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BACKGROUND INFORMATION AND TERMS OF REFERENCE
ENGAGEMENT OF CONSULTING FIRM
(IND 49108-002: Supporting Skill Development in Himachal Pradesh)
I.
BACKGROUND
1.
At the request of the Government of India and Government of Himachal Pradesh, ADB
will offer assistance to reinforce HP’s efforts at modernizing and reforming its technical and
vocational education and training (TVET) institutions, and scaling up training capacity. For
designing the proposed $80 million “Supporting Skill Development in Himachal Pradesh
Project”, and for enhancing “project readiness”, an experienced consulting firm will be recruited
under ADB’s project preparatory technical assistance.
2.
Section I of this note provides the rationale for the proposed project. Section II lists the
impact, outcome, and the key outputs (or proposed components). Section III provides the
design and monitoring framework (DMF). Section IV provides the TORs. Section V provides the
timelines.
II.
SECTION I
A.
Rationale
3.
Himachal Pradesh (HP), located in the north of India along the Himalayan range, has a
population of 6.8 million. Despite constraints such as its hilly terrain, poor connectivity, and
predominantly rural population (90%), HP has shown significant improvement in economic,
poverty, education, and health indicators since 2000 owing to the concerted effort of successive
governments to invest in infrastructure and improve delivery of basic public services. With the
marked increase in secondary school enrolments over the past decade, the Government of HP
(GOHP) now faces the “second-generation” challenge of providing appropriate technical and
vocational education training (TVET) opportunities to its youth to prepare them for the fastchanging needs of the job market. The proposed project will assist GOHP in increasing the
employability of its youth and improving their employment prospects by modernizing and
reforming the state’s TVET programs, aligning it to the needs of the market through public
private partnerships (PPP), and improving overall quality and outcome of TVET programs.
4.
Between fiscal year (FY) 2004−2005 and FY 2013−2014, HP’s economy grew at 7.8%
as compared to the Indian economy which grew at 7.6%. Overall poverty declined from 22.9%
to 8.1% between FY 2004−2005 and FY 2011−2012.1 Decline in rural poverty from 25.6% to
8.5% was commendable. Nearly all villages in HP have access to electricity. Two-thirds of rural
households in HP have sanitation facilities as compared to all India average of 30.7%. Life
expectancy in HP at 70 years is higher than the national average of 66.1 years. Overall literacy
rate has improved and the gender gap has narrowed steadily.2 In FY 2013−2014, the gross
enrolment rate (GER) at the secondary and higher secondary levels in HP was 120 and 96
respectively as compared to 76 and 52 for India. Owing to high female literacy and improved
access to basic health, education, and family planning services, HP’s fertility rate in 2013 was
1.7, which is lower than the replacement level. HP has a narrow demographic window till 2022
after which, the share of the working age population (15−59 years) will begin to decline.3
1
2
3
Estimates are based on ‘Suresh Tendulkar Committee’ poverty estimates.
Between 1991 and 2011, HP’s literacy rate increased from 63.7% to 82.8%. Male literacy increased from 75.3% to
89.5% while female literacy rose from 52.1% to 75.9%. The gender gap fell from 23.2% in 1991 to 13.4% in 2011.
By 2026, around 14.7% of HP’s population will be aged 60 years and above.
2
5.
The GOHP is keen to take advantage of this demographic window by boosting the TVET
level of its youth. Despite the increase in secondary school enrolment and improvement in
literacy levels, HP is constrained by the low employability of its school and college graduates.
The challenge of “educated unemployment” is growing.4 Like in the other states of India, general
education at the secondary and college levels is not adequately aligned to the needs of the
market. TVET programs in HP are fragmented across 12 government departments. There are
no uniform benchmarks for quality assurance, outcomes, certification, or costs. Owing to
outdated curricula and delivery methods, weak industry-linkage, and poor placement record,
TVET is not viewed as a viable career option by HP’s youth. Consequently, there continues to
be heavy dependence on government jobs in HP which is neither fiscally sustainable, nor
economically productive.5 Further, a sharp mismatch has arisen between HP’s economic and
employment profiles over time. Between FY 2004−2005 and FY 2013−2014, the share of the
primary sector in HP’s gross domestic product declined from 25% to 19%, of the secondary
sector remained stable at 38%, and that of the tertiary sector increased from 36% to 43%.6
However, as of FY 2013−2014, 58.5% of the workforce continues to be employed in the primary
sector, 22.5% in the secondary sector, and only 19% in the services sector. It is estimated that
between 2017 and 2022, there will be a net demand for 515,557 skilled workers.7 Yet, as of FY
2011-2012, nearly 90% of HP’s current workforce has not been exposed to any TVET training.
HP’s TVET system needs to be reformed and scaled up on a priority basis to equip its youth
with the skills required to make the transition from primary to secondary to tertiary jobs.
6.
In September 2015, GOHP established a skill development corporation—the HP
Kaushal Vikas Nigam (HPKVN)—as an autonomous body under the Department of Planning to
deliver the mandate of the HP Skill Development Mission (HPSDM) by bringing about
convergence across the TVET programs being run by different departments, and aligning all
training with the competency levels specified in India’s National Skills Qualification Framework
(NSQF) and other national quality assurance and certification norms.8 There will be industry
representation in HPKVN’s Board to strengthen market links and catalyze PPPs in training and
assessment. HP is one of the first few states including Kerala and Haryana to introduce
vocational education at the secondary level successfully. GOHP aims to build on this by
integrating vocational education at the college level so that a TVET career path can also be
opened up for students pursuing general education. This project will modernize and reform HP’s
TVET institutional framework, scale up the state’s annual TVET training capacity by 17,000, and
align it to the needs of the market so that the employment prospects of HP’s youth improves.
