Ex-Post Evaluation on the Project for the Development of ... · Development of the Vocational...

Ex-Post Evaluation on the Project for the

Development of the Vocational Training

Capacity in Uzbekistan

2015. 12

This evaluation study was entrusted to Sangmyung University by KOICA

for the purpose of independent evaluation research. The views expressed

in this report do not necessarily reflect KOICA's position.

The Korea International Cooperation Agency (KOICA) performs various

types of evaluation in order to secure accountability and achieve better

development results by learning.

KOICA conducts evaluations within different phases of projects and

programs, such as ex-ante evaluations, interim evaluations, end-of-project

evaluations, and ex-post evaluations. Moreover, sector evaluations,

country program evaluations, thematic evaluations, and modality evaluations

are also performed.

In order to ensure the independence of evaluation contents and results, a

large amount of evaluation work is carried out by external evaluators.

Also, the Evaluation Office directly reports evaluation results to the

President of KOICA.

KOICA has a feedback system under which planning and project

operation departments take evaluation findings into account in

programming and implementation. Evaluation reports are widely

disseminated to staffs and management within KOICA, as well as to

stakeholders both in Korea and partner countries. All evaluation reports

published by KOICA are posted on the KOICA website. (www.koica.go.kr)

CPS Country Partnership Strategy

CSSVE Center for Secondary Specialized, Vocational Education

DAC Development Assistance Committee

EDCF Economic Development Cooperation Fund

GDP Gross Domestic Product

KOICA Korea International Cooperation Agency

MDGs Millenium Development Goals

NCS National Competency standards

ODA Official Development Assistance

OECD Organization for Economic Cooperation and Development

OJT On-the-job Training

TVTC Tashkent Vocational Training Center

TVET Technical an Vocational Education and Training

WIS Welfare Improvement strategy of Uzbekistan

Rating Result i

Executive Summary v

I. Background 1

1. Rationale 3

2. Purpose and Scope of Evaluation 4

3. Evaluation Target 5

II. Evaluation Method and Procedure 15

1. Evaluation Criteria and Methods 17

2. Limitations of Evaluation and Limitation Factors 21

3. Domestic and Foreign Research and Research Methods 22

4. Duty Allocation and Schedule of Evaluation Team 28

III. Evaluation Target Analysis 31

1. Evaluation Environment (Country/Field) Investigation 33

2. Analysis of evaluation target institution 42

3. Analysis of Stakeholders 44

IV. Results of Ex-Post Evaluation 47

1. Relevance 49

2. Efficiency 56

3. Effectiveness 62

4. Impact 87

5. Sustainability 94

6. Cross-cutting criteria 102

V. Conclusion and Recommendation 105

1. Main Evaluation Results 107

2. Lessons learned 110

3. Suggestions for conducting a similar project 111

Reference 123

Annex 125

[Tables]

<Table 1> Summary of the Project for the Development of the Vocational

Training Capacity in Uzbekistan ························································· 5

<Table 2> Project Design Model for Evaluation (PDMe) ·································· 8

<Table 3> Target Project Progress ····································································· 10

<Table 4> Evaluation Criteria ············································································· 17

<Table 5> Evaluation Criteria and Items ··························································· 18

<Table 6> Research summary according to evaluation methods ···················· 26

<Table 7> Responsibilities and duties of the evaluation team······················· 29

<Table 8> Evaluation schedule ··········································································· 30

<Table 9> Uzbekistan school system of public education ······························· 37

<Table 10> Analysis of stakeholders of the subject company

for the evaluation ·········································································· 44

<Table 11> Results of Relevance Evaluation ···················································· 49

<Table 12> Level of Expenditure on Education Sector from the Uzbekistan

National Budget ··············································································· 51

<Table 13> Portion of the Budget given to Different Levels of Education ···· 51

<Table 14> Welfare Improvement Strategy 2008-2010 Plan ························· 54

<Table 15> Results of Efficiency Evaluation ····················································· 56

<Table 16> Comparison of distribution plan and actual distribution ············· 57

<Table 17> Comparison of expert dispatch plan and actual consignment ···· 59

<Table 18> Comparison of the project promotion schedule plan

and actual performance ·································································· 61

<Table 19> Results of Effectiveness Evaluation ················································ 62

<Table 20> Production plan preparation table ················································· 63

<Table 21> Development procedure of curriculum and teaching materials ··· 65

<Table 22> Attendee List of Expert Meeting ···················································· 66

<Table 23> Plan vs. Implementation of textbook development ····················· 67

<Table 24> Writing, translation and revision of newly developed teaching

materials ···························································································· 68

<Table 25> Detailed contents of manager course

(of ʻʻtraining program in Koreaʼʼ) ···················································· 71

<Table 26> Detailed contents of training teacher course

(of ʻʻtraining program in Koreaʼʼ) ···················································· 72

<Table 27> Tools and materials supplied to each engineering faculty ·········· 75

<Table 28> Enrolled trainees per faculty (10. 30. 2015.) ······························· 76

<Table 29> Summary of enrolled TVTC trainees ············································· 77

<Table 30> Summary of graduation rates per engineering faculty ················· 77

<Table 31> The annual employment rates of graduates ································· 80

<Table 32> Appropriateness of curriculum (subject: teachers) ························ 80

<Table 33> Utilization of teaching materials (subject: teachers) ····················· 81

<Table 34> Appropriateness of the TVTC facility (subject: teachers) ············ 82

<Table 35> Appropriateness of the TVTC facility (subject: trainees) ············· 83

<Table 36> Appropriateness of supplied equipment (subject: teachers) ········· 84

<Table 37> Utilization of training equipment (subject: teachers) ···················· 84

<Table 38> Utilization of training equipment (subject: trainees) ···················· 84

<Table 39> An Overview of Current TVTC Teacher Gender Distribution ···· 85

<Table 40> Improvement of teaching capability (subject: teachers) ··············· 86

<Table 41> Evaluation of teaching capability (subject: trainees) ···················· 87

<Table 42> Results of Impact Evaluation ·························································· 87

<Table 43> Employment status of TVTC graduates per engineering faculty ···· 88

<Table 44> Match between training and duty (external success rate) ··········· 89

<Table 45> Usefulness of training in work performance (skills match) ········· 90

<Table 46> Evaluation of work performance of graduates

(subject: employers) ········································································· 91

<Table 47> Employersʼ preference of TVTC graduates ··································· 91

<Table 48> Pros and cons of TVTC graduates mentioned by employers

(multiple selection was allowed) ···················································· 92

<Table 49> The incidence of skills transfer by teachers ································· 93

<Table 50> Details of skills transfer to other institutions by teachers ········· 93

<Table 51> Results of Evaluation of Sustainability ·········································· 94

<Table 52> Number of TVTC applicants and new trainees

per yearly group ·············································································· 97

<Table 53> Performance of Profit-making Project ········································· 98

<Table 54> Maintenance of training equipment ·············································· 99

<Table 55> The yearly performance and class demonstration performance

per curriculum················································································ 100

<Table 56> Details on dispatching experts and volunteer workers ·············· 101

<Table 57> Summary of follow-up management project ····························· 101

<Table 58> Results of Cross-cutting Criteria Evaluation ······························ 102

<Table 59> Current status of male and female ICT graduates ···················· 103

[Figure]

[Figure 1] Evaluation Criteria based on the Results Chain ······························ 4

[Figure 2] Project Implementation System························································ 10

[Figure 3] The Evaluation Team Cooperation System···································· 23

[Figure 4] Uzbekistanʼs GDP growth rate (%) ·················································· 34

[Figure 5] Organization Chart of TVTC ···························································· 42

[Figure 6] Aerial view of TVTC ········································································ 43

[Figure 7] Uzbekistan Country Partnership Strategy 2012-2015 ··················· 52

[Figure 8] Graduation rate of TVTC training course (internal success rate) ···· 78

[Figure 9] Technical Skills and Instructional Skills ·········································· 86

[Figure 10] Employment rate per faculty ·························································· 88

[Figure 11] External success rate (%) per engineering faculty ······················· 89

[Figure 12] Usefulness of each engineering facultyʼs training

in work performance (Skills match) ··············································· 90

[Figure 13] TVTC awareness as an outstanding institution ···························· 94

Rating Result

Rating Result iii

Rating Result

❍ Evaluation Target: Project for the development of the Vocational Training

Capacity in Uzbekistan

Evaluation Criteria Evaluation Items Evaluation

Board Score

1. Relevance

∙ Relevance to Developmental strategy and Needs of Uzbekistan government, and Korea’s assistance strategy ④ 3 2 1

∙ Relevance of project design and implementation 4 ③ 2 1∙ Ownership of the Uzbekistan government 4 ③ 2 1

Average score(a) 3.30 / 4.0Reason for Score: It was relevant: The project complied well with needs for vocational training of Uzbekistan government and Korean government’s CPS (vocational training), although analysis on vocational training system and labour market of Uzbekistan was less sufficient.

2. Efficiency

∙ Efficiency against cost 4 ③ 2 1∙ Efficiency against time 4 3 2 ①

∙ Efficiency (Outcome against input) ④ 3 2 1Average score(b) 2.67 / 4.0

Reason for Score: It was less efficient: While there was change in foreign currency exchange rate, the output of the project was implemented with the budget. However, there was extension of period due to the customs clearance issue and the reduction of the training center’s size.

3. Effectiveness

/Impact

∙ Accomplishment level of project output, purpose, and goal ④ 3 2 1∙ Impact on social and economical environment 4 ③ 2 1

Average score(c) 3.50 / 4.0Reason for Score: It was effective: All outputs such as building, equipment and curriculum was delivered successfully. TVTC runs well since opening in 2012 with respect to recruit, training, graduation and job placement. The trainee’s skill is acknowledged suitable to industry’s demands. TVTC is transferring skills to other institutes and TVTC is recognized as an excellent center.

4. Sustainabilty

∙ Sustainability of policy, human resource, and finance ④ 3 2 1∙ Sustainability of maintenance and management system 4 ③ 2 1

Average score(d) 3.50 / 4.0Reason for Score: It was sustainable: Although Uzbekistan government does not have enough policy for informal vocational training, the government has a system to support vocational training for the unemployed and trainers have high-level of skill and the demand for the trade in TVTC is high.

Total Score (a+b+c+d) 12.97 / 16.0Total Evaluation Grade Successful

Note : The rating on this project is implemented by referring to the ʻODA Project Evaluation Rating Implementation Guidelineʼ of the Office for Government Policy Coordination. For the general evaluation, indicate as very successful if the calculated total score is 14 points or greater, successful if 11~14 points, partially successful if 8~11 points and unsatisfactory if less than 8 points.

Executive Summary

Evaluation Summary vii

Evaluation Summary

“The Project for the Development of the Tashkent Vocational Training Center

in Uzbekistan” was supported by KOICA for 5 years from 2008 til 2012. The

purpose of the project was to produce skilled human resources, which

corresponds to the industrial demand of Uzbekistan. In order to provide training

courses for mechanics, electric/electronics, automotive and ICT, the following

activities were conducted: 1) development of curriculum and teaching materials,

3) support for facility construction and equipment, and 4) improvement of

teaching capability. Tashkent Vocational Center (TVTC) opened in July 2012, which

offers training courses for those who are unemployed (a 10-month curriculum: 6

month education at TVTC + OJT for 4 month). So far, 1,234 graduates have been

produced.

Relevance: This project not only conforms to the recipient country government’s

national development policies, but also to Korea’s Country Partnership Strategy

(CPS) such as vocational training sector support. It is also considered to be a

suitable project for the project region and beneficiary demands. However, the

recipient country’s vocational training systems (such as formal and non-formal

vocational training systems) and labor market analysis were inadequate during

the project planning stage. Therefore, this project is relevant.

Efficiency: Although this project have been adjusted according to the rising

exchange rates, the budget and distribution of human resources were

implemented as planned. However, due to the declining finances of the recipient

country, there had been a delay in reducing the vocational training center

building area and equipment custom clearance. Consequently, the project could

viii Ex-Post Evaluation on Project for the Development of the Vocational Training Capacity in Uzbekistan

not be fulfilled within the planned period and required an extension of 2 years

and 5 months. Therefore, it can be concluded that the project, to a certain

degree, was performed less efficiently.

Effectiveness: As all of the initially planned activities of the project were

completed, thus, 100% of outputs were accomplished. The planned outputs include

1) establishment of master plan for vocational training center management, 2)

acquisition of facility and equipment necessary for vocational training, 3) newly

developed curriculum and teaching materials, and 4) improvement of teaching

ability. The curriculum, teaching materials, training facility and equipment supplied

through the present project were utilized adequately. Also, it was found that the

teaching capacity of the engineering faculty has been improved. However, there

were various errors in the process of translating textbooks that were developed

for the project. TVTC opened in July 2012 and currently, 331 trainees (the 7th

group of graduates) are enrolled and the enrollment rate is 91.9% (the quota is

360 trainees). The average trainee enrollment rate of the 1st to 7th group of

enrolled trainees is 89.8%. To date, 1,234 graduates have been trained and the

graduation rate is 78.7% and approximately 95.2% of these graduates have

secured employment.

Impact: To determine the effect of the project on a labor market, evaluation

team conducted a trace survey on 118 graduates. It was found that 74 graduates

were employed and the employment rate was 67.9%. Also, 73.0% of the

graduates responded positively to the survey question, “Are you working in the

profession that corresponds to the trade specialization you were trained for?” As

well, 4.1 (out of a 5-point scale) was scored by the respondents to the question,

“Were knowledge and skills learned from TVTC useful when performing your

current work duties?”. In addition, the employer satisfaction score of the

graduate’s work performance was demonstrated to be fairly high (4.33). It can

be concluded that the suitability to the demands of the industry are

Evaluation Summary ix

comparatively high for reasons such as the fact that most of the trainees are

working within the fields that they have received training for. Additionally, TVTC

teachers have been delivering their skills to other institutions and TVTC is

recognized as an outstanding institution in Uzbekistan. Therefore, the impact of

the project is high.

Sustainabilty: With the help of the Uzbekistan Government such as a

supporting policy for unemployed people and employment promotion fund, the

sustainability of the project was determined to be high. Also, there is a further

development opportunity due to an exceptional interest from the cabinet. Also,

standard of teaching skills, and industry demands support sustainability of TVTC.

However, as Uzbekistan have not established non-formal vocational training, there

is systematic instability. When the TVTC curriculum is viewed from the

perspective of different training subjects, initial training, retraining and industrial

training exists in a mixed state. Hence, tasks including “connection to prior

learning from vocational training” and “acknowledgement of training outcome”

need to be solved. The fact that the MOL, which is a management agency, is

not the competent Ministry for human resources development might be an issue.

Ⅰ. Background

1. Rationale

2. Purpose and Scope of Evaluation

3. Evaluation Target

Background 3

BackgroundI

Chapter

1. Rationale

❍ In Uzbekistan, the agriculture sector took up 35% of its total working

population and 26% of its GNP in 2002. However, there are plans to gradually

improve industrialization and to diversify and invigorate the industries by

promoting small businesses and implementing encouragement policies. In

addition, there are also plans for national economic development by fostering

a variety of different talented individuals within each industry sector through

the enforcement of “education and talent training laws”. In order to meet

these development demands, the government is actively supporting Uzbekistan’s

vocational training sector through KOICA. Currently, KOICA is in the process

of constructing the Samarkand vocational training center and is making plans

for the development of the Shahrisabz vocational training capacity project and

for a consulting business that can establish vocational training systems. If the

construction of vocational training capacity appears to have produced positive

outcomes for the recipient country’s industrial environment and economic

development, there are possibilities for the provision of additional support in

its establishment. Therefore, it has been proposed that there is need to shed

light on the relevance and outcomes of this target project – that is, the

‘Project for the Development of the Vocational Training Capacity in

Uzbekistan’ – and to seek for the right directions that future similar projects,

or follow-up projects, should take.

4 Ex-Post Evaluation on Project for the Development of the Vocational Training Capacity in Uzbekistan

2. Purpose and Scope of Evaluation

❍ The purpose of this evaluation is to analyze whether the project goals have

been achieved and, if so, to what extent, and to also analyze the project

outcomes. The evaluation was carried out by focusing on deducing lessons

and proposals that could be applied to future similar projects by apprehending

the reasons and requirements for the certain outcomes. Additionally, this

evaluation also aims to provide proposals to improve product effectiveness

and sustainability. Therefore, evaluations have been conducted under the five

main categories identified by OECD/DAC – that is, relevance, efficiency,

effectiveness, impact, and sustainability. Other evaluation categories include

cross-cutting issues such as gender and environment.

[Figure 1] Evaluation Criteria based on the Results Chain

Background 5

Classification Contents

Business Name

Korean 우즈베키스탄 타슈켄트 직업훈련원 건립 사업

English Project for the Development of the Vocational Training Capacity in Uzbekistan

Project Aim

1. To learn about the vocational training experiences that have been the groundwork for Korea’s successful industrialization process.

2. To contribute to the vocational training system’s qualitative improvement project through the training program in Korea for Uzbekistan vocational training center managers and teachers and the provision of domestic equipment and related technical know-hows.

Inputs

Recipient Country Korea

∙ Push forward design and construction procedures / KOICA manages through CM.

∙ Provide the vocational training center

PMC Consulting

∙ Establish detailed project plan, confirm equipment list and detailed specifications, and advise on training facility construction.

∙ Go on project field visit and

3. Evaluation Target

❍ After the independence from the former Soviet Union in 1991, Uzbekistan has

been pushing for the gradual economic reform to change from a planned

economy to a market economy system. They have set education as a core

sector for national development and are also promoting a modernization of

education program in order to satisfy the diverse demands of the industrial

society. Therefore, the Uzbekistan government has requested for the

implementation of this project so as to train their highly-skilled laborers, in

order to meet the diverse demands of their industrial society, with the

support of Korea’s advanced vocational training system and modernized

equipment.

<Table 1> Summary of the Project for the Development of the Vocational

Training Capacity in Uzbekistan



construction site.∙ Provide basic

infrastructure such as electricity and water pipes.

∙ Civil engineering and landscaping for site construction.

∙ Tax exemption according to the provision of educational training equipment.

∙ Provision of human resources and funding support for the management of the vocational training center.

check building constructions and equipment installations through business trips.

∙ Draw up equipment specifications, bidding applications, and direct expert dispatch and invitational training programs in Korea.

∙ Push forward projects that can be applied to industrial sites in response to local demand.

Equipment Support

∙ Select equipment and support plan, draw up specifications, bidding advice and inspections.

∙ Arrangement plan for making and installing equipment and management education.

∙ Establishing and maintaining thorough measures for ex-post facto management in cases of equipment support problems.

Training Facility

Constructions

∙ Advise on training facility constructions.

∙ Provide points to consider for architectural design.

Expert Dispatch

∙ Project manager: 7 times each 7 days (Total of 9 people)

∙ Vocational training professional: Top specialist (3months/ person), Specialists for each course (2 months/ 4 people).

Curriculum / Textbook

Development

∙ Develop major course textbooks for each occupational profession (Electric/electronics, Automotive, Mechanics, and ICT)

Background 7


∙ Make developments through review meetings between Uzbekistan teachers and professionals.

Invitational Training Program

∙ Management procedures: 6 people / 2 weeks.

∙ Teaching procedures: 10 people / month (education focused on practical work applicable in the field

∙ Training details: developments to curriculum and textbooks, improvements to professional practical skills, efficient management of support equipment and teaching methods, and transfer of technical know-hows.

Project Region Uzbekistan Tashkent Sergeli region.

Project Period / Scale

2007~2012(6 Years)/ $4m

Beneficiaries∙ Unemployed individuals, employers, vocational training center teachers

and locals in Tashkent.

Expected Results

Korea∙ Enhance the friendly cooperative relationship between the two

nations and strengthen technical cooperation.

Recipient Country

∙ Industrial and economic development within the project region.∙ Production of highly-skilled laborers in related sectors and creation of

jobs.

Project Execution Organization

Recipient Country Korea

Ministry of Labor and Social Protection of Population (MOL)

Korean International Cooperation Agency (KOICA)


Narrative SummaryOVI: Objectively

Verifiable IndicatorsMOV: Means of

VerificationImportant Assumption

Impact 1. Employment conditions.

2. Training related occupation employment.

3. Usefulness of the training.

4. Employer satisfaction based on skills of graduates.

1. Graduates tracer study

2. Employer survey

1. Continued efforts by TVTC to improve quality of vocational training.

2. Suitability of vocational training for labor market.

1. Increase of TVTC graduates' employment

2. Improvement of TVTC graduates' productivity

Outcome

1. Employment rate2. Training course

graduation rate.

1. Current data of school operations (graduates management)

1. Continued increase of industrial human resources demand relevant to the recipient country.

2. Efforts made to prevent trainee dropouts.

1. Train skilled-laborers according to industry demand.

2. Strengthen the vocational training capabilities of the 4 engineering courses (Electric/electronics, Automotive, Mechanics, and ICT).

