Myanmar Swiss Centre of Excel- lence for Vocational ... – Swiss Centre of Excel-lence for...

Myanmar – Swiss Centre of Excel-

lence for Vocational Education and

Training (MSCVET)

SDC Project no. 7F-08670.01.01

SDC Contract no. 81017372

CVT Baseline Study Mai 2014

Validation and Evaluation of CVT

Capacity Building Projects and Activities

Employability of CVT Graduates

Multiplication Ability for CVT

Validation of operational parameters

Prepared for

Prepared by

28th May 2014

MMRD Research Services | 2

Acknowledgments

The contents of this document was developed based on the reports, ideas and comments of

CVT graduates, CVT partner training companies, CVT Board Members, CVT team members at

the Yangon office, and key resource persons from professional bodies and associations work-

ing in collaboration with CVT. In particular, the assistance of Ms. Phyu Win Nyunt (Project Ad-

ministrator) in locating, coordinating and allowing MMRD access to the rich history of infor-

mation on CVT was vital in the development of this report. Acknowledgement also must be

made of the authors of previous reports, including Beat Wicki, Stefan Vogler and Claus Knoth,

on which this report has drawn a number of key insights.


Abbreviations

ASEAN Association of South East Asian Nations

CA Commercial Assistant (one of five CVT Professions offered)

CM Cabinet Maker (one of five CVT Professions offered)

CVT Centre of Vocational Training (abbreviation of CVT Myanmar school)

E4Y Education for Youth Program of CVT

EL Electrician Training (one of five CVT Professions offered)

GIP General Implementation Plan

HG Hotel and Gastronomy (one of five CVT Professions offered)

ILO International Labour Organization

MBEA Myanmar Business Executive Association

MCA Myanmar Chef Association

MES Myanmar Engineering Society

MHPA Myanmar Hospitality Professional Association

MIA Myanmar Industries Association

MICPA Myanmar Institute of Certified Public Accountants

MIEGA Myanmar Institute of Economic Graduates Association

MISA Myanmar Iron and Steel Association

MMK Myanmar Kyats, with exchange rate est. at 1,000 MMK to 1 US Dollar

MOLES Ministry of Labour, Employment and Social Security

MPAN Master of Public Administration Network

MPSWA Myanmar Professional Social Workers ‘Association

MRCS Myanmar Red Cross Society

MTMA Myanmar Timber Merchants’ Association

MW Metal Working (one of five CVT Professions offered)

MWEA Myanmar Women’s Entrepreneur’s Association

NGO Non-Governmental Organization

NPO Non-Profit Organization

NQF National Qualification Framework

NSSA National Skills Standard Authority

PTC Practical Training Centre

TTCA Tourism Training Centre Association

UMFCCI Union of Myanmar Federation of Chambers of Commerce & Industry

VET Vocational Education Training


Table of Contents

Acknowledgments .................................................................................................... 2

Abbreviations ........................................................................................................... 3

Management Summary ............................................................................................ 5

1 INTRODUCTION ........................................................................................................ 14

1.1 Overview of CVT ................................................................................................... 14

1.2 Context of Interventions ...................................................................................... 15

1.3 Poverty Reduction ................................................................................................ 17

2 METHODOLOGY ....................................................................................................... 17

2.1 Study Objectives ................................................................................................... 17

2.2 Scope of Work ...................................................................................................... 18

2.3 Research Design ................................................................................................... 19

2.4 Fieldwork Constraints .......................................................................................... 21

3VALIDATION OF CAPACITY BUILDING PROJECTS & ACTIVITIES ................................................ 21

3.1 Overview of Vision and Impact Goal .................................................................... 21

3.2 System Level Outcome Indicators ........................................................................ 24

3.3 Institutional Level Outcome Indicators ................................................................ 35

3.4 Implementation Level Outcome Indicators .......................................................... 40

3.5 Multiplication Potential of CVT’s Dual Education Programs ............................... 43

3.6 Validation of Parameters (Indicators) for Operational CVT Business .................. 67

4 ANNEX A: ATTACHMENTS ........................................................................................... 78

Attachment 1: Organizational Chart........................................................................... 78

Attachment 2: CVT Advisory Board Members ........................................................... 79

Attachment 3: Project Risk Assessment ..................................................................... 80

Attachment 4: Project Planning Matrix ...................................................................... 82

Attachment 5: Technical, Agricultural and Vocational Training Institutes ................ 84

Attachment 6: Distribution of Students ..................................................................... 86

Attachment 7: Distribution of Companies.................................................................. 87

5 ANNEX B: STATUS OF ACTIVITIES OF INCEPTION, EXPANSION AND HANDOVER PHASES ................ 88


Management Summary

Introduction and Rationale

The Center for Vocational Training (CVT) as launched in Yangon in 2002 by Max O. Wey, with

the objective to introduce and practice a Myanmar-adapted form of the dual apprenticeship

model of Switzerland. Students attend CVT one day a week and practice in their companies

five days a week, with additional two-week practical training courses once a year. The current

five core professions offered by CVT include: Commercial Assistant (CA), Electrician (EL), Cabi-

net Maker (CM), Hotel & Gastronomy (HG), and Metal Worker (MW). Since its initiation over a

decade ago, 597 apprentices have successfully completed the program as of April 2014 and

received a Certificate of Professional Capacity. Vocational skills development provides an op-

portunity to not only train skills, but also to upgrade general education as needed, ranging

from basic math and language to business development.

Since Myanmar’s transition to a parliamentary government in 2011, the conditions for eco-

nomic growth have begun to fall into place. The need for quality vocational education is espe-

cially and immediately relevant given the low education and skill levels, the increasing demand

due to economic growth in-country. Through its extensive network in government and with

the private sector, CVT is in a strategically strong position to promote the dual apprenticeship

model system of Switzerland as a model for meeting the urgent needs for vocational training

and education in Myanmar.

Research Objectives and Methods

The Swiss Agency for Development and Cooperation (SDC) has supported CVT since 2013 for

this Capacity Building Project that enables CVT to expand its successful services in Myanmar, as

well as by enlarging and optimizing its facilities, knowledge and expertise. In this context, CVT

Myanmar has commissioned an objective third party to evaluate the CVT project programs,

validate the baseline studies and report accordingly.

The specific objectives of this validation and evaluation survey are to provide: (i) validation of

the planned building projects and activities, if the overall goal and its outcomes can be

achieved, (ii) validation of the propose parameters from CVT and if necessary, to develop addi-

tional parameters, on which the target achievements can be measured during and after the

capacity building projects, and (iii) assessment of the multiplication ability of CVT’s dual educa-

tion programs.


To reach these objectives, 140 CVT alumni from the graduating years of 2011, 2012 and 2013

as well as 93 employer training companies and 6 professional associations were interviewed

for a total of 239 data points for triangulation with a desk review of relevant materials. Overall,

only minor difficulties in contacting respondents were encountered, and the field teams suc-

cessfully were able to carry out the survey in the time frame stipulated.

Validation of Capacity Building Projects & Activities

The impact and outcome indicators of the capacity building projects and activities were re-

viewed and found to be met by CVT in most cases. Key findings include:

Impact Indicator: Gender disaggregated number of people graduating from dual VET system in

Myanmar. Validation Successfully achieved. CVT project statistics show that since 2010, the

number of female apprenticeships has always been more than 40% despite the fact that 3 out

of the 5 professions trained at CVT are traditionally male-focused professions such as metal

work, cabinet making and electrician.

Impact Indicator: Gender specific data on salary level of graduates. Validation Successfully

achieved. Statistics from the survey show that the reported salary level of 63% of female grad-

uates fell between 200,000 to 500,000 kyats (US$ 200 to 500 roughly), while 39% of male

counterparts pulled in the same salary range. In other words, up to the 500,000 kyats range,

more women graduates are pulling in higher salary per month than male cohorts.

Outcome 1 Indicator: Annual number of students in the dual VET system, and current

number of alumni from dual VET system. Validation The numbers of current stu-

dents and graduated alumni have risen both in gender and by profession, showing

greater demand in the market. The greatest increase of 35% in number of students en-

rolled from the school year between 2010/11 and 2011/12. As CVT facilities reached

capacity, the numbers of students increased to a maximum of 571 apprentices in

2013/14.

Outcome 1 Indicator: Option for students to continue higher VET education after dual

system is anchored in education system. Validation Students, should they have the

time, resources and desire to continue to higher VET training after the CVT dual train-

ing have options of attending government-run programs in similar subjects at Tech-

nical, Commercial, Agricultural and other such colleges and schools located in Myan-

mar.


Outcome 1 Indicator: Salary of dual system alumni. Validation The majority of CVT

graduates are making salary levels in the range of associate and junior executive levels

and received promotions and related salary increases on completion of the dual train-

ing in comparison with their colleagues in similar positions. CVT’s partner companies

corroborated this, stating that those graduating from CVT received higher salaries than

other employees. 98 of 140 alumni (70%) received a salary raise and/or promotion on

finishing the dual VET training. Nearly a third received an increase of 41-50%, and over

20% of students had their salaries doubled.

Output 1.3: Proposals for the inclusion of the dual VET system in the Myanmar Educa-

tion System are developed and promoted, with number and participants of promotion

activities as measurable indicators. Validation Lack of recent data is a constraint in

understanding the current state of the country's education sector and in particular on

how the inclusion of a dual VET system could be integrated. However, certain initia-

tives by the government show this is an area of growth and progress. In regards to op-

tional activities, CVT has held 18 events in promotion of CVT to over 1,100 alumni and

partner companies since 2003. In 2012, a media event was held with 15 of the most

prominent print and television news outlets, and a similar event is slated for 2014 with

20 new media outlets.

Outcome 2: CVT has positioned itself as a VET Centre of Excellence and an influential partner of

the Myanmar government with respect to labour market orientation. Validation CVT is

working with 18 different professional organizations, has a Memorandum of Understanding

(MoU) with the Ministry of Labour Employment and Social Security (MoLES), a MoU with the

Myanmar Timbers’ Merchant Association, is working directly with the Skills Training Centers of

the Ministry of Labour Employment and Social Security (MoLES) to develop and implement

training programs based on CVT know-how, and has a collaboration agreement with ILO for a

Post Graduate Program (PGP) for young entrepreneurs.

Output 2.1: CVT has defined its legal status and is registered in Myanmar. Validation

CVT successfully completed registration as international NGO under the Ministry of

Home Affairs in 2013, certificate No. 0057.

Output 2.2: CVT facilities allow efficient teaching and learning and the trial of pilot

programs. Validation A MoU has been successfully signed with Ministry of Labour

for a 10-year lease of a land plot for the construction of the new building. Negotiations

with MoLES regarding the clearance of the construction site are ongoing.


Output 2.3 Regular stakeholder events provide a broad local ownership of the pro-

grams. Validation The CVT Local Myanmar Advisory Board is composed of 12 mem-

bers, and convened officially on 18 August 2013, with a second meeting held in 3 De-

cember 2013, and a third meeting held in 21 February, 2014.

Outcome 3: Diploma, post diploma programs and tailor made trainings have enabled people

from all over Myanmar to improve their incomes and recognition. Validation CVT has devel-

oped training for 5 professions in its core program, has had an annual average of 470 trainees

between the years 2011-2014, issued 597 CVT completion certificates to successful graduates

of the program from 2002-2014, and has a distribution of training companies in 33 townships

in Yangon.

Output 3.1: Target group specific post diploma programs are developed. Validation

Three additional programs have been assessed for market potential, piloted and cur-

rently is being evaluated: (i) Instructor Training, (ii) Training Company Internal Instruc-

tors, and (iii) the Entrepreneur Program.

Output 3.2: Competency gaps and support needs in specific areas defined by the advi-

sory board have been analyzed and measures are taken to address them. Validation

The analysis of needs and gaps has been conducted by CVT in the Project Proposal,

wherein each activity under the capacity building project was assessed in terms of

needs, gaps and budgetary demands.

Output 3.3: Trainings and programs for specific target groups have been developed

and trainers have been trained. Validation The core programs of CVT have been es-

tablished for many years, and the trainings and activities for target groups have been

completed, assessed and modified on an ongoing basis since 2002 for CM, 2003 for CA

and MW, 2005 for EL, and 2008 for HG.

Output 3.4: Implementation of trainings is monitored. Validation Evaluation of the

trainings are conducted continuously at the end of every course, and is supported fur-

ther by final exams to measure the learning achieved by students, for the vocational

trainings as well for the new training programs. Teachers’ training courses are sup-

ported and provided by volunteer Experts from Switzerland, with each profession

working with its Expert group in Switzerland who come to CVT Myanmar and provide

training at least one visit a year.


Multiplication Potential of CVT’s Dual Education Programs

The most important success factors of CVT TVET Model include its dual apprenticeship training

that offers studying of theory and practical lessons at the same time, the technical capacity of

the CVT training teachers, and the strategic location Yangon that affords a ready population

and infrastructure to support CVT’s activities. Further, CVT’s the capacities and availability of

trainers – in other words, Yangon’s placement as a hub for the highest number of businesses,

industrials, hotels and services in the country – allows for more employers/training companies

that have the required capacity to invest in an apprenticeship training program.

Regarding sustainability, the base-line study found out that 39% of partner companies are will-

ing to contribute to the CVT training program, of which 46% expressed willingness to contrib-

ute 100% of the training cost for their employee for entire training period (though it must be

noted that they did not indicate a range of what they thought would be the cost of the ser-

vice). Further, high satisfaction level of the both employer (92.6%) and employee (96.4%) also

proved the effectiveness of the CVT dual apprentice program. In this regard, there is a high

possibility to convert the current CVT donor reliance program into a sustainable mixed-funding

program, i.e. partly international donor and partly employer (trainer) funded training program

as a phase one and moving away from the international donation and establish a market ori-

ented quality training program.

Employability of the CVT graduates, the base-line study found out that, nearly all graduates

stated CVT helped make them more employable (98.6%) and the dual training was directly

applicable in the work place (98%). Over two-thirds of graduates said the program assisted

them in improving their salary (70%). Moreover 91.7% to 100% of the employee affirmed that

CVT training has increased their employability. Further the employability of CVT graduates is

reinforced on the employer side as well, with expectations met or exceeded for 95% of the

companies, and no company said that it was dissatisfied by the results of the training. On the

contrary, 87% of companies reported high satisfaction, and 99% of companies reported that

they felt CVT increased graduates’ capacity at work.

Therefore, there is a high chance for the CVT to successfully multiply current model of CVT to

other places in Myanmar. According to the desk study, Mandalay city is the first place to con-

sider in CVT expansion plan because Mandalay city checked the entire check list (i.e. six suc-

cess factors that supported success of the CVT intervention in Yangon city). Moreover 65.6% of

partner trainer companies also recommended the Mandalay city as a place for CVT expansion.

However other places such as Mon and Kayin states are still under economic developing stage

to meet the success factor criteria which can assist in the success of CVT expansion to other

regions/states.

Validation of Parameters (Indicators) for Operational CVT Business

The operational indicators for CVT are quite comprehensive already, and existent in some form

or another. The main recommendation is to make a user friendly, easily accessible file on

which to assist in the regularity of recording and updating information on indicators on human

resources, quality management, administration and finance, and training companies; as well as

add a few qualitative and quantitative indicators and mini-assessments to help in the monitor-

ing of CVT’s activities.

In the process of validating the parameters for operational monitoring, MMRD found that the

3-year duration of the CVT approach was one of the main obstacles for graduates and training

companies alike. This is reflected one of the human resources indicators, apprentices’ “drop-

out rate.” One consequence of the longer timeframe is the allowance for more changes to

occur in economic, professional and personal developments of the students’ lives while they

are in attendance at CVT. This results in higher dropout rates than a training course which is

shorter in duration. The dropout rates have steadily declined from 35% in 2009 to 18% in 2014,

however, showing that CVT has identified the issue and made steps to manage the issue.

The further conclusions for additional parameters are summarized in the table below.

