, environmental objectives, and targets; (c) definition of key EMS foci (e.g., laboratories, water, waste, energy, safety, and awareness raising); (d) definition of environment management programs (e.g., Hazardous Materials Management Program; Air, Water, Waste Program; Energy Reduction Program; and Solid Waste Reduction Program); (e) definition of roles, responsibilities, and procedures for EMS implementation, monitoring, and auditing; and (f) definition of a roadmap with milestones for EMS implementation;

(iii) organize and facilitate review workshop with involved TVET institutions and HED to evaluate the EMS establishment process and define follow-up actions;

(iv) draft report and best-practice note on EMS establishment for TVET institutions, to be published by ADB as knowledge product; and

(v) prepare guidelines for sustainable campus activities (reduce, reuse, and recycle).

3.5 Social and Gender Expert (National, 7 person-months) 32. The national social and gender expert shall be professionally qualified and must have at least 10 years work experience in gender and social impact assessment, preferably within the context of urban development projects. In addition the expert must be fully familiar with the requirements of ADB’s Safeguard Policy and be able to demonstrate previous experience in the successful practical application of this policy during a previous project assignment(s). 33. The duties include, but are not limited to, the following: Providing advice and support to HED, PMO, and the project TVET institutions on

3. Advice, and support in implementing the SGAP. (i) Provision of training in gender awareness and social issues of particular

significance to the project and TVET schools and colleges generally. (ii) Helping to set up monitoring and reporting systems for social and

gender related performance indicators and the provision of related training.

(iii) Interpretation of social and gender related PPMS data with recommendations on required follow-up action.

(iv) Work with TVET institutions to identify social issues and develop action plans to make their programs more socially inclusive and relevant (e.g., affordability, and level of social skills needed by TVET students). In undertaking this task the expert should also liaise closely with project TVET capacity development experts working on curricula development etc.

29

E.g., U.S. EPA, Office of Environmental Stewardship (2007). Environmental Management Guide for Colleges and Universities. http://www.epa.gov/region01/assistance/univ/emsguide.html

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(v) Work with the TVET institutions to conduct the social marketing to improve female students’ participation in non-traditional trades in priority sectors.

(vi) Work with the Labor market information system (LMIS) to ensure the LMIS includes indicators on sex.

(vii) Undertake an analysis of gender issues, drawing from tracer studies (including wages for female TVET graduates and their employment occupations) and other sources of data. Work with the team leader of the TVET consulting firm and with TVET curriculum experts on preparing guidelines for a gender-sensitive curriculum, preparation of the guidelines and policy recommendations to address girls' participation in TVET, and development of appropriate gender indicators.

(viii) Assist HED and the TVET development consulting firm in designing a study on access to TVET. Develop policy recommendations to HED on improving girls’ participation in TVET.

4. Reporting and Timetable 34. The project management capacity building should ideally be programmed over a period of five years duration to last for the whole implementation period. However, it is anticipated that the most intensive period for capacity building would be during the first 2 years of project implementation. 35. The provider of the project management consulting services should be appointed as soon as possible after loan effectiveness and should be required to provide the following reports:

(i) an inception report (within 1 month of commencement), (ii) a detailed training plan (within three months of commencement), (iii) half-yearly progress reports compatible with HPG’s reporting

obligations to ADB, (iv) social and gender monitoring reports compatible with HPG’s reporting

obligations to ADB, and (v) a completion report that is compatible with HPG’s reporting obligation to

ADB at the conclusion of project implementation (assuming physical works and equipment purchase are completed within 5 years as currently envisaged).

36. All these reports will be submitted in English and Chinese to PMO and Chinese copies provided to the project TVET institutions. Recommendations arising from the capacity that require any form of formal client action or approval (i.e., by PMO, HED, or specific project TVET institutions) are to be presented in report format with an appropriate level of justification to support the recommendations made. These reports can be provided in Chinese only unless PMO specifically requests an English version for the purpose of dialogue with ADB. 5. Facilities to be Provided as Part of the Capacity Building 37. The contract for providing the capacity building will include provisions for the Consultant to provide the following items, and this requirement is to be made clear in the Request for Proposals (RFP):

(i) all staff and personnel costs, including international, national and local travel, accommodation and subsistence;

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(ii) in province travel costs for visits to TVET institutions; (iii) office equipment (but not basic office furniture), computer equipment

and related hardware (printers, etc.), and software necessary for the effective conduct of the consultancy, including an allowance for consumables;

(iv) arrangements and financial provision for in country training programs to be reimbursed at cost;

(v) the provision of secretarial support and an interpreter (where necessary); and