1. trainee enrolment rates (Yearly target of 360 trainees)

2. Appropriateness and applicability of the curriculum and textbooks.

3. Appropriateness of training facilities.

4. Utilization of the training facilities and equipment

5. Skill improvement level of training teachers.

1. Current data of TVTC operations (e.g. number of new trainees and graduates).

2. Interview with director.

3. Surveys and interviews with teachers and trainees.

4. Management register of training equipment.

1. Administrative and financial support for the TVTC operations by the recipient country government.

2. Securing training teachers and staff.

Outputs 1. Establishment of TVTC management plan.

2. 6 curriculum and 12 textbooks.

3. The number of

End of PMC project report.

Expert dispatch activity report.

Curriculum and textbooks.

1. Provision of recipient country-related information.

2. Timely appointment of

1. Tashkent vocational training management plan.

2. New curriculum and textbooks.

<Table 2> Project Design Model for Evaluation (PDMe)

Background 9

Narrative SummaryOVI: Objectively

Verifiable IndicatorsMOV: Means of

VerificationImportant Assumption

3. Manager and training teacher skills development.

4. Being equipped with vocational training facilities and equipment for the 4 engineering courses.

participating managers and teachers for invitational training program.

4. Completion of TVTC.

5. Checking whether training equipment support has been provided in accordance with the negotiation between both sides.

Invitational training program results report.

TVTC completion report and local inspection.

Training equipment support list and inspection.

teaching staff.3. Recipient country’s

administrative support for transporting equipment

Activities Inputs Pre-conditions

1. Establishment of basic management plans for Tashkent Vocational Training Center (TVTC).

2. Curriculum and textbook developments.

3. Manager and teacher/teacher training.

4. Construction of TVTC (Design and building)

5. Training equipment support and management training.

1. Donor country: Total 4 million USD1) Vocational training center construction:

$2,100,000 2) Training equipment support: $1,100,000 3) Expert dispatch: $270,0004) Invitational training program trainees:

$330,000 5) Project management and reserve funds:

$200,000 2. Recipient country: Provide the sites,

basic infrastructure such as electricity, road access, place required human resources, provide for convenient project administration and training center management expenses.


Date Content

2005. 4Diplomatic Service, Uzbekistan president’s visit and request for review of Uzbekistan’s Korean community support project.

2005. 11 Project Review Committee, selected as 2006 pilot project.

2006. 11 Dispatched preliminary investigators.

2007. 5Dispatched experts for detailed project plan investigation and cooperation.

2007. 10 Dispatched investigators for Project Agreement

2007. 12 Arrangement and Agreement of R/D

2008. 5 Detailed project agreement through filed visit of PMC

2009. 7 PMC’s second field visit for consultation (agreed on changes due to

[Figure 2] Project Implementation System

<Table 3> Target Project Progress

Background 11

Date Content

reduction of building area)

2009. 11 Executed Uzbekistan Tashkent manager training program (11/9~24)

2011. 4Third field visit of PMC for consultation (renegotiated detailed project schedule)

2011. 6Fourth filed visit of PMC for consultation (checked textbook translation contract and construction process)

2011. 6Executed Uzbekistan Tashkent vocational training center teacher training program (6/18~7/17)

2011. 8Fifth field visit of PMC for consultation (drew up training center’s managerial rules and first review of textbooks)

2011. 9Sixth field visit of PMC for consultation (textbook review and translation, paid fees for review.

2011. 12 Customs clearance completed for training center construction equipment.

2012. 3 Dispatched top professionals and curriculum operation experts (~2012. 6)

2012. 3 Customs clearance and installation of training equipment (3/23~4/10)

2012. 4Completed local inspection of training equipment (302 types, 1,595 units) (3/25~4/10)

2012. 6 Completed trainee recruitment and began training center operations (6/11)

2012. 6 Training textbooks (1,152) and training center delivery (6/11)

2012. 7Seventh field visit of PMC for consultation (training center management advice and preparation of opening ceremony)

2012. 7 Training center opening ceremony (7/25)

2012. 8 Project completed (8/15)

2013.5~7 Dispatched experts (Mechanics - CNC)

2013. 8 Initiated project completion evaluation

2013.12~15.5 Follow-up management (entered partnership with Chosun University)

2015.7~12 Initiated ex-post evaluation


A. Features of the Project and Focus of Evaluation

1) Uzbekistan’s First Vocational Training Center

❍ The fact that the first vocational training center in Uzbekistan, Tashkent

Vocational Training Center (TVTC), had been established through the support

of the Korean government carries particular significance. Despite the existence

of public and private vocational training institutions in Uzbekistan prior to the

establishment of TVTC, this report aims to provide the basis and meaning of

the reason why this particular vocational training center is regarded as

Uzbekistan’s first.

2) Determination of the Project’s Labor Market Outcomes

❍ At the project planning stage, the aim of this project was ‘human resource

development (HRD) and contributions to economic development through the

training of highly-skilled laborers in response to Uzbekistan’s industry

demands’. The vocational training of the current target project institution,

TVTC, involves a four-party contract (job seeker – employment support center

– employers – vocational training center) where trainees are guaranteed at

least one year of employment after the completion of a 10-month training

course. Therefore, the employment rates after the completion of the training

courses have shown to be above 95%. Accordingly, the evaluation team

decided it is important to evaluate the employment status of TVTC graduates,

the job match of the training received with the occupation, the skills match

of the current duties of the job with the skills and knowledge obtained through

training, and the real financial improvement of the project beneficiaries. In

order to measure the labor market outcomes for this project, a professional

economic analyst was used. Additionally, efforts had been made to provide

reliable results through qualitative, as well as quantitative, analysis. Such

efforts have been made through systematic sampling and structured

Background 13

questionnaire development for graduate tracer studies and employer surveys.

3) Characteristics of the Initial Project for Uzbekistan’s Vocational

Training Support

❍ This project has first project characteristics similar to that of Korea’s first

vocational training projects that are currently operating in Uzbekistan – such

as, the ‘Project for the Strengthening of Uzbekistan Samarkand Vocational

Training Capacity’ and ‘Uzbekistan’s Vocational Training System Consulting and

Demonstration Project’. Therefore, evaluations had been conducted by

focusing on creating proposals that can provide practical assistance in

executing follow-up projects.

Ⅱ. Evaluation Method and Procedure1. Evaluation Criteria and Methods

2. Limitations of Evaluation and Limitation

Factors

3. Domestic and Foreign Research and

Research Methods

4. Duty Allocation and Schedule of

Evaluation Team

Evaluation Method and Procedure 17

Evaluation Method and ProcedureⅡ

Chapter

1. Evaluation Criteria and Methods

A. Evaluation Criteria

❍ This post evaluation was performed based on the five criteria recommended

by OECD/DAC, which includes relevance, efficiency, effectiveness, impact and

sustainability. It also evaluated cross-cutting issues such as gender and

environment.

<Table 4> Evaluation Criteria

Evaluation item Content

RelevanceDo aims of the developmental project satisfy the needs and priority of the beneficiary target and do they corresponds to policy of the beneficiary and donor country?

Efficiency

When considering an alternative plan, to what degree can the cost resulting from the developmental project be rationalized? In other words, the degree of production and outcome that can result from economical utilization of various inputs.

EffectivenessHow many objectives and aims of the project have been accomplished?

ImpactThe overall outcome from: 1. positive or negative effects.2. intended or unintended effects.

SustainabilityAfter the implementation of policy for the evaluation target or after the termination of the project, can a positive effect last for long-term?

Cross-cutting issues Gender and environment


Evaluation criteria

Performance items

Performance measurement and detailed questions

Indicators (research method)

Relevance Policy and strategic suitability

∙ Did it correspond to Uzbekistan’s national development policy?

∙ Did it correspond to our priority policy for Country Partnership Strategy (CPS)?

∙ Was the selection of target area and beneficiaries appropriate?

∙ Did it contribute to accomplishing MDGs?

<Literature review>- Uzbekistan Welfare

Improvement Strategy- Uzbekistan CPS- Analysis materials of

labor market- MDGs

Adequacy of the project

plan

∙ Did the project plan correspond to the vocational technical training system of the recipient country?

∙ Were the project plan and its components well organized and consistent?

<Interview> - Ministry of Labor and

Social Protection of Population (MOL) related parties

- TVTC manager and teacher

- Project related parties such as KOICA and PMC

Efficiency Economical efficiency of

resource utilization

∙ Was the input of human and financial resources executed as planned?

∙ Were the project activities conducted as scheduled?

∙ Was the communication process effective for the project activities?

<Literature review> - Overall project

outcome report

<Interview> - PMC, KOICA, TVTC,

MOL

Effectiveness

Output ∙ Did the output coincide with the plan?

∙ Management plan for Tashkent Vocational Training

<Literature review> - Project implementation

plan- Overall project

B. Evaluation methods

❍ The questions, indicators and method was selected according to the

evaluation items and the evaluation plan was prepared accordingly (Refer to

Table 5).

<Table 5> Evaluation Criteria and Items


Evaluation criteria

Performance items



Center (TVTC).∙ 4 new curriculums and 12

teaching materials.∙ Capacity development of

administrator and training teacher.

∙ Acquisition of vocational training facility and tools and materials for 4 engineering faculty.

outcome report

Training of skilled and

technical workers

∙ Have a number of trainees registered in TVTC met the target value?

∙ Have the rate of graduation and employment for training course met the targeted value?

<The present condition of vocational training center> - Target enrollment rate

90%- Target graduation rate

80%- Target employment

rate 100%

Strengthening of educational

training capability

∙ Do developed curriculum and teaching materials correspond to the labor market demand and are they being utilized adequately?

∙ Are the training facilities and equipment appropriate?

Are the training equipment, tools and materials appropriate and being used efficiently?

∙ Has the capacity of training teacher enhanced?

<Survey and interview>- TVTC manager and

teacher- TVTC trainee

Impact Maintaining graduate

employment and increased

productivity

∙ Are the graduates maintaining their employment?

∙ Are the graduates working in the field of their trained occupation (job match)?

∙ Do knowledge and skills learned from the vocational training aid job performance

<Graduate tracking survey>

<Employer satisfaction survey>


Evaluation criteria

Performance items



(skills match)?∙ How have the employers

judged the job performance of the graduates?

Teaching skills ∙ Was there any skill instruction by the teachers?

<Survey> - TVTC teacher

Social effects ∙ Is TVTC being considered as a role model institution?

<Survey>- TVTC trainee, teacher

and employer

Sustain--ability

Possibility of self-reliant

development

∙ Can the project outcome be maintained and proliferated?

∙ Sustainability of policy and system.

∙ Administrative (organization and labor force) sustainability.

∙ Financial sustainability.∙ Technical sustainability.

<Interview and survey>- Teacher and trainee

Others Gender mains--treaming

∙ Were there awareness of gender relationship and equality at the stage of planning?

∙ Were there difference in employment and wage between men and women?

<Literature review>

<Graduate survey>

Environment ∙ Was there any anti-environmental activity due to environmental contamination caused by the project?

∙ Was there any environment-hindering element during construction process such as waste disposal?

<Interview>- MOL related parties - TVTC manager and

teacher


2. Limitations of Evaluation and Limitation Factors

A. Business opportunity and absence of aims

❍ At the stage of project planning, there were aims set out for the project in

terms of production level. However, due to the absence of long-term aims

that are related to effectiveness, such as level of employment rate and

extent of pay rise, there were some limitations when performing evaluation.

Such limitations involved evaluating the effectiveness of the project outcome

solely based on self-decision by the evaluation team only through the use of

data and materials that have been obtained.

B. Difficulty in obtaining statistical data

❍ Due to active cooperation from the evaluation target institution, statistical

data at an institutional level was easily obtained. However, there was

difficulty in collecting statistics at a national level for the recipient country.

Statistics at a national level had to be obtained via the Uzbekistan National

Statistical Office. However, the website of the National Statistical Office only

offered material viewing service in Uzbek and Russian. Attempts were made

to obtain statistical data through a consultant from the recipient country.

However, as there were many statistical data that the National Statistical

Office did not disclose to the public, it was difficult to collect data that was

required for evaluation. This is believed to be due to the closed attitude of

the central government towards public information. There was difficulty in

finding reliable data because of the difference in national level data from

each source and also due to a huge discrepancy between official and

unofficial data. Meanwhile, it was also difficult to obtain statistical data for

Uzbekistan from a statistical system of international organizations, such as

World Bank, OECD and UNIDO.


C. Language limitations

❍ Due to the fact that the board of directors, teachers and trainees of the

evaluation target institution only use local language, such as Uzbek or

Russian, and the fact that none of them are English-speakers, it was difficult

to communicate without translation. In addition, there was an inconvenience

as well as a problem with achieving efficient time management due to all the

project relevant data being prepared in Russian without English versions. In

order to overcome these problems, Uzbek and Russian translators were

involved when conducting the field survey. In Korea, a consultant for

translating Russian was involved in the project to supplement language

limitations.

3. Domestic and Foreign Research and Research Methods

A. Participatory Evaluation

❍ The evaluation was conducted on the basis of the cooperative system

amongst KOICA, the beneficiary country and Sangmyung University’s Cheonan

Council for Industry Academic Cooperation (the institution performing

evaluation). While raising the recipient country’s accountability, the evaluation

team made a partnership contract with the recipient country to allow a

balanced evaluation, which takes its condition and regime into account. The

evaluation schedule and indicators of the evaluation were shared with the

recipient country in advance and, for general evaluation, a cooperation

agreement was made between the evaluation team of the two countries.

Also, whilst conducting local research, a local workshop was established to

share the outcomes of research. A draft of the evaluation report was sent to

the recipient institution so that their opinion and input of opinion could be


part of the evaluation outcome. With the recipient country’s cooperation, an

effective evaluation was feasible when obtaining necessary data and discussing

relevant opinions. Hence, it was possible to encourage an ownership mindset

of the recipient country. Meanwhile, the details about the process of

evaluation and the outcome of research were regularly shared with KOICA.

Suggestions from the Department of community development and the

Department of project development, which are related to the project, were

reflected on the essential items for evaluation in order to come up with a

more practical proposal when beginning a similar or follow-up project. Also,

through active interaction with the overseas office, an incisive organization

schedule for local research, as well as effective local research and collection

of data, were feasible.

[Figure 3] The Evaluation Team Cooperation System


B. Evaluation methods

❍ The evaluation team collected data through a variety of methods including

literature review, interview, actual site inspection, survey and consultation. The

team also endeavored to perform evaluation that is quantitatively and

qualitatively accurate and reliable at the same time.

❍ Literature search

- KOICA reports and internal documents, which are related to the project,

were obtained in Korea and by using this information, detailed project content

and important issues were able to be comprehended. Also, information that

needed to be confirmed during the field survey and a list of data that

needed to be requested from the recipient institution were prepared. Such

variables were reflected on the plans for the field survey. In addition,

through the first and second field surveys, required data related to the

project during domestic investigation were collected and analyzed in great

depth. Extra data that was necessary were obtained from the recipient

institution. By using reports issued by the Uzbekistan Government, UN and

OECD, the level of recipient country’s economy and human resources

development were assessed.

❍ Interview investigation

- Interviews were conducted by visiting relevant domestic and foreign

institutions. To achieve an in-depth interview, questions and a list of

requested materials were shared with interviewees beforehand. The content

of investigation included project plan, process of project achievement,

follow-up management and present condition of evaluation target institution.

The lack of literature search was also complemented by this interview

investigation. A structured interview was conducted based on pre-developed

interview topics and questions, and by triangulation (comparatively analysis)

of interview outcomes from a number of stakeholders, precise evaluation


results were obtained.

❍ Survey

- The target audience for the survey included enrolled trainees, graduates,

teachers and employers of TVTC, and project beneficiaries. In particular,

tracing surveys and phone surveys were conducted on the majority of

graduates to perform analysis of business opportunity and economic

feasibility. First of all, a specific questionnaire for each survey subject group

was prepared during domestic research. Also, a pilot survey was conducted

during the first field survey and, based on this information, a level of

understanding and suitability of survey questions were determined. In

addition, using collected information from the first field survey, such as

current management conditions and interview research contents, the survey

questions were modified and survey methods were adjusted. The survey

questions completed throughout these processes were used when

conducting the second field survey, thus assuring reliable evaluation

outcome.

❍ Actual site inspection

- To understand the actual state of Vocational Training Center’s facility

management and equipment utilization, an actual site inspection was

conducted by visiting each faculty’s study and practical environment,

including the dormitories. In addition, other vocational training centers in

Uzbekistan were also visited to find out the current management level of

education curriculum and infrastructure compared to TVTC.


Evaluation method Subject Research content

Literature review∙ Development strategy of

the recipient country∙ Project related reports

∙ Understanding of details about the overall project

Interview

Domestic

∙ KOICA Uzbekistan officeTVTC

∙ Ministry of Labor and Social Protection of Population (MOL)

∙ Industry that employed graduate

∙ Vocational Training Center

∙ Function of Ministry of Labor for TVET

∙ Indicator collection (Current status of trainees, graduates and teachers)

∙ Confirmation of current state of facility equipment management

∙ Information of Uzbekistan labor market

∙ Evaluation of EDCF project

Foreign∙ Project concerned parties∙ Evaluation concerned

parties

∙ Project characteristic∙ Project performance process∙ Consideration for performance

evaluation

Survey

TVTC teachers(24 people)

∙ Market suitability and utilization of curriculum and teaching materials

∙ Utilization of supplied tools and materials

∙ Capability enhancement through the project

∙ Teaching of acquired skills to other institutions

∙ Sustainability of TVTC

TVTC trainee(242 people)

∙ Satisfaction of TVTC facility ∙ Utilization of tools and materials∙ Curriculum component (theoretical

vs practical)∙ Performance evaluation of

teachers

TVTC graduates(119 people)

<Graduate tracking survey>

∙ Status of employment∙ Wage level∙ How close is your current job

with your training area? (job match)

∙ How helpful was your job training to your current job performance? (skills match)

<Table 6> Research summary according to evaluation methods


Evaluation method Subject Research content

Employer (30 people)

(employed TVTC graduates)

∙ Employer satisfaction of TVTC graduate’s capacity

∙ Capacity of TVTC graduates – compared to other University graduates.

∙ Public awareness of TVTC

Visit to 9 business

Employer (9 people)

(employed TVTC graduates)

∙ Employee (graduate) recruitment methods

∙ Evaluation of job performance for TVTC graduates

∙ Human resources management system of industry

∙ Perception of TVTC

TVTC graduates(9 people)

∙ Is the industry that graduates are working for at the moment a contracted training organization?

∙ Employment pathway∙ The relevance of current job duty

with training program∙ Usefulness of the knowledge and

skills that are acquired from TVTC when performing job duty

∙ Salary


4. Duty Allocation and Schedule of Evaluation Team

A. Duty Allocation

❍ The whole process was led by an evaluation team leader who has had

extensive experience in conducting a number of ODA project evaluation

services as an evaluation manager. One vocational training expert, who had

broad experience in running the project related to the field of vocational

training at various development cooperation institutions, was employed. Also,

due to the distinctive characteristics of this particular field, in which there is

a close relationship with the recipient country’s economic environment, it was

decided that it would be significant to determine whether anticipated

economic outcomes were made through the project. An expert analyst of

economic outcomes, who was in charge of a quantitative analysis of the

project effect, was included in the evaluation team. Also, a researcher was

involved in the evaluation for project administration and all other necessary

support. Limitation of language, in terms of uncommon use of English, was

overcome by employing: 1) a consultant from the recipient country who was

capable of collecting and translating material in local language in Korea, and

2) a consultant from the recipient country who was able to conduct an

employer survey, undergo additional research and translate materials in

Uzbekistan.


Job title Responsible person Responsible duties

Evaluation team leader

Seonuck PaekDirector of the Institute of International Development Cooperation Research, Sangmyung University

- Overall supervision of evaluation.

Vocational training expert

Younghyun LeeHonorary research fellow of Korea Research Institute for Vocational Education and Training (KRIVET).

- Establishment of evaluation

method and design.- Evaluation of vocational

training sector.- Preparation of evaluation

report.

Expert on analysis of economic

outcome

Ahnkook KimSenior research fellow of Korea Research Institute for Vocational Education and Training (KRIVET).

- Analysis of statistic data.- Preparation of evaluation

report.

Research Assistant

Ahreum ParkResearcher of Cheonan Industry Academic Cooperation Foundation, Sangmyung University.

- Project administration and all other necessary support.

- Preparation of evaluation report

Consultant of the recipient country

(Korea)

Dilmurod YusopovSangmyung University student

- Literature research support and translation

Consultant of the recipient country

(Uzbekistan)

Igor A. Churbanov - Conducting employer survey

- Interpretation and translation

<Table 7> Responsibilities and duties of the evaluation team


B. Evaluation Schedule

❍ The evaluation was conducted for a duration of five months (from July 2015

to December 2015).