4
5
6
7
8
National Sample Survey data for 2011-2012 shows that the unemployment rate in HP increases with the level of
education - 1.25% (only primary education), 1.5% (secondary), 2.8% (higher secondary), 5.4% (undergraduate),
and 5.8% (post-graduate).
In 2012−2013, the share of salaries in total expenditure in the government of HP was 33.8% as compared to an
average of 23.6% for all other states. In 2011, one third of employed Himachalis held public sector jobs.
The primary sector includes agriculture, forestry, and fishing; the secondary sector: construction, manufacturing,
mining and quarrying, electricity gas and water supply; and the tertiary sector: hospitality, transport and
communication, trade, banking, insurance, public administration, and other services.
National Skill Development Corporation. 2012. Skill-gap Study for Himachal Pradesh, 2012−2022. New Delhi.
India’s National Skill Development Policy, 2015, encourages states to develop umbrella Skill Development
Missions, with “the over-arching power to pool resources for harmonizing the skilling efforts across line
departments, private agencies, and voluntary organizations, and reducing duplication.”
3
III.
SECTION II
A.
Impacts, Outcome, and Outputs
7.
The impact is improved employment and livelihood development opportunities for the
needy youth of HP aged 16 to 30 years, aligned with the mandate of the HP Skill Development
Mission. The outcome will be improved employability of those trained under the project. This will
be achieved through the following outputs:
(i) Output 1: TVET in HP scaled up and aligned to national standards. The project
will support HPKVN in designing and running an NSQF-aligned TVET training
program to reach out to 65,000 needy youth over the project period (2017−2021).9
HPKVN will subsume the ongoing skilling programs of some Departments such as
Horticulture, Health, Animal Husbandry, Tribal Affairs, and Tourism, and align them
with national quality assurance standards. It will encourage PPPs in TVET training
and assessment. Depending upon the background, capacity, and aspirations of the
trainees, training will be provided either for formal wage employment, or for improved
livelihood development and self-employment. The project will also support the
Department of Higher Education (DOHE) in introducing long-term (i.e. 1 to 3 years)
Bachelor of Vocational Education (B. Voc.) courses, and short-term courses aligned
to NSQF levels 5 to 7 in 40 government and government-aided arts and science
colleges. This will provide nearly 12,000 students with the opportunity to get
advanced degrees in vocational education over the project period. It will establish a
career path for TVET, and help to counter the stigma attached to it. To expand TVET
options for the girls of HP, the project will establish a polytechnic for women focusing
on trades such as pharmacy, computers, and electronics which are in high
demand.10 900 women will be trained over the project period. Overall, the proposed
project will boost HP’s annual TVET training capacity by 15,500.
(ii) Output 2: Market-aligned skills ecosystem created in HP. The project will support
HPKVN in forging partnerships with industry associations and sector skills councils
(SSCs) to get demand information, and identify internship and placement
opportunities. Around 200 master-trainers focusing on the main demand sectors
relevant for HP will be groomed. The project will assist the Department of Labor and
Employment (DOLE) in converting 12 employment exchanges into centers for
awareness building and career counseling. The revamped employment exchanges
will disseminate information on all ongoing public and private schemes, and play a
pro-active role in placements. An information technology (IT)-based job portal will be
established so that the trained and certified youth of HP are able to access job
opportunities within and outside the state.
(iii) Output 3: Access to quality training institutes improved. The project will
establish 25 multi-purpose rural training and marketing resource centers, and 12 city
livelihood development centers (CLCs) to reach out to rural and urban poor
respectively. HPKVN will assist the Department of Rural Development (DORD) and
9
Alignment with NSQF is critical because with effect from 27 Dec. 2016, no government funding will be provided for
training programs which are not NSQF-aligned. Also, all announcements for jobs in the central government, state
governments, and public sector enterprises will have to define eligibility criteria in terms of NSQF. Certificate
received by trainees upon the completion of training has to be NSQF-aligned for them to be eligible for jobs.
10 Currently, HP has only 1 dedicated polytechnic for women at Kandaghat. The project will therefore, expand the
reach of TVET training for the benefit of HP’s women.
4
the Department of Urban Development (DOUD) in delivering training in these
centers. The project will also help the Department of Technical Education, Vocational
& Industrial Training (DTE) in upgrading the equipment of 30 selected Industrial
Training Institutes (ITIs) as required by the revised guidelines of the National Council
of Vocational Training (NCVT). This will ensure that the latest training is offered to
the 6750 students enrolled in these 30 ITIs. The proposed Women’s Polytechnic will
expand TVET training options for women.
(iv) Output 4. Capacity of HPKVN strengthened. The project will build HPKVN’s
project management, fiduciary, safeguards, and training capacity. A cadre of staff
specialized in different facets of TVET—counseling, training, quality assurance,
industry engagement, skill-gap analysis, and M&E—will be trained. HPKVN will
prepare a TVET results-framework for the entire state. Lessons drawn from
evaluations of ongoing programs will be used to reduce duplication. The new
infrastructure proposed under the project will be located optimally so that all
Departments can use them as required. A state-wide IT-based management
information system (MIS) for tracking project activities assessors will be established.