(vi) the costs of all report and document preparation and printing. 6. Other Requirements Expected of the Consulting Firm. 38. The Consulting firm should be experienced in implementing similar capacity building programs in the PRC. Prospective providers, in tendering for the capacity building work should be encouraged to make any comments on and suggestions for improvement to the proposed program in submitting their technical proposal. The financial implications, if any, of these suggestions should be clearly indicated in the financial proposal. These suggestions will then be dealt with at the negotiation stage of the procurement of the consultant. 39. In their technical proposals, the prospective consulting firms should be asked to demonstrate a clear understanding of the client's requirements and indicate inter-relationships between the different tasks within the assignment. An indicative program of work and for the deployment of the various specialists should be provided. 40. The technical proposals should include a methodology and proposed assessment criteria under which the client can measure the performance in the conduct of the capacity building work. This should include an assessment of work quality as well as timeliness of output. In submitting such assessment criteria the providers should be required to confirm they accept their use in measuring their own performance. 7. Facilities to be Provided by the Client 41. PMO as client will provide, or make available to the Consultant, the following:

(i) suitable rent–free, heated/air conditioned office accommodation; (ii) office furniture and document storage facilities; (iii) free Internet access; (iv) a DDD telephone line (usage to be charge to the Consultant); (v) meeting rooms and training facilities necessary for the conduct of the

services (see note); (vi) assistance in the arrangement of work visas (where necessary); and (vii) access for consulting staff to the HED dining facilities (on a chargeable

basis). Note: Training facilities may be provided either at HED or at individual TVET institutions where local training provision is more efficient.

TORs for Recruitment of Individual Consultants 1. Start-Up Consultant - Project and Financial Management (National, 3

person-months

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42. The intention is the start–up consultants fill a critical gap in consulting support that will occur between the end of the PPTA and the commencement of the project implementation consulting contract. 43. This consultant will have extensive and broad project management experience of the implementation of ADB and World Bank loan projects in the PRC. Good working knowledge of ADB procurement guidelines, procedures for the appointment of consultants, project financial management and disbursement procedures, and the ADB Safeguards Policy is essential. It is unlikely a person with less than 8 years continuous project management experience on ADB and/or World Bank projects in the PRC will be suitable for this role. 44. The consultant is required to give advice and support to the PMO in the areas of

(i) the initial setting up of project management systems; (ii) procurement systems and record keeping; (iii) in conjunction with the PMO procurement agent; (iv) advice on procurement procedures in accordance with the ADB

Procurement Guidelines; (v) the timely recruitment of the project management consulting firm making

use of the ADB advance procurement action facility (to include involvement in review of EOIs and shortlisting, RFP preparation, and bid evaluation);

(vi) other advance contracting activities; (vii) initial establishment of PMO document control and record keeping in

advance of project implementation;. (viii) ADB safeguards policies and adherence thereto; (ix) identification of training needs for project implementation activities; (x) on-the-job training to PMO staff on the above and briefing to PIU staff of

TVET institutions as appropriate; (xi) preparation of project financial management procedures; (xii) establishment of project accounting systems at HED/HPMO and

school/college levels; (xiii) setting up project disbursement procedures in consultation with the

Hunan Provincial Finance Department; and (xiv) financial training in project accounting, disbursement procedures

(including especially the SOE procedures and record–keeping at school/college level), internal control concepts and how they can be applied in schools/colleges, and project financial management.

2. Start-Up Consultant - Civil Engineering (National, 1 person-month) 45. The intention is the start –up consultants fill a critical gap in consulting support that will occur between the end of the PPTA and the commencement of the project implementation consulting contract. 46. The start-up civil engineering expert shall be professionally qualified and must have at least 10 years work experience in civil engineering, including design and design review activities. In addition the expert must be experienced in the implementation of foreign funded projects in the PRC, such as those financed by ADB or the World Bank, and have a working knowledge of ADB requirements in relation to the processing of contract variations and the handling of contractual claims. 47. The consultant is required to give advice and support to PMO in the areas of

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(i) The review of designs, drawings, and the bidding documents, including the identification of potential technical problems and suggesting means of resolving these, including the incorporation of environmental mitigation measures where appropriate, and assuring compliance with relevant technical standards compliance with relevant design standards and codes for energy-efficient, safe and green public buildings, including but not limited to: GB 50189-2005 (Design Standard for Energy Efficiency of Public Buildings); GB 50176-1993 (Thermal Design Code for Public Buildings); GB/T 50378-2006 (Evaluation Standard for Green Buildings); and GB 50099-2011 (Code for design of schools).

(ii) Advice to the implementing agencies on the appointment of construction supervision companies.