<Table 8> Evaluation schedule

Jul Aug Sep Oct Nov Dec

Evaluation plan

1st domesticsurvey

1st fie ldsurvey

A nalysis of survey results

Inception briefing session

2nd dom estic survey

2nd fie ld survey

A nalysis of survey result

Interim briefing session

Evaluation preparation

Evaluation subm ission

Ⅲ. Evaluation Target Analysis

1. Evaluation Environment (Country/Field)

Investigation

2. Analysis of evaluation target institution

3. Analysis of Stakeholders

Evaluation Target Analysis 33

Evaluation Target AnalysisⅢ

Chapter

1. Evaluation Environment (Country/Field) Investigation

A. General Situation of Uzbekistan

- Country: The Republic of Uzbekistan

- Capital: Tashkent

- Language: Uzbek (official language) and Russian

- Area: 447,000 ㎢ (twice the size of the Korean Peninsula)

- Climate: Arid continental climate (large difference in temperature between

winter/summer)

- Population: 28,100,000 (2011)

- GDP: $39,000,000,000 (2010)

- Religion: Islamic 88%, Russian Orthodox Church 9%, Other 3%

- Politics: Presidential system (7 year tenure)

Source: Uzbekistan National Partnership Strategy 2012-2015 (Diplomatic Service)


B. The Uzbekistan Economy and Labor Market

1) Current Economy

❍ A rapid growth of GDP has been demonstrated by an increased rate from

3.8% in 2000 to 9.5% in 2007. A high growth of 8% has been maintained so

far. In particular, following an increase in added value of industry in terms of

GDP from 23.1% in 2000 to 32% in 2007, a trend of steady increase (33.7%)

had been demonstrated until 2015.

[Figure 4] Uzbekistan’s GDP growth rate (%)

1.6

3.8

7.3

9.5 9.4

8.1 8.5 8.3 8.2 8.0 8.1

0

1

2

3

4

5

6

7

8

9

10

1990 2000 2006 2007 2008 2009 2010 2011 2012 2013 2014

Source: World Bank, World Development Indicator

❍ The percentage of private sector in GDP had rapidly grown from 55% in 1996

to 78% in 2006. However, within that sector, the industry growth had only

increased from 17.8% (1996) to 22.1% (2006), thus demonstrating poor

contribution to economic growth. The rural population only accounts for

48.9% of the total Uzbekistan population and, within this population group,

18.5% are a low-income group.


2) Economic Plan for Labor and Increased Employment.

❍ According to “Welfare Improvement Strategy of Uzbekistan for 2014-2015 (WIS

2013-2015)”, Uzbekistan is planning to create new jobs through economic

liberalization and development of the private sector.

❍ Developmental support for small business and new business

A supporting plan for an establishment of small business (relevant bills to

this plan have been already adopted or in schedule for adoption) includes the

following:

- Simplification of establishment process and reduced restriction to business

activity.

- Promoting extension of financial service for a small business to increase

business opportunity.

- Encouraging a new family business.

- Revision of patent procedure.

- Protection of private property rights.

❍ National income is intended to be increased through 1) production from new

small and private business, 2) effective use of potential resources, and 3)

establishment of desirable condition. This plan has been decided to be one of

the future directions for the organization. Also, it had been expected that

the ratio of the GDP of the small business sector in Uzbekistan be raised

from 54.6% in 2011 to 57.5% in 2015.

❍ Agriculture

Through enhanced rural labor productivity by developing agricultural land and

obtaining agriculture product processing infrastructure, it is expected to 1)

create new jobs and increase income, and 2) improve and develop

infrastructure for the agricultural market. In doing so, creation of quality jobs

in the rural regions is anticipated.


❍ Industry

To reduce the low-income population, a development of labor-intensive plant

facility is in process and will take place firstly in rural regions to create new

jobs.

< 2013-2015 Aims and Priorities of Industrial Development >

∙ Develop a cutting-edge technology project that is aimed for:- Production of goods that has domestic and foreign demands.- Formation of development strategy for national industry’s core area.

∙ A structural reform for development of business areas, such as energy, chemical refinery, chemistry, nonferrous metallurgy, mechanics, automotive, construction materials, pharmaceutical and light industry. Establishment of industrial facility for processing high quality agricultural product in rural region.

∙ A large-scale modernization through the acquisition of state-of-the-art equipment. Technological improvement of industrial facility.

❍ Also, it was described in “WIS 2013-2015” that there should be a focus on

enhancement of labor productivity as one of the qualitative factors for

economic growth. According to “Welfare Improvement Strategy of Uzbekistan

for 2008-2010 (WIS 08-10)” that was published in 2007, the main aim is to

achieve continuous high economic growth through employment expansion and

increased opportunity for earning income. In addition, the quality of economic

growth is expected to increase through a modernization of technology for

international competitiveness, and a transformation of Uzbekistan into a

producer that exports technically advanced goods. Thus, in doing so, the

effect of increased productive employment was anticipated. In particular, a

1.5-fold increase in actual per capita income in 2015 compared to 2012 and a

2.4-fold increase in minimum wage during 2013 to 2015 were one of the aims

described in “WIS 2013-2015”.


C. Educational System

1) School System

❍ According to “the Law of Education and Human Resources Training”, which

improves the problem of existing simple and standardized education system

of the former Soviet Union and train talented individuals from various fields

under the market economy system, Uzbekistan national development through

production of outstanding human resources by establishing 178 Academic

Lyceum and 1,689 Vocational Colleges by 2010 has been planned. Academic

Lyceum and Vocational Colleges are similar to courses offered by the Liberal

Arts high schools and the Vocational high schools in Korea, respectively. Both

courses are available after the completion of 9-year Korean education system

of primary and middle school. Both courses allow pathways to the University

course.

<Table 9> Uzbekistan school system of public education

Duration of education

Corresponding institution in Korea

Government department in

chargePre-school education Pre-school

Ministry of Public Education

Secondary general education

(Comprehensive school)

9 years(6-14 years old)

Primary and middle school

Secondary specialized education (Academic

Lyceum)

Vocational education (Vocational college)

3 years(15-17 years old)

Liberal Arts high school

Vocational high school Ministry of Higher and Secondary

Specialized Education1)Higher education

(University)

4 years or 6 years(18 years old or

older)

University and graduate school (Master’s course)

Post graduate education

Graduate school (Doctoral course)

1) Ministry of Higher and Secondary Specialized Education (MHSSE) has affiliated organizations

including 1) Center for Secondary Specialized, Vocational Education and 2) Institute of

Development of Secondary Special, Vocational Education.


❍ Professional vocational training courses, which include contents that are in

demand with industrial society, are taught at the Vocational College. At

Academic Lyceum, educational programs (Liberal Arts, Technology and

Agriculture) for pathways to University are taught. Currently, there are 1,411

Vocational Colleges (which accounts for 91% of the total number of high

schools) and the current number of trainees is 1,578 (which accounts for

93.4% of the total number of high school trainees).

2) Center for Secondary Specialized, Vocational Education (CSSVE)

❍ CSSVE was founded by the Uzbekistan Government in February 1998 to

effectively produce outstanding human resources from Academic Lyceum and

Vocational College.

Function of CSSVE

- Adjustment and management of secondary vocational education activity.

- Decision making on types of Academic Lyceum and Vocational College,

professional fields, and balanced arrangement that considers geographical,

demographical and socioeconomic characteristics

- Facility maintenance and improvement of operating educational institution.

- Development of Government educational standard, and regulation and plan

of management.

- Selection of the teaching staff in Academic Lyceum and Vocational College.

- Qualification improvement and management of activity and qualification

standards.

- Provide educational training information, and develop teaching materials,

curriculum and teaching methods for Academic Lyceum and Vocational

College.


❍ Thus, CSSVE is an organization that controls the overall aspects of the

project such as educational training, facility and training equipment. To ensure

a successful educational reform through the expansion of facility and training

equipment, a large amount of budget is required. However, in reality there is

a budget shortage, so the foreign funds are used to expand facility.

D. Employment system of Uzbekistan

1) Job Searching Support from the Employment Support Center

❍ Ministry of Labor and Social Protection of Population (MOL) operates a

number of Employment Support Centers in various locations to help job

seekers. There iare Employment Support Centers in each suburb within the

city and there are 11 of them in Tashkent. According to employment law in

Uzbekistan, when job seekers register themselves to a Employment Support

Center, the Employment Support Center has to suggest a minimum of three

recruiting organizations to job seekers within 10 days. If job seekers cannot

find appropriate employment within 10 days, they are qualified as unemployed

people and are offered a small amount of unemployment benefit for 6

months. A job seeker who has already completed the vocational training

course and has been previously offered unemployment benefits can always

receive this benefit if he or she is unemployed, regardless of the number of

times they have previously had it. Also, it is possible for them to undertake

vocational training again from the Vocational Training Institution. Since the

amount of unemployment benefit is very small, it is unlikely that a jobless

person will remain unemployed to receive this benefit on purpose.

2) Employment of Vocational College graduate

❍ The last year trainees of Vocational College institutionally make a Three-Party

Contract Agreement (himself/herself – Employment Support Center – potential


recruiting industry) before they graduate. Hence, they can instantly find a

position at the relevant industry upon graduation. Therefore, there is an

intimate relationship between public education and the industries.

3) Finding jobs for the unemployed

❍ Jobless people or high school graduates who could not secure jobs have to

actively seek for an employment opportunity with the help of the

Employment Support Center in their area. All industries in the relevant area

have to report to the Employment Support Center once a month about their

recruiting information (such as title and number of position). This information

is forwarded to job seekers. The information provided by the industries will

also be available to job seekers at the relevant district office.

4) Vocational Training Center

❍ Job seekers can submit their application to the Vocational Training Institution

once they are regarded as unemployed. If job seekers accept an admission

offer from an Employment Support Center, the center sends the job seeker’s

recommendation letter for admission to a vocational training institution. The

institution can then make a decision on the admission of the job seeker.

There are various vocational training institutions that are associated with the

Employment Support Center. These include TVTC, Government Vocational

Training Centers, Private Vocational Training Centers, Vocational Training

Centers operated by industry, Vocational Colleges that conducts commissioned

vocational training (currently 217 of them), and traditional handcraft industry.

There are also differences in duration and tuition fees (free or charged) for

each curriculum.


5) Three-Party Contract Agreement

❍ Job seekers who are admitted to a vocational training institution make a

contract agreement between three parties (himself/herself – Employment

Support Center – potential recruiting industry). The potential recruiting

industry, after consultation with job seekers, makes a selection based on

business status, demand for workers and job seeker’s training area. Through

this process, the company to which the job seeker will be employed will be

decided. If an employer violates the contract agreement between the three

parties by withdrawing their employment offer, the employer will be fined

with the amount that was promised to be paid to the employee. This

amount will be paid to the Employment Support Center. The job seeker will

also have to return the unemployment benefit that was received during the

contract period. On the other hand, if a job seeker violates the contract

agreement because he or she wants to go to University or simply wants to

give up the job seeking activity, there is no liability to return the received

unemployment benefit and no responsibility on the part of the employer or

industry associated with the contract violation. In addition, job seekers can

change their potential recruiting industry that they made a contract with

during vocational training. Furthermore, after being employed by this industry,

they can change jobs in a short period of time.


2. Analysis of evaluation target institution

❍ The Tashkent Vocational Training Center, which is an output of the project

and an evaluation target institution, is the only vocational training center

managed by the Ministry of Labor and Social Protection of Population (MOL)

of Uzbekistan. Since its foundation in 2012, 2,779 people submitted their

application and 2,267 people were admitted until 2015. So far, 1,234 graduates

were produced through a 10-month curriculum.

[Figure 5] Organization Chart of TVTC

Source: TVTC homepage website


[Figure 6] Aerial view of TVTC

❍ The operation budget of TVTC is 583,670,000cym (approximately 117,000 USD)

as of 2015 which is supported by MOL. The enrolled trainees can receive

vocational training for free from TVTC and receive unemployment benefits at

the same time. According to the curriculum of TVTC, trainees receive

theoretical and practical education for 6 months and conduct OJT at the

potential recruiting industry for 4 months. Then, they become eligible to

graduate if they obtain certain grades or higher. Graduates receive a diploma

that is issued by MOL and sealed by the director of TVTC. Soon after

graduation, they are employed by their potential recruiting industries. Unlike

other Vocational Training Centers and Vocational Colleges where admitted job

seekers make a Three-Party Contract Agreement, a Four-Party Contract

Agreement (himself/herself – TVTC – Employment Support Center – potential

recruiting industry) is made within 1 week after job seekers are admitted to

TVTC. A Four-Party Contract Agreement was institutionalized at the opening

of TVTC and it represents TVTC’s responsibility for employment of job

seekers.


StakeholdersStance of the stakeholders about the

project(+: Positive / -: Negative)

Note (Corresponding

strategy)

Korea

Organization supervising the project

KOICA(+) Obtaining legitimacy of the organization and the project through a successful completion of the project aims.

PMC

Human Resources

Development Service of

Korea

(+) If the project is evaluated to be successful, the capacity of the organization will gain recognition and it will be beneficial in joining a future project for vocational training.

Uzbekistan

PMC MOL

(+) By successfully completing the project, the legitimacy of the project can be obtained and also extra funds for vocational training can be supported by other donor organization.

3. Analysis of Stakeholders

❍ The stakeholders of the subject company for the evaluation can be

categorized into either domestic or foreign stakeholders. In general, the

foreign stakeholders can be divided into project execution organization of the

recipient country and beneficiaries of the project. Firstly, domestic

stakeholders include KOICA (government ministry), who supervised the

operation of the project, and PMC (Korea Chamber of Commerce and

Industry (KCCI), and Polytec), who conducted the evaluation project for of

the subject company. Foreign stakeholders include MOL (which is the

recipient country’s business execution organization), MHSSE (which is

organization that requested the project), Tashkent city government,

Employment Support Center in Tashkent, and beneficiaries of the project

(enrolled trainees, graduates, teachers, employee, companies and local

community associated with the project).

<Table 10> Analysis of stakeholders of the subject company for the evaluation


StakeholdersStance of the stakeholders about the

project(+: Positive / -: Negative)

Note (Corresponding

strategy)

Organization that

requested the project

MHSSE

(+) Educational training condition of Vocational College (which is a MHSSE affiliated organization) can be enhanced by adopting the standards of TVTC.

Direct beneficiaries

Enrolled trainees of

TVTC

(+) Strengthening of individual’s capabilities through outstanding completion of vocational training. (+) Opportunity to learn from new area of occupation.

Graduates of TVTC

(+) Enhanced chance of employment and increased wage based on excellent work performance.(+) If from other region, increased employment opportunity within Tashkent area.

Teachers of TVTC

(+) Enhanced capacity of teacher through absorbing advanced technology of Korea.(+) Enhanced lecturing environment through modernized facility and equipment.

TVTC staff (+) Enhancement of TVTC staff’s management ability.

Indirect beneficiaries

Local company

(+) Possibility of enhanced business competitiveness by employing excellent labor force that graduated TVTC.

Local Vocational

Training Institutions

(-) Reduced application and enrollment rate due to a low competitiveness compared to TVTC.

Local residents

(+) Increased consumer population via relocation of trainees and workers from other regions, thus invigorating regional economy.

Tashkent City Government

(+) Increased population and urban scale via relocation of trainees and workers from other regions. (+) Vitalization of regional economy through industrial development of Tashkent.

Employment Support

Center in Tashkent

(+/-) Recommend Vocational Training Center including TVTC to job seekers.

Ⅳ. Results of Ex-Post Evaluation1. Relevance

2. Efficiency

3. Effectiveness

4. Impact

5. Sustainability

6. Cross-cutting criteria

Results of Ex-Post Evaluation 49

Results of Ex-Post EvaluationⅣ

Chapter

1. Relevance

❍ Evaluation of relevance was made by focusing on the recipient country and

Korea’s policies, strategic relevance, contributions to MDGs, and relevance of

the project scheme.

<Table 11> Results of Relevance Evaluation

Evaluation Item

Detailed Items Results

Policies and Strategic

Relevance

Correspondence with the national

development policy

- This project corresponds with the Uzbekistan national development strategy, ‘Welfare Improvement Strategy’ (WIS), and education sector plans.

Correspondence with CPS of Korea

- Corresponds with Korea’s Country Partnership Strategy (CPS).

Relevance of the target area and

beneficiaries

- Relevance to the project region and beneficiaries: Selected Uzbekistan’s capital (and first industrial region) as the project site and selected the unemployed to be the beneficiaries in order to maximize the effects of poverty reduction.

Contribution to MDGs

- Contributions to MDG goals: Contributed to poverty reduction by providing employment support for unemployed individuals through vocational training (contractual training).

Relevance of the Project

Scheme

Correspondence with the TVET system of

the recipient country

- The type of vocational training provided by this project can be hardly defined due to the lack of informal vocational technical training system in Uzbekistan

Logic and consistency of the project plan and its components

- It would have been more effective if establishment project for vocational technical training had been preceded.


A. Policies and Strategic Relevance

Has Uzbekistan conformed to the National Development Plan?

1) Conformity to the Uzbekistan Welfare Improvement Strategy

❍ The Uzbekistan Government has clearly announced the eight major elements

to reduce poverty rates to 20% by 2010 in ‘Welfare Improvement Strategy

2008-2010’. One of those elements include investment of human resources for

‘knowledge-based economy’. In order to establish a knowledge-based economy

that can buy and sell knowledge, it is emphasized that there is a need to

reproduce knowledge by training highly-skilled laborers and that education

must be at a standard where the latest technology and skills can be

improved. Also, the Uzbekistan Government wants to achieve uniform

economic development through a labor intensive industry sector and

investment expansion. The most significant goal for the Project for the

Development of the Vocational Training Capacity in Uzbekistan is to improve

the earnings of vocational training center graduates to prove the value of

education and training though vocational training centers. This conforms to the

Uzbekistan Government’s ‘Welfare Improvement Strategy 2008-2010’ to reduce

poverty rates to 20% by 2010. Subsequently, this project corresponds with the

emphasis made by the Uzbekistan Government’s ‘Welfare Improvement Strategy

2008-2010’ to develop the labor-intensive industry by establishing a curriculum

for electrics/electronics, automotive, mechanics and ICT.

2) Conformity to the Uzbekistan Education Sector Plan

❍ The Uzbekistan Government devised the Education Sector Plan (ESP 2013-2017)

to check and develop the main education sector issues. 30% of the national

budget is invested in the education sector, which is the highest percentage

invested in education amongst low/middle-income earning nations (See Table 12).


<Table 12> Level of Expenditure on Education Sector from the UzbekistanNational Budget

(Unit: %)

2005 2006 2007 2008 2009 2010 2011

Weight of Education Sector 29.0 29.6 29.6 41.5 41.7 36.7 35.0

Source: Asian Development Bank, 2010

❍ The weight given to the vocational training sector from the budget for

Uzbekistan education have continued to increase in accordance with how

much significance it had within the Education Sector Plan. There had been a

large increase in the weight given to the education and training budget from

12.6% in 2005 to 19.5% in 2011 (See Table 13).

<Table 13> Portion of the Budget given to Different Levels of Education

(Unit: %)

2005 2006 2007 2008 2009 2010 2011

Primary Education 14.4 13.1 12.7 11.3 10.8 10.4 10.2

General Secondary Education 58.1 60.7 60.1 59.2 57.3 56.7 56.1

Vocational Education 12.6 12.3 13.0 14.8 17.0 19.0 19.5

Higher Education 6.0 5.7 5.8 6.1 6.2 5.0 5.4

Source: State Budget 2000-2011

❍ This project conforms to the Uzbekistan government’s education sector policy

direction, as it aims to train highly-skilled laborers in accordance with the

industrial demand through the development of vocational training centers.

Is there conformity with the ranking policy of Korea’s Country Partnership

Strategy (CPS)?

❍ At the start of the project in 2008, the government level Country Partnership

Strategy (CPS) for cooperation with Uzbekistan had not been established.

However, this project had been evaluated on the bases of the 2010 publication,

‘Uzbekistan’s Country-by-Country Support Strategy and Comprehensive Support

Project Evaluation’, and the ‘Country Partnership Strategy 2012-2015’ established


in 2012. In accordance with ‘Uzbekistan’s Country-by-Country Support Strategy

and Comprehensive Support Project Evaluation (2010)’, vocational training

relevant to the secondary education category of the five support sectors,

which is key to education reform, appears to have contributed to poverty

reduction. This seems to have been achieved through the development of the

private sector, increase in employment, and increase in local income.

Therefore, this project conforms to the Country-by-Country Support Strategy.