This will help to break silos across departments, and establish the foundation for a
true state Skill Development Mission.
8.
The project is pro-poor and gender focused. The target trainees are the needy urban
and rural youth of HP, and those enrolled in government arts and science colleges and TVET
training institutes. Training will focus on trades such as pharmaceuticals, food processing, and
light manufacturing in the secondary sector, and retail, tourism, hospitality, and banking and
financial services in the tertiary sector for which there is demand within and outside HP. Support
will also be provided to boost the livelihoods of the rural and urban poor through a package of
training and marketing support. To ensure that the labor force participation rate for women does
not decline with urbanization and diversification of HP’s economy, the project will establish a
Women’s polytechnic (output 3), introduce gender-sensitive vocational courses in arts and
science colleges where a high proportion of women are enrolled, and design counseling
modules to inform women of the opportunities and career choices offered by TVET.11
B.
Indicative Implementation Arrangements
9.
The Department of Planning, GOHP, will be the executing agency. HPKVN, DTE,
DOHE, and DOLE will be the implementing agencies. HPKVN will improve coordination and
convergence across all TVET projects. The funds will be channelized by the EA through HPKVN
for all activities. In order to enhance project readiness, advance contracting and retroactive
financing will be considered.
11
In 2011−2012, HP’s labor force participation rate for rural women was 63%, but only 28% for urban women. It was
87% for rural men and 73% for urban men.
5
IV.
SECTION III
DESIGN AND MONITORING FRAMEWORK (DMF)12
Impact the Project is Aligned with
Improved employment and livelihood development opportunities for the needy youth of HP aged 16 to 30
years (HP Skill Development Mission)
Performance Indicators with
Data Sources
Results Chain
Targets and Baselines
and Reporting
Risks
Outcome
By 2021 for all indicators:13
a-c. Tracking
Given HP’s own
(target: females at least 40%)
surveys
constraints, i.e.
Employability of
undertaken by
a. Of those who are trained for formal sector
limited industrial
those trained
HPKVN
employment and certified (output indicators
base, hilly terrain,
under the
1a and 1d), at least 70% get placement
and poor
project
a-c. MIS project
within 3 months of completing training
improved
reports of HPKVN connectivity, many
of the formal job
and relevant
b. Of those trained for improved selfopportunities will be
Departments
employment / rural livelihood (output
outside the state.
indicator 1b), at least 70% will experience
Some of the trained
an increase of 3% or more in their income
and certified
within 14 months of completion of training
students may not
want to migrate out
c. Of those pursuing vocational education
of the state even
while enrolled in arts and science colleges,
when offered
at least 80% should be successfully
placement.
certified
Outputs
By 2021 for all indicators:
1a-1e. MIS project Despite best efforts
(target: females at least 40%)
reports of HPKVN to engage good
1. TVET in HP
and relevant
quality TSPs and
1a. 65,000 trainees trained and certified by Departments
scaled up
assessment
and aligned HPKVN (2015 baseline: 0; 60% to be trained
agencies, and
for formal sector employment, and 40% for
to national
monitor them
improved self-employment / rural livelihood)
standards
closely, the quality
of training and
1b. 4,800 students enrolled in B.VoC. courses
assessment may
in 15 government and government-aided arts
not be of the level
and science colleges in HP
required. India’s
(2015 baseline: 0)
skills ecosystem is
still evolving, and
1c. 6,500 trainees enrolled for NSQF levels 5-6
there remain some
courses in 40 government and governmentsystemic
aided arts and science colleges
challenges which
(Baseline 2015: 0)
are beyond the
scope of this
1d. TVET training imparted to 900 women in
project.
the new polytechnic for Women (Baseline
2015: 0)
1e. Pool of 200 industry-accredited masters
trainers and assessors established
12
13
All indicators and baselines will be firmed up during project design.
All government funded skill development programs should adhere to the common benchmarks of outcomes,
training quality, duration, and costs as laid down in the “Training Cost Guidelines”, July 2015, Report of the
Common Norms Committee, Ministry of Skill Development and Entrepreneurship, New Delhi. This practicality of
achieving these targets in HP will be assessed during the baseline surveys.
6
Results Chain
2. Market
aligned
skills
ecosystem
created in
HP
Performance Indicators with
Targets and Baselines
By 2021 for all indicators:
2a. 15 qualified private training providers
engaged by HPKVN (2015 baseline: 0)
2b. 10 MoUs signed between HPKVN and
sector skill councils and industry
associations (2015 baseline: 0)
2c. Unified IT-based job portal for HP
operationalized at HPKVN (2015 baseline
2016: Not linked)
3. Access to
quality
training
institutes
improved
2d. 12 employment exchanges converted into
centers for career counseling
(2015 baseline: 0)
By 2021 for all indicators:
3a. 25 training cum marketing rural block-level
resource centers made operational14
(2015 baseline: 0)
Data Sources
and Reporting
Risks
For indicators 2a2c. MIS project
reports of HPKVN
2d. Labor and
employment
department
Annual Report
3a-3f. MIS project
reports of HPKVN
and relevant
Departments
3b. 12 city livelihood development centers
operational15 (2015 baseline: 0)
3c. Basic infrastructure and equipment
upgraded in 15 government colleges for
B.VoC implementation (2015 baseline: 0)
3d. Basic infrastructure and equipment
upgraded in 40 government and
government aided colleges for
implementing NSQF 5-6 courses (2015
baseline: 0)
3e. Equipment in 30 ITIs upgraded as the
revised NCVT syllabus
(2015 baseline: 0)
4. Capacity of
HPKVN
enhanced
3f. One women’s polytechnic operational16
(2015 baseline: There is currently, only 1
dedicated polytechnic for women in HP,
located at Kandaghat)
By 2021 for all indicators:
4a. HPKVN’s in-house capacity for project
management, procurement, financial
management, and M&E strengthened
4a-4c. MIS project
reports of HPKVN
4b. Project MIS, providing sex-disaggregated
data on relevant indicators, operational
4c. Periodic M&E surveys and skill-gap
analysis conducted
Key Activities with Milestones
These 25 block-resource centers will raise HP’s annual skills training capacity focused on rural youth by 1,400.