Indicator for Human Resources

Measurement Comment (Red is MMRD remark)

Period

Hu

man

Res

ou

rces

Gender situation of apprentices, teacher, management & staff

%-Share of Men and Women

Already existing and needs to be more systematically recorded

yearly

Ethnics %-Share of different ethnic groups

Thus far, other ethnic groups besides Bamar have not yet been recruited for.

yearly

Fluctuation teachers

Number of leaves and entrances -Higher level of educa-tion of teachers

Partly existing and needs to be more systematically rec-orded. For instance, needs a clearly designated person to collate information, and a soft file created that is easy to locate and access by up-per management.

quarterly

Fluctuation manage-ment

Number of leaves and entrances

quarterly

Salary Teachers & Man-agement

%-Variation of Living costs and local salary development

2 x yearly

Recruiting Number of on-going recruitments

yearly

Drop-out of apprentices

-Number of leaves each profession and reason for leaving (qualitative) -%-Gender disaggrega-tion of drop outs

Already existing and needs to be more systematically recorded, for example, cur-rent dropout rate by profes-sion and gender is not readi-ly available

quarterly (monthly not recommended)

Validation and Evaluation of CVT Capacity Building Projects and Activities


Subject / Indicator

Measurement Comment (Red is MMRD specific remark)

Period

Hu

man

Res

ou

rces

(co

nti

nu

ed)

Graduation of ap-prentices

-Number of graduated ap-prentices by profession -%- of Alumni/Graduated students by profession and by year -Confirmed student contact information, e.g. phone, email, address

Already existing and needs to be more systematically recorded

yearly

Unemployment Number and % of unem-ployed apprentices during the apprenticeship

Recommended indicator to be added

quarterly

Average age of ap-prentices on en-trance

Number by profession Already existing and needs to be more systematically recorded

yearly

Mobility of gradu-ates’ after CVT

-%-Students moving to higher VET or tertiary education, what programs, and where -%-Students working abroad, and in what professions

Recommended indicators to be added, including qualita-tive indicators

yearly

Student to teacher/ trainer ratio

-Number of students per teacher -Number of students per class

Partly existing, and recom-mended indicators to be added

quarterly

Qu

alit

y M

anag

emen

t

Teacher & Manage-ment Trainings

-Number of teacher & man-agement training by category -%-Investment and amount of funds in training of teachers and management staff

-Partly existing and needs to be more systematically rec-orded. -Mini assessment on rele-vancy & applicability of training (qualitative) to be conducted

yearly

yearly

Quality audit Number of audits performed each profession

Partly existing yearly

Education grade apprentices

Average grade by profession Already existing yearly

NSSA recognition Number of recognized skills by profession

Partly existing. Progress towards official NSSA recog-nition needs more careful monitoring and follow-up by a designated individual.

yearly

Performance of ap-prentices

Average marks of graduated apprentices by profession

Already existing yearly

Curricula & Text-books

%-grade of accuracy by pro-fession -Dates when the curricula and textbooks have been substan-tially updated (qualitative)

Partly existing Recommended indicator to be added

2 x yearly

Teaching aids & teaching infrastruc-ture

%-grade of accuracy by pro-fession

Partly existing 2 x yearly



Subject / Indicator Measurement

Comment (Red is MMRD remark)

Period

Ad

min

& F

inan

ce

Maintenance Plan CVT %-grade of accuracy Partly existing 2 x yearly

Maintenance Plan PTC %-grade of accuracy by profession

Partly existing 2 x yearly

Employability & satisfaction of graduates and training compa-nies for CVT

-%-Satisfaction with CVT program -%- Perceived employa-bility -%-Salary range -%-Receipt of promotions on graduating

These indicators have been incorporated the Baseline Report, and could be re-evaluated every three years using the same interview and analysis tools.

evaluation survey every

3 years

Qualifications of train-ers/teachers

Highest degree and addi-tional formal certifica-tions held/gained by cur-rent and new teaching staff (qualitative)

Partly existing and needs to be more systematic in how information is record-ed and stored. Pro-vides evidence of CVT’s quality educa-tors.

yearly

Operational costs Costs in USD Already existing yearly

Development costs Costs in USD Already existing yearly

Sustainability: Financial cost contribution from local train-ing companies

Amount in USD -%-Companies contrib-uting

To be added 2x yearly

Fundraising in Myanmar Amount in USD received by local donors

Partly existing 2x yearly

Networking Number of active mem-berships in local CVT re-lated associations

Partly existing and needs to be more systematically rec-orded. Needs desig-nated individual to build on and maintain networking potential with current, past and potential future part-ners.

Yearly



Subject / Indicator Measurement Comment (Red is MMRD remark)

Period

Trai

nin

g C

om

pan

ies

Number of training companies

Number of Training companies by profession

Partly existing and needs to be more systematically recorded. For instance, needs a clearly designated person to collate information, and a soft file created that is easy to locate and access by upper man-agement.

yearly


Number of Training companies by years of CVT cooperation

yearly

Average number of apprentices

Average number of apprentices each profession

yearly

-Size of training com-panies -Location & branches of training companies

-Number of employees each company -Contact list of location and branches of each company

yearly

Networking with com-panies

Number of company visits Needs designated individual to build on and maintain networking po-tential.

2 x year-ly

Approved training companies

Number of CVT approved train-ing companies and instructors by profession

Recommend to delete as repeats the other indica-tors already men-tioned

delete

Relevancy of gradu-ates’ skills and knowledge

Mini-survey (qualitative and quantitative) taken by training companies on current CVT trainees

Recommended to be added as part of the CVT Annual Company Training Day agenda

yearly



1 INTRODUCTION

1.1 Overview of CVT

In 2002, Max O. Wey, a Swiss national formerly employed by the Red Cross Interna-

tional, launched the Center for Vocational Training (CVT) in Yangon. CVT Myanmar has

the objective to introduce and practice a Myanmar-adapted form of the dual appren-

ticeship model of Switzerland. Key characteristics of the dual system approach are that

the private sector helps drive the training curriculum, while providing a placement for

students who work as apprentices in the workplace while attending classes. Switzer-

land is known globally for this approach. The Swiss comparative advantage and oppor-

tunity in this moment is clear.

In cooperation with a network that now includes over 500 training companies, CVT

Myanmar offers vocational education under the three-year degree program. Students

attend CVT one day a week and practice in their companies five days a week, with ad-

ditional two-week practical training courses once a year. Beneficiaries are a) young

women and men from the low-income strata, b) training companies who will profit

from an increased knowledge in working techniques and professional approaches of

their future employees, and c) society at large from having members who act and deal

competently and with a responsibility towards the community.

Since its initiation over a decade ago, 597 apprentices have successfully completed the

program as of April 2014 and received a Certificate of Professional Capacity. In review,

CVT has:

Current number of students enrolled: 570 apprentices, over 40% of which are

female in 25 classes.

Until the end of school year in 2014 there were 597 students who passed the

final exams of VET.

Current number of professions: 5 including Commercial Assistant, Electrician,

Cabinet Maker, Hotel & Gastronomy Assistant, Metal Worker

Current staff structure: 41 locals (mainly lecturers, admin and director), more

than 50% of whom are women; 2 Swiss expat as coach and coordinator1; 15

experts from Switzerland (charity work); and 7 board members in Switzerland

(charity work)

1 In the organizational structure, Mr. Stefan Vogler is the Development Director and Mr. Karl Kiser is the

President Myanmar. Both are on the CVT Advisory Board. Thus, the total number of local and interna-tional support members is 68 persons.



Current number of private sector partners: 683 training companies registered

Number of professional sectors offered: 5

Number of National Skills Standards already set:

o Hotel & Gastronomy Assistant Training program has been recognized

by the Ministry of Hotel and Tourism in 2012

o NSSAs for the Commercial Assistant under the Cooperatives College,

Metal Worker with the Ministry of Industries, Cabinet Making is under

the Ministry of Forestry, and Electrician with the Ministry of Electrical

Power, the Ministry of Labour, Employment and Social Security

(MoLES) is still deliberating under the Department or relevant Ministry

these professions may fall under.

o MoLES is the main focal point in charge of training and promoting the

body of skilled labourers. The timeframe is dependent on the Minis-

tries, who have not disclosed when they might grant recognition of the

NSSAs.

Number of facilities in 3 Locations with total 2’201 m2 including 10 classrooms,

3 teacher offices, meeting room and 2 administrational offices, 3 labs for PTC

including:

o CVT located in downtown Yangon in the Red Cross Building

o PTC-Workshop located in North Dagon Township, and

o Education for Youth (E4Y) located in Kyaik Wine Lan in Mayangone

Township

1.2 Context of Interventions

Myanmar’s transition from a centrally planned economy to a market economy began

in 1988, but was constrained by economic sanctions on the former military dictator-

ship, weak to non-existent financial and legal institutions, and poor infrastructure.

Since the transition to a (military-dominated) parliamentary government in 2011, the

conditions for economic growth have begun to fall into place, including the suspension

of sanctions and widespread financial and legal reforms, resulting in intense interest

and action from domestic and international investors.

Small and medium sized entrepreneurs such as some of those with whom CVT already

partners are working at the new openings to find their niche for growth, with open

minds and flexible attitudes including the means to access skilled labourers. A corner-

stone of national development plans includes the creation of five special economic



zones. Myanmar is a member of the Association of Southeast Asian Nations, a regional

economic grouping that plans to form a full economic community in 2015 with the free

flow of goods and services, including labour.

Meanwhile, over the last five decades, the education sector in Myanmar has seriously

degraded to the point that only 65% of boys and 66% of girls complete a primary edu-

cation through grade five. According to official statistics, 33% of the rural work force

was underemployed in 1990, but the actual current rate is likely much higher. The gov-

ernment of Myanmar is prepared to take action to respond to the wide gap between

the capacities of its labourers and the need to set positive conditions for investment.

President Thein Sein recently requested all ministries to revise their 30-year plans, in

part to be in line with the poverty alleviation goals set at the start of his presidency.

In an unprecedented initiative, the Ministry of Education is leading a Comprehensive

Education Sector Review, conducted together with UNICEF and other multilateral, bi-

lateral and NGO agencies, with a vocational skills subgroup led by the Ministry of Sci-

ence and Technology and supported by UNESCO. Rapid assessments in the first phase

of this review will lead to preliminary sector development plans as well as further in-

depth assessments. Among other sector reforms, a new education law is being drafted,

and revised labour and trade union laws were recently passed.

In Myanmar, the need for quality vocational education is especially and immediately

relevant given the low education and skill levels, the increasing demand due to eco-

nomic growth in-country, and in the face of ASEAN regional integration in which My-

anmar’s labourers risk losing out to higher-skilled labourers within the region. Voca-

tional skills development provides an opportunity to not only train skills, but also to

upgrade general education as needed, ranging from basic math and language to busi-

ness development.

CVT is well-placed to respond to the massive needs for vocational education in Myan-

mar, that have sprung from the sweeping reforms, including the transition to a market

economy, encouragement of foreign investment, and preparation for full participation

in the ASEAN economic community by 2015. Through its extensive network in govern-

ment and with the private sector, CVT is in a strategically strong position to promote

the dual apprenticeship model system of Switzerland as a model for meeting the ur-

gent needs for vocational training and education in Myanmar.



1.3 Poverty Reduction

Through its services and products, CVT enables youngsters to gain professional practi-

cal oriented knowledge while earning a regular income. The fact that CVT students are

fully integrated in the dual model VET and earn a salary already during the three years

of studying at CVT indicates that the likelihood of children from poor families to join

the programs are increased, as many youth choose to work over additional skills and

theoretical training in order to contribute to their families’ incomes. After successfully

ended the three years apprenticeship, these junior professionals reach in general a

higher income and better job opportunities. Some of the graduates even start to open

their own business.

CVT is working on various tracks to contribute to the national development goals of

poverty reduction. With the E4Y program, a chance is offered to children between the

ages of 12-16 years old who cannot afford a regular education. All 16 graduates of the

first batch of E4Y were able to find a job or an apprenticeship at CVT or elsewhere. This

offers young people a chance to look after themselves through gaining a decent salary

in future.

2 METHODOLOGY 2.1 Study Objectives

Beginning in 2013, the Swiss Agency for Development and Cooperation (SDC) has be-

gun to support CVT for the Capacity Building project. CVT Myanmar is planning to ex-

pand its successful services in Myanmar, by enlarging and optimizing CVT facility,

knowledge and expertise. Hence, CVT is planning to strengthen its position as Swiss

Centre of Excellence for Vocational Education and Training (MSCVET) and to provide a

solid base as model school for potential expansion of its service outreach geographical-

ly inside the Union of Myanmar. CVT is also exploring to expand content-wise to in-

clude additional professions in the training curriculum, and also investigating for possi-

ble vertical expansion of service in continuing education and programs.

In this context, CVT Myanmar has conducted number of baseline studies internally to

cover all the aspects mentioned above and hence commissioning a third party research

firm to evaluate the CVT project programs, validate the baseline studies and report

accordingly.



The specific objectives of this validation and evaluation survey are to provide: (i) vali-

dation of the planned building projects and activities, if the overall goal and its out-

comes can be achieved, (ii) validation of the propose parameters from CVT and if nec-

essary, to develop additional parameters, on which the target achievements can be

measured during and after the capacity building projects, and (iii) assessment of the

multiplication ability of CVT’s dual education programs.

2.2 Scope of Work

The tasks of the research firm covered (i) desk literature review of the base-line studies

and other reference materials provided by CVT (ii) questionnaire development and

testing on the field and (ii) improvement survey design and questionnaire (iv) conduc-

tion of full scale research and (v) evaluation the findings and validation report to the

baseline study.

Literature Review. An extensive literature review was conducted on internal reports

prepared by CVT affiliates from 2009 to present.

Data Collection. The implementation of data collection involved surveying employees

(CVT graduates), employers and professional associations (CVT training company affili-

ates) scattered throughout Yangon City in March 2014.

The data collection was completed in two stages:

The first stage involved designing pilot test questionnaire, selecting employees

and employers, and conducting the pilot test survey. The pilot included 10

companies and 30 graduates during the three-day period from 26 February to

28 February, 2014.

The result and the lesson learnt were reviewed after the pilot test and full scale

research design and the questionnaire finalized; hence remaining targets were

interviewed accordingly within the time frame.

Research Tools. The tools were developed by MMRD in consultation with CVT. The task

of the research firm was to develop the survey tools, and fine tune the tools based on

the pilot findings. The tools were developed to capture necessary information from (i)

employees graduated from last three years, and (ii) employers affiliated with CVT in

past three years.



The tools were based in part on the qualitative (open-ended) questionnaire used by

CVT to evaluate its programs in 2010, though MMRD restructured the tools to capture

quantitative (closed ended, multiple choice) information in close collaboration with

designated CVT resource persons.

Data was collected from 3 main research tools:

Key informant interview guides with professional associations, lasting approxi-

mately 45-60 minutes each

Semi-structured questionnaires with training companies (employers), lasting

approximately 45-60 minutes each

Semi-structured questionnaires with individual graduates (employees), lasting

45-60 minutes each

In addition, interviews with key CVT staff members were conducted in order to collect up-to-date information on the parameters/indicators for monitoring and evaluation.

2.3 Research Design

The proposed research design targets employers in five different categories that are in

line with CVT training programs. Therefore employers, employees and professional

associations according to their availability in the CVT contact list from the Hotel, Com-

mercial, Metal work, Electrical work and Cabinet maker sectors were selected for in-

volvement in the survey.

In total, 140 CVT alumni from the graduating years of 2011, 2012 and 2013 as well as

93 employer training companies and 6 professional associations were interviewed for a

total of 239 data points for triangulation.

Table 1. CVT Research Design of Employees and Employers

Profession School Year Graduates

Total

Graduates

Contact

List

Employees

Final

Samples

Companies

Contact

List

Companies

Final Sam-

ples

Cabinet Maker 2002~13 58 37 25 20 13

Commercial Assistant 2003~13 195 87 64 102 23

Electrician 2005~13 70 38 28 51 21

Hotel & Gastronomy 2008~13 49 11 11 42 19

Metal Worker 2003~13 76 20 12 30 17

Total 448 193 140 245 93



Location Selection. Location within and around Yangon city were selected accordance

with the CVT training company profiles, such as (1) Hotel (2) Commercial (3) Metal (4)

Electrical and (5) Cabinet works; hence, most of the Hotels are located in downtown

area whereas commercial companies were scattered around Yangon. Metal works,

electrical works and cabinet works companies were mostly located in outskirt and in-

dustrial zones. Further, a number of professional associations were interviewed. The

final locations of the interviews were selected accordance with the business targeted

and CVT facilitated the contact details and map of the business.

Employer Selection (Companies). Employers were selected in consultation with CVT.

The criteria was well established businesses that have been affiliated with CVT in ap-

prentice training program for more than three years, have employed graduated ap-

prentices from CVT as the employees, and were willing to cooperate with the MMRD

researchers in survey process. For logistical ease of the field teams, the locations of the

establishments were reachable within two hours’ drive from the main CVT office. All

respondents had main headquarters in Yangon, and the manager/resource person

with the most knowledge and contact with CVT students and CVT the organization was

administered the questionnaire for the employer

Employee Selection (Graduates). Employees were selected from the CVT alumni list, in

consultation with the CVT. The criteria was an employee (or) entrepreneur who re-

ceived CVT’s dual form of apprenticeship “Practice and in Theory” training within the

last three years, who was currently working (or) engaging in the line of skill training

received, and was also willing to cooperate with the MMRD researchers in survey pro-

cess. In theory simple random sampling was recommended, but in practice, the re-

search team attempted to contact and interview every CVT graduate on the list pro-

vided, which led to a total of 140 interviews due to unavailability of respondents.

Associations. The following professional associations were purposively selected for the

interviews as major stakeholders in CVT’s activities:

1. MBEA - Myanmar Business Executive Association

2. MES - Myanmar Engineering Society

3. MHPA - Myanmar Hospitality Professional Association

4. MIEGA - Myanmar Institute of Economic Graduates Association

5. MWEA - Myanmar Women’s Entrepreneur’s Association

6. MTMA - Myanmar Timber Merchants‘ Association



2.4 Fieldwork Constraints

Overall, there were only minor difficulties in contacting respondents, and the field

teams successfully were able to carry out the survey in the time frame stipulated. The

final number of respondents maintains the statistical rigor of the study.

The original design had 150 graduates, 100 companies and 7 associations in the survey,

but due to unavailability of respondents - for example, some had moved away, was

abroad, had schedule conflicts - the final sample was slightly less than targeted at 140

graduates and 93 companies. Substitution of respondents was made when possible

until all options were exhausted.

Association members were quite busy. Thus, two groups originally intended to be in

the survey were not included due to unavailability of members contacted, including

the Myanmar Industries Association (MIA) and the ASEAN Federation Women Business

and Profession in Myanmar. MTMA was included for an additional perspective of a

professional association.

3 VALIDATION OF CAPACITY BUILDING PROJECTS & ACTIVITIES

3.1 Overview of Vision and Impact Goal

Various workshops with CVT board members have yielded the following vision state-

ment and long-term strategic objective, which has been confirmed every year since its

inception in 2009:

Vision Statement. Talented young people in Myanmar have the opportunity to success-

fully complete qualified and sound vocational training in specifically defined profes-

sions. Strengthening vocational training, in particular with the promotion of craftsman-

ship and entrepreneurship at the small and medium enterprise (SME) level, will con-

tribute to the sustainable development of Myanmar.

Overall Goal (Impact). The dual VET approach, practiced in CVT as Centre of Excellence,

is a successful tool to serve labour market needs and the starting point for a significant



number of young women and men in Myanmar to achieve a recognized and respected

professional career after a practical orientated professional education.