(iii) Provision of initial training in engineering contract management, site safety, and measures to ensure construction quality.

3. TVET Teacher Training Specialist (International, 2 person-months) 48. The specialist shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience of pedagogy training and competency based curriculum teacher training in the TVET sector preferably in PRC or the region.

(i) Work with the national teacher training consultants to conduct needs assessment, prepare a teacher training strategy/framework, develop teacher training modules, and delivery teacher training to the project TVET institutions.

(ii) Carry out a training needs assessment and develop a training framework/strategy in consultation with HED and the teacher training working group (WG). Ensure that the training framework/strategy includes training in research, ICT for TVET, entrepreneurship, core (employability) skills, green skills, and gender sensitivity.

(iii) Ensure lessons learned from teacher training in the PRC funded by GIZ, AusAid, and World Bank have been incorporated.

(iv) Provide advice and support in the development of a training program covering; (ii) international trends in CBC development procedures and courses; (iii) use of CBC standards, frameworks and templates; (iv) competency-based teaching and learning strategies; (v) green concepts and skills development in CBC; (vi) assessment procedures and methodologies; and (vii) and other good practices.

(v) Provide input into the advice and support provided by the TVET Training Expert (pedagogy) to the HED Teacher Training Division to develop (i) a student-centered, interactive, participatory teaching and learning methodology training program; and (ii) in planning and implementing the delivery of the pedagogy training, (iii) assessment procedures.

(vi) Deliver training to core trainer of trainers on CBC and student-centered pedagogies. The core trainers will be expected to disseminate their training to development teams at the project TVET institutions.

(vii) Provide input into the advice and support provided by the TVET Training Expert (competency-based curriculum) to the CBC development working groups with other curriculum and training experts in (i) developing a training package on competency-based curricula (CBC) for teachers who will be responsible for CBC development in the 13 Project TVET institutions and (ii) provide advice and support to HED Teacher Training Division in planning and implementing the delivery of the pedagogy training.

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(viii) Ensure training programs are learner-centered, participatory, and reflective.

(ix) Provide advice and support to HED (Vocational and Adult Research Institute), in consultation with the relevant industry advisory groups and Project TVET institutions to develop teacher training standards.

(x) Provide advice and support to HED in the approval process to ensure teacher training standards are approved in a timely manner to guide teacher training.

(xi) Provide advice and support by working with the Practical Training Expert to provide guidelines for enhancing the skills of instructors through (i) in-service training and industry placements, (ii) using industry employees as trainers, (iii) providing instructors with workplace training to expose them to current work technologies, and (iv) inclusion of assessment of instructors’ learning in instructor training modules.

(xii) Make recommendations for increasing teachers with dual certification, increasing teachers’ practical training (industry attachments), training part-time working teachers, and training master teachers in priority industries.

(xiii) Building on existing teaching practices, provide advice and support to the HED Teacher Training Division to ensure sustainability of the new training approaches.

(xiv) Provide advice and support on the participation of interested, non-project TVET institutions at their own expense in some of the project training activities, in order to foster resource sharing in the province, and to enhance the impact of the project.

4. TVET Training Expert - Pedagogy (National, 6 person-months) 49. The expert shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience in teacher training pedagogy in the TVET sector.

(i) Work with the international consultant to conduct needs assessment, prepare a teacher training strategy/framework, develop teacher training modules, and delivery teacher training to the project TVET institutions.

(ii) Provide advice and support to HED Teacher Training Division to develop a student-centered, interactive, participatory teaching and learning methodology training program that includes (i) international trends in student-centered, interactive, participatory teaching and learning methodology, (ii) competency-based teaching and learning strategies, (iii) usage of relative activities, such as case studies, group learning, project learning, role playing, and game playing, (iv) best practice in other countries and the PRC, (v) student’s employability and green skill training methodology and (vi) means of assessing training delivery.

(iii) Provide advice and support to HED Teacher Training Division in planning and implementing the delivery of the pedagogy training to (i) teachers at all 13 Project TVET Institutions, especially teachers of basic and core courses, and (ii) teachers from non-project TVET institutions.

(iv) Assist HED Teacher Training Division in planning further dissemination of the training program beyond the province.

(v) Develop mechanisms to assess the training output that includes (i) assessing trainees from the 13 project schools when they practice the competency-based pedagogy in their teaching activities after the training (ii) the HED (teacher training division) and 13 project schools’

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managers assessing the performance of teachers who received the training and (iii) feedback from the trainees to help modification and revision of the training program.

5. TVET Training Expert – Competency-based curriculum (National, 6 person-months) 50. The expert shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have experience of competency based curriculum teacher training in the TVET sector.