These 12 city livelihood centers will raise HP’s annual skills training capacity focused on urban youth by 1,600.
16 The new polytechnic for women will increase TVET training options for women, and raise annual training capacity
by 300.
14
15
7
Results Chain
Performance Indicators with
Targets and Baselines
Data Sources
and Reporting
Risks
Output 1. TVET in HP scaled up and aligned to national standards
1.1 Preparation of NSQF-aligned and market-oriented TVET training protocols for formal employment, rural
livelihoods development, and entrepreneurship (Nov. 2015 to July 2017)
1.2 Improved course curriculum aligned to NCVT / NOS-QP for focus trades, B.VoC and NSQF Levels 5-6
courses based on skill-gap analyses and stakeholder consultations (Nov. 2015 to July 2017)
1.3 Preparation of process manuals for undertaking training programs (Nov. 2015 to July 2016)
1.4 Reorientation of master trainers and instructors (2017 and 2018)
1.5 Training of trainers and developing a pool of master trainers (2017 and 2018)
1.6 Engagement of good quality private training providers (2017 and 2018)
Output 2: Market aligned skill ecosystem created in HP
2.1 Industry representation in HPKVN’s Board strengthened ( by March 2016)
2.2 MOUs with relevant industries, industry associations, and sector skills councils to market HP as a hub for
skilled workers (both males and females) (Ongoing)
2.3 Align all courseware and delivery methods to national quality benchmarks (Nov. 2015 to July 2017)
2.4 Protocol for reforming employment exchanges into centres for career counseling (2016 and 2017)
Output 3: Access to quality training institutes improved
3.1 Standard architectural designs prepared for city livelihood centers in urban areas, multi-purpose training
cum marketing block resource centers in rural areas, and Women’s polytechnic (by August 2016)
3.2 Preparation of bidding documents and tendering for civil works and equipment (Feb. 2016 to July 2017)
3.3 Specification for training equipment and upgraded classrooms/laboratories for introducing B.VoC and
NSQF Levels 5 to 6 courses (by August 2016)
3.4 Preparation of a list of equipment to be upgraded across the 30 ITIs based on the revised NCVT syllabus(by August 2016)
Output 4: Capacity of HPKVN enhanced
4.1 Formation of HPKVN and appointment of staff in the state and district PMUs to handle skills training,
quality assurance, M&E, financial management, procurement, and safeguards (by Feb. 2016)
4.2 Policies and processes pertaining to rules of engagement between HPKVN and partner departments
institutionalized (by Feb. 2015)
4.3 5 years TVET results framework and implementation roadmap for HPKVN (by end Feb. 2016)
4.4 Issue of EOIs and RFPs for PMC firm, DSC firm, MIS firm, and M&E firm (EOIs by end March 2016, and
RFPs (by end June 2016)
4.5 Required manuals and bidding documents for financial management, procurement, and safeguards
prepared (by end Dec. 2015)
4.6 Department of Economics and Statistics and Dept. of Industries to conduct a detailed district-wise survey
of skill-gaps + GIS mapping (by March 2016)
4.7 Development of an IT-based platform for coordinating activities of departments involved in TVET (2017
and 2018)
Inputs
ADB: $80 million
Government of Himachal Pradesh: $20 million
Assumptions for Partner Financing
Not applicable
B.Voc. = Bachelor of Vocational Education, DORD = Department of Rural Development, DOUD = Department of Urban
Development, DSC = Design and Supervision Consulting firm, GoHP = Government of Himachal Pradesh, HP = Himachal
Pradesh, HPKVN = Himachal Pradesh Kaushal Vikas Nigam, IT = information technology, ITI = Industrial Training Institute,
MIS = management information system, MOU = memorandum of understanding, NCVT = National Council of Vocational
Training, NOS-QP = National Occupational Standards and Qualification Packs, NSQF = National Skills Qualification
Framework, PMC = Project Management Consulting firm, SSC = sector skills council, TVET = Technical and Vocational
Education Training
Source: Asian Development Bank
8
V.
SECTION IV – TERMS OF REFERENCE
1.
ADB will engage a firm (35 person-months for 9 national consultants) for the PPTA. The
selection and engagement of consulting inputs will be carried out in accordance with ADB’s
Guidelines on the Use of Consultants (2013, as amended from time to time). The consulting firm
will be selected on the basis of simplified technical proposal in accordance with quality and cost
based selection procedures. A quality to cost ratio of 90:10 will be followed. All TA-financed
goods will be procured in line with ADB’s Procurement Guidelines (2015, as amended from time
to time). All disbursements under the TA will be done in accordance with ADB's Technical
Assistance Disbursement Handbook (2010, as amended).
2.
