ANNEX TO THE SUPPORT

TO SKILLING UGANDA
INTERVENTION (SSU):
INTEGRATION OF THE
KARAMOJA REGION

UGANDA

NAVISION CODE : 16 033 1T

BUDGET: 6,000,000€
TABLE OF CONTENTS
ABBREVIATIONS ................................................................................................... 4

EXECUTIVE SUMMARY ........................................................................................... 6

ANALYTICAL RECORD OF THE INTERVENTION ........................................................... 8

1 SITUATION ANALYSIS ...................................................................................... 10

1.2 THE EDUCATION SECTOR ................................................................................................... 17
1.3 SD – SKILLS PROVISION IN KARAMOJA ................................................................................ 19
1.4 SWOT AND CONCLUSION .................................................................................................. 24
1.5 OTHER DONORS ACTIVE IN SD ........................................................................................... 25

2 STRATEGIC ORIENTATIONS.............................................................................. 27
2.1 GUIDING PRINCIPLE 1: ACT ON THE INSTITUTIONAL LEVEL, DEVELOPMENT OF SKILLS FINANCING
INSTRUMENTS AND ON TRAINING DELIVERY OF THE BTVET-SYSTEM ............................................. 28

2.2 GUIDING PRINCIPLE 2: DIRECT COMPREHENSIVE SUPPORT TO 2 TRAINING PROVIDERS, WITH SOFT
SUPPORT TO SKILLS DEVELOPMENT PROVIDERS IN THE OTHER 5 DISTRICTS .................................. 29

2.3 GUIDING PRINCIPLE 3: SECTOR CONCENTRATION FOCUSED ON POTENTIAL ECONOMIC GROWTH

SECTORS IN THE KARAMOJA REGION............................................................................................ 30

2.4 GUIDING PRINCIPLE 4: MAINSTREAMING OF THE SKILLING UGANDA REFORM PROCESSES FOR
KARAMOJA................................................................................................................................. 31
2.5 GUIDING PRINCIPLE 5: SOCIAL TARGETING .......................................................................... 33
2.6 GUIDING PRINCIPLE 6: FOCUS ON INNOVATION, GREEN SKILLS AND EMPLOYMENT NICHES ...... 34
2.7 GUIDING PRINCIPLE 7: OPERATE THE SKILLS DEVELOPMENT FUND IN KARAMOJA ................ 35
2.8 GUIDING PRINCIPLE 8: RENDERING THE ACTION SUSTAINABLE .............................................. 39

3 INTERVENTION FRAMEWORK ........................................................................... 41

3.1 GENERAL OBJECTIVE ......................................................................................................... 41
3.2 SPECIFIC OBJECTIVE ......................................................................................................... 41
3.3 EXPECTED RESULTS .......................................................................................................... 41
3.4 INDICATORS AND MEANS OF VERIFICATION........................................................................... 55
3.5 DESCRIPTION OF BENEFICIARIES ........................................................................................ 62
3.6 RISK ANALYSIS.................................................................................................................. 63

4 RESOURCES ................................................................................................. 75
4.1 FINANCIAL RESOURCES ..................................................................................................... 75

TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
 4.2 HUMAN RESOURCES .......................................................................................................... 75

5 IMPLEMENTATION MODALITIES ........................................................................ 80

5.1 CONTRACTUAL FRAMEWORK AND ADMINISTRATIVE RESPONSIBILITIES .................................. 80
5.3 TECHNICAL RESPONSIBILITIES ............................................................................................ 80
5.4 PROJECT LIFE CYCLE ........................................................................................................ 80
5.5 OPERATIONAL MANAGEMENT OF THE INTERVENTION ........................................................... 82
5.6 CONSTRUCTION MANAGEMENT........................................................................................... 82
5.7 FINANCIAL MANAGEMENT .................................................................................................. 82
5.8 MONITORING & EVALUATION .............................................................................................. 84
5.9 EXPENSES BEFORE THE SIGNATURE OF THE IMPLEMENTATION AGREEMENT .......................... 87