Impact Indicator. Gender disaggregated number of people graduating from dual VET

system in Myanmar.

Validation. CVT is successfully meeting the indicator. This achievement is particularly

notable as CVT does not an active gender management policy embedded in its strate-

gy, but gender equity has been naturally demonstrated in daily operations, from stu-

dents to staff.

CVT project statistics show that since 2010, the number of female apprenticeships has

always been more than 40% despite the fact that 3 out of the 5 professions trained at

CVT are traditionally male-focused professions such as metal work, cabinet making and

electrician. Further, the gender equity not only is reflected in the apprentices (42%),

but also in CVT’s teachers (41%), staff (86%), school management (50%) and project

team (56%) in fiscal year 2013 to 2014.

The local management at the moment is majority women (3:1) and more than 50 % of

all staff is women. See Table 2.

Table 2. Gender Equity in Numbers

CVT

Gender 2013/14 2012/13 2011/12 2010/11

Apprentices

Male 278 279 259 192

Female 204 184 185 136

Female % 42% 40% 42% 41%

Teachers

Male 16 14 14 14

Female 11 9 9 8

Female % 41% 39% 39% 36%

Staff

Male 1 1 1 1

Female 6 3 3 3

Female % 86% 75% 75% 75%

School Management

Male 2 1 1 0

Female 2 2 2 3

Female % 50% 67% 67% 100%

Total VT

Male 299 294 274 207

Female 226 196 197 147

Female % 43% 40% 42% 42%

Project Team Male 4 -- -- --



Female 5 -- -- --

Female % 56% -- -- --

Note. Statistics on VET graduates and disaggregation by gender is not available from

MoLES at the national and Region/State levels due to lack of collection and availability

of data in Myanmar in general. Therefore, the concentration for validation of this indi-

cator will focus on CVT achievements.

Impact Indicator. Gender specific data on salary level of graduates.

Validation. CVT is successfully meeting the indicator. Up to the 500,000 kyats range,

women graduates are making more than male graduates. Past the 500,000 kyats mark,

however, more men are making higher monthly salaries than women. However, this is

higher than ILO figures which show when all jobs in all sectors are averaged; women

make 13% less than men.

Statistics from the survey show that the reported salary level of 63% of female gradu-

ates fell between 200,000 to 500,000 kyats (US$ 200 to 500 roughly), while 39% of

male counterparts pulled in the same salary range. On the other hand, nearly 10% of

males were receiving over 500,000 kyats while a mere 3.5% of females reported mak-

ing over 500,000 kyats per month. See following table.

Table 3. Gender Equity in Monthly Salary Range

Salary range per month (kyats) Both

genders Male Female

Count 140 83 57

Percentage 100.0% 100.0% 100.0%

Lower than 100,000 7.1% 8.4% 5.3%

Between 100,001-200,000 31.4% 34.9% 26.3%

Between 200,001 – 300,000 22.1% 15.7% 31.6%

Between 300,001-400,000 15.7% 13.3% 19.3%

Between 400,001 – 500,000 10.7% 9.6% 12.3%

Above 500,000 7.1% 9.6% 3.5%

No response/cannot say 5.7% 8.4% 1.8%

Note: The exchange rate is roughly 1,000 Myanmar kyats to 1 US$.

In comparison to the national average salary, according to estimates by the Interna-

tional Labour Organization (ILO), minimum average monthly wages for labour in My-

anmar are estimated at 61,131 kyats per month in 2011. The breakdown by gender

shows that male workers receive 65,088 kyats, and female workers receive 57,176



kyats per month on average. However this figures only represents average income

calculated based on the 32.5 million labourers from different levels and different sec-

tors. Nevertheless, women receive 13% lower wages than that of men according to

these ILO figures.

Table 4: Minimum Average Wage Income Reported by ILO

2010 2011 2012 2013 2014

39,980 Kyats 44,458 Kyats 49,437 Kyats 54,974 Kyats 61,131 Kyats

Male Female Male Female Male Female Male Female Male Female

42,568 37,393 47,336 41,581 52,637 46,238 58,533 51,417 65,088 57,176 Source: ILO Myanmar Report 2011

3.2 System Level Outcome Indicators

At the system level, the project organization benefits from the experienced CVT net-

work, including cooperation with different Ministries, affiliated trade associations and

companies from the wood, metal, trade, tourism, agriculture and service sector. Fur-

ther, cooperation with other Swiss and international organizations promoting VET is an

integral factor in reaching these indicators.

The interventions at this level ensure that the sustainability of the dual VET approach is

promoted and that the beneficiaries earn the required recognition in their profession

or trade. The interventions improve the status of skilled and certified Myanmar wom-

en and men in the regional ASEAN context, and have the potential to reduce the mi-

gration of skilled labour to Myanmar in the long run.

These efforts feed the local labour market not only with skilled people but also with

better trained graduates ready to take over lower or middle management positions or

to open the own SME business.

Overall Outcome 1. The dual VET approach is further developed and a systematic anchoring in the official Myanmar education system is explored.

Outcome 1 Indicator. Annual number of students in the dual VET system, and current

number of alumni from dual VET system

Validation. Statistics from CVT show that annually, the numbers of current students

and graduated alumni have risen both in gender and by profession, showing greater



demand in the market. The limitation at this point is the teachers, space and facilities

of CVT, as it is at capacity until the new building is completed and operational.

The number of current apprentices since 2010 from CVT’s dual VET system can be seen

in the following table, illustrating a greatest increase of 35% in number of students

enrolled from the school year between 2010/11 and 2011/12. As CVT facilities reached

capacity, the numbers of students have more or less remained stable with less than 5%

increase from 2012 onwards.

Table 5. Enrolled Students in Dual VET System by Gender

CVT Gender 2013/14 2012/13 2011/12 2010/11

Apprentices

Male 278 279 259 192

Female 204 184 185 136

Total 482 463 444 328

% Increase 4.1% 4.3% 35.4% na

When examining the numbers of graduated alumni, the Commercial Assistant profes-

sion has had the most number of graduates at 237 alumni, over twice as much as the

next profession. The Electrician and Metal Working professions come next respectively

with 96 and 86 graduates since May 2014. It should be noted that the numbers of

graduates is affected by how long the profession has been offered, as well as how

many batches of students have been through the program. See table below.

Table 6. Numbers of Alumni by Profession from May 2002 to May 2014

Profession Batch Graduates

Commercial Assistant 1~10 237

Cabinet Maker 1~8 68

Electrician 1~5 96

Hotel & Gastronomy 1~3 63

Metal Worker 1~8 86

Total Variable 550

Note. Statistics on VET annual number of students in the dual VET system is not availa-

ble from MoLES at the national and Region/State levels due to lack of collection and

availability of data in Myanmar in general. Therefore, the concentration for validation

of this indicator will focus on CVT achievements.



Outcome 1 Indicator. Option for students to continue higher VET education after dual

system is anchored in education system.

Validation. Students, should they have the time, resources and desire to continue to

higher VET training after the CVT dual training have options of attending government-

run programs in similar subjects at Technical, Commercial, Agricultural and other such

colleges and schools located in Myanmar.

A review of education system and laws show that according to information provided

on Myanmar Government website2, there are 7 technical institutes and 9 Technical

school functioning in Myanmar, providing technical and/or vocational education ser-

vices for technical engineering subjects (e.g. civil or mechanical engineering), technical

agricultural subjects, commercial trading skills, handicrafts and small business tech-

nical skills (e.g. tailoring, cooking) to thousands of students every year. However, the

quality of the instruction and impact is not known. The government technical schools

offer full time courses and evening classes, but do not offer apprenticeship learning

programs. See Attachment 5: Technical, Agricultural and Vocational Training Institutes

Supported by the Government.

Outcome 1 Indicator. Salary of dual system alumni

Validation. The majority of CVT graduates are making salary levels in the range of as-

sociate and junior executive levels. They are occupying mid-level positions within their

companies. Further, they reported receiving better promotions and related salary in-

creases on completion of the dual training in comparison with their colleagues in simi-

lar positions. CVT’s partner companies corroborated this, stating that those graduating

from CVT received higher salaries than other employees.

In regards to salaries, per month, 26% of graduates make between 500,000-300,001

kyats, 22% of graduates make between 300,000-200,001 kyats, and 31% of graduates

make between 200,000-100,001 kyats. 7% each of graduates is found in the extremes,

making less than 100,000 kyats or more than 500,000 kyats per month, but those

graduates are the exception.

2 The database has not been updated since 2007, http://www.myanmar.cm/myanmardata2007/17.htm

http://www.myanmar.cm/myanmardata2007/17.htm



As a basis for comparison, the Career Development Consultancy (CDC)3 salary survey

mainly of semi-skilled and skilled labourers in Yangon, the average starting pay for the

entry level staff to junior executive is 80,000 Kyats to 500,000 Kyats per month, and

the average salary for mid-level staff is 500,000 Kyats to 800,000 Kyats per month. Sen-

ior level executives and managers were reported to receive an average of 1,000,000

Kyats and more.

Figure 7. Current Reported Salary of Graduates in Kyats

Note: Y-axis is the salary range, X-axis is the percentage of graduates reporting to fall under the salary

range, and base is 140 respondents.

Table 8. CDC Executive Salary Survey Grade Qualification Experience Average Monthly Salary

Assistant Level Diploma, Degree 0 ~ 1 year 80,000 Ks ~ 100,000 Ks

Associate Level Diploma, Degree 1 ~ 3 years 100,000 Ks ~ 300,000 Ks

Junior Executive Degree 3 ~ 5 years 300,000 Ks ~ 500,000 Ks

Mid Executive Degree + Post-grad Dip 5 ~ 8 years 500,000 Ks ~ 8,000,000 Ks

Senior Executive Degree + Master 8 ~ 12 years 800,000 Ks ~ 12,000,000 Ks

Manager Degree + Master 10 ~ 15 years 1,000,000 Ks ~ and up

Source: Career Development Consultancy, March 2014

Examining the data by profession, electrician (EL), cabinet making (CM), metal working

(MW) and commercial assistant (CM) dual training programs had over 10% of gradu-

ates making at least 400,001 kyats per month. Hotel and gastronomy (HG)

3 CDC is an affiliate of MMRD and specializes in recruiting and placing Myanmar nationals and returnees

in jobs offered by domestic and international businesses as well as non-Governmental organizations. A Human Resources survey on employment and salary practices is conducted annually, which this data was pulled from for the validation.

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0%

Lower than 100000

Between 100001-200000

Between 200001 - 300000

Between 300001-400000

Between 400001 - 500000

Above 500000

Cannot say

7.1%

31.4%

22.1%

15.7%

10.7%

7.1%

5.7%

graduates reported slightly less, with salaries that peaked in reported salaried levels of between 300,000-400,000 kyats per month.

Table 9. Reported Salaries by Profession

Salary Range in Kyats ALL Commercial

Assistant Cabinet Maker

Electrician Hotel and

Gastronomy Metal

Worker

Number of respondents (count) 140 64 25 28 11 12

Col % 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Lower than 100000 Count 10 2 2 2 2 2

Col % 7.1% 3.1% 8.0% 7.1% 18.2% 16.7%

Between 100001-200000 Count 44 18 9 9 3 5

Col % 31.4% 28.1% 36.0% 32.1% 27.3% 41.7%

Between 200001 - 300000 Count 31 20 5 3 2 1

Col % 22.1% 31.3% 20.0% 10.7% 18.2% 8.3%

Between 300001-400000 Count 22 11 4 3 4

Col % 15.7% 17.2% 16.0% 10.7% 36.4%

Between 400001 - 500000 Count 15 8 1 5 1

Col % 10.7% 12.5% 4.0% 17.9% 8.3%

Above 500000 Count 10 4 3 1 2

Col % 7.1% 6.3% 12.0% 3.6% 16.7%

Preferred to not disclose/Cannot say Count 8 1 1 5 1

Col % 5.7% 1.6% 4.0% 17.9% 8.3%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

10-20 21-30 31-40 41-50 51-60 61-70 71-80 90-100

26.5%

12.2%

4.1%

28.6%

2.0% 1.0%

3.1%

22.4%

Further, the survey of CVT graduates show that of 98 of 140 alumni (70%) received a

salary raise and/or promotion on finishing the dual VET training. A quarter of gradu-

ates reported receiving 10-20% increase in salary, nearly a third received an increase of

41-50%, and over a fifth of students had their salaries doubled. Males reported receiv-

ing raises (72%) slightly more than females (67%).

Figure 10. Percentage of Graduates Receiving Pay Raise

Note: Y-axis indicates percentage of graduates reporting a particular salary raise bracket, and x-axis indicates the range of the promotion or raise.

Figure 11.Percentage of Raise Received

Note: X-axis is the salary range, y-axis is the percentage of graduates reporting to fall under the salary

range, and base is 98 respondents who reported to receive a raise.

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

10-20 21-30 31-40 41-50 51-60 61-70 71-80 90-100

26.5%

12.2%

4.1%

28.6%

2.0%

1.0%

3.1%

22.4%

Percentage ofgraduatesreceivingindicated payraise



0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

500 2,000 5,000 7,000 10,000 20,000 25,000 30,000 50,000 70,000 100,000

4.3%

8.7%

4.3% 4.3% 4.3%

8.7% 8.7%

13.0%

21.7%

4.3%

17.4%

Table 12. Received Promotion on Completion of CVT Training by Gender (as reported by Graduates)

Received Raise: Both Genders Male Female

Count 140 83 57

Total Percentage 100.0% 100.0% 100.0%

Yes 98 60 38

70.0% 72.3% 66.7%

No 42 23 19

30.0% 27.7% 33.3%

In interviews with employers, companies reported that those who successfully com-

pleted the CVT program were paid more than non-CVT graduates, with 17% of compa-

nies that said the increase was as much as 100,000 kyats more in comparison. Over a

quarter of companies said they paid CVT graduates 50,000-70,000 kyats more per

month than their employees’ non-CVT counterparts.

Figure 13. Monthly Salary Comparison of CVT Graduates to Other Employees

Note: X-axis is the percentage of companies reporting to pay graduates an increased salary, and y-axis is

salary increase in kyats



Output 1.1 Current dual system approach is reviewed with regard of labour market

needs, sustainability and regional recognition (ASEAN qualification framework)

Measurable Indicators.

-Revised approach has been approved by CVT board.

-Relevant trade associations approved new programs

Validation. CVT’s revised approach has been reviewed and approved by the CVT board

through the Inception Phase and Extension of Inception Phase Proposals. Approval of

relevant Trade Associations is on-going, and the National Skills Standard Authority

(NSSA) has been carrying out the important task of setting up competency skill stand-

ards and established herewith the national qualification framework (NQF) for many

professions.

In 2011 CVT board made the strategic decision to focus on the existing five professions

and the one location in Yangon and mainly concentrate on improving the actual situa-

tion and the quality of the education delivered. Considering the recent development in

Myanmar CVT board realized that a strategic response to development is needed.

Through these processes, the following new guidelines have been established for the

development of CVT within the next 2 years:

Concentrate all activities at one location in Yangon to provide an efficient man-

agement and rollout of new combined products such as teachers and instructor

training, support to training companies, Post Graduate Programs etc.

Doubling of student numbers until 2016 and respective increase of all resources

Improvement of all CVT infrastructures to an up-to date level and to have the

school and workshop on one compound.

In short, CVT’s revised approach has been reviewed and approved by the CVT board

through the Inception Phase and Extension of Inception Phase Proposals. The revised

approach is undergoing structural and systematic changes through the Inception, Ex-

pansion and Handover Phases of the capacity building project that began in January

2013 and will continue until 2017.

Approval of relevant Trade Associations is on-going, and the National Skills Standard

Authority (NSSA) has been carrying out the important task of setting up competency

skill standards and established herewith the national qualification framework (NQF) for

many professions. For others the process still is running. For example, the Hotel & Gas-



tronomy Assistant Training program offered at CVT has been recognized by the Minis-

try of Hotel and Tourism for its high standard training program and skilled workers

produced.

Output 1.2 Roles and responsibilities of the different stakeholders have been defined


-Roundtable minutes

-Organizational graphic of dual education system including responsibility description

(basis in baseline study)

Validation. Roundtable minutes from stakeholder meetings have been recorded and

are available on request from the CVT office in Yangon. CVT’s organizational graphic,

responsibility descriptions, and revised approach has been reviewed and approved by

the CVT board through a series of internal reports developed by CVT in 2011-2012.

Reports describing the dual education system approach and roles of specific stake-

holders include “2011 CVT Future Report” and “CVT Capacity Building Project: Sub-

Project Preparation Base-Line Study”.

Based on the interviews conducted in March 2014 with CVT's stakeholders (employers,

employees, CVT staff, and associations), the research team found that they are well

aware of their roles and responsibilities. For example, in order to meet the require-

ment of business communities, CVT staffs have been assessing and evaluating their

approach in respond to the labour markets; employers and employees are working

collaboratively with CVT to improve their respective capabilities; and associations are

contributing towards the development of the dual education approach offered at CVT.

The research team also observed that key players for all stakeholder groups had been

identified and CVT Advisory Board was founded in June 20134. Associations such as

Myanmar Engineering Association has been taking the advisory role and facilitating

CVT in dealing with professionals from abroad in meetings. Similarly, Myanmar Hospi-

tality Professional Association has been acting as a facilitator to assist CVT in providing

training on Hotel and Gastronomy Assistant, and training trainers program to the gov-

ernmental department.

4 Project Plan – Inception Phase: Page 14



Output 1.3 Proposals for the inclusion of the dual VET system in the Myanmar Educa-

tion System are developed and promoted

Measurable Indicators. -Number and participants of promotion activities

Validation. There have been 18 events in promotion of CVT to over 1,100 alumni and partner companies. In 2012, a media event was held with 15 of the most prominent print and television news outlets, and a similar event is slated for 2014 with 20 new media outlets.