The major outputs / tasks of the entire firm are listed below. They should be read in the
context of the specific TORs laid down for the different consultants who have to be hired:
A.
Broad Terms of Reference for the firm (TOR)
a.
Overall Sector Analysis / Design and Monitoring Framework
(i)
Review the TVET programs being run by different departments in HP. (See
annex 1, Table 1 for the list.) Prepare brief reports on the types of training being
imparted: target trainees: trades; delivery mode (public or private training);
training facilities; M&E strategy; MIS; baseline data in terms of the numbers of
trainees trained and assessed, results / outcomes placement data; and
information on quality and certification norms.
(ii)
Based on the above, prepare a consolidated report summarizing which programs
are working well, and which are not. Draw relevant lessons which help to improve
the design of the proposed ADB project. For example, review the ITIs that were
covered under the Vocational Training Improvement Project – I (VTIP-1) of the
World Bank, and the ITIs covered under the COE / PPP schemes of GOI. Draw
lessons from their performance. Also, review the progress to date of the
experience with introduction of vocational education in a representative sample
of secondary and higher secondary schools, and other training provided under
central schemes (e.g. NULM, Aajeevika etc).
(iii)
Advice GOHP on how some of the programs being run by different Departments
that are not specialized in skills (e.g. Tribal Affairs, Industries, Horticulture,
Tourism, Power etc.) can be rationalized and integrated under HPKVN.
(iv)
In order to guide what type of training should be supported under the project,
build on existing references (e.g. NSDC’s Skill Gap Analysis for HP; state-level
surveys done by the Economics and Statistics Department, GOHP; plus analysis
of NSS data) by undertaking selective district-wide stakeholder analysis
(including a survey of youth aspirations and local demand) to identify the real
skill-gap. Capture the different needs, aspirations, opportunities and constraints
facing rural and urban youth; females and males; those looking for formal
employment versus those who are self-employed / entrepreneurs through these
surveys and stakeholder workshops.
(v)
Prepare a consolidated and realistic TVET results-framework for HP with targets
based on the above analysis [(i), (ii), (iii), and (iv) above].
9
(vi)
Help to strengthen the design and monitoring framework (DMF in section III) by
providing accurate baseline data, and proposing realistic output and outcome
targets (disaggregated by gender where relevant) across the project period.
b.
Strengthen the Business Processes of HPKVN
(i)
In view of the mandate and targets of HPKVN, assist it in preparing detailed
business processes and a governance framework so that it can handle all the
tasks involved in skilling – planning, mobilization, counselling, engagement of
training providers, supervision of training providers, quality assurance, M&E,
assessment, industry engagement, modernization of training facilities and
equipment - well. Annex I, table 2 provides a schematic presentation of the tasks
HPKVN will have to perform.
(ii)
Assist HPKVN in preparing the rules of engagement (and division of roles and
responsibilities) including planning, execution, fund-flow, reporting, and M&E etc.
with respect to other Departments [eg. Departments of Planning; Technical
Education, Vocational & Industrial Training (DTE); Labor and Employment
(DOLE); Higher Education (DOHE); Urban Development (DOUD); and Rural
Development (DORD)].
(iii)
Prepare a strategy for continued industry engagement so that internship and
placement opportunities can be maximized.
(iv)
Build on the work of other ADB consultants in strengthening the governance
processes of HPKVN pertaining to procurement, financial management,
safeguards, and grievance redress.
(v)
Identify weaknesses and risks from the perspective of HPKVN’s governance, and
design a risk mitigation plan.
(vi)
Propose a broad capacity building program for HPKVN staff based on the above.
c.
HPKVN’s flagship training program
(i)
Assist HPKVN in designing NSQF-aligned training protocols / manuals for key
courses that are in demand.
(ii)
Based on the stakeholder analysis and surveys above, provide guidance
regarding the right mix between training for formal employment and training for
self-employment / entrepreneurship development; location of the training (district/
block); and target trainee (rural / urban; drop out / in school or college; employed
in the informal sector etc.). Help HPKVN in preparing an implementation
roadmap in consultation with other departments.
(iii)
Draw appropriate lessons from the quality and experience of other national
training and assessment programs (e.g. STAR 1; PMKVY), plus those being
conducted by other states (eg. Rajasthan, UP). Provide practical suggestions so
that the quality and relevance of training can be enhanced, and the time gap
between assessment and completion of training be reduced to the minimum.
10
(iv)
Based on agri-value chain analysis plus a review of the main agro-and farmbased activities in HP, design a composite program for livelihood development as
well as processing / marketing support that will be delivered at the proposed rural
block level resource centers (BRCs). Chart out the type of infrastructure,
equipment, and training support that will be required. Prepare detailed cost
estimates. Provide guidance on the division of roles and responsibilities between
HPKVN and Department of Rural Development staff on the one hand, and
private training providers on the other. Draw on the experience of the Aajeevika
and DDUGKY programs, and guide how these can be tailored to HP’s
requirements. The firm will work with the HPKVN and the Department of Rural
Development in this regard.
(v)
Design a composite program of training cum marketing support for urban poor
that can be imparted at the proposed city livelihood development centers (CLCs).
Chart out the type of infrastructure, equipment, and training support that will be
required. Prepare detailed cost estimates. Provide guidance on the division of
roles and responsibilities between HPKVN and Department of Urban
Development staff on the one hand, and private training providers on the other.