6 ANNEXES ...................................................................................................... 88
6.1 CROSS CUTTING THEMES ................................................................................................... 88
6.2 CHRONOGRAM .................................................................................................................. 93
6.3 DETAILED BUDGET FOR THE TWO VTI’S............................................................................... 94

TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
ABBREVIATIONS
ADP Aridland Development Programme

ATP Assessment and Training packages

BMO Business Membership Organisations

BTC Belgian Development Agency

(B)TVET (Business) Technical and Vocational Education and Training

CBET Competency-based Training
C&D Cooperation & Development
CVT Continuous Vocational Training
DGD Directorate General for Development Cooperation and Humanitarian Aid
DEO District Education Office(r)
DIT Directorate of Industrial Training
EIU Economist Intelligence Unit
ESSP Education Sector Strategic Plan
GDP Gross Domestic Product
GoVT Government
IGA Income Generating Activities
ILO International Labour Organisation
ITA International technical Assistant
MFI Micro-Finance Institutions
MoESTS Ministry of Education, Science, Technology and Sports
MSME Micro, Small, Medium enterprises
NDP National Development Plan
NGO Non-governmental organisation
N(V)QF National (Vocational) Qualification Framework
NRC Norwegian Refugee Council
NTA National technical assistant
NTC National teacher College
oPM Office of the Prime Minister
PMU/T Project Management Unit /team
PS Permanent Secretary

TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
 (p)SDF (Pilot) Skills Development Fund
RSC Regional Support Centers
RTF Reform task Force
SD Skills Development
SDA Skills Development Authority
SSU Support to Skilling Uganda
SU Skilling Uganda
SWAP Sector Wide Approach
TFF Technical and Financial File
ToT Training of Trainers
TVET Technical and Vocational Education & Training
UBOS Ugandan Bureau of Statistics
UBTEB Uganda Business and Technical examination Board
FUE Federation of Ugandan Employers
UGAPRIVI Uganda Private Vocational Institutes Association
UMA Ugandan Manufacturers Association
USSIA Ugandan Small Scale Industries Association
UV(Q)F Ugandan (Vocational) Qualification Framework
VTI Vocational training Institute
WB World Bank

TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
EXECUTIVE SUMMARY
The “Support to Skilling Uganda – Karamoja region” can be considered as a geographical extension of
the Belgian funded Support to Skilling Uganda intervention, and will be implemented as such by BTC.
It follows the same strategic approach, and is contributing to the same objectives as the SSU-
intervention, while targeting a new geographical area, being Karamoja. The intervention it is focusing on
supporting the BTVET reform agenda, strengthening the national, regional and /local Skills Development
stakeholders, and piloting new competitive and demand driven Skills Development funding
mechanisms. Finally, for the Karamoja region, the project will support (a) two formal training providers
(VTI) in Moroto and Nakapiripirit in raising the quality and quantity of their skills provision and (b)
ensuring that more Karamojong can attend skills training relevant for the local labour market and
economy. In total, nearly 75% of the total available budget (+4,000,000€) is earmarked for activities and
results in Karamoja.
Based on realistic projections, the intervention will provide skills for over 2000 youth in the targeted
area1:
- approximately 1000 students in the formal (2 years courses) and non-formal (3 to 6 month
courses) BTVET-provision system, attending training either in the two supported VTI (approx. 2
batches of 250 students over 4 years), either in accredited training providers for non-formal
courses in the region stimulated through the SDF.
- approximately 1000 youth that will receive short courses (max 10 to 100 hours), either in a
BTVET-institution, either in a vocational training centre of a NGO or by a private provider.
Out of these direct beneficiaries, an indicative target of 70% Karamojong and 30% girls is adhered to.
The two targeted VTI (Nakapiripirit VTI and Saint Daniel Comboni in Moroto were selected on objective
data, and will receive a comprehensive support package, including infrastructure, equipment and soft
supportsuch as management support, training of trainers and pedagogical support.
As the Karamoja region has specific features (high poverty, low economic development, few training
providers and low quality training), the approach for the field component as reflected in the 4 th result, is
somehow different from the approach developed in the 4 districts in the West of Uganda. To ensure
relevance to the Karamoja context, this component will be focusing more on complementarity of skills
development with livelihood activities, more focus on short term vocational trainings and on emerging
markets and on possible future economic developments. This adapted, complementary approach is also
reflected in the three windows for Karamoja Basket of the Skills Development Fund.
As this intervention is conceived as an additional component to the support to Skilling Uganda
programme, it is modestly adding support to already ongoing activities and actions to strengthen the
Ugandan stakeholders from Government, Employers, Trade Unions and Civil Society, in implementing
the strategic lines and proposals made in the Skilling Uganda strategy, both on a national scale and in
a specific part of the country, being Karamoja.
A specific feature of the framework conditions for the project is, that it will “meet” several other
interventions, given the interest of the Government and international donors in the region. As there will