Lack of recent data is a constraint in understanding the current state of the country's

education sector and in particular on how the inclusion of a dual VET system could be

integrated. However, certain initiatives by the government show this is an area of

growth and progress. According to available data from World Bank's world develop-

ment index, progress is significant in primary education with the gross completion rate

standing at 103% in 2010.

The Myanmar central government is working closely with the World Bank on increas-

ing school enrollment, reducing education costs for parents, improving the learning

environment and improving resources management by involving the school and its

broader community in the school financial management and oversight5; as well as with

the United Nations International Children’s Education Fund (UNICEF) on decentralizing

education to the township level and improving access and quality of formal and non-

formal education through its Quality Basic Education Program (QBEP) and a compre-

hensive sector review in late 20126.

Besides the development of the governmental educational system, with a raise of

graduates by more than the factor five from 1996 to 2010, many private organizations

have started to launch educational programs. Most of them are committed into short

term skills courses. Most of the offers are focusing IT, business/management or hotel

and tourism industry. Beside this there are also tailored programs for the need of spe-

cific companies provided. The three years model offered by CVT answers not to the

immediate need for vocational education in the fast changing economy but there is a

5 Potential project assessment slated for January 2015 based on discussions between MMRD and World Bank in

early March, 2014. 6

For more details on QBEP and UNICEF’s Multi-Donor Education Fund (MDEF) partnership, please refer to http://www.unicef.org/myanmar/overview_20839.html



growing need in the market for broader education and consequently CVT graduates

get qualified jobs.

In light of these sweeping changes in the Myanmar Education System, this is an oppor-

tune time to promote and integrate CVT‘s dual VET system into the current education-

al framework. According to interviews with stakeholders such as employers, employ-

ees and associations that CVT affiliated with, the dual vocational education training

programs offered at CVT are beneficial for both employees and business communities,

and is contributing towards the labour market with much needed skilled workforce. In

addition, MMRD research team has also observed that CVT has been providing voca-

tional education in Yangon since 2002. In interviews with CVT employees, they spoke

of activities on promoting the inclusion of the dual VET system in the Myanmar Educa-

tion System.

For the promotion activities, a CVT Annual Information Dissemination Meeting was

held once a year since 2002-2008 in October and February for current and potential

training companies to generate awareness of vocational education. Starting in 2009 to

the present, two events were held: the Annual Information Dissemination as well as

Training Company Day. The latter aimed to gain feedback from partners on what was

working and what could be improved, including how to update and modify the curricu-

lum to meet the needs of the current situation. In addition, a Media Day event was

started in December 2012, focusing on promoting public awareness of the CVT’s pro-

gram and vocational trainings.

Thus, in sum, the total number of promotion activities and participants include:

12 Annual Information Dissemination Meetings held in February of every year.

In each meeting, an estimated 75 participants attended; thus, the estimated

number of total participants have is estimated to be 900 since 2003 to 2014,

but this is overlapping participants from year to year.

5 Training Company Days held in October of each year. An estimated 200 cur-

rent and potential training companies participate each year, for a total of

roughly 1,000 participants in this promotion activity since 2009-2014.

1 Media Day held in December 2012 with representatives from 15 major jour-

nals, newspapers and magazines including Myanmar Times, New Light of My-

anmar, Mirror, Eleven Journal, Fashion Image, Education Digest, Seven Days

News Journal, Yangon Media, Myanmar Television 4 (MRTV 4), MRTV 3, SkyNet,

Flowers Journal, Opportunity Journal, Favorite Journal, Modern, Trade Times,



Internet Journal, HR Journal and Union Daily. A Media Day is planned for 2014

December to include representative from 20 news outlets.

23 issues of the quarterly newsletter have been sent out to an estimated audi-

ence of 1,000 alumni and company partners. Starting in 2013, the newsletters

have been reduced to twice a year.

Output 1.4 Options for future replication of CVT-like training institutions in SDC-

focused Myanmar economic development zones are assessed


-Baseline study on replication options geographic-, content- and vertical-wise

-Concrete other projects during project phase

Validation. Findings of this study indicate that replication of CVT is possible and likely

to be successful. For more details, refer to Chapter 3.6 on the multiplication potential

of CVT.

CVT has begun the Capacity Building Project after it received a support from SDC in

2013. As part of the project, CVT has set out to review its current dual approach with

regard to labour market needs, sustainability and regional recognition, particularly

through the ASEAN qualification framework.

Concerning the labour market needs in Myanmar, CVT has taken a proactive approach

in analyzing the trend of Myanmar's economic landscape. Based on its internal evalua-

tion of the situation in Myanmar, CVT has shown that it is fully aware of the fact that

there is an urgent and growing demand for skilled people in Myanmar, particularly in

tourism, construction, and service sectors.

3.3 Institutional Level Outcome Indicators

A decisive factor to the achievement of the goal and for the successful implementation

of the project and the provision of services to the beneficiaries is the positioning and

status of CVT in Myanmar, which partially relies on the infrastructure available. In oth-

er words, crucial to the success of the project are facilities and resources at a state of

the art level. Therefore, the institutional capacity and the facilities of the CVT in My-

anmar need to be further developed to ensure sustainability and continuation. A set of



highly professional local staff needs to be employed and further developed, to be able

to develop VET visions and programs for the economic sector (labour market) and the

Government.

Training facilities need to be enlarged and adjusted for training of teachers and instruc-

tors, company internal instructors, skills programs and other development. The main

target groups at this level are the CVT staff, small and medium enterprises and interna-

tional companies present in Myanmar that shall cooperate with the institute in the

future. In a wider sense this will support labour market of Myanmar.

Outcome 2. CVT has positioned itself as a VET Centre of Excellence and an influential

partner of the Myanmar government with respect to labour market orientation.


-Invitations by government and private sector to participate in strategy development

-Other centers are based on CVT know-how

Validation. CVT is working with 18 different professional organizations, and has a col-

laboration agreement with ILO and Swisscontact. CVT has a MoU with the MOLES since

August 2013, a MoU with the Myanmar Timbers’ Merchant Association, and is in work-

ing directly with the Skills Training Centers of the Ministry of Labour to develop and

implement training programs based on CVT know-how.

CVT already has formal and informal connections to various partners. A Memorandum

of Understanding (MoU) with the Ministry of Social Welfare exists since 2009. Another

MoU is signed with the Myanmar Timbers’ Merchant Association (MTMA). CVT has

established positive working relations with the Ministry of Labour, Employment and

Social Security (MOLES), which has encouraged CVT to increase its efforts to provide

vocational training and to support the certification process.

Further, MoLES has extensive relations with the private sector companies that help

drive the dual system approach, and conducts vocational training as well as setting

standards and certification of skills through the National Skills Standard Authority.

Recognizing that infrastructure is a constraint, MoLES has offered CVT the use rights to

a well-situated property in Yangon to build a quality training center.



The launch of the inception phase saw the key activity to monitor the pulse of the

highly dynamical economic and political environment of CVT. CVT has maintained its

position as an upstanding and competent training partner. Consequently, CVT has con-

centrated efforts on maintaining current contacts while building new relationships

with professional bodies and associations.

Over the years, the CVT has managed to place members in the following organizations:

1. ASEAN Federation Women Business and Profession in Myanmar

2. MBEA - Myanmar Business Executive Association

3. MCA - Myanmar Chef Association

4. MES - Myanmar Engineering Society

5. MHPA - Myanmar Hospitality Professional Association

6. MIA - Myanmar Industries Association

7. MICPA - Myanmar Institute of Certified Public Accountants

8. MIEGA - Myanmar Institute of Economic Graduates ‘Association

9. MISA - Myanmar Iron and Steel Association

10. MPAN - Master of Public Administration Network

11. MPSWA - Myanmar Professional Social Workers ‘Association

12. MRCS - Myanmar Red Cross Society

13. MTMA – Myanmar Timber Merchants’ Association

14. MWEA - Myanmar Women Entrepreneurs ‘Association

15. NSSA - National Skill Standard Authority

16. Skill Upgrading Training and Certification Management Committee

17. TTCA - Tourism Training Centre Association

18. UMFCCI - Union of Myanmar Federation of Chambers of Commerce & Industry

CVT has a collaboration agreement with ILO and developed a concept for a Post Grad-

uate Program (PGP) for young entrepreneurs and designing a program to support them

in opening the own business with ILO inputs. The intention of PGP is to equip the My-

anmar young entrepreneurs and fresh graduates with knowledge and skills of entre-

preneurship development and business management for small and medium enterpris-

es. CVT completed an information exchange session with ILO regarding students’ text-

book development in November 2013, piloted the PGP course in February 2014, and

finalized the development of teacher’s handbook and teaching aids in April 2014.

In terms of other centers developed based on CVT know-how, this is planned by CVT

for the coming years. As mentioned previously (refer to, Outcome Indicator 1: Option

for students to continue to higher VET education), there are vocational training schools



and programs run by governmental, non-governmental and private sector individuals

and groups, but more short term and of unknown quality. There is currently no pro-

gram incorporates a dual VET program in the same approach and timeframe as CVT

does.

CVT plans to cooperate with Skills Training Centers of MoLES developing and imple-

menting programs in the skills sector. Company meetings and alumni organizations are

planned to strengthen the liens to the beneficiaries of the project. Further co-

operations to other NGO’s in the VET sector like Swisscontact are in place and is a

partner of CVT. With the registration of CVT as international NGO in Nay Pyi Taw, the

organization has set the base for additional cooperation with governmental and non-

governmental organizations.

Output 2.1 CVT has defined its legal status and is registered in Myanmar

Measurable Indicator.

-Official registration papers

Validation. CVT is successfully registered in Myanmar as an international NGO.

CVT completed registration as international NGO under the Ministry of Home Affairs in

2013, certificate No. 0057.

A MoU with MoLES for further collaboration was also signed in in 2013.

Output 2.2 CVT facilities allow efficient teaching and learning and the trial of pilot pro-

grams


-Pre-project and construction planning of new facilities approved by CVT Board

-Construction work finalized on time

-Handover to CVT in time

Validation. All activities plans have been approved. Timeframe of the construction and

handover is updated in the Gantt Chart.



A memorandum of understanding has been successfully signed with Ministry of Labour

for a 10-year lease of a land plot that measures about 4’400 m2 for the construction of

the new building. The pre-project and construction plan has been approved and re-

leased by CVT Board as of 31 August 2013, with G+S Architects selected as architect

team and contract signed in September 2013. Negotiations with MoLES regarding the

clearance of the construction site are ongoing.

Output 2.3 Regular stakeholder events provide a broad local ownership of the pro-

grams


-Local board has been appointed and works on continuous basis

-Approval of board

Validation. The CVT local Advisory Board members have been appointed and ap-

proved, with regular meetings held since its inception on August 2013.

The CVT Local Myanmar Advisory Board is composed of 12 members, and convened

officially on 18 August 2013, with a second meeting held in 3 December 2013, and a

third meeting held in 21 February, 2014.

The composition of the Board is as follows:

1. Daw Kathy Naing, Chairperson of the Myanmar Hospitality Professionals Asso-

ciation, and General Manager of Yuzana Garden hotel.

2. Mr. Heinz Ludi, CEO of Myan Shwe Pyi Tractors

3. Ms. Lilli Saxer, Managing Director of Diethelm Travel Myanmar

4. U Myin Maung Tun, Managing Director of Malikha Power Engineering

5. Dr. Khin Ko Latt, Chairman of the Myanmar Forest and Timber Merchants‘ As-

sociation, and Managing Director of Hla Bayin Furniture Business

6. Daw Khin Mar Aye, Director of the Skills Training Center of the Ministry of La-

bour, and Principal of Employment and Social Security

7. U Min Swe Oo, Human Resources Manager of Myan Shwe Pyi Tractors

8. Ms. Carin Salerno, Counsellor of the Swiss Agency for Development and Coop-

eration, and Director of Cooperation for SDC

9. U Nay Myo Zaw, National Program Officer for the Swiss Agency for Develop-

ment and Cooperation

10. Dr. Kari Kaiser, President (Myanmar) of CVT Myanmar



11. Daw Yin Yin Aye, Operations Director of CVT Myanmar

12. Mr Stefan Vogler, Development Director of CVT Myanmar

Meetings are held regularly to assess development project activities, operations and

improvements.

3.4 Implementation Level Outcome Indicators

Whereas the system and institutional levels describe means to achieve the goal, the

VET implementation level describes the fundamental nature of the operations. To es-

tablish a functioning and meaningful dual VET system, respective approaches have

been developed and trailed. The content of programs and trainings are regularly eval-

uated and adjusted to the target groups, and the needs of the labour market and skills

gaps of potential employees are continuously assessed and identified.

The beneficiaries of this objective are directly the women and men, young people, mi-

norities and other groups specified during the inception phase in the focus areas de-

fined by the Advisory Board. The main focus of the project is the development of pro-

grams (diploma and post diploma, non-academic) the preparation of the human re-

sources (training of teachers and instructors, training of company internal instructors),

the trial and improvement of trainings, and the identification and empowerment of

implementing partners in specific areas (public, private, NGOs).

Outcome 3. Diploma, post diploma programs and tailor made trainings have enabled

people from all over Myanmar to improve their incomes and recognition. (Implemen-

tation Level)

Measurable Indicators. -Number of trainings developed -Number of trainees

-Number of certifications

-Distribution of trainings in Myanmar Validation. CVT has developed training for 5 professions in its core program, has had

an annual average of 470 trainees between the years 2011-2014, issued 550 CVT com-

pletion certificates to successful graduates of the program from 2002-2014, and has a

distribution of training companies in 33 townships in Yangon.



The dual model of Swiss vocational training has enabled students to earn a decent

salary during studying and they have been able to improve their status and establish

themself in leading positions such as supervisors or even business owners. Some re-

sults achieved by CVT include:

A total of 597 apprentices have undergone the 3 year apprenticeship and have

been graduated as of April 2014

Curricula and textbooks for each profession have been established, in Burmese

and English versions.

PTC workshops have been equipped

The school is run entirely by local school-management, teachers and instruc-

tors

Provision of regular teachers trainings

Growing support to training companies

For the distribution of trainings in Myanmar, please see Attachment 6: Distribution of

Students and Attachment 7: Distribution of Companies.

Output 3.1 Target group specific post diploma programs are developed (teacher / in-

structor, company internal instructor, entrepreneur, skills etc.)


-Number of additional programs established

-Market success of the programs assessed

-Program concepts established and piloted

Validation. Three additional programs have been assessed for market potential, pi-

loted and currently is being evaluated.

Three additional programs in Instructor Training, Training Company Internal Instruc-

tors, Entrepreneur Program have been conceptualized and are undergoing the first

pilot courses and evaluation phases at this time. The market success of the new activi-

ties cannot be assessed at this time as there are limited number of participants in the

pilot and no graduates as of yet. However, the potential was evaluated before dedicat-

ing resources to the development of these three programs and all pilot courses were

fully booked out by the first students’ intake.



Further, CVT has done a comprehensive research on the market needs before it set out

to develop post diploma programs. More than 260 respondents from entrepreneur-

ship background had taken part in the market research. The aim of the research was to

collect information in order to use in formulating new curricula. It is further observed

that the development of the contents of post diploma courses such as Business Admin-

istration, HR Management, and Financial Management, Sales Essentials, Marketing

Management has been done.

Output 3.2 Competency gaps and support needs in specific areas defined by the advi-

sory board have been analyzed and measures are taken to address them.

Measurable Indicators. List of gaps and needs Validation. The analysis of needs and gaps has been conducted by CVT.

In the Project Proposal, each activity under the capacity building project was assessed

in terms of needs, gaps and budgetary demands. Please refer to the Project Proposal

(121120 Proposal V33) for more details.

The research team also found that with the introduction of the advisory board to its

management mechanism, CVT is able to introduce new programs such as young entre-

preneurs, company instructor education and training of trainers courses based on its

analyses in order to facilitate businesses to meet the ever increasing demand for

skilled labour.

Output 3.3 Trainings and programs for specific target groups have been developed and

trainers have been trained


-Program layout existing

-Number of courses provided

Validation. Program layout and exact number of courses on hand at CVT.

The core programs of CVT have been established for many years, and the trainings and

activities for target groups have been completed, assessed and modified on an ongoing

basis since 2002 for CM, 2003 for CA and MW, 2005 for EL, and 2008 for HG.



Trainers/teachers are offered refresher training every year for two weeks. In addition,

6 teachers are involved in the NSSA training of trainers, and 2 staff members are in-

volved in an English language course or Computer training course as means to develop

staff capabilities, as illustrated in the table below.

Table 14. Training of Teachers/Trainers of CVT Course Who How long

Teachers' training All Teachers 2 weeks/year

NSSA master training 6 teachers 3 weeks

English language 1 staff 6 months

Computer training 1 teacher 3 months

Output 3.4 Implementation of trainings is monitored

Measurable Indicators. On-going evaluation of the trainings by participants, trainers and boards Validation. An evaluation of the trainings is conducted continuously at the end of eve-ry course.

At the end of each training course, course participants provide feedback, and course

responsible person (teacher/trainers) summarize the findings and report to the Project

Director. This is done on a continuous basis.

In addition, the program validation is supported further by final exams to measure the

learning achieved by students, for the vocational trainings as well for the new training

programs. Teachers’ training courses are supported and provided by volunteer Experts

from Switzerland, with each profession working with its Expert group in Switzerland.

The Experts from Switzerland come to CVT Myanmar and provide training at least one

visit a year.