Draw on the experience of the training provided under National Urban
Livelihoods Mission (NULM), and guide how this can be tailored to HP’s
requirements. The firm will work with the HPKVN and the Department of Urban
Development in this regard.
(vi)
Prepare a strategy and roll-out plan for reforming employment exchanges into
centers for career counseling. Chart out the type of infrastructure, equipment,
and training support that will be required. Prepare detailed cost estimates. The
firm will work with the HPKVN and the Department of Labor & Employment in this
regard.
(vii)
Assist HPKVN in determining the appropriate location of the proposed CLCs and
BLRCs (ie. close to industry / agro-processing demand centers), while ensuring
that access for needy youth in under-served areas is maximized,
(viii)
Undertake gender analysis to identify barriers to entry of females into TVET
courses and careers in HP. Prepare a gender action plan elaborating how
HPKVN should collect gender disaggregated data for the indicators laid down in
the DMF.
(ix)
Prepare a gender sensitive communication strategy to reach out to the different
stakeholder groups – the youth, their parents, trainers (public and private), and
industry representatives.
(x)
Prepare gender sensitive counselling modules for different target groups – males
and females, rural and urban, and those looking for formal placements, and
those for improved rural livelihoods.
d.
Monitoring and Evaluation
(i)
Help in preparing technical specifications for an IT-based HP-wide job portal and
for a project MIS linking HPKVN to other departments. Ensure that data required
for tracking the baselines and targets in the DMF are collected by the MIS.
11
(ii)
Guide HPKVN staff in how to use MIS data as a strategic tool for improving
planning and implementation
(iii)
Design an M&E strategy based on the above data sources, in consultation with
the Department of Economics and Statistics, GOHP. Undertake M&E of a sample
of training schemes (1 each for formal employment and for self-employment).
(iv)
Prepare conceptual frameworks for tracking the effectiveness of training for (a)
formal wage employment; and (b) improving the livelihood of those who are selfemployed.
(v)
Identify good local Himachal based research entities which can partner with
HPKVN on a long-term basis to continue with M&E work.
e.
Cross-cutting work
Based on the above, the consulting firm will:
B.

Provide the inputs required by the ADB Mission Leader for various linked documents –
sector analysis; economic and financial analysis; project administration manual; gender
action plan; communication plan; and integrated risk management plan.

Assist HPKVN and the ADB procurement consultant in preparing bidding documents for
engaging private training providers and procuring for civil works / equipment in
accordance with the ADB's Guidelines on the Use of Consultants (2013, as amended
from time to time) and Procurement Guidelines (2015, as amended from time to time).
TORS FOR INDIVIDUAL CONSULTANTS
The following 9 experienced consultants are required for preparing the above outputs.
1.
Technical and Vocational Education Training (TVET) Programs Planning
Specialist/ Team Leader (national; 5 person-months intermittent over 8 months): The
consultant will preferably have a Masters’ degree or higher in TVET, Economics, or other
relevant discipline, with more than 8 years’ experience of working on skill development projects
in India at the national and state levels. He/she will: (a) Analyze the ongoing public and private
TVET programs in HP, and identify their strengths and weaknesses; (b) suggest ways in which
these programs can be rationalized and consolidated under the aegis of HPKVN to reduce
duplication; (c) Build on NSDC’s skill-gap study for Himachal Pradesh by conducting surveys at
the district level and analyzing NSS data; (d) Identify specific skills pertaining to the services
and manufacturing sector for which there is market-demand, within and outside HP; (e) Identify
livelihood-development opportunities district-wise; (f) estimate the likely income benefits to the
trainees from the proposed training programs (from both formal sector employment and
improved self-employment/rural livelihoods), and confirm the economic viability of these
programs. (g) Identify specific avenues for entrepreneurship development district-wise; (h)
Identify specific skills courses for girls and for the poor (i.e. those focusing on self-employment
and small business development); (i) Help HPKVN in planning and sequencing its training
programs, sector and district-wise, based on an assessment of the overall demand; (j) Guide
how the reform of employment exchanges into model career counseling centers should be
rolled out; and (i) help in collecting information on the baselines and targets laid down in the
project’s design and monitoring framework (DMF). The TVET Programs Planning Specialist will
guide the work of the other experts, and coordinate their work. He/she will ensure that the
required inputs are provided to the Mission Leader in the specified formats and on time.
12
2.
Governance and Institutional strengthening specialist (national, 4 person-months
intermittent over 8 months). The Governance and Institutional Strengthening specialist should
preferably have a Masters’ degree in Business Administration, Human Resources Management,
Economics, or other relevant degree from a reputed institute, with more than 8 years’
experience of managing development projects. Experience in skill development and institutional
reform will be preferred. He/she will undertake the following: (a) Review the current structure of
HPKVN in the context of its mandate, and suggest organizational reforms to strengthen
governance, improve project implementation, and ensure sustainability of the proposed reforms;
(b) Prepare a governance framework and assist in preparing the rules of engagement including
planning, execution, fund-flow, reporting, and M&E etc. between HPKVN and the other
Departments, as well as with private training service providers (TSPs); (c) Prepare the required
manuals laying down standard operating procedures so that the business processes become
streamlined, and all staff and program managers become fully aware and trained on their
respective roles and responsibilities; (d) Design training manuals, and train relevant HPKVN
staff at the head office and district program units; (e) Work with counterpart staff responsible for
administration, financial management, and procurement to ensure that governance is sound; (f)
Prepare an implementation road map to guide HPKVN in terms of planning the roll-out of
different activities, sequencing and scheduling them, and ultimately monitoring and tracking
them; (g) Identify possible governance and fiduciary risks, and proposed a detailed risk
mitigation plan; (h) assist and (h) In the context of the above, help in designing the required
capacity development and training programs for HPKVN staff.