Similarly, in accordance with the ‘Uzbekistan Country Partnership Strategy

2012-2015’, the project corresponds with one of Uzbekistan’s three main

emphasized areas, ‘National Competitiveness through Human Resource

Development’.

❍ In particular, it correlates with qualitative improvement of the subfield,

vocational skills training.

[Figure 7] Uzbekistan Country Partnership Strategy 2012-2015


❍ This project corresponds with the first action plan of the Country Partnership

Strategy – that is, the strengthening of practical training capabilities of the

vocational skills training institution. In the Strategy, the training provided

focuses on practical work in consideration of the fact Uzbekistan vocational

skills training places greater weight on theory. To achieve this, it is clearly

specified that there will be building of and renovations to the facilities.

Therefore, since this project provides an education program that focuses on

practical work (theory 30% and practice 70%) and have built a training center,

it can be concluded that this project conforms to the strategy.

Has the selection of project site and beneficiaries been appropriate?

❍ In consideration of the fact that the aim of this project is to improve skilled

human resources that corresponds with the industry demand, selecting

Tashkent (the capital and first industrial region of Uzbekistan) as the project

support region was highly appropriate. The beneficiaries of this project are

job seekers who have registered as unemployed at the Employment Support

Center. Those who have entered university after completing compulsory high

school education are approximately 10%2). Out of the remaining 90%, those

who have graduated high school and have been employed are only 30%,

which suggests that the unemployment rates of youth are extremely high.3)

Therefore, it is appropriate to have selected unemployed individuals as the

beneficiaries. The four engineering faculties (electrics/electronics, mechanics,

automotive, and ICT) were selected as the categories for occupational training

due to the results of the market research conducted by Korean experts and

the Uzbekistan government’s Country Partnership Strategy review. As all of

the four occupational categories are basic requirements for industrialization, it

can be concluded that the curriculum selection was also appropriate.

2) The Uzbekistan government has set the university trainee quota for high school graduates to

approximately 10%.

3) As the unemployment rates have not been disclosed in Uzbekistan, the accurate percentage is

unknown.


Did it contribute to accomplishing MDGs?

❍ Through the ‘Welfare Improvement Strategy 2008’, the Uzbekistan government

had reduced the poverty rates of 25% in 2006 to 20% by 2010 and is making

plans for economic growth as provided in <Table 14>.

<Table 14> Welfare Improvement Strategy 2008-2010 Plan(Unit: %)

2006 2007 2008 2009 2010

GDP Growth Rate 7.3 9.2 7.9 8.1 8.3

Poverty Rate 25 23 22 21 20

Source: Welfare Improvement Strategy 2008-2010, 2007

❍ It is expected that this project will have the effect of increasing income and

reducing poverty through expansion of skilled human resources. Contributions

to the reduction of Uzbekistan poverty rates will be made, which has a close

link with the first objective of the MDGs to eliminate extreme poverty and

hunger.

B. Relevance of the Project Plan

Had there been conformity to the recipient country’s Technical Vocational

Education Training (TVET) system?

❍ A feature of the Uzbekistan education system is that education up until

secondary school (for 12 years) is compulsory. Technical Vocational Education

Training (TVET) is provided under the formal education system through a

vocational college, which is equivalent to Korea’s high school level.

Meanwhile, the Ministry of Higher Education manages the TVET through the

Vocational Education Office. During the settlement of the compulsory twelve

year education system there had not been any enforcement of a ‘non-formal

training system’ for targets such as youths who had not enrolled or school

drop-outs. Therefore, there are no vocational training system or standards.


Through the project performance process, negotiations were made with the

Vocational Education Office that manages the vocational college in relation to

the TVTC curriculum and textbook development. This project can be

approached as Korea’s one-year vocational training course that provided

Uzbekistan with support. However, there does not appear to be conformity

between TVTC and the Uzbekistan Technical Vocational Education Training

system. This is because Uzbekistan can only deliver vocational education

provided under a formal education system as there are no non-formal training

systems established.

Is the Project Plan and Structure Logical and Consistent?

❍ At the planning stage, the TVTC curriculum was to be a one-year course

involving nine months of vocational education training + three months of

placement and a total training period of 1,400 hours. This was formed on the

basis of Korea’s one-year vocational training course (9 months + 3 months,

1400 hours) model. The PMC followed their project plan of a one-year

curriculum process (9 months vocational education training + 3 months

placement) and developed textbooks based on this plan. The Uzbekistan

Ministry of Labor and Social Protection of Population (MOL) altered the

curriculum to a ten-month course (6 months vocational education training + 4

months placement) at the TVTC management stage. The Ministry of Labor

and Social Protection of Population (MOL) does not have a legal basis for

managing a one-year vocational training course and justified that it is possible

to obtain six months of vocational training center management fee support.

Meanwhile, whilst the original plan of a one-year vocational training course

had been reduced to a ten-month course, the overall training period is 1,520

hours. This is 120 hours over the planned period which prevents any loss

resulting from the reduction in the course period. Although the Uzbekistan

government had shown commitment to utilizing the Korean model at the

project plan negotiation stage, they reduced the training period by


emphasizing on the incompleteness of vocational training related laws and

regulations for vocational training center operations. Where vocational training

support is provided to countries like Uzbekistan that have not established

non-formal vocational training systems, considerations on vocational training

systems should have first been made at the planning stage. That is, it would

be appropriate to give priority to projects initiating the establishment of

vocational training systems, and also projects promoting development of

vocational training centers, or to combine all the components of vocational

training systems and vocational training center development into one project.

2. Efficiency

❍ Evaluation of efficiency was made by assessing whether the budget and

human resources had been distributed as planned, whether the project

activities were undertaken as planned (in a timely manner), and whether

there had been appropriate communication for the project activities.

<Table 15> Results of Efficiency Evaluation

Evaluation item

Detailed Item Results

Financial efficiency

of resource

usage

Input of the human and financial resources corresponding to the

project plan

- Although the budget and human resources had been distributed as planned, the training facility size was reduced due to inflation and financial situations of the recipient country.

Completion of the project activities

corresponding to the project plan

- The provision of the construction site, which was the obligation of the recipient country, was delayed and all other project activities were postponed.

Effective communication for

the project activities

- For every business trip to Uzbekistan, the PMC negotiated with MOL, Center for Secondary Specialized, Vocational Education, and the KOICA office. There was particularly appropriate usage of MOL’s PIU and CSSVE.


A. Financial efficiency of resource usage

Had the budget and human resources been distributed as planned?

1) Budget

❍ The initial distribution plan for the project budget of 3,800 million won was

towards: (i) training center construction (1,995 million won); (ii) equipment

support (1,045 million won); (iii) training program in Korea (159 million won);

(iv) experts dispatched (212 million won); and (v) curriculum development (199

million won). However, the actual distribution statement had been partially

adjusted as shown below:

<Table 16> Comparison of distribution plan and actual distribution

Classification Plan Actual distribution

Total project expenses

3,800 million won ($4,000,000) 4,058 million won ($3,518,000)

Training center

construction

1,995 million won- Main building, placement floor,

gym, restaurant and dormitories.

2,000 million won- Main building, placement floor and

dormitories.

Equipment support

1,045 million won- 302 types 1,595 units

1,486 million won- Concurrent with the left column

Training program in

Korea

159 million won- Managers: 6 people /1 week /1 time- Trainers: 11 people /1 month /1 time

136 million won- Managers: 5 people /1 week /1 time- Trainers: 10 people /1 month / 1 time

Experts dispatch

212 million won- Responsible expert: 1 person / 3

months / 1 time- Curriculum expert: 4 people / 2

months / 1 time

160 million won- Concurrent with the left column

Textbook development

199 million won- For each 4 curriculum there is to

be 1 theory, 2 practical textbooks development.

162 million won- Concurrent with the left column

Research group

dispatch and reserve funds

190 million won- PMC 3 business trips

114 million won - PMC 7 business trips


❍ Although the plan for this project was to distribute $4,000,000, the exchange

rates had significantly increased in comparison to when the plan was

established in 2008. Therefore, whilst distribution of the budget could not be

provided in full in US currency, the distribution of the budget in Korean

currency exceeded its expected amount. Although $3,518,000 had been

distributed from the project’s initial planned budget of $4,000,000, the

exchange rate at the time of project planning in 2008 was $1 dollar to 950

won, which rose to $1 dollar to 1,132 won by the time of the end of the

project in 2012 August, thus, there was an excess of 258 million won in

Korean currency distributed from the budget (Budget: 3,800 million won,

Actual distribution: 4,058 million won).

❍ Despite the increase in exchange rates, there were budget adjustments

between specific projects in order to operate within the planned budget

(Korean currency standard) as much as possible. Despite the budget reduction

(US currency standard), it can be concluded that the planned project details

had been fulfilled whilst maintaining the quality of the project.

❍ Construction of Training Center

There had been efficient distribution of the budget as changes to the training

center construction had been initiated without deviating too far away from

the available funds.

❍ Equipment

Although equipment support had been provided for all 302 types and 1,595

units as planned, the increase in exchange rates resulted in an excess

distribution of 441 million won in Korean currency from the budget.

❍ Invitational training program

The training program in Korea can be divided into the manager curriculum and

the trainer curriculum and was provided with 136 million won, which was somewhat

insufficient in comparison to what was planned. Although the distribution had been


made in consideration of the planned training program period and curriculum, the

number of participants for both the manager and trainer curriculum was short

one person due to a participant’s health and visa problem. Consequently, only 5

participants for the manager curriculum and 10 participants for trainer curriculum

undertook the training program in Korea.

❍ Dispatch of experts

Dispatching experts had been executed as planned and was distributed a

reduced amount of 52 million won. Curriculum development had also been

fulfilled as planned with the development of 1 theory and 2 practical

textbooks for each of the 4 curriculum and was distributed a reduced

amount of 37 million won. The dispatching of research groups and reserve

funds sector had also been distributed a reduced amount of 114 million won,

which is less than the budget of 19o million won.

2) Human resources

❍ In order to pass on Korea’s advanced skills to Uzbekistan, the plan was to

dispatch one responsible expert for three months and four curriculum experts

for two months each. Therefore, there was a total of five experts dispatched

within an eleven month period, which was in accordance with the plan.

<Table 17> Comparison of expert dispatch plan and actual consignment

Plan Actual consignment

ClassificationNumber of

peoplePeriod

Number of people

Consignment period

Operations manager (Person in charge)

1 person 3 months 1 person 3 months (`12.3.19~6.16)

Automotive 1 person 2 months 1 person 2 months (`12.3.21~5.19)

Mechanics 1 person 2 months 1 person 2 months (`12.3.21~5.19)

Electric/electronics 1 person 2 months 1 person 2 months (`12.3.21~5.19)Information Technology

1 person 2 months 1 person 2 months (`12.3.21~5.19)

Total 5 people 11 months 5 people 11 months


Were the project activities performed as planned (in a timely manner)?

❍ The project activities schedule was postponed due to the delays to

construction and equipment support. Although the project was initially to be

undertaken from April 2008 to March 2010, the reduction of the training

center building area and delays to equipment customs clearance required an

extension of two years and five months. Therefore, the project was

completed in August 2012 and did not comply with the planned period.

❍ Construction of Training Center

The training center, which was scheduled to open in September 2009, began

constructions in December 2009 due to changes to the building area and

delays in the demolition of the previously existing buildings. The training

center construction was completed by December 2011 and opened in July

2012, three years later than the initial planned date.

❍ Equipment

The equipment that was expected to be shipped in April 2009 was installed

three years later, in April 2012, due to the building area changes and delays

in equipment customs clearance.

❍ Invitational training program

Although the training program in Korea was to be held between July and

August of 2009, as the project schedule was postponed as a whole, the

training program also had to be postponed. However, the training program

period was fulfilled as planned without diminishing its quality.

❍ Dispatch of experts

The dispatching of experts was also executed later than initially planned.

However, as the experts were dispatched whilst the equipment were being

installed, which was part of the initial plan, the equipment operational

methods were taught and inquiries on the practical aspects of the curriculum

were able to be made.


❍ Textbooks

Developments to textbooks were planned to be completed by the end of

June 2009 in order for it to be published in February 2010. However, it was

published in June 2012.

<Table 18> Comparison of the project promotion schedule plan and actual performance

Classification'07 2008 2009 2010 2011 2012

4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

PMC Selection ○

Training center construction

○ ○ ○ ○ ○ ○ ○ ○

Equipment support ○

Trainee invitation ○ ○

Experts dispatched ○ ○

Textbook development ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Interim evaluation ○

* The shaded area indicates the plan schedule.* The ○ indicates the project schedule actually undertaken.

Had there been adequate communication for the project activities?

❍ During the project planning stage, a project performance system was formed

in order to undertake the project efficiently. The project performance division

operations are controlled by KOICA, the Uzbekistan MOL or PMC and it is a

performance system that allows for continued negotiations between the

Uzbekistan KOICA office and Uzbekistan’s authorized departments. The PMC

negotiated with the MOL, the CSSVE and the KOICA office during each

business trip to Uzbekistan. In particular, as the MOL’s PIU and CSSVE was

used appropriately, it can be concluded that communication for project

performance was adequate. However, there was lack of adequate

communication between the PMC, the construction company and Uzbekistan

authorities at the time of customs clearance of construction materials and

equipment. Therefore, customs clearance was delayed even further and


resulted in the postponement of opening the training center. Although

negotiations in relation to construction materials were made with the

Uzbekistan authorities, delays to customs clearance arose as the invoices,

which were made under the construction company’s name, were not

recognized as KOICA invoices.

3. Effectiveness

❍ Evaluation on effectiveness was conducted on the basis of whether the

target project plan coincided with the productions and whether the intended

results was able to be achieved through the productions.

<Table 19> Results of Effectiveness Evaluation

Index IndicatorsResults

Target Value4) Value Achieved

Production Improvement of facilities, equipment, curriculum, and textbooks; enhancement of teaching competence

90% 100%

Training skilled human

resources

(1) Enrolment rates of the trainees 80% 91.9% (2) Graduation rates 80% 78.7%

(3) Employment rates 100% 95.2%

Strengthening education capacity

(1) Utilization of curriculum and textbooks

70%Curriculum 91.7%Textbook 91.7%

(2) Relevancy of training facilities 70%Teachers 95.8%, trainees 98.8%

(3) Utilization of training equipment and tools

70%Teachers 91.7%, trainees 97.1%

(4) Improvement of teaching competence (Self-evaluation on the teaching competence before and after project)

Improvement level 10%

Practical skills 4%Teaching skills 2%

4) The selection and reasons for the target value are as follows: ① It is ideal for enrolment rates of

trainees to be generally above 80%, ② it is ideal for usage rate of교과curriculum and textbooks to

be above 70%, ③ it is ideal for usage of project supported equipment to be above 70%, ④ it is

ideal for teachers’ training program satisfaction levels for strengthening of teaching human


Project factors Production plan Production performance Achievement rate

1. Establishment of training center management plans

1. Vocational training center management plan

1. Performance as planned 100%

2. Curriculum and textbook development

2.1 Four types of curriculum

2.2 Two types of textbooks

2. Performance as planned 100%

3. Skills development of managers and trainers

3.1 One manager training program, 6 participants

3.2 One trainer training program, 11 participants

3.1 Manager training program for 5 (1 joined back during training due to health reasons)

3.2 Ten trainers (1 could not enter country due to visa issues)

100%

4. Building an educational training environment

4.1 Educational training facilities (main building, placement area, dormitories, cafeteria, gym)

4.2 Equipment 302 types, 1,595 units

4.1 Educational training facilities (main building, placement area, dormitories).

4.2 Performance as planned (302types 1,592 units)

100%

A. Evaluation of Production

Does the preparation plan correspond with production?

❍ This project had been enforced in accordance with the project performance

plan submitted in April 2008 and have completed most of the productions

that had been initially planned (Refer to <Table 20>).

<Table 20> Production plan preparation table

resources to be above 80%. Meanwhile, the target value of teachers’ masters degree acquisition of

10% is concluded from consultation with the chancellor and the goals of the school itself, and ⑤

it is ideal for school satisfaction to be generally above 80%.


1) Establishment of Tashkent Vocational Training Center Management

Plan

❍ Uzbekistan established the training center management plan and self-inquiries

were made by a Korean dispatched expert in order to provide the Tashkent

vocational training center with the overall detailed performance plan on its

management. The Tashkent vocational training center management plan was

translated into English and Russian to allow usage by local regions and

increase its effectiveness. Using the management plan as a background, the

training center’s articles of association was drafted, which contains the points

below:

< Training Center Articles of Association >

i) General rulesii) Duties and main activity direction iii) Trainee selection, education and training curriculum system and content iv) Teacher training, retraining and qualification improvements v) Center education management vi) Center financial and supplies/skills support vii) National cooperation viii) Articles of association enforcement/amendment procedures

❍ In accordance with the Tashkent vocational training center articles of

association, the training center provided free training for unemployed

individuals whilst Korean employees had to pay for the training. Free training

is aimed at job seekers and includes car repair and service, machine

manufacturing, electrics/electronics, and an ICT curriculum. Fee charging

training includes adjustment training for prospective employees in Korea prior

to their departure and short term training for those wishing to be employed

in sectors required by the Uzbekistan labor market. It is provided in the

articles of association that those who are eligible for training center

enrollment are individuals who have received secondary education until grade

12 but have not obtained fixed employment positions. It also provides that

the number of trainees in each class is 25 to 30. The training center training


Implementation stage Implementation detail1 Development of training

standards- Based on standards of Human Resources

Development Service in Korea.

↓

2Curriculum development

- Consultation with Uzbekistan Center for Secondary Specialized, Vocational Education (CSSVE).

↓

3 Writing plan for teaching materials

- Suggestion of writing methods for teaching materials.

↓

4Writing of teaching materials

- Direction of teaching material’s component and commencement of writing.

↓

periods are 3 months, 6 months, and 12 months. In order to ensure the

quality and standards of training, basic exams, midterm exams, and final

exams are held. Additionally, the trainers are selected in accordance with the

procedures set by the “National education management institution”. There are

also duties on the part of teachers and teachers to undertake periodic

exams. The particulars of the overall management of the training center are

executed in accordance with the Secondary Education Office. In order to

resolve issues relating to the overall activities of the training center, a

committee comprised of two members from Korea, two members from the

Ministry of Labor and Social Protection of Population and one member from

the Secondary Education Office have been formed to manage the matters.

The training center management funds are drawn from the employment

promotion funds of the Ministry of Labor and Social Protection of Population.

2) Curriculum and Textbook Development

❍ The Tashkent vocational training center curriculum and textbooks have been

developed through the procedures set out in <Table 21>.

<Table 21> Development procedure of curriculum and teaching materials


5 Translation - Translation of Russian and Uzbek.

↓

6Review of teaching materials

(Interim)

- Review of written materials (add, delete, modify, typo/missing words, etc.).

- Review of 1st manuscript (when training Uzbekistan teacher)

↓

7 Review of teaching materials (Final)

- Revision by a local Uzbekistan teacher and expert.

↓

8Printing and publication

- Printing, publication and distribution of teaching materials.

❍ Curriculum Development

To systematically support job duties that are related to development of

curriculum and teaching materials and to closely reflect consumer’s demand,

PMC conducted an expert meeting for each professional field with 6

professors from CSSVE, thus enhancing effectiveness. By conducting an expert

meeting, expert’s opinion on detailed contents for training and equipment

necessary for training has been shared.

<Table 22> Attendee List of Expert Meeting

No. Professional field Name Affiliation Position

1 Electric/Electronics Sergey ParkRadio technic and automatic college

Teacher

2 Electric/Electronics Tatyana Ovtinicova Tashkent IT college Teacher

3 Mechanics Loseva Natalia Industry college Teacher

4Automotive mechanics

Khikmatove Ravshan

Transport college Director

5Automotive mechanics

Khakimov Shavkat Transport college Teacher

6 ICT Olga ViktoromaRadio technic and automatic college

Teacher


❍ Development of Teaching Materials

Teaching materials were made based on vocational training textbooks from

Korea and were reviewed 2 times by a local expert. For each 4 engineering

faculties (mechanics, automobile, ICT and electric/electronics), 1 theoretical

teaching material and 2 practical teaching materials were developed (total of

12 teaching materials). The 1st revision was conducted by an Uzbekistan

teacher during the training program in Korea to reflect Uzbekistan settings.

Thus, teaching materials that can be applied in Uzbekistan background was

developed. Meanwhile, the 2nd revision was completed by a local Uzbekistan

expert. The expert was involved in the process of translation and review of

the teaching materials by explaining technical terms and consulting overall

aspects of the revision. This has resulted in an increase in the effectiveness.