3.5 Multiplication Potential of CVT’s Dual Education Programs

The assessment of the multiplication ability of CVT’s dual education programs aims to meet the following objectives:

To provide an external evaluation of the most important success factors of CVT

TVET model and sustainability

To review the relevance of the dual vocational training approach within the VET

landscape of Myanmar



To assess the employability of graduates and satisfaction of companies on the

dual vocational training approach

To evaluate options for future replication of CVT-like training institutions in

SDC-focused Myanmar economic development zones (Mon, Kayin States) via

desk research

To provide an external evaluation of the most important success factors of CVT TVET

model and sustainability

The most important success factors of CVT TVET Model include its dual apprenticeship

training, technical capacity, strategic location, trainers’ capacities and trainers’ availa-

bility. In addition, the strategic location in Yangon affords a ready population and infra-

structure to support CVT’s activities.

Dual Apprentice Training Program of CVT. The Switzerland model dual train-

ing/working program has met the urgent needs for vocational training and educa-

tion in Myanmar for both employer and employee. This is shown in how 92.5% of

Employer and 96.4% of trainee respondents are highly satisfied with CVT trainings.

Moreover 98.6% of employee respondents answered CVT training helped im-

proved their skills and also increased their employability.

CVT Technical Capacity. The technical Capacity and supporting facility of the CVT

also plays an important role in the success of the training, as most of the employer

and trainees are satisfied with the trainings. 96.4% of trainees are highly satisfied

with technical capacity of the CVT trainers, further 97.9% of trainees and 94.6% of

employers answered that CVT technical trainings exceed (or) met their expecta-

tions.

Strategic Location. CVT training centre is strategically located in Yangon, Yangon

was the capital city of Myanmar since 1886 until 2008 and Yangon is still the big-

gest city and a commercial centre of Myanmar as a second most populated state

who are fairly educated and skillful, relatively better off infrastructure especially in

electricity power supply, and also having highest numbers of industrial/commercial

zones, hotels and service industries, moreover most of the large scale industries

are also centralized in Yangon area (please refer to table X), furthermore Yangon

accommodated 17 industrial zones, 158 wholesale/retail markets and 204 hotels.

Employers (Trainers) availability and capacity. Good numbers of employers are

available in Yangon area, as 2026 large, 1616 medium and 2410 small industries



are operating in Yangon, who have the capacity to employ trainee staffs (appren-

tices), who also understands the importance of workplace training program and

are willing to cooperate with CVT (please refer to following tables).

Table 15: Number of registered Industries by State & Division (2012) No. State/Region Large Medium Small Total

1 Ayeyarwaddy Region 391 657 5046 6094

2 Bago Region 223 723 3626 4572

3 Chin State 1 4 475 480

4 Kachin State 31 98 1038 1167

5 Kayah State 11 184 88 283

6 Kayin State 94 47 740 881

7 Magwe Region 123 260 2169 2552

8 Mandalay Region 1107 2218 4689 8014

9 Mon State 121 236 1811 2168

10 Rakhine State 52 75 1904 2031

11 Sagaing Region 270 725 3163 4158

12 Shan State 177 342 2988 3507

13 Tanintharyi Region 134 88 1030 1252

14 Yangon Region 2026 1616 2410 6052

Source: Myanmar Industry Directory (2013-14)

Table 16. Classification of Small, Medium and Large industrial enterprises

Type of Industry Manpower Horse Pow-er

Annual Gross Prod-uct

Investment

Cottage Industry Up to 9 Less than 3

Small Scale Pri-vate Industrial Enterprise

Up to 50 From 3 and up

Up to 2.5 million kyat

Up to 1 million kyat

Medium Scale Private Industri-al Enterprise

Above 50 and up to 100

Above 25 and up to 50

Above 2.5 million and up to 10 million kyat

Above 1 million kyat and up to 5 million kyat

Large Scale Pri-vate Industrial Enterprise

Above 100 Above 50 Above 10 million kyat

Above 5 million kyat



Population size of Yangon. It is estimated that over 9.2 million people are living in

Yangon Region and our of which some 7.2 million people are in Yangon that consist

of about 668,3347 people working age group (15 to 24); hence, the work force

population is considerable and will create a market demand.

Infrastructure readiness of Yangon. Infrastructure in Yangon is considered relatively

better than most part of the country, especially in electricity and water supply,

communication infrastructure (telephone and internet), and (air, rail, road, sea)

transportation (inland and outland) as well, which is the major attraction for the

most of the businesses and industries.

The sustainability of CVT needs to take into account its current technical model, busi-

ness model, and feasibility of moving towards collecting contribution from its training

company partners. As of May 2014, currently, there is no contribution model in place,

though CVT has a few local donors who contribute sporadically or on a request-basis.

Technical Model. CVT has already proved that current technical model of CVT is a

success technical model that can provide high satisfaction to both employer and

trainees (92.5% of Employer and 96.4% of trainees). Hence it can be concluded that

sustainable technical model is already established.

Business Model. According to the current Business Model of CVT shows that CVT is

relying 100% on the donor funding as it is providing 100% free service in vocational

trainings (except from some small contribution of the some employers). In this re-

gards, there is a risk for the sustainability of the continuous program once the do-

nor funding is stop. Therefore CVT should consider developing sustainable business

model of CVT program that will enable CVT to move away from donor reliance to

independent profitable business model, perhaps phase by phase in five years’ time.

At the very least, the operational business should be financially covered by local

funding or similar locally sourced means.

Moreover, a substantial majority, 89% of partner training companies in fact, are

confident and satisfied enough in the results of the long-term CVT training to pay

their employees normal wages during the training, and 60% expressed willingness

to pay a further fee for the service. When compared with actual current contribu-

tions, however, less than half (42%) currently financially contributes to CVT activi-

7 2011 Statistical Year Book



ties, and the range of the amount was wide, from 10,000 kyats to 1 million kyats

for the entire duration of the three-year CVT apprenticeship training. The most re-

ported amount of contribution was 30,000-50,000 kyats reported number of com-

panies (13%).

Figure 17 & 18. Employees Are Paid during the Practical Training Course (left); and Willingness of Employees to Pay for Service (right)

Figure 19. Amount of Current Contribution by Employers (For total duration of 3-Year CVT Training)

Note: The base is 40 companies that reported yes they contribute. Y-axis is the amount contribut-ed, and X-axis is percentage of companies that reported roughly that amount.

According to the following table, 46% to 50% (of 39.8%) of the employers are willing to

contribute 100% of the training fees, of the training cost to the CVT in order to train

their employees. The partner companies did not indicate what amount they felt would

be sufficient, only that whatever the fee rate was, they were willing to contribute

89.2%

10.8%

Yes

No

39.8%

60.2%

Yes

No

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%43.6%

25.6%

2.6% 2.6%

7.7% 5.1%

2.6% 2.6% 2.6% 2.6% 2.6%



based on their satisfaction of past and current graduates of CVT. Therefore it is con-

cluded that, there is a possibility of converting non-profit business model of CVT dual

training program into a sustainable business model.

Table 20. Percentage of Training Fees that Partner Companies are willing to contribute to the CVT program by (39.8%) of the employers Contribution proportion in training fees

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

CA 5% 20% 5% 15% 5% na na na 50%

CM 6.7% 6.7% 30% 6.7% 6.7% 6.7% na na na 46%

EL 6.7% 6.7% 13.3% 6.7% 13.3% 6.7% na na na 46.7%

HG 6.7% 20% 6.7% 13.3% 6.7% na na na 46.7%

MW 6.3% 12.5% 6.3% 18.8% 6.3% na na na 50%

Source: CVT/MMRD baseline study

To review the relevance of the dual vocational training approach within the VET

landscape of Myanmar

The study has found that there are 16 Government managed vocational schools oper-

ating throughout the country and 318 privately managed vocational schools operating

in Yangon region. However none of the schools have offered CVT style long term dual

apprentice training program (according to MMRD desk research). Although success

and satisfactory level of other schools were not able to cover by this research, the desk

research finding proves that CVT is the only vocational school offering proven success

vocational training program (i.e. dual apprentice training program) giving the high level

of satisfaction obtained by both employer (92.5%) and employee (96.4%). Moreover

70% of trainees are promoted (or) given a pay raise after the graduation (CVT/MMRD

baseline survey).

Demand on Employer Side. According to the Myanmar Industrial Development Com-

mittee, Myanmar is planning to develop nine new industrial zones within 2014 and

2015, one in Bago region, two in Kayin State, three in Mandalay region, one in Mon

State, one in Shan State and one in Rakhine State. Moreover three SEZ Special Eco-

nomic Zones are also planning to develop, one in Thiliwa (Yangon), one in Dawei



(Tanintharyi Region) and one in Kyauk Phyu (Rakhine State), Furthermore due to the

Tourism sector development in Myanmar, hundreds of new large hotels are under

construction stage in strategic tourism locations, 302 new hotels in Mandalay and 238

new hotels in Yangon.8 Furthermore FDI Foreign Direct Investment to Myanmar has

reached to 4.1 billion dollars during 2013-2014 and hence 45% of the investments are

for labour intensive manufacturing sector, thus it is expected that new FDI projects will

create 90,000 new jobs9.

Demand on Employee Side. According to MoLES, there are 39.6 million workers in My-

anmar engaging in some form of paid employment, however also according to the

MoLES, 64% of them does not have regular job because they are unskilled (or) semi-

skilled workers10. In this context, industrial demand for high skilled labourers will be

increased dramatically, hence consequently the demand for high quality vocational

trainings (i.e. CVT style quality education) is expected to increase from both employer

and employee side.

When looking at the relevancy of the training in regards to the training profession at-

tended at CVT, correlated with the graduates’ current sector of employment, the fol-

lowing tables show that the a high percentage of graduates are working in a directly or

indirectly related sector of employment. For the HG graduates, there was 100% rele-

vancy as all 12 graduates reported that they work in a hotel or restaurant. The majority

of MW graduates who participated in the survey also reported working in closely re-

lated fields, except for one graduate each who reported working in the logistics, interi-

or design or rice grinding sectors.

Table A. Hotel and Gastronomy Graduates

SN Current Sector of Employment (11 respondents) Frequency Percent 1 Hotel and Restaurants 11 100% 2 Total HG graduates 11 100%

8 Source: Ministry of Hotels and Tourism http://www.traveldailynews/more-hotels-arrive-to-myanmar

(accessed 7th May 2014) 9 Source: Myanmar Investment Commission http://www.mmtimes.com/fdi-tops-us$4-billion-on-

manufacturing-boost.html (accessed 7th

May 2014) 10

MOL April 2012/ December 2013 figures

http://www.traveldailynews/more-hotels-arrive-to-myanmar

http://www.mmtimes.com/fdi-tops-us$4-billion-on-manufacturing-boost.html

http://www.mmtimes.com/fdi-tops-us$4-billion-on-manufacturing-boost.html



Table B. Metal Worker Graduates

SN Current Sector of Employment (12 respondents) Frequency Percent

1 Metal minerals 3 25%

2 Machine and Machinery 3 25%

3 Logistic services 1 8%

4 Construction business 2 17%

5 Interior Design 1 8%

6 Lathe 1 8%

7 Rice grinding services 1 8%

8 Total MW graduates 12 100%

Reviewing CM graduates in the survey, 48% were working directly in furniture making.

The remaining, majority of graduates worked in either unrelated or distantly related

fields, including timber, machinery production, retail, construction, interior design or

education sectors. The exact nature of the work and the level of relevancy to gradu-

ates’ training cannot be wholly inferred from the current data.

Table C. Cabinet Maker Graduates


1 Timber business 3 12%


3 Furniture 12 48%

4 Retail 1 4%



7 Education service (teaching CM at CVT) 1 4%

8 Total CM graduates 25 100%

The same can be said for the EL profession, wherein the obvious non-related sectors of

employment for graduates include banking, timber and clothing (a combined 25%), yet

the remaining 75% of graduates may be applying their skills in relevant ways in the

other jobs they reported, though the current level of detail does not allow a better

understanding of how and to what degree.

CA graduates, as the training can be widely applied, reported a range of sectors they

currently work in, as is appropriate for its field.



Table D. Electrician Graduates


1 Clothing 1 4%



4 Electrical products 6 21%

5 Electrical Installation 1 4%

6 Lighting 2 7%

7 Computer services 2 7%



10 Education service (teaching EL at CVT) 4 14%

11 Banking 1 4%

12 Total EL graduates 28 100%

Table E. Commercial Assistant Graduates


1 Food and Beverages industry/production 5 8%

2 Clothing 1 2%


4 Publishing, Printing and Media 2 3%

5 Non-metal minerals 1 2%


7 Retails 2 3%

8 Whole Sale 3 5%

9 Computer services 6 9%

10 Hotel and Restaurants 5 8%

11 Logistic services 5 8%

12 Transportation business 4 6%

13 Education service 2 3%

14 Communication 2 3%

15 Travel and tour 5 8%

16 Export and Import 2 3%

17 Banking 2 3%

18 Pharmacist import 3 5%

19 Farming company 1 2%

20 Non-Governmental Organization 4 6%

21 Total CA graduates 64 100%



0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

CVT help inemployability

Improved salary Applicable at work

98.6%

70.0%

97.9%

1.4% 30.0%

2.1%

Yes

No

Therefore, considering all the facts uncovered in the baseline study and the desk re-

search, it can be concluded that CVT dual vocational training approach is one of the

most relevant approaches in vocational education training landscape in Myanmar. This

will be further explored in the section following.

To assess the employability of graduates and satisfaction of companies on the dual

vocational training approach

Employability of CVT Graduates. The benefits of the dual approach compared to non-

dual approach can be examined through the perspectives of employees and employ-

ers. For employees/graduates of CVT, nearly all graduates stated that CVT helped

make them more employable (98.6%) and the dual training was directly applicable in

the work place (98%). Over two-thirds of graduates said the program assisted them in

improving their salary intake (70%).

Figure 21. Did CVT Training Benefit in the Following Ways for Graduates

When examining the opinions of graduates by profession, those graduating from the

CM, EL, and HG programs were unanimous in reporting that the dual training system

increased their employability. The CA and MW profession graduates were slightly low-

er at 98% and 92 % respectively on perceived better employability, but still quite high

nonetheless.



Table 22. Did CVT Assist in Your Employability (Graduates’ Responses)

TOTAL

Commercial Assistant Training

Cabinet maker

Training

Electrician Training

Hotel and Gastronomy

Training

Metal worker Training

Count 140 64 25 28 11 12

Col % 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Yes Count 138 63 25 28 11 11

Col % 98.6% 98.4% 100.0% 100.0% 100.0% 91.7%

No Count 2 1 1

Col % 1.4% 1.6% 8.3%

The majority of respondents, over 95% by profession, also reported that the dual train-

ing system was directly applicable and advantageous to them at their workplace. In

fact, CM, ET, HG and MW respondents were as high as 100% in claiming this.

Table 23. Dual Training System Provided by CVT Is Applicable at the Workplace

TOTAL

Commercial Assistant

Cabinet Maker



Metal Worker

Count 140 64 25 28 11 12

Col % 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Yes Count 137 61 25 28 11 12

Col % 97.9% 95.3% 100.0% 100.0% 100.0% 100.0%

No Count 3 3

Col % 2.1% 4.7%

Further, graduates reported that they felt they were more efficient at work (70%), had

better salaries (49%), held better positions in their companies (35%), and was making

more progress in their personal career advancement (22%) in comparison to their non-

CVT counterparts at work. A very low percentage, 2%, reported that they received

overseas training opportunities as a result of their time with the CVT course.



0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%

Efficient atwork

Salary Good positionat work

Careeradvancement

Overseastraining

opportunity

Don't know

70.0%

48.6%

35.0% 22.1%

2.1% 0.7%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

Related to work

To gain technical skills

Because CVT is a well know training centre

Good teaching

Employability

To be able to secure good position at work

To become Junior Professional

To get promoted at work

Encouraged by employer

It is my Hobby

Because it is free

Interested

Because I find it useful

62.9%

26.4%

20.0%

5.7%

5.0%

5.0%

3.6%

2.9%

2.9%

2.1%

1.4%

0.7%

0.7%

Figure 24. CVT Graduates’ Advantage in Comparison with Other Workers

When asked why they attended CVT over other vocational training centers, the most

common answer was because the graduates thought the courses were relevant to

their current work (63%). They also desired to gain technical skills (26%) and felt that

CVT was a reputable and well-known training institution (20%), more so than other

vocational training centers. Other minor reasons (less than 10% reported by graduates)

for attendance at CVT included strong teachers and teaching, desire to improve their

employability, to win promotions, or they were encouraged by employers to do so.

Figure 25. Why Graduates Attended CVT

Graduates’ expectations of the dual training were more than met, with 61% saying that

CVT far exceeded their expectations. Only 2% of graduates said CVT did not meet their

expectations, citing reasons such as s/he had just received the completion certificate

so could not know yet; that the theoretical and practical training was not delivered by

same lecturer; and that there was no specific subject course offered. Those who said

their expectations were met cited reasons such as the ability to apply theoretical and



60.7%

37.1%

2.1%

ExceededexpectationMetexpectationDidn't meetexpectation

practical aspects of training in their work, learning how to socialize with peers and col-

leagues better, and gaining improved English skills.