3.
M&E and survey specialist (national, 4 person-months intermittently over 8
months). The monitoring and evaluation (M&E) specialist will preferably have a master’s
degree in Economics or Statistics or equivalent, with more than 6 years’ relevant experience in
undertaking M&E of development projects. He/she should have the experience of analyzing
National Sample Survey (NSS) data to understand employment trends. He/she will: (a) Work
with the TVET Planning Specialist to assess the effectiveness of ongoing public and private
training programs in HP; (b) Prepare an M&E conceptual framework for HPKVN which will allow
it to track the quality of future training, both for formal placements as well as for improved
livelihoods; (c) Design an M&E strategy based on the above data sources, in consultation with
the Department of Economics and Statistics, GOHP. Undertake M&E of a sample of training
schemes (1 each for formal employment and for self-employment); (d) Coordinate with the MIS
expert and guide him/her about critical data, including sex-disaggregated data, which need to be
collected to facilitate proper M&E; (e) Design and undertake pilot tracking surveys to capture the
outcomes of a sample of programs in terms of enhanced employability and / or placements; (f)
Help in collecting information on the baselines and targets laid down in the DMF; (g) Guide
HPKVN staff in how to use MIS data as a strategic tool for improving planning and
implementation; and (h) Identify good local Himachal based research entities which can partner
with HPKVN on a long-term basis to continue with M&E work.
4.
Social development (gender development) specialist (national, 3 person-months
intermittently over 8 months). A social development (gender development) specialist with
preferably a masters’ degree in economics or sociology or social welfare, and more than 6 years
relevant work experience is required to: (a) Study and analyze the various factors determining
the education and workforce participation behavior of females and males, including barriers to
entry of females in TVET courses and careers, in HP; (b) Identify trades of interest women and
design appropriate counselling modules for these; (c) Coordinate with other specialists to collect
and analyze gender–focused data; (d) Prepare a gender action plan with clear baseline data
and targets; (e) Conduct gender sensitization workshops for HPKVN and other stakeholders
13
including training service providers; and (f) work with Communication and Counseling consultant
to design appropriate communication strategies on gender and livelihood development issues
5.
MIS Specialist (national; 3 person-months intermittent over 8 months): The MIS
architect will preferably have a Masters’ degree in computer science / IT from a reputed
university, with more than 6 years’ relevant experience. He/she will: (a) review the IT platforms
that are currently being used by the relevant departments, and suggest ways of connecting the
different platforms in a cost-effective manner so that information on core parameters of different
skills training programs can be consolidated and made available to HPKVN; (b) draw on the
good features of MIS being used by other states (e.g. Kerala, Rajasthan); (c) Prepare the
technical specifications for the required MIS for HPKVN; and (d) Ensure that data required for
tracking the baselines and targets in the DMF are collected by the MIS.
6.
Communication and Counseling Specialist (national, 3 person months intermittent
over 8 months). A communication specialist with preferably a Masters’ degree in Mass
Communication, and with more than 6 years’ relevant work experience is required. Past
exposure to development projects is required. He/she will: (a) help to design a Communication
strategy for HPKVN so that it can disseminate information on this project to all stakeholders –
trainees, their parents, training partners, potential employers, and industry associations; (b)
design sample brochures and pamphlets for different stakeholders; (c) Design some gendersensitive outreach cum counseling modules for a few sample trades for target trainees (to be
covered by this project) belonging to different backgrounds – females and males; rural and
urban youth; those who are drop-outs and those who are enrolled in schools / colleges /
industrial training institutes (ITIs)/ polytechnics; those interested in formal employment, and
those who are self-employed; (d) conduct pilot counselling sessions for a cross-section of
sample trainees to refine and improve upon the documents; (e) prepare a Consultation and
Participation plan which will guide project implementation and grievance redressal. The
communication and counseling material prepared under the PPTA will guide the work of the
private training providers to be engaged by GOHP.
7.
Livelihood Development Specialist (national, 4 person-months intermittently over
8 months). A Rural Livelihood Development Specialist with preferably a masters’ degree in
agriculture sciences, rural management, or related field, and with more than 8 years relevant
work experience is required to: (a) Identify relevant farm and non-farm livelihood development
opportunities that can be supported by HPKVN; (b) Analyze value-chains for farm-based
products in demand, and identify ways in which the project can support the required skilling and
livelihood development; (c) Specify additional support in terms of processing and marketing, as
well as extension services, that will be required for successful generation of livelihoods; (d)
Identify ways in which this project can link up with other ongoing government programs for
horticulture development and food processing; (e) Identify specific avenues for entrepreneurship
development district-wise; and (f) Based on the above, design a composite program for
livelihood development as well as processing / marketing support that will be delivered at the
proposed rural block level resource centers (BRCs). Chart out the type of infrastructure,
equipment, and training support that will be required. Prepare detailed cost estimates. Provide
guidance on the division of roles and responsibilities between HPKVN and Department of Rural
Development staff on the one hand, and private training providers on the other. Draw on the
experience of the Aajeevika and DDUGKY programs, and guide how these can be tailored to
HP’s requirements.
8.