<Table 23> Plan vs. Implementation of textbook development

Engineering faculty Plan Implementation

Automotive 1 Theoretical, 2 Practical 1 Theoretical, 2 Practical

Mechanics 1 Theoretical, 2 Practical 1 Theoretical, 2 Practical

Electric/Electronics 1 Theoretical, 2 Practical 1 Theoretical, 2 Practical

ICT 1 Theoretical, 2 Practical 1 Theoretical, 2 Practical

❍ Teaching materials were written in English first by dispatched experts from

each professional field. Then, translation and revision were requested to an

Uzbekistan expert who was recommended by MOL and CSSVE and they were

translated into Russian and Uzbek. There were 64 and 32 teaching materials

in Russian and Uzbek, respectively and a total of 1,152 teaching materials

were published and distributed.


Engineering faculty Division Detailed subject Author Translator/ reviewer

Automotive mechanics

Theoretical

Basic Engine Device Inok Kim

Regina Yusupova/Denis

Fedorov

Basic Electric & Electronic Devices Hyeonbae Kim

Basic Chassis Devices Seunghyeun Moon

Practical

Gasoline Engine Maintenance Inok Kim

Regina Yusupova, Denis Fedorov/Denis

Fedorov, Regina Yusupova

Diesel Engine Maintenance Inok Kim

Basic Electronic Control Hyeonbae Kim

Electric & Electronic Control System

RepairingHyeonbae Kim

Chassis Repairing I Seunghyeun Moon

Chassis Repairing II Seunghyeun Moon

Body Repair & Welding

Byeongcheol Moon

Painting Byeongcheol Moon

Driving Seunghyeun Moon

Electric/Electronics -

Mechanics

Theoretical

Electric theory Jaemun Jung

Denis Fedorov/Regina

Yusupova

Electric installation theory Jaemun Jung

Electric equipment theory Jaemun Jung

Digital theory Deukyeong Jung

Electronics engineering Deukyeong Jung

Practical

Basic electric practical Jaemun Jung

Ruslan Parajev/Zilola Sultanova

Basic electronics practical

Deukyeong Jung

Electric measurement practical Jaemun Jung

Sequence control practical Jaemun Jung

<Table 24> Writing, translation and revision of newly developed teaching materials


Engineering faculty Division Detailed subject Author Translator/ reviewer

Electric work practical Jaemun Jung

Digital circuit practical Deukyeong Jung

PLC practical Haechun Lee

Home appliances mechanic practical

Deukyeong Jung

Electric-CAD Jangseop Kim

ICT

Theoretical

General Information Technology Undeok Kim

Jahongir Hatamov/Nargiza

Bekbergenova

Operation System Jeongyeon Hwang

General Design Eunsuk Kim

General Graphics Eunsuk Kim

General Programming Enseon Lee

Practical

Word Processor Undeok Kim

Nargiza Bekbergenova,

Jahongir Hatamov/Jahongir Hatamov, Nargiza

Bekbergenova

Spread Sheet Undeok Kim

Power Point Jeongyeon Hwang

Computer Graphics Eunsuk Kim

Multimedia Eunsuk Kim

Data Base Jeongyeon Hwang

HTML & Javascript Undeok Kim

Web Programming (ASP) Undeok Kim

Visual Basic Enseon Lee

Network Undeok Kim

Mechanics - Manufacture

Theoretical

Mechanical work Jegwan Woo

Zilola Sultanova/Ruslan

Parajev

Machine element Taesu Shin

Mechanical drawing Juyeol Park

Mechanical materials Oyeong Kwon

Practical

Metalworking practical Yonggwon Lee

Machine tool practical Sangdeok Cho

CNC machine tool practical

Seungyong Park

CAD practical Seungho Song


❍ Teaching materials that were developed for this project have not been

approved by the Uzbekistan Government. Teaching materials, which are used

in the education institution, need to be approved by the Ministry of

Education and National Standard Agency. However, this procedure was not

carried out in the present project. In those days, TVTC was the first

vocational training center. Hence, there was no accreditation standard for a

vocational training program. It was told by the Uzbekistan government that it

would take at least 3 years to create standards that can be used for

accrediting teaching materials for vocational training.

3) Capacity Development of Manager and Training teachers.

❍ Capacity development through “training program in Korea”

- There were two courses offered by “training program in Korea”. One of

them was a manager course and the other was a training teacher course.

The manager course was taken by 6 subjects for 2 weeks and the training

teacher course was taken by 10 subjects for 1 month. It is considered that

this program has achieved an effective training outcome. Upon arrival,

trainees discussed potential ways to improve effectiveness of “training

program in Korea” with the teaching staff. Since these views were reflected

on the curriculum, training satisfaction of the trainee was demonstrated to

be very high. The effectiveness of the training was thought to be high due

to a high level of course understanding by trainees (who participated in the

manager course). This was possible because MOL organized the hands-on

staffs that are relevant to the vocational training center. Six trainees were

initially invited, but one of them returned to Uzbekistan due to a health

problem. This has caused reduced effectiveness of the training program.

Since the trainees (excluding 1 person with a health problem) could not

communicate in English, interpretation in Russian was performed and this

has prevented a reduction in training effectiveness.


- According to an initial plan, 42 hours out of a total of 60 hours were

allocated for vocational training policy and knowledge, but the actual

duration of the course related to vocational training was only 21 hours.

Even though the duration of the training associated with the vocational

training policy and knowledge was reduced, the effectiveness of training

was maintained since the intended training programs were all completed.

<Table 25> Detailed contents of manager course (of “training program in Korea”)

Subject Contents of the courseDuration (in hr)

Theory

Technique for vocational training center management 3Vocational training system of Korea 3Understanding of remote education 3E-learning 3Processing method for University administration. 3Philosophy of Korea’s New Community Movement, its development and outcome, and plan for application in Uzbekistan.

6

Subtotal 21

Commencement ceremony and

orientation

- Introduction of “training program in Korea” and its schedule.

- Introduction about training organizing institution and program regulations.

- Commencement ceremony and welcome dinner.

3

Business inspection

Visit to POSCO and Gyeongju Bulguksa Temple tour

18Ulsan Hyundai automotive, Gijang Yonggungsa Temple, Busan aquarium and Nurimaru APEC HouseBusan Haeundae and SIVAT

Visit to organizations and

cultural event

KOICA

18

National Museum of Korea, Insa-dong and “Jump" (musical)Visit to Industrial Complex Head Office and Digital Pavilion tourPolytec 2 University (Hwaseong campus) tourSeoul N Tower

Evaluation and completion ceremony

Course evaluation and survey3

Completion ceremony and farewell dinner

Subtotal 42Total 63


Subject Contents of the courseDuration(in hr)

TheoryAdministrative management of school 6

Training system and policy 6

Practical training Practical training in specialty area for each professional field 72

- Due to the fact that “training program in Korea” involved teachers of the

vocational training center and government employees of MOL and Ministry

of Secondary Education, it was able to enhance the quality of the training

teacher course. Initially, 11 people were invited to take the training teacher

course. However, because 1 person was not granted a visa, only 10 people

came to Korea. To resolve the educational training problem of Uzbekistan

such as a lack of practical education, “training program in Korea” focused

on practical education, hence a half of the entire training program was

spent on practical classes for each engineering faculty and this has

increased the effectiveness of the program. The planned training components

of the training teacher course (of “training program in Korea”) were as

seen in <Table 26> and the course was demonstrated to be effective

because all of the planned training components were completed during the

1-month period. According to the initial plan, 120 hours were initially

allocated for the training teacher course, but 132 hours of training was

actually conducted. The initial theoretical education component (which was

24 hours) was reduced (to 12 hours). However, 72 hours of practical class in

the specialty area (which was the core component of the program) was

maintained and this has allowed the retention of the program quality. On

the other hand, the amount of time spent on a field trip and business

inspection was increased to thoroughly demonstrate the current state of

Korea’s economic development.

<Table 26> Detailed contents of training teacher course (of “training program in Korea”)


Subject Contents of the courseDuration(in hr)

Subtotal 84

Commencement ceremony and

orientation

Introduction of “training program in Korea” and its schedule.Introduction about training organizing institution and program regulations.Commencement ceremony and welcome dinner.

3

Business inspection

POSCO and Korean Polytec University (Pohang campus)

18Ulsan Hyundai automotive and Hyundai heavy industries

Gyeongju Bulguksa Temple and Busan Haeundae

Visit to organizations and

cultural event

Gyeongbokgung Palace, Insa-dong and Seoul N Tower

24

Digital Pavilion and the 63 building

Incheon Human Resources Development Institute and Wolmido Island

Watch “Nanta” performance

Everland resort

Evaluation and completion ceremony

Course evaluation and survey

3Completion ceremony and farewell dinner

Subtotal 48

Total 132

❍ Capacity development through dispatch of experts

- Dispatched experts enhanced the capacity of training teachers of Uzbekistan

training center through 1) education in operation methods and management

of each professional field’s equipment, 2) discussion of each professional

field’s management plan and methods, and 3) tutoring of trainee management

methods.

- Also, administrative ability required for the management of the training

center was reinforced through 1) development of training curriculum, 2)

establishment of a plan for training management, 3) establishment of a plan

for professor, and 4) discussion of know-how for processing and managing


results. However, due to the fact that the number of teachers was not

confirmed by the MOL of Uzbekistan, the appointment of training teachers

was delayed and this has led to a decrease in morale, thus causing reduced

effectiveness. Except for 1 teacher, all other teachers were working

part-time. Hence, the knowledge in equipment management methods and

skills education was not adequate as they were also busy working at the

other institutions. Therefore, dispatched experts conducted longer equipment

education than was initially anticipated, but it was still inadequate.

4) Establishment of Educational Training Environment

❍ Construction of educational training facility

- In order to provide an education for 4 engineering faculties (automotive,

mechanics, electric/electronics, and ICT) in Tashkent, Uzbekistan, a facility for

training center was newly constructed. At the early stage of the project,

Uzbekistan reduced the gross floor area from 7,000㎡ to 4,800㎡.5) Therefore,

scheduled facilities were not all constructed and the plan had to be

modified. It was initially planned to build all facilities (main building,

practical training building, cafeteria, gymnasium and dormitory) independent

from each other. However, a gymnasium, which was supposed to

accommodate 360 people, was not constructed and also cafeterias were

built inside both the main building and dormitory. In addition, unlike the

initial construction plan for the dormitory with all 2-bed rooms, which can

accommodate 100 people, some 3-bed rooms were constructed due to the

reduced gross floor area.

5) Uzbekistan Government initially prepared a promised amount of budget for obtaining a building

site, but as the recipient country cut down on the budget due to the inflation, the construction site

has been reduced accordingly.


❍ Training equipment

- Equipment supplied through this project reflected a requirement of

Uzbekistan. An expert meeting was conducted to create a list of tools and

materials required for the vocational training center. Due to the reduced

building area, there were also modifications to the supplied tools and

materials. An initial plan was to supply 321 types and 2,606 units, but a

total of 302 types and 1,595 units were supplied in the end. A contractor

for the supplies was selected through a lump-sum bidding. All tools and

materials, which were supplied, were Korean products that met the

standards of Uzbekistan local condition, but when needed, local products

were also purchased. All the manuals for tools and materials were also

supplied in English to minimize the linguistic problems when it comes to

learning equipment operational methods. Tools and materials, which were

supplied to TVTC, were as follow.

<Table 27> Tools and materials supplied to each engineering faculty

No.Engineering

faculty

Plan 1st modification 2nd modification Final

Types Units Types Units Types Units Types Units

1 Electric/Electronics 67 488 61 474 69 499 71 451

2 Mechanics 46 262 46 241 40 198 41 199

3 Automotive 94 390 89 323 89 327 89 327

4 ICT 54 251 60 272 52 238 52 233

5 Administration 60 1,215 60 1,215 49 365 49 385

Total 321 2,606 316 2,525 299 1,627 302 1,595

❍ Apart from the tools and materials that were locally purchased, they were all

inspected by a dispatched expert to confirm if manufacturer, model and

specification matched each other. The locally purchased tools and materials

were also inspected separately. Thus, enhanced effect of the Uzbekistan


educational environment was achieved through the supply of quality

equipment.

B. Production of skilled labor force

Has the number of registered TVTC trainees met the target value?

1) The annual enrollment rate of TVTC

❍ The current enrollment state of TVTC trainees at the end of October 2015 is

shown in <Table 28>. The number of trainees enrolled in 4 engineering

faculties was 327 people and the average enrollment rate was 90.8%.

Amongst them, 37 were female and this accounts for 11.3% of the total

number of enrolled trainees. All female trainees belonged to the ICT faculty.

<Table 28> Enrolled trainees per faculty (10. 30. 2015.)

Engineering faculty QuotaNumber of

new traineesNumber of enrolled

trainees (female)Enrollment

rate

The 7th group of graduates

(07.2015 – 04.2016)

Electric/Electronics 90 88 81 (0) 90.0%

Mechanics 90 86 78 (0) 86.7%

Automotive 90 90 88 (0) 97.8%

ICT 90 88 80 (37) 88.9%

Total 360 352 327 (37) 90.8%

❍ It was found that, since the opening of TVTC in 2012, the number of enrolled

trainees fluctuated vigorously each year. Immediately after its opening, the

number of enrolled trainees (the 1st group of graduates, 07.2012 – 04.2013)

was 292 people. At the moment, the number of enrolled trainees (the 7th

group of graduates, 07.2015 – 04.2016) is 352 people.


Engineering faculty Enrolled trainees GraduatesGraduation rates

(in %)

The 1st group of graduates

(07.2012 – 04.2013)

Electric/Electronics 58 49 84.5

Mechanics 54 42 77.8

Automotive 90 73 81.1

ICT 90 72 80.0

Subtotal 292 236 80.8

<Table 29> Summary of enrolled TVTC trainees

The 1st group of graduates

The 2nd group of graduates

The 3rd group of graduates

The 4th

group of graduates

The 5th

group of graduates

The 6th

group of graduates


Quota 360 360 360 360 360 360 360

Enrolled trainees

292 316 275 359 326 342 352

Enrollment rate (in %)

81.1 87.8 76.4 99.7 90.6 95.0 97.8

Has the graduation rate of the training course and employment rate met

the target value?

1) The graduation rate of the training course per year (internal

success rate)

❍ The graduation rate of TVTC trainees for each year and each engineering

faculty until July 2015 is shown in <Table 30>. From the 1st to 5th group of

graduates, there were 1,568 enrolled trainees and out of this, 1,234 trainees

have graduated. The average graduation rate was demonstrated to be 78.7%.

Thus, the internal success rate6)) of the vocational training course offered by

TVTC is 78.7%. As it can be seen in <Table 30>, there is a huge difference in

the graduation rates per year and per engineering faculty.

<Table 30> Summary of graduation rates per engineering faculty

6) Internal success rate = a number of graduates out of participants.


Engineering faculty Enrolled trainees GraduatesGraduation rates

(in %)


(01.2013 – 10.2013)




ICT 90 67 74.4

Subtotal 316 238 75.3


(07.2013 – 04.2014)




ICT 84 63 75

Subtotal 275 210 76.4

The 4th group of graduates (01.2014

– 10.2014)




ICT 90 87 96.7

Subtotal 359 313 87.2


(07.2014 – 04.2015)




ICT 81 57 70.4

Subtotal 326 237 72.7

Total 1,568 1,234 78.7

[Figure 8] Graduation rate of TVTC training course (internal success rate)


❍ The dropout rate of enrolled TVTC trainees is 21.3% and this is mainly due to

a financial situation. The dropout trainees are mostly from metropolitan areas.

The TVTC’s dormitory is only available to trainees from a rural area.

Therefore, trainees from metropolitan areas are burdened with living and

transportation expenses that cannot be covered by unemployment benefits.7)

Meanwhile, dropout trainees also include married individuals (who have to

support their family) and people who went to University instead.

2) Employment rate

❍ The annual employment rates of TVTC graduates are shown in <Table 31>.

The number of trainees from the 1st to 5th groups of graduates who

completed the training course was the total of 1,234 people and out of this,

1,175 people were employed. Thus, the average employment rate was

demonstrated to be 95.2%.8) Due to a Four-Party Contract Agreement,

employment was secured within 1 year after graduation. However, some

graduates left their existing contracted companies to find a job with better

work conditions.

7) Employment benefit amount is 20 dollars per month, which is also the amount for minimum wage.

After trainees drop out of course, if they find a job in an unofficial field they are still entitled to

unemployment benefit. However, if they are employed in an official field, the payment will be

suspended.

8) Approximately 60 to 70% of employed people secured their jobs through the Four-Party Contract

Agreement. Since, it is not the trainees’ obligation to stay with the company that they are

contracted to, a job fair is held by TVTC for trainees to provide them with better jobs. Also, the

marketing department of TVTC offers an employment support service.


<Table 31> The annual employment rates of graduates

Period Graduates Employed peopleEmployment rate

(in %)The 1st group of

graduates07.2012 – 04.2013 236 228 96.6


01.2013 – 10.2013 238 224 94.1


07.2013 – 04.2014 210 201 95.7


01.2014 – 10.2014 313 297 94.9


07.2014 – 04.2015 237 225 94.9

Total 1,234 1,175 95.2

C. Reinforcement of vocational training capability.

Do the developed curriculums and textbooks meet the demand of the

labor market? Also, are they being utilized adequately?

❍ Teachers have been surveyed to find out if they think the developed

curriculums of the project are being properly utilized. 91.7% of the subjects

provided positive responses. Out of a 5-point scale, the average score was

3.71. Thus, the curriculums were proven to be utilized adequately.

<Table 32> Appropriateness of curriculum (subject: teachers)

Are the curricula developed by the Project appropriate to industrial demand?

Frequency Percentage1. Strongly disagree 1 4.22. Disagree 1 4.23. Average 10 41.74. Agree 4 16.75. Strongly agree 8 33.3No response 0 0.0Subtotal 24 100Positive response 22 91.75 Likert Scale average 3.71

Are the curricula developed by the Project appropriate to industrial demands?


❍ There were a number of errors in the process of translating the teaching

materials of the project (Korean à English à Uzbek/Russian). This seems to be

due to a short period of time that was allowed for textbook development,

and a numerous processes involved with translation. At the end of the

project, TVTC found errors in the teaching materials and these were revised.

Uzbekistan requested PMC to print the textbooks in Russian and Uzbek in

the ratio of 1:2, respectively. However, the printed textbooks were actually

distributed in the ratio of 2:1. Thus, a larger number of Russian versions were

supplied and this seems to be due to lack of communication.

❍ Teachers have been surveyed to find out if they think the teaching materials

are being adequately utilized. 91.7% of the subjects responded positively and

out of a 5-point scale, the average score was 3.67. Thus, the textbooks were

demonstrated to be properly utilized.

<Table 33> Utilization of teaching materials (subject: teachers)

Are the teaching materials developed by the Project adequately utilized?

Frequency Percentage

1. Strongly disagree 1 4.2

2. Disagree 1 4.2

3. Average 9 37.5

4. Agree 7 29.2

5. Strongly agree 6 25.0

No response 0 0.0

Subtotal 24 100

Positive response 22 91.7

5 Likert Scale average 3.67

Are the teaching materials developed by the Project adequately utilized?


Is the training facility appropriate?

❍ The newly constructed TVTC from the project offers a necessary educational

infrastructure that provides the trainees with a modern lecture room and

practical classrooms. Additional facilities such as a dormitory are also there to

provide convenience. At the early stage of the project, a shortage of budget

due to a foreign-exchange loss, has caused continuous reductions of building

area. The original construction design had to be modified and thus, some

facilities such as cafeterias were downsized or were not built at all. The

teachers were surveyed to find out their view on the appropriacy of the

TVTC facility. The subjects of the survey included 24 teachers and 242

trainees. 95.8% and 98.8% of teachers and trainees, respectively, responded

positively and the score on a 5-point scale was found out to be 4.39 and

4.69, respectively. Thus, it can be seen that the training facilities were

installed appropriately for both teachers and trainees (refer to <Table 34> and

<Table 35>).

<Table 34> Appropriateness of the TVTC facility (subject: teachers)

Are the school facilities (space, utilities) adequate?




<Table 35> Appropriateness of the TVTC facility (subject: trainees)


Frequency Percentage1. Strongly disagree 1 0.42. Disagree 2 0.83. Average 25 10.34. Agree 14 5.85. Strongly agree 200 82.6No response 0 0Subtotal 242 100Positive response 239 98.85 Likert Scale average 4.69


Was the training equipment appropriate and were they being used efficiently?

❍ Some of the installed equipment at TVTC are quality tools and materials that

cannot be found even at the Universities in the Tashkent area, thus this

contributes to the TVTC’s strength. However, due to the complex

maintenance of some equipment, it is often difficult to operate them, hence

there are occurrences of efficiency problems. According to the survey results

of teachers’ opinion on whether the necessary tools and materials were

supplied, 91.7% of 24 subjects responded positively and an average score of

4.0 was obtained on a 5-point scale. It is demonstrated that the equipment,

which meets a local demand, has been supplied (refer to <Table 36>). The

teachers were also surveyed to see if they thought the equipment was

utilized appropriately. 91.7% of 24 subjects provided positive responses and an

average score of 4.0 out of a 5-point scale was demonstrated. Hence, it can

be seen that the equipment used for the operation of TVTC are utilized

appropriately. According to the survey, which investigated the view of

trainees on the utilization of equipment, 97.1% of respondents provided

positive feedback. On a scale of 5, the obtained average score was 4.67.