1
Depending on the length of the non-formal training courses (see chapter 2 and 3), these numbers can vary. Enrolment in the
two targeted VTI is mainly depending of a national dispatching system, and cannot be influenced by the intervention.
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TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
be many actors with different and sometimes diverging agendas on the ground, the project management
has to be quite flexible and cooperative. Overlaps can be avoided or turned into additional forces, if the
project management ensures complementarity and, in specific cases, opts for co-financing specific
activities.

TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
ANALYTICAL RECORD OF THE INTERVENTION

Support to the Implementation of the Skilling Uganda Strategy –

Title of the intervention
Karamoja region

Intervention number NN

BTC Navision Code UGA 16 033 1T

Partner Institution Ministry of Education, Science, Technology and Sports

Duration Specific Agreement 66 months (5.5 years)

Duration Execution 54 months (4.5 years)

Estimated start-up date July 2016

Irish Contribution 5,398,111 EUROS (excluding 11.15% management fee at 601,889€)

Sector (DAC code) 11330 Technical and Vocational Education and Training
Brief description of the The project will complement the ongoing Belgian funded intervention
intervention to support the implementation of some of the key-reforms of the
national BTVET strategy, both on a national/central level, and add on
a new regional focus in Karamoja. It will support and strengthen
policy formulation and implementation, it will assist in developing
financing instruments and new modalities for training delivery, and it
will support 2training providers in Karamoja

Overall Objective The employability of youth is increased through better quality of

instruction and learning in Skills Development

Specific Objective The quality of skills development is enhanced and responsive to

labour market needs, in2the Karamoja region in line with the Skilling
Uganda reforms.

Results Result 1:
The BTVET and employment (sub)sector have a coordinated and
formally agreed governance structure, vision and medium-term
strategy
Result 2:
The Skills Development Fund is established and operates in
Karamoja and it serves as a model for the future National Skills
Development Fund
Result 3: see SSU- Belgian contribution only
Result 4:
Quality of training and qualification processes in Karamoja is
improved and the access to quality BTVET provision is enhanced

2
The four districts in Western Uganda (Kabarole, Hoima, Masindi and Kasese) are covered by Belgian Funding under the SSU-
intervention.
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TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
 with special attention to the needs and potentials of females.

TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
1 SITUATION ANALYSIS3
Uganda has put forward an ambitious reform agenda for the skills development sector. This reform
agenda, as described in the BTVET strategic plan 2012-2021 “Skilling Uganda”, has the ambition to
move from a “supply driven” school-based SD-system towards a modern “demand driven” and flexible
skills development system, with a main role for the private sector on policy setting, governance of the
system, funding and training delivery. In doing so, Skilling Uganda aims at “unlocking our productivity
potential”. The reform process is currently led by a Reform Task Force (RTF) to spearhead these
reforms, both on the institutional level, on the instrument level and on the training delivery level.
To break down the readiness to roll out the Skilling Uganda strategy in the context of Karamoja, it is
important to investigate both the supply side of skills development (BTVET-providers) and its demand
side (economic sectors generating a need for skilled labour).
- Skills Supply: there are only a few formal training providers in Karamoja, often performing
below standard. Most of the formal training providers are badly situated (isolated), badly
equipped, with poor infrastructure and poor training facilities and training practice. Some good
practice in skills development in Karamoja can be found with non-formal training providers, often
ran by faith-based local and international NGOs.
Skills Demand: the economy in the Karamoja region is underdeveloped. The main economic
activity of the Karamojong is agropastoral, with a high percentage of economic activity on
livestock. Economic diversification is mainly found in some of the district capitals, where
construction and trade are emerging sectors. Ongoing and planned top-down investments by
government, donors, mining companies and some hotel chains could boost the local economy
and local employment, if the local workforce is equipped with quality vocational skills.

3
This chapter has been summarized for certain sections, to avoid overlap / unnecessary repetitions with the SSU TFF (annexed
to this document). Furthermore, details on the Karamoja context can be found in the attached “assessment study on labour
market and TVET provision in Karamoja”.
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image: Karamoja region: 7 districts

1.1 The socio-economic context

1.1.1 Demographic data in Uganda and Karamoja
Uganda has a population of 36.8 million (EIU estimate 2014). The population’s growth rate per year is
3.27 %, one of the highest worldwide. Nearly half of all Ugandans are in the age range up to 14 years
of age.4 The Karamoja region has a total of 1 million inhabitants, in 7 administrative districts.

Given the high population growth, an increased pressure on the education and training system is
imminent. The youth of Uganda desire to receive quality education and vocational training, in order to
find or create decent jobs and to have a decent income.

1.1.2 The economic development in the intervention area: a Karamoja

perspective
Karamoja presents a distinctive development challenge as the least developed region in Uganda.
It is categorized by a combination of acute poverty, vulnerability, poor infrastructure and basic social
service delivery failure, limited marketing opportunities and social and cultural marginalization. It is a
region with a longstanding dependency on external aid. Despite the will of government and development
partners to enhance service delivery in Karamoja, this has been hampered by a number of factors, such
as the cultural practices associated with nomadic communities, and the persistence of negative attitudes
towards f.i. education. This explains why Karamoja has the lowest education enrolment rates and the
highest illiteracy rate in the country.

4
Ugandan Bureau of Statistics (UBOS), Kampala 2007
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Furthermore, the region has an acute shortage of skilled personnel across all sectors. Given its
distinctive characteristics, it cannot attract skilled personnel from other regions. Karamoja is poorer,
more underdeveloped and characterized by more consistent failure of several development initiatives
than any other region in Uganda. The majority of Karamojong pursue a blended, dual subsistence
strategy, meaning they combine livestock management and opportunistic cultivation, along with a
diversity of activities including foraging, casual labour and seasonal migration.
Karamojong livelihood activities5
Karamojong livelihood activities compared to National average

100
90
80
70
60
50
40
30
20
10
0
Agriculture Unskilled wage Livestock Brewing Commercial Petty trading Wage labour Skilled labour
labour management activity

% of households National average (%)

[DSC Research 2014]