(i) Work with the international consultant to conduct needs assessment, prepare a teacher training strategy/framework, develop teacher training modules, and delivery teacher training to the project TVET institutions.

(ii) Provide advice and support to CBC working groups in developing training package on competency-based curricula (CBC) for teachers who will be responsible for CBC development of the 13 Project TVET institutions.

(iii) Work with HED Teacher Training Division in preparing a training delivery plan to implement the developed CBC training package. The plan will cover (i) teachers responsible for CBC development from all 13 Project TVET institutions and (ii) access to the training for teachers who will be responsible to CBC development from other TVET institution (iii) assessment and evaluation.

(iv) Assist HED Teacher Training Division in planning further dissemination of the training program.

6. Labor Market Specialist (International, 2 person-months) 51. The specialist shall be professionally qualified and must have at least 10 years relevant work experience. The specialist shall have firm experience in developing information systems of the scale and scope required and preferably sound knowledge of the TVET sector in PRC.

(i) Provide advice and guidance to the staff of HED and the Hunan

Vocational Information College (HVIC) and the commissioned institution in developing the LMIS.

(ii) Work with project staff in the establishment, development and operation of a LMIS coordinating committee to bring together all government and outside agencies involved in the collection and dissemination of TVET-related LMI.

(iii) Provide training and guidance to project staff in survey design methodology, the conducting of surveys, data analysis and the development and dissemination of high quality labor market reports,

(iv) Work with TVET industry associations at the institutions to develop a sample of employers to be contacted for surveys to assess TVET program effectiveness and identify required skills,

(v) Provide technical support to conduct tracer studies of graduates from selected Project TVET institutions to assess employability of graduates and program relevance,

(vi) Provide assistance to the employment offices at the project vocational schools/ colleges in the strengthening of their student internship program and career guidance function,

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(vii) Work with the database developer and statistician to provide guidance in the collection and inputting of data and statistics collected from surveys and other sources,

(viii) Provide advice and guidance to project staff in the analysis of information collected and the writing of reports,

(ix) Provide capacity building training to relevant HED staff in analyzing LMIS reports and preparing recommendations.

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PROVISIONAL LIST OF PROJECT MANAGEMENT TRAINING PROGRAMS 1. Training programs on various aspects of project management will be delivered by the initial start-up consultants and/or the project management consulting service during the course of project implementation.

Training program Scope of Training Trainer Trainee

ADB’s disbursement procedure and financial management

- ADB loan disbursement procedure

- Project roles and responsibilities

- Monitoring of fund flow and utilization of loan proceeds

- Avoiding delays in disbursement

Initial project management specialist Project management consulting service

HPFD, HED, PMO and IAs

Organizational financial management and audit system

- Basic financial management of the project

- Project accounting and financial record keeping

- Internal controls and audit.

Project management consulting service

HED, PMO and IAs

Procurement and contract management

- ADB’s procurement process

- Preparation of procurement plans

- Use of advance procurement action

- Bidding document preparation

- ADB’s guideline for bid evaluation

- Risk of mis-procurement and mitigation measures

- Handling variation orders and contract claims

- Site health and safety

Initial project management specialist Initial civil engineering expert Project management consulting service

HED, PMO and IAs Design Institutes (part only) Contractors (part only)

Project Monitoring and Evaluation

- Basic concepts in performance management

- PPMS - Reporting requirements

Initial project management specialist Project management consulting service

HED, PMO and IAs Contractors (part only)

Corruption risks in the project implementation and anti-corruption measures

- Definition and type of corruption

- Risk of corruption under the project implementation

- Mitigation measures - Institutional framework

and anti-corruption mechanisms

- Case studies and international best practices

Project management consulting service

HED, PMO and IAs

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Training program Scope of Training Trainer Trainee

Environmental management and monitoring

- ADB’s SPS policy in relation to Environmental protection

- Legal requirements - Implementation of the

EMP - Monitoring and

reporting mechanisms and information handling

- GRM - Green campuses - EMS

Project management consulting service

HED, PMO, IAs Contractors

Social Safeguards - ADB safeguards policy, - Safeguards issues

relevant to the project - Social inclusion - Social issues relevant

to the project - Gender awareness

- Monitoring and reporting requirements

Project management consultants

HED, PMO, IAs Contractors

ADB = Asian Development Bank, EMP = environmental management plan, EMS = environmental management system, GRM = grievance redress mechanism, HED = Hunan Education Department, IAs = implementing agencies, PMO = project management office, PPMS = Project performance monitoring system, SPS = Safeguard Policy Statement.