Thus, similar to the survey results of teachers, it was found that the

equipment is being utilized appropriately.


<Table 36> Appropriateness of supplied equipment (subject: teachers)

Was the necessary training equipment provided?


Was the necessary training equipment provided?

<Table 37> Utilization of training equipment (subject: teachers)

Is the training equipment adequately utilized?


Is the training equipment adequately utilized?

<Table 38> Utilization of training equipment (subject: trainees)

Is the training equipment adequately utilized for training?


Is the training equipment adequately utilized for training?


Has the training teachers’ capability been enhanced?

❍ There are currently 25 teachers across 4 engineering faculties in TVTC and 2

of them are female (from ICT faculty). All the teachers of the engineering

faculty are working full-time. In terms of quality, the teachers of engineering

faculty have been recruited adequately (refer to <Table 39>).

<Table 39> An Overview of Current TVTC Teacher Gender Distribution

Engineering faculty Male Female Total

Electric/Electronics 6 0 6

Mechanics 5 0 5

Automotive 6 0 6

ICT 6 2 8

Total 23 2 25

❍ When the quality of TVTC teachers in terms of academic qualification are

viewed, all of them have at least a Bachelor’s degree or higher. In order to

become a teacher in Uzbekistan, it is compulsory to obtain a minimum of

Bachelor’s degree. When founding TVTC, MOL selected teachers through a

consultation with the Vocational Education Office of MHSSE. The selection

criteria were that they have to be at least a University graduate in the

relevant engineering faculty with a minimum of 3-years work experience.9)

However, there is no support for teaching capability development on a

government level, hence the teachers had to obtain a higher qualification on

their own.10) The survey results about the enhancement of teaching capabilit

y11) have demonstrated that an anticipated increase in technical and

instructional skills was achieved. It was found that the scores for technical

skills and instructional skills have been increased from 3.9 to 4.1 and from 4.7

9) When TVTC teachers were compared to the teachers of vocational college, similarities were

observed in educational background and wage. However, vocational college teachers had much

larger amount of administrative tasks in comparison to TVTC teachers, thus work conditions were

better for TVTC teachers.

10) There are currently two teachers who are undertaking a Master’s degree.

11) The survey of teachers about the enhancement of teaching capability in terms of technical and

instructional skills allowed a self-evaluation of their capacity before and after the project.


to 4.8, respectively, at the end of the project (refer to <Table 40>).

However, due an increase in the number of respondents who did not answer

the question about their changes in capability after the project, this has led

to a decrease in credibility of the survey responses.

<Table 40> Improvement of teaching capability (subject: teachers)

How would you evaluate your skills before and after the Korean Project?

Technical skills Instructional skills

Before After Before After

Frequency % Frequency % Frequency % Frequency %

1. Low 0 0 0 0 0 0 0 0

2. Slightly low 0 0 0 0 0 0 0 0

3. Average 6 25 3 12.5 0 0 0 0

4. Slightly high 12 50 9 37.5 6 25 3 13

5. High 4 17 5 21 16 67 14 58

No response 2 8 7 29 2 8 7 29

Average 3.9 100 4.1 100 4.7 100 4.8 100

[Figure 9] Technical Skills and Instructional Skills

Technical Skills instructional Skills

❍ The survey results of trainees, which investigated their views on the

technological capacity of teachers, have shown that the 98.3% of the

respondents do think positively about teacher’s technological capacity. Also, a

score of 4.64 out of 5-point scale was demonstrated by the respondents.

Thus, it can be seen that the technological capacity of teachers are highly

evaluated by the trainees (refer to <Table 41>).


<Table 41> Evaluation of teaching capability (subject: trainees)

How would you rate the competency of your teacher?

Frequency Percentage1. Very dissatisfied 0 0.02. Dissatisfied 3 1.23. Neutral 32 13.24. Satisfied 14 5.85. Very satisfied 192 79.3No response 1 0.4Subtotal 242 100Positive response 238 98.35 Likert Scale average 4.64

How would you rate the competency of your teacher?

4. Impact

❍ The evaluation of ripple effect assesses 1) an unintentional effect of the

project and 2) the achievement of both the short- and long-term outcomes

of the project by the final beneficiaries. The evaluation was based on the

criteria such as the effect of labor market, the effect of transferring skills by

teachers, and the social effect.

<Table 42> Results of Impact Evaluation

Evaluation Item Detailed ItemsResults

Target value12) Achieved value

1. Impact on labor market

Employment retention rate 80% 67.9%External success rate

(job match)90% 73.0%

Usefulness of training (skills match)

4.0/5.0 4.1/5.0

Employer satisfaction 80% 96.7%2. Impact on

transferring skills The percentage of teachers

who transferred skills 60% 62.5%

3. Social ImpactThe awareness level of TVTC

by a local community 90%

Teacher – 100%Trainee – 92.6%Employer – 70%


Survey respondent

Employed UnemployedEconomically

inactiveEmployment rate (in %)

Automotive 29 14 14 1 50.0

Mechanics 30 20 8 2 71.4

Electric/Electronics 29 22 3 4 88.0

ICT 30 18 10 2 64.3

Total 118 74 35 9 67.9

A. The impact of TVTC training on labor market

Are graduates maintaining their employment?

❍ The tracking survey result of 118 graduates has shown that 74 respondents

are currently employed and thus, the employment rate is 67.9%.

<Table 43> Employment status of TVTC graduates per engineering faculty

[Figure 10] Employment rate per faculty

12) The setting of a target value and its basis are as follow: it is desirable to obtain at least 1) 80%

trainee enrollment rate, 2) 70% curriculum and textbook utilization rate, 3) 70% utilization rate of

supplied project equipment, 4) 80% satisfaction rate of teaching capacity improvement, and 5) 80%

school satisfaction rate. Meanwhile, the 10% target value for the acquisition of a Master’s degree by

teachers is based on interview results and University’s own target value.


Does your present w ork correspond to the trade (specialization) you studied at TVTC?

Autom otive M echanics Electric/Electronics ICT Total

Frequency % Frequency % Frequency % Frequency % Frequency %1. Very different 4 26.7 1 5.6 2 9.5 4 20.0 11 14.9

2. Different 2 11.1 2 9.5 3 15.0 7 9.43. Average 4 26.7 1 5.6 0 0 5 25.0 10 13.54. Sim ilar 3 16.7 4 19.1 2 10.0 9 12.2

5. Very sim ilar 6 40.0 11 61.0 12 57.1 6 30.0 35 47.3No response 1 6.0 0 0 1 5.0 0 0 2 2.7

Subtotal 15 100 18 100 21 100 20 100 74 100Positive response 10 66.7 15 83.3 16 76.2 13 65.0 54 73.0

Do TVTC graduates work in the field that they were trained for?

❍ According to a survey, 73.0% of TVTC graduates were found out to be

working in a professional field that they were originally trained for. Thus, the

external success rate13) of the training course was demonstrated to be

adequate. There was a huge discrepancy in the external success rate of each

engineering faculty. The external success rates for automotive, mechanics,

electric/electronics and ICT were 66.7%, 83.3%, 72.2% and 65.0%, respectively.

<Table 44> Match between training and duty (external success rate)

[Figure 11] External success rate (%) per engineering faculty

13) External success rate is a number of graduates working in their field of training after completing

respective courses.


Were knowledge and skills learned from TVTC useful when performing

work duties?

❍ A considerably high score of 4.1 out of 5-point scale has been achieved from

the survey, which investigated the usefulness of knowledge and skills learned

from TVTC in performing duties at current work. The scores for each

engineering faculty including automotive, mechanics, electric/electronics and

ICT were 3.8, 4.3, 4.7 and 3.5, respectively. Thus, usefulness of training (skills

match) differed greatly for each engineering faculty.

<Table 45> Usefulness of training in work performance (skills match)

D oes your present w ork correspond to the trade (specialization) you studied at TVTC?

A utom otive M echanicsElectric/

E lectronicsICT Total

Frequency % Frequency % Frequency % Frequency % Frequency %

1. Very different 0 0 0 0 0 0 3 15.0 3 4.1

2. D ifferent 2 13.3 0 0 1 4.8 4 20.0 7 9.5

3. A verage 5 33.3 4 22.2 1 4.8 1 5.0 11 14.9

4. Sim ilar 2 13.3 4 22.2 1 4.8 4 20.0 11 14.9

5. Very sim ilar 6 40.0 10 55.6 18 85.7 8 40.0 42 56.8N o response 0 0 0 0 0 0 0 0 0 0

Subtotal 15 100 18 100 21 100 20 100 74 100

Positive response 13 86.7 18 100 20 95.2 13 65.0 64 86.5

A verage score of 5-point scale

3.8 4.3 4.7 3.5 4.1

[Figure 12] Usefulness of each engineering faculty’s training in work performance (Skill match)


How are the work performances of TVTC graduates being evaluated by

employers who recruited them?

❍ By surveying employers about their opinion on whether the work

performances of TVTC graduates are satisfactory, it was found that 96.7% of

the respondents thought that they are satisfactory (positive response). A

fairly high satisfaction score of 4.33 out of a 5-point scale was demonstrated

(refer to <Table 46>).

<Table 46> Evaluation of work performance of graduates (subject: employers)

Is TVTC graduate competent enough to successfully complete his/her work task?

Frequency Percentage1. Strongly disagree 0 0.02. Disagree 1 3.33. Neutral 4 13.34. Agree 9 30.05. Strongly agree 16 53.3Subtotal 30 100Positive response 29 96.75 Likert scale average 4.33

Is TVTC graduate competent enough to successfully complete his/her work task?

❍ According to the survey question, “Compared to the graduates of other

education and training institutes, how do you like working with TVTC

graduates?”, which was answered by employers, it was found that 66.7% of

respondents said that they prefer to work with TVTC graduates than other

graduates.

<Table 47> Employers’ preference of TVTC graduates

Compared to the graduates of other education and training institutes, how do you like working with TVTC graduates?

Frequency %1. Prefer TVTC graduates 20 66.72. Similar or prefer other graduates 8 26.73. No response 2 6.7

Total 30 100.0


❍ The pros and cons of TVTC graduates that are mentioned by employers are

outlined in <Table 48>. A theoretical knowledge, practical skills and work

attitude were considered to be one of the pros of TVTC graduates by 22, 20

and 7 respondents, respectively. Meanwhile, a lack of practical skills and poor

work attitude has been mentioned as cons of TVTC graduates by 9 and 5

respondents, respectively.

<Table 48> Pros and cons of TVTC graduates mentioned by employers(multiple selection was allowed)

Pros Cons

1. Basic knowledge (language, maths and science) 4 1. Lack of basic knowledge 3

2. Theoretical knowledge 22 2. Lack of theoretical knowledge 0

3. Practical skills 20 3. Lack of practical skills 9

4. Work attitude (responsibility and team work) 7 4. Poor work attitude 5

5. Others 0 5. Others 9

6. No response 0 6. No response 4

Total 53 Total 30

❍ According to the survey results of <Table 49> and <Table 50>, it can be seen

that the employer satisfaction of TVTC graduates is high. However, there is

no data to compare this satisfaction survey results with, because Uzbekistan

has not yet conducted an employer satisfaction survey about TVET graduates.

B. Impact on transferring skills

Was there transferring of skills to other institutions by teachers?

❍ The survey of 24 TVTC teachers, which assessed their experience in

transferring skills (that was obtained or learned from the project) to other

institutions (such as educational training institution or industry), has revealed

that 62.5% of the respondents do have such experience (refer to <Table 49>).

The institutions, which the skills have been transferred to, include other


educational training institutions (40%), industry (33.3%) and university (26.7%).

The transferred skills were found to be practical skills (86.7%), theoretical

knowledge (53.3%), teaching methods (20.0%) and development of teaching

materials (13.3%).

<Table 49> The incidence of skills transfer by teachers

Have you ever had a chance to transfer your skills to other training institutes?


1. Yes 15 62.5

2. No 9 37.5

No response 0 0

Subtotal 24 100

Have you ever had a chance to transfer your skills to other training institutes?

<Table 50> Details of skills transfer to other institutions by teachers

If you have transferred skills to other institutions, to which one?

Institutions Frequency %

1. Other educational training institutions

6 40.0

2. Industry 5 33.3

3. Others(such as University)

4 26.7

4. No response 0 0

Total 15 100

What type of skills did you transfer to them? (multiple selection was possible)

Type of skills Frequency %

1. Theoreticalknowledge

8 53.3

2. Practical skills 13 86.7

3. Teaching methods 3 20.0

4. Development of textbook

2 13.3

Total 26 100

C. Social Impact

Is TVTC being considered as an outstanding institution by a local community?

❍ By conducting a survey on trainees, teachers and graduates of TVTC, and

employers, it was found that 92.6% of trainees, 100% of teachers and 70% of

employers think of TVTC as an outstanding institution.


[Figure 13] TVTC awareness as an outstanding institution

5. Sustainability

❍ Evaluation of sustainability was made on the basis of the continuance of project

results, aspects of the policies and systems (in order to see whether it has

potential to spread), administrative/systematic aspects, and technical aspects.

<Table 51> Results of Evaluation of Sustainability

Evaluation Item

Evaluation Results

Policy, systematic

sustainability

- Due to the inadequacy of the non-formal vocational training system, the TVTC training has problems such as lack of trainee skills and connections and inadequacy of the system once the learning outcomes are accepted.

- Lack of experience and professionalism of the Ministry of Labor and Social Protection of Population vocational training.

Administrative sustainability

- Management of the responsible department for the Ministry of Labor and Social Protection of Population

- Increase of applicants for entry and number of new trainees.

Financial sustainability

- Support through employment promotion funds from social security tax (0.1% of the social security tax).

- Increase in actual income from the training center’s profit-making project.

Technical sustainability

- Maintenance capabilities of equipment were very high (95.8%) according to teacher survey results.

- Improvements to trainer’s skills and capabilities were made through the dispatching of experts and volunteers and follow-up management.


Could the project outcome be maintained and become widespread?

A. Policy, systematic sustainability

❍ The training program (10 month) provided by the TVTC established through

this project is somewhat unstable in terms of its systematic aspect. The

program is not included in the Uzbekistan education system and, besides the

formal education system in Uzbekistan (that is, regular schooling), there has

not been any establishment of a non-formal vocational training system.

❍ The vocational training provided by TVTC contains all features of initial

training, retraining, contract training and industrial training. The training

program is irrelevant to the learners’ previous studies or skills and there is

not even a learning outcome acceptance system. As the training center

admission conditions have been aligned to those unemployed, the knowledge,

skills and experiences relating to the training curriculum are very diverse. In

such situations, it is difficult to manage a high quality vocational training

program. Meanwhile, the fact that there is a lack of responsibility by the

MOL, which is the TVTC’s management agency, on the provision of vocational

training and lack of experience and professionalism is problematic. The MOL

has no right to authorize the vocational training program and textbooks and

there are no mechanisms for the TVTC training results to be recognized by

the labor market. As a result, in the current situation where there is no

non-formal vocational training system, the policy-based systematic sustainability

of the project cannot be concluded as high.


B. Administrative (organization and human resources) Sustainability

1) Management of TVTC

❍ The management of TVTC is conducted by the “Unemployment analysis and

labor market coordination department”, which takes responsibility of creating

employment positions for unemployed individuals within the Ministry of Labor

and Social Protection of Population. There are six individuals who are

responsible for the department. This department analyzes the employment

positions for unemployed individuals and connects job seekers with employers

through the employment support center, which is a subordinate agency. The

main roles of the MOL are creating employment positions for unemployed

individuals and supporting their employment. The education sector takes

responsibility for career counseling and retraining of job seekers and have

included Lyceum & vocational college to the education curriculum. The MOL

is currently directly managing one training center for the unemployed and

TVTC. The training center for the unemployed provides a free one month

short term program, which teaches acquirable skills such as carpentry,

plumbing, textile manufacturing and accounting.

2) Increase in entry applicants

❍ The number of entry applicants have constantly increased with 366 applicants

in July 2012 to 440 applicants by July 2015. Whilst it cannot be concluded

that the number of new trainees are also continuous, there had been an

increase in numbers from 292 to 348 trainees since its opening.


<Table 52> Number of TVTC applicants and new trainees per yearly group

1st Group 2nd Group 3rd Group 4th Group 5th Group 6th Group 7th Group

Applicants 366 389 311 414 425 434 440

New trainees 292 316 275 359 326 351 352

0

100

200

300

400

500

1st Group2nd Group3rd Group4th Group5th Group6th Group7th Group

Applicants New students

C. Financial Sustainability

1) Government support

❍ TVTC is a public institution affiliated with the Uzbekistan MOL whose finances

are mostly provided by government funding. The government allocated 0.1%

of the social security tax (absorbing 25 % of large corporation employee wage

and 15% of agricultural worker monthly wage) to employment promotion

funds. The MOL manages the training center through this employment

promotion fund.14) Therefore, the financial sustainability of this project can be

regarded as high.

14) In cases of establishment of additional unemployment training centers, it is likely that the employment

promotion fund will be the finances. There are plans to increase the social security tax to 0.2% if

more of the budget is required.


2) Institution’s own income

❍ In order to overcome these financial limitations, the Uzbekistan government

created a “Profit-making Project Management Regulation” for the training

center to reap their own income.15) The current profit-making project of TVTC

usually involves management of a short term course and performance of the

profit-making project is shown in the table below (See <Table 53>).

<Table 53> Performance of Profit-making Project

CurriculumNo.of

people Target Institution Income (Cym) Period (Month, Period)

1 Welding8 Private 3,444,280 1 2012.10~114 GM Powertrain 1,722,140 1 2012.10~11

2 Ironworker 12Tashkent machine

factory 13,613,076 3 2012.10~2012.12

3 English 4 Private 1,246,188 3 2012.11~2013.14 Car mechanic 6 Private 6,806,340 3 2012.11~2013.15 Korean 1 Private 311,547 3 2012.12~2013.26 Korean 3 Private 934,641 3 2013.3~2013.57 Japanese 66 Private 20,562,102 3 2013.3~2013.58 English 5 Private 934,641 3 2013.4~2013.69 Korean 1 Private 311,547 3 2013.4~2013.610 Car mechanic 4 Private 4,537,560 3 2013.4~2013.611 Japanese 78 Private 24,300,666 3 2013.6~2013.912 Korean 3 Private 934,641 3 2013.6~2013.913 Car mechanic 3 Private 3,403,170 3 2013.8~2013.1214 Korean 2 Private 623,094 3 2013.8~2013.1015 Welding 12 Private 5,166,420 3 2014.4~2014.616 Korean 9 Private 2,803,923 3 2014.9~2014.1117 Welding 6 Private 2,352,675 1 2015.3~2015.418 Korean 5 Private 1,842,495 3 2015.3~2015.6

19Labor work place safety education

4,185 Private 89,513,175 2014.3~2015.9

Total 185,364,321

15) In the September 2012 Cabinet Act of Uzbekistan (Clause 270) ‘Tashkent Vocational Training Center

Promotion’, ‘vocational training centers can undertake profit-making projects’ is included other than

support from the national budget. The profit reaped from the profit-making project operations can be

used by the vocational training center with 22% of the profit handed out as teacher wages, and

remaining amount for vocational training center development funding.


D. Technical Sustainability

1) Training equipment maintenance repair capability

❍ It can be found that by making analysis with focus on the technical aspects

of the maintenance and repair of facilities and equipment, techniques for

management skills and maintenance of supported training equipment use

could be passed over. In the current perspective, which is three years after

the completion of the project in August 2012, it is evaluated that the

technical sustainability of this project appears positive as the facilities and

training equipment are comparatively being managed in good condition. In

terms of the training equipment maintenance and repair, it can be concluded

that the there is sufficient skills capacity to self-maintain and repair with

regards to the technical aspects. In accordance with surveys conducted

against the teachers, 23 out of 24 (95.8%) stated that the training equipment

were being adequately managed.

<Table 54> Maintenance of training equipment

Has the training equipment been properly maintained?


1. Yes 23 95.8

2. No 0 0.0

No response 1 4.2

Subtotal 24 100

Has the training equipment beenproperly maintained?

2) Training center’s internal teaching skills development program

❍ The TVTC has been planning for the internal skills development programs and

have been initiating open demonstration classes for each curriculum as part

of that plan for the skills development of its teachers. <Table 55> indicates


the yearly performance and the performance of demonstration classes for

each curriculum.