Traditionally, Karamojong social and economic life was structured around the maintenance of
livestock. Cattle are households’ most important assets, followed by sheep, goats and poultry6. These
animals are a critical source of food, but are also maintained as a safety net, a means of social exchange
and a form of investment.
Some Karamojong today also engage in different forms of casual labour in urban and peri-urban areas.
The revenue generated from the sorts of activities listed above allows individuals and households to
acquire—through barter or purchase—supplemental foodstuffs, such as maize, sugar and oil, in an
otherwise limited diet.
Compared to the national average, Karamojong are more dependent on casual labour and other income
generating activities (mainly brewing and charcoal production) to ensure their livelihood. Agricultural
activities are clearly less developed in Karamoja compared to the national average. According to the
World Food Programme (May 2014), the agricultural productivity in Karamoja is low, despite relatively
high land access (over 90 percent of sampled Households reporting access to land - average size of
1.3 hectares per HH). The WFP-data also show that income derived from sale of crops is not a main
source of income by households in any of the 7 districts in Karamoja. The low agricultural productivity
is related to a multitude of factors such as the lack of access to key agricultural inputs (seeds, tools,
skilled labour, fertilizers) further exacerbating the effects of lack of rainfall due to climate change.
Though the above is being studied in more depth to understand the full scope of the underlying factors;
the bottom line is that Karamojong are increasingly depended on cash for purchase of food.
Households find it difficult to meet their food needs primarily due to insufficient employment opportunities

5
For detailed information, see the study on TVET provision and labour market scan for Karamoja in annex.
6
In Abim sub-county, some communities also raise camels, although these are uncommon elsewhere in the region.

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TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
and the low number of income earners, on average, per household.
As a result, households rely on debt as a continuous coping mechanism with over 30% of households
taking debt, and many households still rely on food aid.

1.1.2.1 A gender perspective

Women usually take on more domestic tasks, such as washing clothes, cleaning houses, cooking or
fetching water, or are engaging in non-skilled labour (approx. 90% of women are illiterate). Women are
also predominantly overrepresented in subsistence farming, artisanal mining, charcoal production and
brewing. The recent disarmament process also contributed to changes in gender roles with women
taking on additional roles of foraging for natural resource products. Some of these livelihoods activities
are risky with potential of women being killed or raped by thugs (brewing), contracting respiratory tract
infections from the charcoal dust etc.

Women in pastoral areas in East Africa have long played important livelihood roles in caring for animals,
particularly ruminants, young offspring, and the milking herd left near the home. As pastoral livelihoods
have gradually transformed in Karamoja, women have decreased their involvement in animal husbandry.
The traditional kraals have not fully returned to southern Karamoja since the partial disbanding of the
protected kraals. Women have taken on more responsibility for household food security to counter the
decreases in animal proteins and income (Stites, E., et al, 2007). This gap has been exacerbated by
gendered shifts in livelihood roles, whereby women are taking on increased responsibility for household
survival as traditional pastoral livelihoods erode. Household subsistence was previously based on
livestock products (milk and blood), but has moved towards resources collected by women and
exchanged for cash, bartered for food or local brew residue in urban markets, or consumed (in the case
of wild fruits and vegetables).
Employment in towns is experienced differently by men and women. According to a study by Care
International in 2013, very few women have steady jobs with regular and reliable payments -- most do
causal work to string together enough small jobs to cover the daily expenses. Most women live with
other family members, and are responsible for their on-going domestic duties while also engaged in their
new livelihood activities.
Women who commute to urban areas on a daily basis can face problems with their husbands at home
if they are unable to procure enough work to feed their family in a given day. “Domestic violence is a
major problem in the household when a woman fails to get something for feeding in the household that
day. Women reported a greater number of violent incidents the further they ventured into the bush.
Incidents of gender-based violence against women and girls are part of the overall rise in insecurity. The
nature and prevalence of gender-based violence varies from one area to the next. In Moroto, rape and
sexual assault occur primarily when women go to the bush in search of natural resources.

Several empowerment programmes are being deployed in Karamoja, to improve the socio-economic
situation of women, based on these facts and analysis (Care International, KAWODI, Oxfam, …).

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1.1.2.2 Overview of livelihood interventions
While the factors and trends listed above help highlight some of the obstacles faced in livelihood
recovery, it is crucial to review the formal livelihood interventions. Karamoja is still considered to be very
fragile in food security. In addition, there is increased government and donor support focus in Karamoja
at present, especially as there is a government move away from food aid towards livelihood-style
interventions.