Figure 26. Did Training Meet Expectations of Graduates

Table 27. How Training Met Expectations of Graduates Reason for Meeting Expectations Count Percent

Met because I have learnt to apply theoretical and practical aspects of training in my work

32 22.8%

Exceeded expectation in accounting 26 18.6%

Met because of lesson on how to socialize with peo-ple

18 12.9%

Met because English skill improved 16 11.4%

Met because I learnt theoretical aspect of training 11 7.9%

Met my expectation because I learnt to do job 11 7.9%

Exceeded in electrician training program 9 6.4%

Exceeded because I have learnt a lot about me 7 5.0%

Met because I have learnt a lot about extra courses 6 4.3%

Met because I have learnt how to apply computing knowledge

5 3.6%

Met because Hotel course at CVT is in line with American Hotel and Logistic Association

5 3.6%

Met regarding my performance on Marketing 5 3.6%

Exceeded because I have learnt a lot about inde-pendent decision-making and philosophy

4 2.9%

Met because I have learnt about administration 3 2.1%

Met because I have learnt accountancy up to LCCI Level 3

3 2.1%

Met regarding the Design course 3 2.1%

Exceeded because I have greatly improved skills 2 1.4%

Exceeded because I have learnt a lot about trainer skill

2 1.4%

Met because I have learnt detailed knowledge 2 1.4%



96.4%

3.6%

High

Medium

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%

Teach in systematic way

Sharing knonledge in the class

Teaching method with open type

Lectures are delivered by the top ten ranked lecturers in My

It is good because you can ask things that you don't know

provides teaching support materials in practical training co

it is good because you teach you about how to communicate wi

It hard to know whether students can catch up with lectures

had a chace to learn up-to-date issues

Perfer only one lecture to deliver both theoretical and prac

Delivered good lecture in Economy and Management

Because it can deliver a complete lecture in a given time ,

Assist job seekers with hunting job

It is good because we could discuss what we had been experi

It is good because of its tough discipline

because Theoretical aspects of training program is good

77.1%

25.7%

9.3%

7.1%

6.4%

2.9%

2.1%

1.4%

1.4%

1.4%

0.7%

0.7%

0.7%

0.7%

0.7%

0.7%

Met with regard to AutoCAD program 2 1.4%

*Other 5 3.5%

Total 140 100 *Note: “Other” category had only 1 respondent (0.07%) each reporting the following: Exceeded because

there are teaching support; Met regarding Decoration lesson; Didn't meet my expectation because just

received completion certificate; Didn't meet because theoretical and practical training not delivered by

same lecturer; Didn't meet my expectation because there is no specific professional subject course

No graduate reported dissatisfaction. In fact, nearly all graduates reported high satis-

faction with the trainers and lecturers (96%), and a small handful reported medium

levels of satisfaction (4%). They felt trainers used a systematic approach in their teach-

ing, successfully shared their knowledge with students in the class, and had an open

type of classroom that encouraged questions from students.

Figure 28. Graduates’ Level of Satisfaction with Trainers

Figure 29. Graduates’ Cause of Satisfaction with Trainers



87.1%

12.9%

High

Medium

98.9%

1.1%

Yes

No

The employability of CVT graduates is reinforced on the employer side as well, with

expectations met or exceeded for 95% of the companies, and no company said that it

was dissatisfied by the results of the training. On the contrary, 87% of companies re-

ported high satisfaction, and 99% of companies reported that they felt CVT increased

graduates’ capacity at work.

Figure 30 & 31. Employers’ Level of Satisfaction with Graduates after CVT Training

(left), and Employers Feel CVT Training Increased Graduates’ Capacity (right)

Significantly, 100% of the partner companies stated that they were aware of the bene-

fits of dual training system over other training programs, which was consistent

throughout all five professions.

Table 32. Awareness of Employers on Dual Training System

TOTAL Commercial




Metal worker

Count 98* 29 13 19 18 19

Col % 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%

Yes Count 98 29 13 19 18 19

Col % 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%

No Count 0 0 0 0 0 0

Col % 0% 0% 0% 0% 0% 0% *Note: The total number of companies responding in this section is over 93 because some companies have sent more than trainees to more than 1 profession course type.

The benefits of the CVT graduates over other graduates can be demonstrated in the

numbers of employees granted promotions on completion of the CVT course, which

ranged from over half of the CVT graduates in the CA and CM professions (62% and

54% respectively), to over a third of EL, HG and MW graduates (47%, 39% and 37%

respectively).



Table 33. Companies Promote CVT Graduates on Completion of Training

TOTAL Commercial




Metal worker

Count 93 29 13 19 18 19

Col % 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%

Yes Count 44 18 7 9 7 7

Col % 47.31% 62.07% 53.85% 47.37% 38.89% 36.84%

No Count 49 11 6 10 11 12

Col % 52.69% 37.93% 46.15% 52.63% 61.11% 63.16%

This is especially notable in light that the majority of companies (53%) are selective in

sending only 1-2 of their employees to a training program in a year. Multiple trainees

are less common, with 19% and 17% of companies respectively sending 3-4 or 5-6 em-

ployees to a training program. Only about 11% of companies send ten or more em-

ployees to training programs.

The most reported type of training that companies said their employees attend include

private training centers (78%), trainings held by government departments (17%), and

trainings through commercial and industrial associations including the Union of My-

anmar Chamber of Commerce and Industries (UMFCCI), training within the company,

or non-governmental or external short-term training (NGO) led training (14% each).

CVT was cited by 8% of companies as where they send their employees.

The top reasons why employers send workers to training programs include to improve

workers’ capacity, help employees gain more knowledge, to increase their efficiency

and improve English skills. These reasons are similar and repeated when companies

are asked why, specifically, do they choose CVT over other training programs, yet it’s

notable that improved efficiency for workers is the most oft cited reason by 28% of

the companies when speaking of CVT in particular. Also, companies said employees

were keen to join themselves and initiated the process, that CVT requested the com-

pany to provide trainees, and because CVT offered more in depth training with both

practical and theoretical perspectives.



Figure 34. Number of Employees Permitted to Join Training per Year by Company

Figure 35. Types of Training Employees Attend

Table 36. Reason Employees Are Sent to Training Reason Count Percent

To improve trainees capability 9 25.7%

To gain more knowledge 6 17.1%

Useful for work 5 14.3%

To be efficient at work 5 14.3%

To develop business 4 11.4%

To improve their English language skills 3 8.6%

To help employee to improve their life 3 8.6%

To be efficient at communication skills 2 5.7%

Because of effective teaching method at CVT 1 2.9%

Training provided by the governmental department is better

1 2.9%

To get promoted 1 2.9%

Useful for employees 1 2.9%

Can't provide training on Hotel by ourselves 1 2.9%

To learn more new technical skills 1 2.9%

Effective to invite professional trainer to train employee at 1 2.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 to 2 3 to 4 5 to 6 10 Above

52.8%

19.4% 16.7% 11.1%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%

Private training centres

Government departments

Commercial and industrial associations

Internal training program

Other organisations/associations

CVT

Don't Know

77.8%

16.7%

13.9%

13.9%

13.9%

8.3%

2.8%



work

Because it is compulsory for civil servant 1 2.9%

To be skillful at computing 1 2.9%

To be skillful at accountancy 1 2.9%

Because there is nothing left to learn, and also it is cheap 1 2.9%

To be able to manage systematically at work 1 2.9%

Don't prefer long term course to pursue 6 months ac-counting

1 2.9%

Total 50 100

Table 37. Reason Employees Are Sent to CVT Reason Count Percent

To be efficient at work 26 28.0%

Because employees are keen to join 13 14.0%

To be knowledgeable 10 10.8%

Because CVT requested 8 8.6%

Beneficial to students 7 7.5%

To be skillful at both theoretical and practical knowledge 7 7.5%

Because more detailed training provided at CVT 6 6.5%

Because it is related to work 6 6.5%

To be effective and efficient 6 6.5%

More job opportunities 5 5.4%

Because one should know about these skills 4 4.3%

To improve English speaking skill 3 3.2%

Because it is what is needed in Myanmar 3 3.2%

To be systematic 3 3.2%

Because it is an international standard institution 3 3.2%

Useful for work 3 3.2%

Because trainings are Swiss standard 2 2.2%

To know more about technical skills 2 2.2%

To know more about communication skills 2 2.2%

To improve staff productivity 2 2.2%

Because it is a well-known institution 2 2.2%

Because want them to know about hotel sector 2 2.2%

Because there are other module related to Air-condition 1 1.1%

To be effective in management 1 1.1%

Because I am CVT alumni 1 1.1%

Prefer training programs offered by CVT 1 1.1%

Because it is beneficial for both employer and employee 1 1.1%

Because one met admission requirement 1 1.1%

Because it is an institution that improve trainees' live 1 1.1%

To improve employability 1 1.1%

Employees attended course at CVT on their own 1 1.1%

Because one want to opens the door of opportunities for youths in Myanmar

1 1.1%

Because it doesn't interrupt work even though it has a long 1 1.1%

To access employee capability 1 1.1%



26.9%

67.7%

5.4%

Exceed my expectation

Meet my expectation

Doesn't meet my expectation

It all good because they teach systematically 1 1.1%

Total 138 100

Efficiency at work is an important goal for employers, as this was mentioned again and

half (50.1%) reported that it was the main expectation for workers on completion of

CVT coursework. Employers also hope the graduates improve knowledge on in their

fields, develop better communication skills, and improve in confidence, technical

knowhow and critical thinking skills. Of the partner companies interviewed, 68% cited

that expectations of CVT graduates were met, and 27% had their expectations exceed-

ed.

Figure 38. Companies’ Expectations of Employees after CVT Training

Figure 39. Did CVT Meet Companies’ Expectations

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

will be efficient at workplace

their capabilities will be improved

will gain confidence

improvement in critical thinking

their English will be improved

will be useful and efficient at work

will know more about social knowledge

know more about computing

will know more about electrical knowledge

50.5% 38.7%

28.0% 10.8%

9.7% 9.7%

8.6% 4.3%

3.2% 2.2% 2.2% 2.2% 2.2%

1.1% 1.1% 1.1% 1.1%



The main aspect of the dual training system to change, according to interviews with

companies, was to increase the number of training days in order to reduce the overall

training period. This was cited by 37% of partner companies. When asked to explain

what they meant, training companies suggested that instead of offering 1 practical

training day a week, the PTC component should be increased to 2 or 3 days a week in

order to reduce the overall 3-year training period to 2 or 1.5 years, with the under-

standing that companies would provide salary for the trainees during the duration.

Figure 40. Aspects of CVT to Change

In conclusion, the benefits of the dual training approach as compared to traditional

stand-alone vocation training are multifold and can be summarized as thus:

The students are provided training while they work and are paid (Figure 17). In

contrast, if they are attending an intensive vocation institution in which they

must take classes full-time and without practical training and work experience,

they are losing income for the duration of the training. The training fees with

the loss of income would likely make the training too expensive for the majority

of the labour force.

The dual training system, because it is offered simultaneous to actual employ-

ment, was cited by graduates (Figure 18) to have made them more efficient at

work (70%) and gave them a better salary than their colleagues (49%) and

higher/better positions (35%).

For employees/graduates of CVT, nearly all graduates stated that CVT helped

make them more employable (98.6%) and the dual training was directly appli-

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%37.6%

34.4%

8.6% 8.6% 6.5%

2.2% 1.1% 1.1% 1.1% 1.1%

Aspects of CVT to Change



cable in the work place (98%), giving them better working experience (Figure

21) in their fields of employment. When viewed by profession, employability

was reported the highest (100%) by graduates of CM, EL, and HG. MW and CA

professions were still quite high, with over 91% reported by each group of

graduates (Table 22).

In a short-term vocational training course, graduates are taken out of the em-

ployment market and will not have benefited from connections they main-

tained during a dual training system such as CVT. Thus, they will have to enter

the company at a lower starting range of salary. In contrast, up to 67% of com-

panies reported that a promotion or raise is given on completion of the dual

training for the CA profession, and between 54% to 37% of graduates were giv-

en a promotion it the company for the other professions of CM, MW, HG and

EL (Table 33). Further, 100% of training companies stated that they were aware

of the benefits of the dual training system regardless of the profession they

sent their employees (Table 32).

94.6% of CVT partner companies reported that the dual training system met or

exceeded their expectations. (Figure 40). The main aspect they recommended

for change was to increase the number of practical training days to decrease

the overall training length from 3 years (Figure 40).

To evaluate options for future replication of CVT-like training institutions in SDC-

focused Myanmar economic development zones (Mon, Kayin States) are assessed via

desk research.

Considering six factors that lead to success of the CVT TVET program in Yangon, the

second most possible location to replicate CVT approach is clearly the Mandalay city,

however Mon and Kayin states are also compared in the following table:

Table 41. Options for Future Replication Success fac-

tors

Yangon Mandalay Mon Kayin

1 Dual Appren-

tice Training

Program of CVT

Succeed High possibility Moderate possibility Moderate possibility

2 CVT Technical

Capacity

High satisfactory High possibility High possibility High possibility

3 Strategic Loca-

tion

14 Industrial Zones,

International Airport,

International Seaport,

Domestic Hub for Inland

Air, River, Road and

Railways, Main Interna-

tional Commercial Hub

of the Country

3 Industrial Zones,

International Air-

port, Domestic Hub

for Inland Air, River,

Road and Railways,

Main I Commercial

Hub of the Upper

Myanmar

1 Industrial zone

and another one in

planning stage, one

of the inland trade

hubs between Thai-

land and Myanmar,

Facilities for road,

railways and sea

transportations.

1 industrial zone in

planning stage, one

of the inland trade

hubs between Thai-

land and Myanmar,

Facilities for road,

railways transporta-

tion.

4 Employers

(Trainers)11

Availability and

Capacity

69,005 businesses and

232 Hotels are operat-

ing in Yangon

34,568 businesses

and 104 Hotels are

operating in Manda-

lay

2168 industrial en-

terprises and 15

hotels are operating

in Mawlamyine

881 industrial enter-

prises and 7 hotels

are operating in Hpa-

An

5 Population

Size12

9.3 million (Yangon Re-

gion)

11.2 million (Man-

dalay Region)

4.1 million (Mon

State)

2.4 million (Kayin

State)

6 Infrastructure - International Airport

- International Sea Port

- Roads and railways

connected to all parts of

the country in all direc-

tions

- 24 hours electricity

and clean water supply

- Best communication

infrastructure in the

country

- International Air-

port


connected to all

parts of the country

in all directions

- 24 hours electricity

and clean water

supply

- Second best com-

munication infra-

- International Air-

port


connected to Yan-

gon, Kayin State,

Tanintharyi Region

and Thailand

- 8 Hours electricity,

no water supply

- Average communi-

cation infrastructure

- Domestic airport


connected to Yan-

gon, Mon State,

Tanintharyi Region

and Thailand

- 8 Hours electricity,

no water supply

- Average communi-

cation infrastructure

- One new industrial

11

Source: Myanmar Industrial Development Committee – Press released (2013) and Myanmar Tourism Statistic Leaflet (2013) by Ministry of Hotel & Tourism 12

Source: MMRD calculation based on Myanmar Statistical Year Book 2011, information on population by cities is not available except Yangon


40.9%

59.1%

Yes

- Well established com-

mercial zones and in-

dustrial zones

- Highest number of

Universities, schools and

training centers

- Well established trade

networks

structure in the

country

- Well established

commercial zones

and industrial zones

- Second highest

number of Universi-

ties, schools and

training centers

- Well established

trade networks

- Recently estab-

lished one industrial

zone under devel-

opment

- One university,

schools and some

small training cen-

ters

- Well established

trade network

zone is under devel-

opment

One university,

schools and some

small training center

- Newly established

trade network

The partner companies responded similarly, with 41% of companies recommending

CVT to expand to other States/Regions based on CVT’s current leader position in the

market. When asked where specifically should CVT focus on its immediate expansion,

Mandalay (65.6%) was by far the most recommended based on companies own expan-

sion and the economic activity in the region, followed by Nay Pyi Daw (17%) and Shan

State (13%). Mon State and Kayin State were recommended by less than 10% of the

business respondents.

Figure 42. Recommendation for CVT Expansion to Other States/Regions


0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

Mandalay Region

Nay Pyi Taw Council

Ayeyawaddy Region

Shan State

Mon State

Kayin State

All States and Regions

No comment

Bago Region

Tanintharyi Region

Chin State

Rakhine State

Magway Region

Kachin State

Sagaing Region

Yangon Region

Kayah State

65.6%

17.2%

15.1%

12.9%

7.5%

5.4%

5.4%

5.4%

4.3%

4.3%

4.3%

3.2%

2.2%

2.2%

1.1%

1.1%

1.1%

Recommended Potential CVT ExpansionSites

Figure 43. Recommended Potential Expansion Site for CVT by Partner Companies

Table 44. Businesses in Yangon

Type No of Enterprise

Production 2,312

Retail & Wholesale 35,249

Service 29,998

Trading 1,446

Total 69,005

Source: Yangon Directory 2013

Table 45. Businesses in Mandalay

Type No of Enterprise

Production 2,608

Retail & Wholesale 13,414

Service 16,852

Trading 1,694

Total 34,568 Source: Mandalay Directory 2013

Note: There is no directory for Mon or Kayin States.

3.6 Validation of parameters (indicators) for operational CVT business

According to the validation of the project activities, MMRD proposes to implement a

monitoring and evaluation system for the operational business based on the following

indicators based on human resources, quality management, administration and fi-

nance, and training companies.

Human resources. Indicators on human resources are existing (Table 46), yet the

method of collecting and updating the data needs to be more clearly defined, e.g. who

is the responsible person, when should the data be reviewed and by whom, where will

the file be located, and so forth. During the interviews, MMRD found that many of the

current human resources monitoring indicators have scattered locations, though all

the information was available in some form already. The recommendation is to make a

single accessible and clearly formatted file on which to assist in the regularity of re-

cording and updating information on the students, alumni and staff.

Furthermore, several additional indicators are suggested to be incorporated in the cur-

rent framework, based on MMRD’s experience through conducting the survey. Chang-

es in the original indicators for operational management include (designated in red in

Table 46):

To add percentage of Alumni/Graduated students by profession and by year

added, rather than just number

To add confirmed student contact information, e.g. phone, email, address

To add indicator on the mobility of graduates

o Percentage of alumni/graduated students moving to higher VET or ter-

tiary education (in order to help verify Outcome 1: Option for students to

continue higher VET education after dual system is anchored in education

system). A data point (qualitative) for this indicator would be what kinds

of tertiary education students are entering.

o Percentage of alumni/graduated students moving abroad due to overseas

opportunities afforded after gaining skills through CVT. Currently this is

estimated to be less than 5% of all alumni by CVT management. More in-

formation could be collected on what opportunities students are finding

abroad (qualitative) as well as numbers and percentage of students by

profession who are working abroad after the completion of their pro-

grams at CVT.