<Table 55> The yearly performance and class demonstration performance per curriculum

(Measurement: Frequency)

Curriculum 2014 2015

Electrics/electronics 3 3

Mechanic 3 4

Automotive 9 5

ICT 8 5

Total 23 17

3) Skill support of dispatched experts and volunteer workers

❍ Meanwhile, KOICA has provided for the technical sustainability of the project

though continuous dispatching of experts and volunteer workers to TVTC and

by that of supporting the skills development of teachers after the end of the

project (See <Table 56>). Equipment use and maintenance have not been

smooth for equipment that requires high-level skills, such as CNC racks, due

to the lack of skills of the teachers. Therefore, the equipment had to be

maintained by dispatching mechanic experts for two months and by providing

reeducation for trainers, which raised the level of technical sustainability.

Additionally, during its opening, volunteer workers were continuously

dispatched to support the training course management through conducting

the classes and maintaining equipment, as well as translating manuals and

equipment handbooks. Furthermore, by also providing Korean education and

culture classes and guidance on Korean employment, it elevated the trainees’

knowledge about Korea.


<Table 56> Details on dispatching experts and volunteer workers

InstitutionHuman resources

dispatchedSupport details

KOICA Kwang-Bum Lee

(2 months)(2013.5.20.~7.19)

- Understanding the current conditions and support methods for equipment used for CNC racks.

- Developing practical teaching materials and job sheets for CNC rack use.

- Use of CNC program data through CAD education- Theoretical and practical guidance on CNC racks (Mechanics

course teachers (4) and volunteers (2) training)

KOICAVolunteer group

(17 volunteers /2012.7~)

- Conducting classes for each curriculum and practical work (Automotive, Mechanics, Electricity, Computer training and Korean language training)

- Equipment repair and management - Request for support of painting facility placement materials- Translating manuals and Korean teaching materials and

equipment handbooks.- Various Korean culture classes and guidance on Korean

employment

4) Skills support in relation to project follow-up management

❍ KOICA initiated the follow-up management project for this current project

through partnerships with universities (Total budget: 45,408,000 won, Project

period: 2013.13~2015.6). The technical sustainability of the project can be

enhanced by improving the skills of the curriculum teachers through the

project’s follow-up management.

<Table 57> Summary of follow-up management project

Human resources dispatched

Support details

Skills training- Skills training for teachers of Mechanics, Electrics/electronics

and Automotive Making of lecture

materials and manuals- CNC rack and car repairs/painting, mechanical engineering

theory, electricity/electronics control part

New equipment support - Electric/electronics, mechanic, automotive and ICT sector

placement equipmentNew purchases for

damaged parts - Automotive sector

Seminar - Holding seminars for introduction of results evaluation


6. Cross-cutting Criteria

❍ Cross-cutting issues, such as gender mainstreaming and environment, was

selected to be categorized as other criteria. Evaluations have been made on

the basis of gender mainstreaming and causes of environmental pollution.

<Table 58> Results of Cross-cutting Criteria Evaluation

Evaluation item Detailed item Evaluation outcome

Gender mainstreaming

Consideration of gender equality at the planning stage

Taking into consideration at the planning stage of the fact that the curriculum is male dominated, training accessibility for women have been provided by including ICT.

Gender disparity in employment and

pay

In accordance with tracing survey results of ICT graduate employment rates, the percentage for males were much higher as men were 77.8% and women were 57.8%. The monthly income for women is about 70% of the income for men.

Environment

Anti-environment activities

There was no anti-environment activities that provoke pollution during project implementation.

Negative impact on environment

There was no factor that have a negative impact on environment during construction of TVTC.

A. Gender mainstreaming

Had there been considerations to gender relationships and gender equality

at the project planning stage?

❍ At the planning stages of the TVTC establishment project, the type of

occupational fields that were selected as the basics of the industry were

electrics/electronics, mechanics and automotive. However, taking into

consideration the fact that these occupations are traditionally highly male

dominated, ICT curriculum was added to increase the accessibility of training

courses for female trainees. Currently, 37 female trainees have enrolled in the

ICT course and it was shown that 11.3% of the total trainees are females.


Are there differences in employment rates and wages for men and

women?

❍ After comparing the employment rates for male and female ICT graduates as

indicated in the TVTC graduates survey,16) it was found that the employment

rates for male graduates was 77.8% whilst female graduates was 57.9%, which

implies that male graduate employment rates are approximately 20% higher.

<Table 59> Current status of male and female ICT graduates

Male Female

Employed 7 11

Unemployed 2 8

Not economically active 3 1

Employment rate 77.8% 57.9%

❍ Meanwhile, wage comparisons made between male and female ICT graduates

showed that the average wage for male trainees was 755,556cym whilst the

average wage for female trainees were 544,846cym, which indicates that the

average wage for female trainees is approximately 72% of male trainees.

Therefore, it indicates that there is a significant gap between the employment

rates and wages of male and female graduates.

B. Environmental impact

Had there been activities during the process of the project that caused

environmental pollution in surrounding areas?

❍ During the TVTC construction project site investigation stage, there were basic

considerations made to environmental effects by conducting research on

securing nearby sites, sewage systems and soil quality. Thus, it can be

concluded that there were no activities which caused environmental pollution

16) As there are no female graduates from automotive, electrics/electronics and mechanics courses, the

employment rates of female and males from the ICT course were compared.


in surrounding areas.

Had there been factors, such as waste disposal, which damaged the

environment during the construction process?

❍ There were no factors, such as waste disposal, which damaged the environment

during the construction process. It was confirmed that industrial waste

disposal during training center operations were carried out appropriately.

Ⅴ. Conclusion and Recommendation

1. Main Evaluation Results

2. Lessons learned

3. Suggestions for conducting a similar

project

Conclusion and Recommendation 107

Conclusion and RecommendationⅤ

Chapter

1. Main Evaluation Results

❍ “The Project for the Development of the Tashkent Vocational Training Center

in Uzbekistan” was supported by KOICA for 5 years from 2008 til 2012. The

purpose of the project was to produce skilled human resources, which

corresponds to the industrial demand of Uzbekistan. For the management of

the training course offered by 4 engineering faculties (mechanics,

electric/electronics, automotive and ICT), the following tasks were performed

in the project: 1) establishment of a master plan for vocational training center

management, 2) development of curriculum and teaching materials, 3) support

for facility construction and equipment, and 4) improvement of teaching

capability. In doing so, the anticipated outcomes were achieved. This has led

to an opening of the Tashkent Vocational Center (TVTC) in July 2012, which

offers training courses for those who are unemployed (a 10-month curriculum:

6 month education at TVTC + OJT for 4 month). So far, 1,234 graduates have

been produced.

A. Relevance

❍ The present project corresponded to the national development policy of the

recipient country’s government as well as Country Partnership Strategy (CPS)

of Korea. Also, since the project fit the demands of the subject area and

beneficiary, its level of appropriacy was considered be high. However, a

sufficient analysis of the recipient country’s vocational training education


system and labor market was not conducted at the stage of establishing the

project plan. This means that an informal vocational training system is not

yet established in Uzbekistan. In addition, the level of human resources that

the target institution of the project wished to create was not clear.

B. Efficiency

❍ There were some amendments to the project due to an increased exchange

rate, but the initial planned amount of budget and human resources were

supplied. The project was extended for 2 years and 5 months due to factors

including aggravation of financial status (which resulted in the reduction of

the building area for TVTC construction) and delayed customs clearance of

equipment. Hence, it was not feasible to comply with the initial schedule of

the project. It was unavoidable for PMC to go through a detailed

consultation due to a delay in the project. This has lead to an increase in

the number of business trips, human resources and duration. Through this,

the project was able to reach a peaceful solution to the problems and was

also completed successfully.

C. Effectiveness

❍ As all of the initially planned activities of the project were completed, thus,

100% of outputs were accomplished. The outputs that were required for the

management of 4 engineering faculties included 1) establishment of master

plan for vocational training center management, 2) acquisition of facility and

equipment necessary for vocational training, 3) newly developed curriculum

and teaching materials, and 4) improvement of teaching ability.

❍ TVTC opened in July 2012 and currently, 331 trainees (the 7th group of

graduates) are enrolled and the enrollment rate is 91.9% (the quota is 360

trainees). The average trainee enrollment rate of the 1st to 7th group of

enrolled trainees is 89.8%. To date, 1,234 graduates have been produced (from


the 1st to 5th groups of graduates) and the graduation rate (internal success

rate) is 78.7% and approximately 95.2% of these graduates have secured

employment. The curriculum, teaching materials, training facility and

equipment supplied through the present project were utilized adequately.

Also, it was found that the teaching capacity of the engineering faculty has

been improved. However, there were various errors in the process of

translating textbooks that were developed for the project.

D. Impact

❍ To determine the effect of the project on a labor market, TVTC conducted a

tracking survey on 118 graduates. It was found that 74 graduates were

employed and the employment rate was 67.9%. Also, 73.0% (external success

rate) of the graduates responded positively to the survey question, “Are you

working in the profession that corresponds to the trade specialization you

were trained for?” As well, 4.1 (out of a 5-point scale) was scored by the

respondents to the question, “Were knowledge and skills learned from TVTC

useful when performing your current work duties?” In addition, the employer

satisfaction score of the graduate’s work performance was demonstrated to

be fairly high (4.33).

E. Sustainability

❍ With the help of the Uzbekistan Government such as a supporting policy for

unemployed people and employment promotion fund, the sustainability of the

project was determined to be high. Also, there is a development opportunity

due to an exceptional interest from the cabinet. However, since an informal

vocational training system is not established yet in Uzbekistan, it is

institutionally unstable. When the TVTC curriculum is viewed from the

perspective of different training subjects, initial training, retraining and

industrial training is in a mixed state. Hence, tasks including “connection to


prior learning from vocational training” and “acknowledgement of training

outcome” need to be solved. The MOL, which is a management agency, is

not the competent Ministry for human resources development and they lack

experience and professionalism in vocational training.

2. Lessons learned

A. Errors involved with textbook translation

❍ Sufficient amount of time and effort is essential in minimizing translation errors

when developing textbooks. In general, a Korean textbook is translated into English

and is distributed to a recipient country when textbook development is a part

of the project. A great deal of errors are involved in the translation process from

Korean to English. In particular, errors are associated with technical terms. For

the present project, lots of error occurred during the translation process from

Korean to English, then from English to Russian/Uzbek. It is significant to allow

sufficient resources and time and utilize reviewers during the translation process

to produce quality teaching materials (output).

B. Necessity of following project schedule

❍ In order for the project to be efficient, resources need to be supplied in a

timely manner. The present project was extended for two and a half years

due to a delay in construction of TVTC caused by a problem with the

building site that was not solved promptly. Subsequently, the supply of

equipment, training program in Korea and dispatch of experts were also

postponed. Therefore, risk management measures such allowing sufficient

amount of time for planning project duration are required when conducting a

similar project in the future.


3. Suggestions for conducting a similar project

❍ Starting with the present project (“the project for the Development of the

Tashkent Vocational Training Center in Uzbekistan”), KOICA is currently

carrying out two vocational training support projects. These include “the

project for the Development of the Samarkand Vocational Training Center in

Uzbekistan” and “the project for the Establishment of Vocational Training

Center in Shahrisabz city and Consulting on Capacity Building of Vocational

Education in Uzbekistan”. The project for the Establishment of Vocational

Training Center in Shahrisabz city and Consulting on Capacity Building of

Vocational Education in Uzbekistan included “establishment of vocational

training education and qualification system”. Therefore some of the important

considerations have been found through this ex-post evaluation that should

be considered when conducting establishment project of vocational training

center and some recommendations are described below

A. Improvement in Sustainability of Vocational Training Institution

❍ Securing sustainability of vocational training centers is an essential part of the

project in the vocational education field in drawing outcome. It was found

that the institutions, which were supported by KOICA, are facing difficulty

after the completion of the project due to a lack of budget and

professionalism that are crucial for institution management and capacity

development. It was revealed that TVTC, which was established through the

present project, are also in need of additional support for institution

management and capacity development. To secure sustainability of vocational

training center in Uzbekistan, which is supported by KOICA, the following

measures including 1) support for development of human resources/property

capacity, 2) introduction of business/revenue model, and 3) vitalization of


industry cooperation are vital. In this perspective, the strategies suggested by

our evaluation team for improving sustainability of KOICA’s vocational training

center in Uzbekistan included the following: 1) establishment of a system for

the teaching capability development, 2) management of business/revenue

model, and 3) industrial-educational cooperation (on an institutional level).

1) Establishment of a system for a lifelong capacity development

❍ To increase the quality of vocational training, the capacity development of

teachers is most important and it is also vital to establish a system for

capacity development that can minimize the incidence of teachers leaving the

affiliated institution. In order to accomplish this, firstly, the conditions which

can encourage teacher’s participation in vocational training, needs to be

created. Secondly, a continuous training program for teachers needs to be

developed. Lastly, the training teacher’s opportunity for the industry training

needs to be expanded. Therefore, when KOICA plans to support a vocational

training institution in Uzbekistan in the future, a few measures need to be

considered. These include 1) capacity development for the management of

institution, 2) establishment of human resources management system to allow

participation in an educational training leading to career development and

compensation system, and 3) reorganization of a teacher’s training program

(periodical program instead of short-term program).

2) Management of Business/Revenue Model

❍ To improve the financial sustainability of the vocational training institution

supported by KOICA, the institution needs to create its own budget through

the introduction of a business model. The business model can be categorized

into a traditional and non-traditional business model. A traditional business

model represents a variety of fees that can be obtained from operation of

various training courses. It also includes a variety of short-term courses that


are on offer such as contract training and a training program for teachers

from other vocational training institutions. Meanwhile, a non-traditional

business model represents the profit that was made by product sales and

services from a practical activity of TVET institution. For instance, this can

include mechanical parts, clothing and food that are produced through a

practical training of trainees, or can also include a mechanical service for a

car from automotive faculty trainees.

3) Industrial-educational cooperation (on an institutional level)

❍ The most important factor for a successful vocational training education is an

active participation from an industry, which is the final beneficiary of the

provided skills from TVET institution. To improve the employability of

graduates of the vocational training institution, it is essential to provide skills,

which meet the demand of industry. In order for this to happen, an intimate

cooperation from industry is vital. Since the infrastructure for an

industrial-educational cooperation is poor in Uzbekistan, it is significant for

KOICA, when they plan and carry out a project, to create the foundation for

a proper invigoration of an industrial-educational program on an institutional

level. In order to achieve this, a progressive approach such as the following

can be suggested. Firstly, a network for industrial-educational cooperation can

be established. Then, on the basis of this, a tailored curriculum, which

corresponds to an industrial demand may be developed and employed. To

establish a network for industrial-educational cooperation, a series of

processes, which involves institution’s selection of, and contact and

cooperation with a blue-chip business, needs to be systematically executed.

Through this, a scope of cooperation, which includes an exchange of

human/material resources and employment agreement, should be gradually

expanded. Such procedures include the following elements:

- Analysis of the current state of industry in a major area.


- Categorization of industry: approach method (teaching staff’s own personal

network, local government assistance and official cooperation request)

- Establishment strategy for industrial-educational cooperation network

- Promotion of various industrial-educational cooperation activity

• Promote a variety of activities for industrial-educational cooperation with a

subject company.

• Exchange of material resources: various facilities and equipment

• Exchange of human resources

• (Education à Industry) The teaching staff’s industrial training and trainee’s

OJT.

• (Industry à Education) Lecture by the industrial personnel, occasional

special lecture and training program for industrial workers.

• Program exchange: tailored education for each business.

- Management of industrial-educational cooperation business

4) Extension of expert dispatch period

❍ For most vocational training institution establishment projects, the project is

closed and duties of dispatched experts are completed once the school (or

training center) opens. Consequently, there are a lack of opportunities to

provide practical advice in relation to institution management. In terms of

institution (or project) management experts, their duties end with creating

and delivering the basic institution management plan to the target project

institution. In order to invigorate management during the vocational training

period, it is necessary to have a counselling period to be able to truly

understand the distributive cooperation, profit-making project and short term

training processes. Additionally, until now, the curriculum experts stopped at

advising on training equipment installation and training curriculum teachers on

equipment usage methods. However, by extending the dispatch period, it has


become possible to observe teachers instructing real trainees and provide

advice after the institution opens.

B. Establishment of Uzbekistan vocational training and qualification

examination system

❍ The ‘Project for Establishment of Vocational Training Center in Shahrisabz city

and Consulting on Capacity Building of Vocational Education in Uzbekistan’,

currently conducted by KOICA, includes a vocational training and qualification

examination system. The proposal describes the particulars that must be

considered in establishing a vocational training and qualification examination

system. These include: 1) Uzbekistan TVET features, 2) TVET system

development directions, and 3) Uzbekistan vocational training and qualification

examination system establishment directions.

1) Uzbekistan TVET features

❍ Vocational training in Uzbekistan is provided under a formal education system

and through a Vocational College. In Uzbekistan, it is compulsory to

undertake education up until high school (grade 12) and most trainees are

able to graduate high school. Currently, 1,411 vocational colleges have been

established, which comes under 91% of the total number of high schools

(vocational high schools in the technology field are about 1/3 to 1/4 of the

total). The total number of vocational high school trainees is 1,578,000, which

is 93.4% of the total number of high school trainees. The Uzbekistan

vocational training is managed by the Vocational Education Office. The

Vocational Education Office takes responsibility of the vocational training

development and authorizes vocational training programs and textbooks.

During this project, authority for the curriculum and textbooks that would be

provided by the Tashkent vocational training center was obtained from the

institution. There are no active non-formal vocational training besides formal


school education in Uzbekistan. The 200 or so vocational colleges and the

training center for the unemployed have only provided employment support

training for approximately a month. The Tashkent vocational training center

established through this project can be regarded as the first Uzbekistan

vocational training institution that has the facility and equipment for

vocational training, curriculum and textbooks, and trainers. However, because

it is a new concept that is not included in the Uzbekistan education system,

it does not have a clear identity. The MOL, which manages this training

center, is responsible for the support of employment for those who are

unemployed. As this training center provides training for unemployed

individuals, trainees are able to undertake various previous studies and diverse

work experiences. Vocational College graduates can obtain a one-year contract

employment at a company through a three party contract (graduate – employment support center – employer). Meanwhile, Tashkent vocational

training graduates emphasize the training center obligations to ensure a

one-year employment contract at a company through a four party contract

(graduate – employment support center – employer – training center). Whilst

Uzbekistan made transitions from a socialist economy to a market economy,

the vestiges of the socialist economy still largely remains. As human resource

improvements have been through the national plan under the socialist

economy, the infrastructure to establish a qualification system is currently

inadequate.


2) Direction of TVET system establishment (including vocational

training and qualification examination system): Establishment

of an integrated TVET system

❍ Establishment of an Uzbekistan vocational training and qualification

examination system must aim to create an integrated TVET system that is

adjusted to the trends of the international society’s TVET developments. Since

the decision was made to integrate all separated vocational education and

training into TVET during the 2nd UNESCO Vocational Skills Training

Conference in 1999 by representatives of international organizations and

countries, TVET integration has accelerated. Currently, most nations, including

Europe and Central and South African States, have created an integrated

TVET system. Recently, parts of Asian nations have also created over 100

National Qualification Frameworks (NQF) or TVET qualification systems. It can

be concluded that the reasons for creating an integrated system is to adhere

to the technology advancements, labor mobility due to globalization, changes

in the labor market, and the advent of a lifelong studying society. The

features of an integrated TVET system is as follows below:

- Demand-driven

TVET must satisfy the labor market skill demands and qualification

requirements. This relates to improving the competitiveness of the economy

sector and enhancing individual employability within the labor market

through skilled human resources.

- Quality and relevance

The aim for all TVET programs is to achieve high quality and market

conformity. In order to achieve this, support has been provided to develop

effective methods for quality management, to continuously monitor the TVET

program labor conformity, and to reach the standards set by TVET

institutions. The mechanism for this is the introduction of an ‘employment


standard, evaluation and qualification system’.

- Flexibility

In order to conform to the changing work requirements and to satisfy the

different demands of the diverse target groups, there has been support for

flexibility of TVET. Such flexibility will not only apply to the organization and

delivery (modularization of education curriculum) of the TVET program but

also provide support for building the path towards individualized careers.

- Career pathway

Not only does it enhance the vertical and horizontal movement between

different TVET careers and between different qualification standards, it

allows for career improvement and continuous learning by promoting

movement between TVET and general education and higher education.

- Lifelong learning

Opportunities for lifelong learning should be provided so that workers can

adapt to the fast changing workplace environment resulting from technology

advancements and labor systems. The significance of lifelong learning allows

people to continuously advance their qualifications. In order to achieve this,

many nations are mutually connecting formal/non-formal vocational training

and informal learning through the National Qualification Framework (NQF) or

TVET qualification system. Whilst this is a lifelong learning system that

supports continuous individual education, it is also a flexibly system that

allows the individual to build their qualifications whenever it is required

even after they have entered the labor market.