Vocational Education Specialist (national, 3 person-months intermittently over 8
months). The Vocational Education specialist will preferably have a degree in vocational
education or equivalent from a reputed university, with more than 8 years’ relevant experience
14
in skill development at the secondary and tertiary levels. He/she will: (a) help to design the
specific B.Voc. and NSQF levels 5 to 7 courses that can be offered in the colleges of HP. The
specialist should be aware of the guidelines of the Ministry of Human Resources Development
and Universities Grants Commission; (b) Review the quality of training being imparted at the
secondary and higher secondary levels in the schools of HP, and suggest how this can be
improved; (c) Based on the findings of the aspiration surveys of college students, determine
what kind of courses, pedagogical techniques, and training equipment are required at the
college level; (d) Assist the staff of the Department of Higher Education, GOHP, in planning the
roll-out of the B. Voc. and NSQF levels 5 to 7 courses (including recruitment of government
teachers for B.Voc. courses, and private training providers for NSQF 5 to 7 courses).
9.
Training cum project coordinator (national, 6 person-months intermittently over 8
months). The training cum program coordinator will have an MBA degree or equivalent from a
reputed university, with preferably more than 6 years relevant experience in skill development.
He/she will help HPKVN to: (a) coordinate with other departments and industry associations; (b)
coordinate with multiple training service providers, and monitor their work; and (c) organize the
required workshops and stakeholder consultations. The consultant will help the Mission Leader
in coordinating across Departments so that project readiness conditions are fulfilled on time.
VI.
SECTION V – TIMELINES
(i)
The mobilization of the consulting firm is expected around March/April 2015 (subject to
the time taken for the recruitment).
(ii)
Within 1 month of commencement of service, the firm will provide a detailed inception
report based on consultations with the executing agency [Department of Planning
(DOP), Government of Himachal Pradesh (GOHP)], and the implementing agency
[HPKVN, DTE, DOHE, DOLE], relevant line agencies, and stakeholders.
(iii)
The inception report will elaborate how the firm plans to undertake the key tasks to
prepare the deliverables, a roadmap with the appropriate sequencing of tasks, and roles
and responsibilities of team members. 2 copies each of the inception report will be
submitted to ADB and GOHP within 1 month of commencement of service.
(iv)
Within 4 months of commencement of service, 2 copies each of the interim report
comprising first draft of the main deliverables will be submitted to ADB and GOHP
for review. The feedback provided by these agencies will be incorporated by the firm.
(v)
Within 6 months of commencement of service, the draft final report comprising
second drafts of the main deliverables will be prepared. 2 copies each will be
submitted to ADB and GOHP. The feedback provided by the stakeholders will be
incorporated by the firm.
(vi)
Within 8 months of commencement of service, all workshops / stakeholder consultations
should be concluded. Based on the feedback, the deliverables should be finalized.
(vii)
2 copies each of the final report (along with soft copies on DVDs or flash drives) with
the final versions of all the deliverables will be submitted to ADB, HPKVN, and GOHP. It
should reflect all the comments provided by the involved agencies.
(viii)
All reports submitted to ADB should be well edited, focused, and professionally
formatted in line with ADB requirements (Arial 11, single space, justified, 1 inch
margins). Please refer to an ADB document as a sample.
15
(ix)
All reports should have an executive summary not exceeding 2-3 pages. Power-point
presentations with a maximum of 15 slides should also be prepared summarizing the
key findings, actionable reforms, and planned interventions should be prepared at the
inception, interim, and final stages.
16
ANNEX I
Table 1
S No.
Department
Targets
2012-17
Training schemes
1
Horticulture
5000
Horticulture. Mushroom Cultivation and Apiculture
2
Health (Allopathy)
31620
National Rural Health Mission (NRHM)
3
Animal Husbandry
1500
Poultry Farming
4
Industries
48050
Rural Industrialization Program, Entrepreneurship Dev.
Program, Carpets and Handloom
5
Technical Education
109253
Craftsman Training, Apprentice, SDIS
6
Rural Development
91225
Aajeevika, National Rural Livelihoods Mission (NRLM)
7
Tourism & Civil Aviation
10000
Scheme under NSDC’s Hunar Se Rozgar Tak
8
Urban Development
37500
National Urban Livelihoods Mission (NULM)
9
Tribal Development
2250
Artisans/ youth training under Border Area Dev. Programme
10
Education
26912
Vocational Education in schools and colleges
11
Labour and
Employment
125000
Skill development Allowance (SDA) scheme
12
Electricity
2500
TOTAL
490810
Industrial trainings in ITIs/ Polytechnics
Table 2
Complexity of the skilling chain
•
Multiple target segments - drop-outs,
school / college graduates, rural / urban
•
Multiple outcomes - formal wage
employment / enhanced livelihoods /
entrepreneurship / within & out-of-state
•
Balancing changing aspirations and
market demand
•
Multiple stakeholders – public and
private, different depts., many industry
bodies, SSCs, assessment bodies
•
Harmonized quality assurance (QA)
standards required in line with NSQF
•
Engagement with industry to ensure
relevance & OJT / placements
•
Evolving national skills ecosystem
•
Monitoring and Evaluation (M&E) to
draw lessons for new planning cycle
•
Optimal combination of “hard” and
“soft” interventions required for success
State-wide
planning
and
execution
M&E/
tracer
surveys
Balancing
supply
/aspirations
with
demand
Align with
national
standards
Quality
public and
private
providers
Access to
training
infrastructure/
industry
engagement