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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