3) Considerations for vocational training and the development of a

qualification examination system

A) Points to consider for developing a vocational training system

❍ Overall perspective of vocational education training approach

The concept of vocational training has the same significance as vocational

education, vocational training and TVET. There is no clear academic definition

for vocational education training. Whilst there is a tendency to combine the

previously used concepts for vocational education and vocational training, and

whilst differences between the education and training concepts seems to be

disappearing, vocational education and vocational training are two separate

concepts. Although vocational education and vocational training can be

explained on the basis of social utility from an occupation perspective, in

Korea, it has been established in accordance with the controlling

administrative institution and related regulations. As there appears to be a

global tendency to combine vocational education and vocational training, the

concept of vocational education training is used and efforts are made to

develop a combined TVET system.

❍ Conformity to government economic policies and labor market demand

In order to develop a vocational training and qualification examination system,

there must first be selection of prioritized training targets and training fields

after understanding the government economic policies and skill demands of

the industrial world. In particular, in order to understand the skill demands,

the vocational training targets and training fields can be selected through

observations on the industry-based and career-based employment structure

progression, skill demand research, and vocational college graduate tracing

surveys.

❍ Diversification of vocational training program

Currently in Uzbekistan, vocational training is provided to target unemployed


individuals. In terms of the Tashkent vocational training center, initial training

and continuing training is combined. Research results indicate that 25% of

trainees have enrolled into courses they have majored in at vocational

college, whilst 75% have shown to not have previously studied about the

relevant curriculum at all. Therefore, the vocational training program provided

by the Tashkent vocational training center has the features of initial training

for 75% of the trainees and features of continuing training for the 25%. A

diverse range of vocational training programs should be provided in

accordance with the trainees’ previous studies and occupational skills.

❍ financial resources review of Vocational training

In order to develop the vocational training system, there is need to review

the training funding source. Currently, the vocational training conducted by

MOL is funded by the employment promotion fund, which is drawn from 0.1%

of the social security tax, so as to manage the training center. However, if

additional vocational training centers are established in the future by KOICA

and the Uzbekistan government expands the establishment of vocational

training centers on their own accord, extra funding will be required.

Therefore, there will need to be review of whether the percentage of the

social security tax that is given to the employment promotion fund should

increase or whether a separate fund should be arranged.

❍ Need for cooperation with other government departments

In order to develop a vocational training system, there is need for close

cooperation between government departments and institutions that are

related to education and human resource developments. In particular, through

close cooperation with the Vocational Education Office, which controls the

vocational education in Uzbekistan, overlap and clashes between the training

program provided by the vocational training center and other vocational

training institution programs must be avoided. Furthermore, by ensuring links

with vocational education, support must be given for experience development


and lifelong learning of workers.

B) Considerations for developing a qualification examination system

(1) Identifying qualification demand

❍ Identifying quantitative demand

The question of which type of business or occupation is increasing can be

identified if the current yearly employment rate is understood. If such

statistical data is unavailable, priority must be given to developing the labor

market data.

❍ Identifying qualitative demand

The qualification item must be established by identifying which skill demand

arises through the representative occupational organizations. If there are no

such occupational organizations, a business target survey is required.

(2) Development of National Competency Standards(NCS)

❍ For the use of NCS to be valuable, the NCS developments must be made on

the basis of qualification demands. It is a global trend for Vocational

Education Training (VET) and qualification systems to be managed on basis of

field demand. Out of the many ways to reflect consumers’ needs, using NCS

developments for vocational training and qualification system is one method.

Therefore, developing NCS to use for VET means there has been a change to

a demand-driven system. Through strong national leadership, there is need to

review whether it is possible for a socialist system to convert into a

demand-driven human resource fostering system within a short period of

time. It is also necessary to find measures for this to be possible.


(3) Review of Uzbekistan's evaluation culture

❍ In order to initiate successful human resource training through the infrastructure

known as NCS, an accurate evaluation must be made on the basis of

performance standards. There is need to find measures for developing an

evaluation culture that evaluates individual capabilities within a socialist

national system.

Reference 123

Reference

Korean literature

외교부 (2012). ‘우즈베키스탄 국가협력전략 2012-2015’

이광범 (2013). ‘우즈베키스탄 파견전문가(기계과) 귀국 보고서’. 한국국제협력단.

임경빈 (2013). ‘타슈켄트 직업훈련센터 졸업식에 관한 보고’. 한국국제협력단.

조선대학교 (2015). ‘우즈베키스탄 타슈켄트 직업훈련원 건립사업 사후관리보고서’

한국국제협력단 (2007). ‘한‧우즈벡 직훈원 설립사업 사전조사 결과보고서’

한국국제협력단 (2008). ‘우즈베키스탄 타쉬켄트시 직업훈련원 건립사업 사업협의 결

과보고서’

한국국제협력단 (2008). ‘우즈베키스탄 타슈켄트시 직업훈련원 건립사업 중간 평가 결

과 보고’

한국국제협력단 (2008). ‘우즈베키스탄 타쉬켄트시 직업훈련원 건립사업 집행계획(안)’

한국국제협력단 (2010). ‘우즈베키스탄 국별지원전략 및 지원사업 종합평가’

한국국제협력단 (2012).『우즈베키스탄 타쉬켄트시 직업훈련원 건립사업 PMC용역』

종합결과보고

한국국제협력단 (2013). ‘우즈베키스탄 타슈켄트시 직업훈련원 건립사업 종료평가 최

종보고서’

한국산업인력공단 (2008.4). ‘우즈베키스탄 타슈켄트시 직업훈련원 건립사업 사업수행

계획서’

Record of Discussions (2007.12)

Republic of Uzbekistan (2008). Welfare Improvement Strategy of Uzbekistan-Full

Strategy Paper for 2008-2010. Available at

http://siteresources.worldbank.org/INTPRS1/Resources/Uzbekistan_PRS

P(Jan-2008).pdf

Republic of Uzbekistan (2013). Welfare Improvement Strategy of Uzbekistan-Full

Strategy Paper for 2013-2015. Available at

http://www.nationalplanningcycles.org/sites/default/files/country_docs/

Uzbekistan/wis_spbn_2013-2015eng.pdf

United Nations, Department for Social and Economic Affairs (2011). Country


Study: Assessing Development Strategies to Achieve the MDGs in

the Republic of Uzbekistan. Available at

http://www.un.org/en/development/desa/policy/capacity/output_studies

/roa87_study_uzb.pdf

United Nations Development Programme (UNDP) (2009). Assessment of

Development Results: Evaluation of UNDP contribution-Uzbekistan.

Available at http://www.oecd.org/countries/uzbekistan/46820458.pdf

Website

TVTC

http://www.vtct.uz/

Annex 125

Personal Data

1. Gender : 1) Male ___ 2) Female ___

2. Age : ( ) years old

3. You graduated from 1) Academic Lyceum ___ 2) Vocational College ___3) Other ___

4. When did you graduate from the Secondary specialized school?(Year ______ )

5. Field of your study (trade): 1) Mechanics ___ 2) Electric/electronics ___3) Automotive Maintenance ___ 4) Information Technology ___

6. How did you know about the Center?1) Through parents/family ___2) Through media (TV etc.) ____ 3) Through friends ___ 4) Through Employment Service Center ___ 5) Others ___ (Please specify: _______________________ )

Annex

Annex 1. Questionnaire

1. KNIT Teachers

Questionnaire_TVTC Students

This Questionnaire is designed to evaluate the Outcomes of the Project for the Development of the Vocational Training Capacity in Uzbekistan by the Sangmyung University, Korea. Please check (v) the most appropriate answer or write down your comments. Your answer will be used for the study only. Thank you for your cooperation.

Code Nr |__|__|__| Date:


7. Do you have work experience? 1) Yes ___ 2) No ___

7-1. If ‘Yes’, please specify the period of work experience1) 1stJob:From……(MM) ……… .(YY) To ……(MM) ………..(YY) 2) 2ndJob:From……(MM) ………..(YY) To ……(MM) ………..(YY)

7-2. If yes, you quit the first job1) Voluntarily ___ 2) Non-voluntarily ____

8. What is your future plan after graduate?1) Continue to study at higher level ___2) Work in a company ___3) Open own business ___4) Work abroad ___5) Other ___ (Please specify: ______________________ )

Training Program at TVTC

9. Are you satisfied with the course (trade) you enrolled? 1) Extremely dissatisfied ___ 2) Somewhat dissatisfied ___3) Moderate ___4) Somewhat satisfied ___ 5) Extremely satisfied ___

10. Are you satisfied with the curriculum (contents of study)? 1) Extremely dissatisfied ___2) Somewhat dissatisfied ___3) Moderate ___4) Somewhat satisfied ___ 5) Extremely satisfied ___

11. Are the school facilities (space, utilities) adequate? 1) Strongly disagree ___2) Somewhat disagree ___3) Moderate ___4) Somewhat agree ___ 5) Strongly disagree ___

12. Is training equipment adequately utilized for training?1) Strongly disagree ___ 2) Somewhat disagree ___3) Moderate ___4) Somewhat agree ___ 5) Strongly agree ___

Annex 127

13. What is ratio of theory and practice in studying your technical (professional) disciplines?

1) Theory : practice = 70 : 30 ___2) Theory : practice = 60 : 40 ___3) Theory : practice = 50 : 50 ___4) Theory : practice = 40 : 60 ___5) Theory : practice = 30 : 70 ___

14. How would you rate the competency of your teacher?1) Not at all competent ___ 2) Somewhat not competent ___ 3) Moderate ___4) Somewhat competent ___ 5) Very competent ___

15. Are you satisfied with the current situation in the Center?1) Yes ___ 2) No ___

15-1. If “No”, what is the major problem for you? (you may select more than one)1) Lack of interests in the specialized course ___2) The level of curriculum is too high ___3) The duration of 4 month-industrial training is too long ___4) Accommodation ____5) Transportation ____6) Sports facility ____7) Other ___ (Please specify: _______________________)

16. Those who do not have work experience

Do you expect your monthly salary will be higher than that of secondary specialized school graduates?

1) Yes ___ 2) No ___

16-1. If “Yes”, how much more you will get paid than secondary specialized school graduates?

1) Less than 10% 2) 10~49%3) 50 ~100% 4) 100% +

17. Those who have work experience

Do you expect your monthly salary will be higher than that of the last job?

1) Yes ___ 2) No ___

17-1. If “Yes”, how much more you will get paid than that of the last job?1)Less than 10% ___ 2) 10~49% ___3) 50 ~100% ___ 4) 100% + ___

18. Is the TVTC recognized as a 'Center of Excellence' (model training center) in Uzbekistan?

1) Yes ___ 2) No __


Personal Data and Sociological Background

1. Gender: 1) Male ___ 2) Female ___

2. Educational qualification:1) Specialized High School ___2) Bachelor Degree ___3) Master Degree ___4) Other ___ (please specify : _________________)

3. Courses you mainly instruct: 1) Mechanics ___ 2) Electric/electronics ___3) Automotive Maintenance ___ 4) Information Technology ___

4. When did you start to work with TVTC?( ___ MM ______ YY)

5. Type of teacher :1) Full time teacher ___ 2) Part time teacher ___

6. Do you have working experience in industry?1) Yes ___ 2) No ___

KOICA Project

7. Is the diploma program of TVTC (four courses) relevant to the demands of local industry?

1) Yes ___ 2) No ___

8. Are the school facilities (space, utilities) adequate? 1) Not at all adequate ___2) Somewhat not adequate ___3) Moderate ___4) Somewhat adequate ___5) Very adequate ___

9. Necessary training equipment was provided1) Strongly disagree ___2) Somewhat disagree ___3) Moderate ___4) Somewhat agree ___5) Strongly agree ___

Questionnaire - TVTC Teachers

This Questionnaire is designed to evaluate the Outcomes of the Project for the Development of the Vocational Training Capacity in Uzbekistan, by the Sangmyung University, Korea. Please check (v) the most appropriate answer or write down your comments. Your answer will be used for the study only. Thank you for your cooperation.

Code Nr |__|__|__| Date:

Annex 129

10. Training equipment is adequately utilized1) Strongly disagree ___2) Somewhat Disagree ___3) Moderate ___4) Somewhat agree ___5) Strongly agree ___

11. The curriculum developed by the KOICA Project is appropriate to industrial demands.1) Strongly disagree ___2) Somewhat disagree ___3) Moderate ___4) Somewhat agree ___5) Strongly agree ___

12. The teaching materials developed by the KOICA Project is adequately utilized 1) Strongly disagree ___2) Somewhat Disagree ___3) Moderate ___4) Somewhat agree ___5) Strongly agree ___

13. Were Korean experts dispatched to TVTC helpful in improving your skills? 1) Not at all helpful ___2) Somewhat not helpful ___3) Moderate ___4) Somewhat helpful ___5) Very helpful ___

13-1. If you select 3),4),5) in 14, what type of skills did you learn from Korean experts? (you may select more than one)

1) Theoretical knowledge ___2) Practical skills ___3) Instructional skills ___4) Teaching material development ___5) Other ___ (please specify: ___________ )

Before After1 2 3 4 5 1 2 3 4 5

1.Technical skills2. Instructional Skills

14. How would you evaluate your skills (competencies) before and after the Korea Project?

Low 1---2---3---4---5 High

Impact on Uzbek Society

16. Have you ever had a chance to transfer your skills to other training institutes or centers?

1) Yes ___ 2) No ___


16-1. If “Yes”, to which one?1) Other training institute/center ___2) Companies ___3) Other (Please specify : __________ )

16-2. What type of skills did you transfer to them? (you may select more than one) 1) Theoretical knowledge ___2) Practical skills ___3) Instructional skills ___ 4) Teaching material development ___5) Others (Please specify : ____________________________ )

Sustainability

17. Has the training equipment been properly maintained?1) Yes ___ 2) No ___

18. How would you evaluate your present skills?Low 1---2---3---4---5 High

1 2 3 4 51.Operation of training equipment 2. Maintenance of training equipment 3. Instructional skills 4. Curriculum development5. Teaching material development

19. Are you satisfied with your current situation in the Center?1) Yes ___ 2) No ___

20. Do you plan to continue to work for TVTC?1) Yes ___ 2) No ___

Annex 131

Personal Information (to be filled out by Interviewer before interview)

1. Gender:1) Male ___ 2) Female ___

2. Age1) Less than 20-24 ___ 2) 25~29 ___ 3) 30~34 ___ 4) 35+ ___

3. The trade (field) of you were trained at TVTC 1) Mechanics ___ 2) Electric/electronics ___3) Automotive ___ 4) Information Technology ___

4. Year of graduation from TVTC ( year 20………)

Start to interview

1. Marriage: 1) Not married ___ 2) Married ___

2. What is your position in the labor market?1) Employed ___ (go to 4-1) 2) Unemployed ___ (go to 4-2) 3) Inactive ___ (go to 4-2)

Work Experiences before Training

3. Did you have work experience before you enrolled in the TVTC?1) Yes ___ 2) No ___

3-1. If yes, your monthly salary was ( ……………… …. UZS)

4-1. (For the employed) Are you still working with the employer who contracted with for the training?

1) Yes ___ 2) No ___

4-2. (For the unemployed or inactive) Was the employer who contracted with for the training your last job?

1) Yes ___ 2) No ___

Questionnaire - TVTC Graduates

This Questionnaire is designed to evaluate the outcomes of the training programs provided by Tashkent Vocational Training Center (TVTC) by conducting a tracer study of graduates. Your sincere answer will be useful to in improving training programs of TVTC and enhancing workforce productivity of Uzbekistan. Your answer will be used for the study only. Thank you for your cooperation.

Enumerator: Code Nr |__|__|__|


Current Employment

5. What is the main product (or service) of your employer business? ______________________

6. What is the phone number of your employer company? ___________________

7. What is the ownership of your employer business?1) State owned ___2) Private ___3) Foreign-Uzbekistan joint venture ___4) Foreign Investment ___5) Don’t know ___

8. Size of your employer business: 1) 1- 4 employees ___ 2) 5-29 employees ___ 3) 30 - 99 employees __ 4) more than 100 employees ___5) Don’t know ___

9. What is your present job in the company?1) Managers ___ 2) Professionals and Related Workers ___3) Clerks ___ 4) Service Workers ___5) Sales Workers ___ 6) Skilled Agricultural, Forestry and Fishery Workers _ 7) Craft and Related Trade Workers8) Equipment, Machine Operator and Assembler __ 9) Elementary Workers __

10. Your monthly wage (salary) (....................... …………. UZS )

11. Compared with the salary of your colleagues who graduated from colleges with training in other institution, how would you rate your salary?

1) Your salary is more than 10% higher ___ 2) Your salary is about the same ___3) Your salary is lower ___

TVTC Program

12. Does your present work correspond to the trade (specialization) you studied at TVTC? - Job Match

1) Not at all correspondent ___ 2) Somewhat not correspondent ___3) Moderate ___ 4) Somewhat correspondent ___ 5) Extremely correspondent ___

13. Has the training program of the TVTC been useful in performing your present job?1) Not at all useful ___ 2) Somewhat not useful ___3) Moderate ___4) Somewhat useful ___5) Extremely useful ___

Annex 133

1. Position of respondent: 1) Owner of the firm ___ 2) Director ___3) Manager ___ 4) Supervisor ___5) Other ___ (Please specify: _____________ )

Company related data:

2. Size of your business: 1) 1- 4 employees ___ 2) 5-29 employees ___ 3) 30 - 99 employees ___ 4) more than 100 employees ___

3. Ownership structure of business1) State owned ___2) Private ___3) Foreign-Uzbekistan joint venture ___4) Foreign Investment ___5) Cooperatives & Groups ___6) Other ___(Please specify: ______________________)

4. What is the main product of your business? (Please specify _____________________________)

5. What are the major criteria to recruit employees in your company?1) Degree or diploma2) Knowledge and skills3) Attitudes 4) Work experience5) Other ___ (Please specify : ____________ )

Questions on Tashkent Vocational Training Center

6. Is the TVTC is well known to community?1) Strongly disagree ___2) Somewhat disagree ___3) Moderate ___4) Somewhat agree ___5) Strongly agree ___

7. Did you employ graduates of TVTC?1) Yes ___ 2) No ___ (please go to 'Question 11' )

Questionnaire - Employers

This Questionnaire is designed to evaluate the Outcomes of the Project for the Development of Vocational Training Capacity in Uzbekistan, by the Sangmyung University, Korea. Please check (v) the most appropriate answer or write down your comments. Your answer will be used for the study only. Thank you for your cooperation.

Enumerator: Code Nr |__|__|__|


8. Which field(s) did you employ? (possible for multiple answers)1) Mechanics 2) Electric/electronics3) Automotive Maintenance 4) Information Technology

9. Do you think that TVTC graduate is competent enough to successfully complete his/her work task?

1) Strongly disagree ___2) Somewhat disagree ___3) Moderate ___4) Somewhat agree ___5) Strongly agree ___

10. What do you think is the strength of TVTC graduates? (possible for multiple choice)1) Basic knowldge (language, maths, science) ___2) Theoretical knowledge ___3) Practical skills ___4) Attitudes to work (punctuality, responsibility, cooperation, etc) ___5) Other ___ (please specify ___________________ )

11. What do you think is the weakness of TVTC graduates? (possible for multiple choice)1) Lack of basic knowledge (language, maths, science) ___2) Lack of theoretical knowledge ___3) Lack of practical skills ___4) Lack of attitudes to work (punctuality, responsibility, cooperation, etc) ___5) Other (please specify ___________________ ) ___

12. To what extent are you satisfied with the productivity of TVTC graduates?1) Not at all satisfied ___2) Somewhat not satisfied ___3) Moderate ___ 4) Somewhat satisfied ___5) Extremely satisfied ___

13. Compared to other education and training institute’s graduates, how do you like working with TVTC graduates? :

1) Better ___ 2) The same ___ 3) Less ___

14. Is the TVTC recognized as a Center of Excellence (model training institute) in Uzbekistan?

1) Yes ___ 2) No ___

15. How about is your business for current years? 1) Growing employment and sales2) Stagnating employment and sales 3) Decreasing employment and sales

Ex-Post Evaluation on the Project for the Development of the Vocational Training Capacity in Uzbekistan

Copyright ⓒ 2015 by KOICA

Published by the Korea International Cooperation Agency (KOICA)

825 Daewangpangyo-ro, Sujeong-gu, Seongnam-si,

Gyeonggi-do, Korea 13449

C.P.O Box 2545

Tel: 82-31-740-0114, Fax: 82-31-740-0693

Website: http://www.koica.go.kr

ISBN 978-89-6469-367-4 93330

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