One measure of quality education is the student and teacher ratio. Additional

indicators, then, could be the ratio of student to teacher, and the number of

students in a given class within one of the five professions offered by CVT.

Table 46. Human Resources Indicators Subject / Indicator Measurement Comment Period

Hu

man

Re

sou

rces

Gender situation of apprentices, teacher, management & staff

%-Share of Men and Women Already existing and needs to be more systematically recorded

yearly

Ethnics %-Share of different ethnic groups Thus far, other ethnic groups besides Bamar have not yet been recruited for.

yearly

Fluctuation teachers Number of leaves and entrances -Higher level of education of teachers

Partly existing and needs to be more systematically recorded. For instance, needs a clearly designated person to collate information, and a soft file creat-ed that is easy to locate and access by upper management.

quarterly

Fluctuation management Number of leaves and entrances quarterly

Salary Teachers & Management %-Variation of Living costs and local salary development

2 x yearly

Recruiting Number of on-going recruitments yearly

Drop-out of apprentices -Number of leaves each profession and rea-son for leaving (qualitative) -%-Gender disaggregation of drop outs Already existing and needs to be more

systematically recorded, for example, cur-

rent dropout rate by profession and gender is not readily available

quarterly (monthly not recommended)

Graduation of apprentices

-Number of graduated apprentices by pro-fession -%- of Alumni/Graduated students by pro-fession and by year -Confirmed student contact information, e.g. phone, email, address

yearly

Average age of apprentices on entrance Number by profession yearly

Mobility of graduates’ after CVT

-%-Students moving to higher VET or ter-tiary education, what programs, and where -%-Students working abroad, and in what professions

Recommended indicators to be added, including qualitative indicators

yearly

Student to teacher/trainer ratio -Number of students per teacher -Number of students per class

Recommended indicators to be added quarterly

Unemployment Number and % of unemployed apprentices during the apprenticeship

Recommended indicator to be added quarterly

Another important indicator to add is unemployment (last indicator in Table 46). CVT

currently has no concrete records in place regarding unemployment rates during or

after the apprenticeship. Available information is anecdotal at best, e.g. a few individ-

uals, who were unemployed a short period of two to four months maximum during the

training as reported to teachers. In the survey, every graduate interviewed by MMRD

was employed, so if taking the unemployment rate of the sample size in the research

design, unemployment is 0%. Recall, however, that the field team was not able to

make contact with every graduate (only 140 out of the planned 150 alumni, or 93%).

The 7% of alumni not reached could have been unemployed or employed overseas, or

had their contacts changed and merely unavailable. Unemployment may be experi-

enced by a number of individuals at different points of graduates‘professional lives,

and not all graduates will be continuously in touch with CVT about this. A practical rec-

ommendation, then, would be to at least track unemployment rates of current appren-

tices while they are studying with CVT.

Moreover, in the process of validating the parameters for operational monitoring,

MMRD found that the 3-year duration of the CVT approach was one of the main ob-

stacles for graduates and training companies alike. The longer timeframe of dual ap-

prenticeship approach, versus a shorter 3-month or even year-long vocational course,

allows for more changes to occur in economic, professional and personal develop-

ments of the students’ lives while they are in attendance at CVT. This element has sub-

sequently led to a number of drop outs from the five professions. Recall that drop-out

rates are mentioned as the seventh indicator in Table 46 on Human Resources Indica-

tors.

Taking special note of this indicator, the drop-out rate was reviewed and found to be

as high as 35%, or 114 students out of 328 students, in the school year from 2009 to

2010. This is partly explained by the internal management changes CVT underwent

following 2008. The duration of the training was mentioned several times as a limiting

factor. Most of the drop-outs occur in the first year of the three-year, as students are

less committed and are only beginning to understand the approach of CVT and its re-

quirement for full commitment of the three-year coursework.

Related to the training duration, additional explanations for the voluntary cessation of

students’ training include:

Personal family issues or challenges. Myanmar families are large and close knit,

structured with employable members working to support extended family mem-


bers beyond the nuclear family. Social security and public services are rare in the

country; thus, if an economic shock occurs, this depletes the resources available to

the family and can radically change the situation of a CVT trainee. For example, if a

family member falls ill and requires dedicated treatment or medical care, this is

costly in terms of finances (to pay for treatment) as well as social resources as a

student may choose to interrupt his or her studies to care for the ill family mem-

ber.

Financial challenges. This is linked to the vulnerability of some Myanmar families to

absorb and respond to an economic shock. Beyond the example of an unexpected

illness above, the economic strain can come in the form of poor business year for a

family-run business, rising costs of living overall, loss of crop profits for a farmer

family after poor weather conditions, and so forth.

Tight schedules. Some apprentices face seasonal schedule demands, such as those

in the hotel and tourism sectors, where the tourist high season impacts their avail-

ability and ability to maintain the CVT classes. Some apprentices reported receiving

promotions that came with more demanding responsibilities and tasks, which

caused a need to drop the CVT coursework in order to better concentrate on their

work and performance.

Declined Interest in the lessons. Apprentices expressed decreased interest in les-

sons due to two extremes: either they were expecting more challenging course-

work and found the content to be too easy; or they lacked primary education in

order to keep up in the lessons.

Changes in the employment. Some apprentices moved companies in pursuit of bet-

ter salary or positions, but the new company did not have an established relation-

ship or knowledge of CVT in order to allow continuance the training. Some training

companies were asked to relocate to Nay Pyi Daw (especially in EL and CM profes-

sions), and the apprentices lost their placements. Trainees in the HG profession

show a high rate - roughly a third of apprentices, according to one CVT manage-

ment member - of students moving abroad for work, in places like Dubai or Thai-

land.

The rates have steadily dropped from 2009 to 2013, however, showing that CVT has

identified the issue and made steps to manage drop-out incidence. Some of the rea-

sons for leaving the program are socially embedded, such as family issues or unex-


pected economic shocks (the majority of the agrarian Myanmar population is poorly

equipped and resourced to deal with major economic upheavals), and could not be

controlled. Further, a level of drop out is expected for a program as long as CVT’s. In

light of this, the falling rate from 35% in 2009 to 18% in 2014 is commendable.

Table 46B. CVT Myanmar's Drop Out Rates of Apprentices from 2002-2014 School Year Start Dropout Year End Graduated Drop out %

2009-10 328 114 214 51 35%

2010-11 373 95 278 39 25%

2011-12 444 98 346 73 22%

2012-13 463 73 390 107 16%

2013-14 482 89 393 102 18%

Total or Average 2,090 469 1,621 550 23%

One course of action to manage drop-out rates employed by CVT includes its strong

relationship building between students and teachers/trainers. Once a student has ex-

pressed that s/he has an issue at home, or is facing any difficulties at work or other-

wise, an instructor will visit the apprentices' workplace/training companies and their

homes as necessary to discuss possible mediation measures.

CVT also has a dedicated CVT Apprentices Support Team, also known as ‘CAST,’ which

is a pool of funds contributed by CVT teachers and staff. The funds can be used to sup-

port apprentices from disadvantaged backgrounds, e.g. low income households, lost

their placement at a training company, or faces serous family health issues, etc. The

CAST funds are used on an ad hoc and temporary basis, but can be in some cases

enough support to allow time for apprentices to mobilize other resources. The CAT

funds, combined with the close moral support from teachers/trainers, have resulted in

a number of cases where the problem was resolved and apprentices were able to con-

tinue the education. However, this cannot be applicable for every case and every stu-

dent who considers dropping out.

One recommendation to reduce dropouts is for CVT to consider offering a shorter

termed course, for example a merit certificate offered after one year of study, for stu-

dents cannot commit to a full diploma. This is a practical option, especially in light that

CVT should move towards asking training companies to contribute to their employees’

training fees. Some companies will not be willing to invest in an employee for three

years. A shorter training course would be more attractive for the companies, particu-

larly as they see it as better value for money, e.g. they can invest in 3 employees in 3


years rather than 1 employee for 3 years. Recall that in Figure 40 (page 59), a third of

training companies recommended a shorter course.

Quality management. A similar situation exists for indicators on quality management,

and the recommendation for a more systematic method of collecting and updating the

information applies for these indicators as well. Additional recommendations for the

quality management indicators are as follows, with a summary in Table 47:

For the teacher and management trainings, the percentage of investment and

amount of funds in training of teachers and management staff should be recorded.

Moreover, a ‘mini self-assessment’ on relevancy and applicability of training to cur-

rent work is recommended to allow for qualitative information. The mini self-

assessments should be brief and succinct, for instance, a list of all possible trainings

offered in the year, and a Likert-scale (1 lowest and 5 highest, for example) in which

staff members can rank on usefulness and applicability. The results could be used to

determine which trainings to continue, to exclude or to expand upon in the next

year. This should be done on a yearly basis.

The NSSA recognition, because of the necessity of working closely with government

officials, calls for a recommendation to have a more clearly designated person to

push its progress. Dealing with Myanmar officials requires intensive relationship

building and continuous follow-up in order to reach the goal of certifying all profes-

sions within a short a timeframe as possible. This should be a priority for CVT as for-

mal qualification enhances CVT’s status as a leading institution for dual VET pro-

grams.

As mentioned previously in, ‘Output 3.4 Implementation of trainings is monitored,’

CVT’s teaching staff undergo continuous evaluation at the completion of every class.

However, what is done with the evaluation results is less clear and likely on an ad-

hoc and individual basis. Certainly, the instructors modify the class content based on

the student feedback, but if substantial changes are made – as they should be from

time to time in order to respond to the technical advances or changes in each indus-

try – this should be duly noted. Thus, the inclusion of dates when curricula and text-

books have been substantially updated is a recommended qualitative indicator to

add to the monitoring scheme.

The qualifications of the teaching staff are recommended to be more carefully moni-

tored. Thus far, CVT hires very good teachers, and with the expansion of student and

teaching bodies, a clear record of the highest degree(s) and additional formal certifi-

cations held/gained by current and new teaching staff provides qualitative evidence

that CVT is indeed state of the art in its human resources and delivery of training

courses. This information partly exists already through the teachers’ curriculum vi-

taes, and could be made more systematic in how information is recorded and stored.

Table 47. Quality Management Indicators Subject / Indicator Measurement Comment Period

Qu

alit

y M

anag

em

en

t

Teacher & Management Train-ings

-Number of teacher & management training by category -%-Investment and amount of funds in train-ing of teachers and management staff

-Partly existing and needs to be more system-atically recorded. -Mini assessment on relevancy & applicability of training (qualitative) to be conducted

yearly

yearly

Quality audit Number of audits performed each profession Partly existing yearly

Education grade apprentices Average grade by profession Already existing yearly

NSSA recognition Number of recognized skills by profession Partly existing. Progress towards official NSSA recognition needs more careful monitoring and follow-up by a designated individual.

yearly

Performance of apprentices Average marks of graduated apprentices by profession

Already existing yearly

Curricula & Textbooks %-grade of accuracy by profession -Dates when the curricula and textbooks have been substantially updated (qualitative)

Partly existing Recommended indicator to be added

2 x yearly

Teaching aids & teaching in-frastructure

%-grade of accuracy by profession Partly existing 2 x yearly

Maintenance Plan CVT %-grade of accuracy Partly existing 2 x yearly

Maintenance Plan PTC %-grade of accuracy by profession Partly existing 2 x yearly

Employability & satisfaction of graduates and training com-panies for CVT

-%-Satisfaction with CVT program -%- Perceived employability -%-Salary range -%-Receipt of promotions on graduating

These indicators have been incorporated the Baseline Report, and could be re-evaluated every three years using the same interview and analysis tools.

evaluation survey every

3 years

Qualifications of train-ers/teachers

Highest degree and additional formal certifi-cations held/gained by current and new teaching staff (qualitative)

Partly existing and needs to be more systemat-ic in how information is recorded and stored. Provides evidence of CVT’s quality educators.

yearly

Administration and finance. Much of the administration and finance indicators already exist. Areas for improvement include:


Sustainability measurement of the contribution from local training companies (which at the moment, is at zero percent contribu-

tion), and the percentage of companies out of the total participating training companies that make a contribution. This can be in-

troduced via a sliding scale based on companies’ size, profitability, number of CVT trainees taken in per year, and graduates em-

ployed, etc. There is need to avoid training companies treating CVT students as ‘low cost labour’, and requesting contribution from

companies will enhance the value of the students.

In regards to networking with other vocational and non-formal training institutions, private or NGO, it was found in the interviews

that the majority of the partner companies were recruited through word of mouth, past relationships or the Annual Information

Dissemination Meeting or Training Companies Day. Therefore, it is recommended to invest senior resources to maintain and ex-

pand the network with professional associations like NSSA, MIA, Myanmar Engineering Society, other NGO’s, and other identi-

fied institutions.

Table 48. Administration and Finance Indicators

Subject / Indicator Measurement Comment Period

Ad

min

& F

inan

ce

Operational costs Costs in USD Already existing yearly

Development costs Costs in USD Already existing yearly

Sustainability: Financial cost contribution from local training companies

Amount in USD -%-Companies contributing

To be added 2x yearly

Fundraising in Myanmar Amount in USD received by local donors Partly existing 2x yearly

Networking Number of active memberships in local CVT related associations

Partly existing and needs to be more systematically recorded. Needs desig-nated individual to build on and main-tain networking potential with cur-rent, past and potential future part-ners.

Yearly

Training companies. A similar situation exists for indicators on training companies, and

the recommendation for a more systematic method of collecting and updating the

information applies for these indicators. Additional recommendations for the training

companies are as follows, with a summary in Table 49:

Enhance current system of monitoring overall by developing a master file on

training companies, including number of companies by profession, number of

companies by CVT cooperation, and number of employees in each company. A

regularly updated list of contact information (address, phone, email, website)

and braches of partner training companies should also be included.

Again, linked with the administration and finance indicator on networking stat-

ed previously, to invest senior resources to maintain and expand the network

with professional associations and other identified VET institutions.

Lastly, a mechanism for reviewing the relevancy of the skills gained by CVT

trainees as perceived by their employers can be integrated in to the CVT Com-

pany Training Day that is already held once a year. This can be a quick survey of

1-2 pages measuring how applicable certain skills (for example: technical

knowledge, personal development, and general knowledge on a 5-pont Likert

scale) have been for the company. The continuous input and feedback from

employers is important else CVT risks training students in outdated professions

or providing them with skills that are not relevant for future jobs. Employers’

engagement in CVT assessment is mutually beneficial as their participation

helps them to better understand the training system, as well as have higher

buy-in for CVT programs. Further, the information can be used to validate the

effectiveness of CVT training, and can be used to identify changing training

needs in the labour market.

Table 49. Training Companies Indicators

Subject / Indicator Measurement Comment Period

Trai

nin

g C

om

pan

ies


Number of Training companies by profession

Partly existing and needs to be more systematically recorded. For instance, needs a clearly designated person to collate information, and a soft file cre-ated that is easy to locate and access by upper management.

yearly


Number of Training companies by years of CVT cooperation

yearly

Average number of apprentices

Average number of apprentices each profession

yearly

-Size of training com-panies -Location & branches of training companies

-Number of employees each company -Contact list of location and branches of each company

yearly

Networking with com-panies

Number of company visits Needs designated individual to build on and maintain network-ing potential.

2 x year-ly

Approved training companies

Number of CVT approved train-ing companies and instructors

Recommend to delete as re-peats the other indicators al-

delete


by profession ready mentioned

Relevancy of gradu-ates’ skills and knowledge

Mini-survey (qualitative and quantitative) taken by training companies on current CVT trainees

Recommended to be added as part of the CVT Annual Company Training Day agenda

yearly

In conclusion, CVT’s dual education approach has been recognized as superior by train-

ing companies and professional associations. Some direct quotations from the survey

interviews can be found below:

We believe in CVT. Courses from CVT are beneficial for the companies since

they can get skilled workers. CVT students differ from average workers in many

areas such as communication, knowledge, and hard working. Students under-

stand starting from the roots to the top in a tree. They understand what can

happen if they cut a particular part of the tree. Companies also allow their em-

ployees to attend CVT because they really learn from classes. We believe in CVT

since the skills of the students really improved.

– Vice President, Myanmar Timber Merchants Association

We act as a facilitator to facilitate CVT in providing training on Hotel and Gas-

tronomy Assistant, and training trainers program to the governmental depart-

ment. Both training course content and training duration [of CVT] are good. It

also depends on their [the students’] merit and hard work. Most [graduates]

have a better chance of landing a job than non-CVT graduates because they

have on the job training experience and qualification.

– Vice Chairman, Myanmar Hospitality Professional Association

CVT graduates have a higher chance of landing a job than others because they

have both practical and theoretical knowledge about their specialized area. It

[CVT] is good because it has the dual education system, and it increase gradu-

ates' employability.

-Secretary General, Myanmar Women Entrepreneurs' Association


Myanmar lacks skilled workforce that are efficient in the construction sector.

We need workers who have an advanced knowledge of welding, masonry, car-

penter and steel fibers. CVT uses the dual education approach, so that students

have a chance to learn both theoretical and practical aspects of training pro-

gram. The most crucial thing is the outcome of the training; it doesn't matter

whether it is a short or long term. It takes many factors to learn a subject.

–Vice Chairman, Myanmar Engineering Society

Yes, [graduates have a higher chance of securing a job than others] because

they had internship during in CVT, they are well-known about work environ-

ment and [have] good communication. Therefore, they can easily adapt in work

place. They also received certificate…. I want CVT to open branches in different

parts of Myanmar.

-Chairman, Myanmar Business Executive Association

CVT should open branches in all states and regions in Myanmar if possible. I

want villagers to attend the CVT training course so that there will be communi-

ty development in every state and region. Companies and organizations have

trust on CVT based on the CVT graduates performance in a work place.

– General Manager, Myanmar Institute of Economic Graduates Association

27th May, 2014.

Yangon, Myanmar.

4 ANNEX A: ATTACHMENTS

Attachment 1: Organizational Chart

CVT Development

CVT Operations

Media Commission School Management

CVT Board (Vorstand)Heini Portmann (President), Beat Wicki, Ann-Veruschka Jurisch,

Karl Kiser, Esther Portmann, Reto Spichtig, Stefan Vogler

Director OperationsYin Yin Aye

Director DevelopmentStefan Vogler

Head of VTKyaw Myat Khaing

Head of E4YHla Hla Hnin

Head of F&AHtut Thiri Win

Teacher s DelegateHtein Win

CM: Zaw Min HtutMW: Htein WinEL: Htet Aung Linn*CA: May Thu KyawH&G: Yee TunSchool Secretary

Standard 1Standard 2Standard 3Standard 4E4Y Administration

FinanceHRAdministrationHousekeeping

Teachers

PR OfficerThu Rein

Media OfficerYamin Aye

MembersYin Yin Aye

Htet Htet Ye WinMay Thu Han

Htein Win

Swiss ExpertsReto Spichtig (Chair)

President MyanmarKarl Kiser

New BuildingStefan Vogler

IT and Data MgtMin Min Aung

Instructor TrainingKarl Kiser

Training CompanySteven Kyaw Thu

PDG EntrepreneurYin Yin Aye

Baseline StudyStefan Vogler

Advisory BoardKathy Naing (President)

*Deputy Head of Profession

Attachment 2: CVT Board Members

Name Board Function Background

Heini Portmann lic. oec. HSG

President Con-troller

Many years of experience in controlling and man-agement of which 13 years abroad, retired and still open minded to interesting projects as CVT, Presi-dent of Obwaldner Kantonalbank.

Kari Kiser Dr. sc. Nat.

President (My-anmar)

PhD in Biology, CAD in Sustainable Development, more than 30 years of teaching experience, retired as teacher, since foundation of CVT as friend and mentor on board, delegate of the board for coaching of the local management in Yangon

Ann-Veruschka Ju-risch Dr.

Member Managing Director of Schmidheiny Stiftung, Repre-sentative of foundation (since 2005 one of the main sponsors of CVT), former responsible for Myanmar and Vietnam for BMZ and other expertise in devel-opment cooperation

Beat R. Wicki MSc ETH

Member More than 20 years of teaching experience on vari-ous levels, 6 years as CEO of a Swiss Hotel Manage-ment School, experienced in establishing schools and educational programs all over the world, expe-rience in VET projects in Switzerland

Esther Portmann Member President of CVT Supporter Association, more than 20 years delegate of ICRC, since 2006 member of corps for humanitarian aid with various operations for SDC, since foundation board member of sup-porter association with extended knowledge about Myanmar through one longer stay.

Reto Spichtig Wood Technician HF VET teacher

Representative of Swiss Profes-sional Experts

Cabinet Maker, Wood Technician HF and graduated VET teacher in Switzerland, many years of profes-sional experience in Switzerland and abroad, board member of Swiss Carpenter Educational Association (www.bin.ch) and project manager of the new car-penter practitioner EBA textbook.

Stefan Vogler

Member Mechanic EFZ, Mechanical Technician HF, Industrial

Engineer FH, MBA, many years of professional expe-rience in several functions in the industrial field, specialist for work safety, occupational health pro-tection and quality management, Expert for CVT Metalworker since 2008.


Attachment 3: Project Risk Assessment

In a context of change as it is observable at the moment in Myanmar any investment

takes considerable risks. CVT assessed internal and external risks as part of its project

planning, which is summarized as below:

Political environment and economic reforms: The risk of a halt to the political

and economic reforms cannot be ignored, as although the reforms are far-

reaching, the process is still fragile. Lifting of western sanctions has been a

boost, but could be reversed. While this is not likely, it would have high impact

on the development of the private sector and the labour market, including the

relations to ASEAN.

Government capacity: Despite their obvious enthusiasm, the government ca-

pacity to instate and implement the policy reforms that would incorporate dual

system is still weak (Ministry of Education and Ministry of Labour). This is an

endemic problem in Myanmar as in other emerging democracies.

Private sector surpasses CVT capacity: If the private sector grows rapidly and

large companies in-state their own short-term limited skills training programs,

it may be difficult to find partner entrepreneurs; the private sector may lose in-

terest in the ‘time cost’ of a long-term program.

CVT institutional capacity is unable to absorb a considerable engagement at

high levels, and will not be able to upgrade its management and governance to

face the new challenges.

In the following, the risks are estimated according to a four point scale towards the di-mensions probability and impact.

Summary Table of Risks

Risk

Pro

bab

ility

Imp

act

Political stability: Present reforms can be stopped through various 2 4


internal or external reasons, it is still a climate of uncertainty

Continuation of political and economic opening 2 4

Political will to reform the VET sector not given: at the moment there

are no signals received that this could happen

1 4

Legal establishment of new institutions not possible: even if not eve-

rything is well organised the recent experiences lead to optimism in

this topic

2 2

New competitors supported by foreign huge investment weaken

CVT’s position: one more reason to look for co-operation with interna-

tional partners as well

3 2

Access to selected areas not possible: enrolment of courses and pro-

grams in other regions still possible

3 1

Government is not ready for accreditation of trainings and certifica-

tion of trainees: the experience made with the first accredited pro-

gram of CVT tends in another direction

1 2

Accreditation and certifications provided are widely accepted in the

market: all is still young and newly set up, therefore time is necessary

and the Diploma on Swiss Level issued also helps to validate the My-

anmar Certificate

2 2

Current relationship of CVT with trade associations cannot be main-

tained and transferred to the project: really good relations at the

moment and a supportive atmosphere

1 2

Stakeholders are not willing to invest in participatory approach: sig-

nals received tend into a supporting direction

1 2

Unforeseen construction problems can occur: expertise from abroad

has to be contributed during planning and construction phase

3 2

CVT as project owner must establish a project controlling to keep the

overview and guarantee the on-going communication between all

bodies: since the controller of CVT is also President of a Swiss Bank the

expertise and experience as available

1 2

Unclear official framework for new programs: could be a problem in

accreditation but CVT is experienced in following its path and being

flexible enough to integrate its activities into new give frameworks.

1 1

As the board represents various stakeholders there could be different

interests for support: by the seniority of CVT board there are enough

people to handle such a situation

1 1


Attachment 4: Project Planning Matrix Narrative Summary Measurable Indicators Means of Verification Assumptions / RIsks

Overall Goal (Impact) The dual VET approach, prac-tised in CVT as Centre of Excel-lence, is a successful tool to serve labour market needs and the starting point for a significant number of young women and men in Myanmar to achieve a recognised and respected professional career after a practical orientated professional education.

Gender disaggregated number of people graduating from dual VET system in Myanmar

Salary level of fresh gradu-ates (gender specific data)

Project statistic and/or statistics from Ministry of La-bour (MoLES)

Statistics from trade organi-sations/ or yearly survey if data are available

Political stability

Continuation of political and economic opening of the country

Accepting the dual VET approach as one of the mod-els in the new system

Outcome 1 The dual VET approach is further developed and a systematic anchoring in the official Myanmar education system is explored.

Annual number of students in the dual VET system

Number of alumni from dual VET system

Option for students to continue higher VET educa-tion after dual system is an-chored in education system

Starting salary of dual system alumni

Statistics from MoLES or others

Statistics from MoLES or others

Regular review of education system and laws

Survey ofCVT alumni’s as an indicator

Political will to reform the VET sector not given

Short term skills courses are more common in Asia

Outcome 2 CVT has positioned itself as a VET Centre of Excellence and an influential partner of the Myan-mar government with respect to labour market orientation.

Invitations by government and private sector to partici-pate in strategy development

Other centres are based on CVT knowhow

Number and quality of memberships in committees and working groups

Number of other centres and programs according to CVT model

Legal establishment of new institution not possible or very difficult

New competitors supported by foreign huge investment weaken CVT’s position and/or the dual VET approach

Outcome 3 Diploma, post diploma programs and tailor made trainings have enabled people from all over Myanmar to improve their incomes and recognition.

Number of trainings devel-oped

Number of trainees

Number of certifications

Distribution of trainings in Myanmar

Access to selected areas not possible

Government is not ready for accreditation of trainings and certification of trainees

Accreditation and certifica-tions provided are widely ac-cepted in the market

Output 1.1 Current dual system approach is reviewed with regard of labour market needs, sustainability and regional recognition (ASEAN qualification framework)

Revised approach is ap-proved by CVT board

Relevant trade associations approved new programs

Current relationship of CVT with trade associations can be maintained and expanded to additional ones

Output 1.2 Roles and responsibilities of the different stakeholders have been defined

Roundtable minutes

Organisational graphic of dual education system in-cluding responsibility de-scription (basis in baseline study)

Stakeholders are willing to invest in participatory ap-proach

Output 1.3 Officials are not willing to


Narrative Summary Measurable Indicators Means of Verification Assumptions / RIsks

Proposals for the inclusion of the dual VET system in the Myanmar Education System are developed and promoted

Paper on inclusion of dual system in education system (baseline study)

Number and participants of promotion activities

commit

Commitment to conventional skills training

Output 1.4 Options for future replication of CVT-like training institutions in SDC-focussed Myanmar eco-nomic development zones are assessed

baselinestudy on replication options geographic-, con-tent- and vertical-wise

Concrete other projects during project phase

Results of the study will show factors of success and possi-bilities

No interest on dual model provided at CVT

Output 2.1 CVT has defined its legal status and is registered in Myanmar

The centre is registered as an INGO

Official registration provided The legal framework for an

official registration is not clearly defined yet

Output 2.2 CVT facilities allow efficient teaching and learning and the trial of pilot programs

Pre-project and construction planning of new facilities ap-proved by CVT Board

Construction work finalised on time

Handing over to CVT on time

Pre-project approved

Blueprints approved

Handover in time

Unforeseen construction problems can occur

Efficient controlling necessary

Output 2.3 Regular stakeholder events provide a broad local ownership of the programs

Local board has been appointed and work on con-tinuous basis

Approval of board

CVT as project owner must establish a project controlling to keep the overview and guarantee the on-going com-munication between all bodies

Output 3.1 Target group specific post diploma programs are developed (teacher/instructor, company internal instructor, entrepreneur, skills etc.)

Number of additional pro-grams established

Market success of the programs assessed

Programmes concepts established and piloted

Number of programs

Number of participants, graduates

Evaluation of the programs

Unclear official framework for programs

Output 3.2 Competency gaps and support needs in specific areas defined by the advisory board have been analysed and measure are taken

List of gaps and needs

As the board represents various stakeholders there could be different interests for support

Output 3.3 Trainings and programs for specific target groups have been developed and trainers have been trained

Program layout existing

Number of courses provided

Output 3.4 The implementation of trainings is monitored

Ongoing evaluation of the trainings by participants, trainers and boards

Evaluation reports

Attachment 5: Technical, Agricultural and Vocational Training Institutes Supported by the Government

I. Technical Insti-tutes

1 Government Technical

A 1161

1562

3374

8572

8005

2878

10158

6045

7999

10137

Institutes P 1040

1551

3342

8480

7325

2325

8669

4611

6780

8464

2 Government Technical

A

-

11672

-

2068

-

-

-

-

Institutes (Even-ing)

P

-

11288

-

1561

-

-

-

-

3 Agricultural Institutes

A 460

179

388

671

845

-

1126

1074

654

739

P 458

179

381

647

826

-

1124

1052

635

739

4 Education Col-lege

A 1113

1923

6876

9488 (r) 9147 (r) 8644 (r) 22014 (r) 11569 (r) 7297

5607

(Grade I/JATC) P 1113

1923

6870

9488 (r) 9147 (r) 8644 (r) 22014 (r) 11569 (r) 7297

5607

5 Education Col-lege

A 2859

3826

4632

12312 (r) 10910 (r) 7946 (r) 12579 (r) 11655

4393

1399

(Grade II/PATC) P 2806

3787

4626

12312 (r) 10910 (r) 7946 (r) 12579 (r) 11655 (r) 4393

1399

6 Commercial Colleges

Yangon A -

-

136

92

402

320

812

602

570

582

P -

-

133

92

402

320

812

587

514

570

Others A -

-

327

543

622

718

375

447

564

523

P -

-

326

541

620

714

375

447

562

507

7 Myanma Lac-quer ware

A 7

15

10

50

21

24

25

36

23

30

College P 7

15

10

50

21

24

25

36

23

30

II. Technical Schools

1 Government A 1408

1260

2124

-

-

-

-

-

-

-


(Student Number)

Technical

High Schools P 1102

1165

1674

-

-

-

-

-

-

-

2 Agricultural High

A 355

163

503

-

-

-

-

-

-

-

Schools P 332

162

497

-

-

-

-

-

-

-

3 Commercial School

A 422

52

274

720

542

542

993

781

751

442

P 316

48

230

702

449

500

975

757

718

394

4 Computer Op-erator

A -

-

92

1311

339

694

538

382

150

223

course P -

-

88

1311

339

694

538

363

148

221

5 Engineering Technology

A 252

-

306

-

-

-

-

-

-

-

Evening Classes P 214

-

264

-

-

-

-

-

-

- 6 Handicraft A 263

460

1929

894

862

733

414

380

410

419

P 193

368

1524

707

566

519

319

266

337

342

7 Weaving Schools

A -

369

106

296

264

209

180

188

187

198

P -

369

106

296

264

209

180

188

187

198

8 Fishery Schools A 50

82

-

447

227

74

243

232

739

588

P 50

79

-

447

227

74

243

232

739

588 9 Others A 4681

3551

8211

2495

1917

1850

2175

2155

2978

2445

P 3897

2771

6413

1713

1428

1429

1944

1938

2612

2319

Note: Years refer to academic year, which varies depending on the type of course. Yangon Commercial Collage award bachelor degree, since 1999-2000 while other Collages (Phaunggyi, Mandalay and Sagaing) give diploma. A= Appeared, P = Passed. Sources: http://www.myanmar.cm/myanmardata2007/17.htm

S.N. Institutes 1985-86 1990-91 1995-96 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

http://www.myanmar.cm/myanmardata2007/17.htm

Attachment 6: Distribution of Students


Attachment 7: Distribution of Companies


5 ANNEX B: STATUS OF ACTIVITIES OF INCEPTION, EXPANSION AND

HANDOVER PHASES

The project technically will be implemented in a total of three phases: in the inception

phase the whole organization of the project is set up and all open questions are clari-

fied; during the implementation phase instruments, methods, processes and programs

will be developed and construction planning will be finalized; the hand over phase will

see responsibilities passed to the respective local partners.

The objective of the inception phase was to prepare all conception input for the pro-

ject. During the inception phase, CVT also aimed to establish and deepen the working

relationship with stakeholders, to establish the project organization and advisory

board, to conclude contracting arrangements, to hold inception workshop(s) where

necessary, to further clarify, review and revise project plans and project documents

and to establish the monitoring and evaluation systems.

The expansion phase began with the development of instruments, methods, processes

and programs. CVT intends cooperating where ever possible with local partners, and if

this is not possible, other partners with the respective competences and experiences

will be approached. During this phase the project, as part of CVT’s institutional devel-

opment and expansion, has established itself and has assured the required support

and ownership on the partner side. Therefore the project will launch as many as possi-

ble initiatives and activities addressing the main stakeholders and directly serving the

beneficiaries.

The detailed planning and construction of the new infrastructure is an essential ele-

ment of this phase as this is the critical basis for all growing activities of CVT. In terms

of finances this will also be a major part of the project. Besides the capacity building on

a “hardware-level” the development and pilot run of the previewed programs for

teachers/instructors, company internal instructors and other offers according to the

market needs will be provided. The motivation, selection and training of additional

companies interested in the VET are also a part of the project in this phase.

During the handover phase the project, as part of CVT’s institutional development and

expansion, has established itself and has assured the required support and ownership


on the partner side. Therefore the project will launch as many as possible initiatives

and activities addressing the main stakeholders and directly serving the beneficiaries.

A critical point in the handing-over will also be the restructuring of the funding of the

CVT as a VET-centre which is currently provided fully by sponsors from Switzerland.

Upon opening of the new facilities, studying at CVT will become payable. The fees per

student will be borne either by the students, employers, trade associations or govern-

ment. Swiss sponsorship shall step by step be reduced to scholarships for less well-off

students.

The following sub-chapters provide a summary of the current situation and update the

progress of action paths set in the “Project Plan - Inception Report” and “CVT Exten-

sion Inception Phase”13. For each activity, a main person of the core team is defined to

take responsibility for reaching the goals. The output of each major action path is

linked to the Project Planning Matrix of the project proposal (See Attachment 4).

The overview, outputs, mile stones, on-going and planned activities are described on

the following subjects of the capacity building project:

Actions 3.1 to 3.3

Project Organization

Registration of CVT

Setting up Advisory Board

Setting up the local Board

Subprojects 3.4 to 3.9

New Building

IT & Data Management

Instructor Training Program

Training Company Internal Instructors

Post Graduate Program for Young Entrepreneurs

Preparation of Baseline Study

New Activities 3.10 & 3.11

NSSA recognition

Intermediate Capacity Building

13

Document names, respectively, are “Inception Phase _V41” and “20131114 CVT Extension Inception Phase”


Project description will be provided on demand, contact: [email protected]

mailto:[email protected]

mailto:[email protected]

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