Government-led interventions
On a structural level, a number of government bodies and institutions have been established to support
livelihood recovery in Karamoja by encouraging greater development, peace building and poverty
reduction. The most prominent include the Peace, Recovery and Development Plan for Northern
Uganda (PRDP) and the National Development Plan (NDP). The NDP is the overall national planning
framework and specifically highlights the livelihood recovery needs of Karamoja as a region. In addition,
there are the Karamoja Development Agency (KDA), the Northern Uganda Social Action Fund (NUSAF),
and the Karamoja Action Plan for Food Security (KAPFS) and the Plan for the Modernisation of
Agriculture (PMA). A dedicated Ministry for Karamoja Affairs was established in 1998 and it has
implemented several strategies that include KIDDP.
KIDDP is a medium term development framework specifically tailored to address the unique context and
development challenges in Karamoja region. The overall goal of the KIDDP is “to contribute to human
security and promote conditions for recovery and development in Karamoja”. KIDDP takes cognizance
of the National Development Plan and the Peace, Recovery and Development Programme (PRDP). The
KIDDP harmonizes the various development interventions by Government, bi- lateral and multi- lateral
development partners, international and national NGOs.

Agency-led interventions
Aid-agency led interventions are the most documented in the literature. They include both large-scale
programmes (including food aid) and specific interventions to address a focused aspect of livelihood
recovery. e.g, THE UK-aid –enhancing resilience in Karamoja Uganda (GB1-203603), the UNDP
Karamoja Hazard, Risk and Vulnerability etc.

Private sector-led investments in Karamoja

Data is scarce concerning the private sector’s role and impact in terms of creating employment and
driving growth in Karamoja. There are clear bottlenecks and incentive challenges related to private
sector investment in the region, such as land issues, low purchasing power, distance to markets, lack of
basic infrastructure (energy, roads, …). However, there is some evidence of an increased commercial
interest in land, although in some cases this has led to more land conflicts in parts in Karamoja.
According to the Chief Executive Officer of Karamoja Private Sector Development Centre, activities that
are emerging in Karamoja includes the establishment a 5-star hotel by BMK group (Hotel Africana), the
ongoing tarmacking of road infrastructure, the survey and application of land by Serena group and Golf
Course Hotels, the arrival of 2 new cement factories in Moroto, a number of small savings and credit
cooperatives (SACCOs) and village saving and loan associations and Stanbic Bank presence for years
that provide normal banking services and SME loans. It is generally agreed that private sector interest
in the region is growing day by day and it is vital to increase the number of private sector actors in
Karamoja.
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1.1.2.3 Potential Sectors / Employment / Development / Trades7
Based on more than 87 interviews conducted over three weeks of research in the seven districts of
Karamoja (Abim, Amudat, Kotido, and Kaabong, Moroto Nakapiripirit and Napak), and two weeks in
Kampala, as well as meetings and correspondence with government officials and development partners8
in Kampala working in Karamoja, the sectors below are considered to have potential to grow in the
next 5 years and will definitely translate into various jobs and occupations that will require skills
development in the region especially targeting Karamojong youths, men and women in the region.
It is important to note that all districts officials (DEO and CAO) stressed the importance of skills training
for youth (m/f), to be able to integrate in the socio-economic tissue and to improve their livelihood. Some
of the DEO’s were especially underlining the need to strengthen the quality of training providers, and to
need to address the negative attitude of some Karamojong towards education and labor9.
Further literature review, reveals that in the next 5 years, Karamoja region will receive investment
worthy billions of shillings from both government and development partners (for 2016, over 50m $) and
private investment too (based on the Karamoja Integrated Disarmament and Development Programme
(KIDDP). These investments in basic infrastructure such as education facilities, water and sanitation,
energy and in productive sectors such as agriculture and tourism, are a true potential for job creation
and form thus a good basis to analyse training needs. Currently these sectors and/or projects are mostly
relying on work force from outside Karamoja.
When triangulating these investment data with data gathered with District Administrators (6), District
Planners (6), District Production Officers (5) and District Education officers (7), Private Sector and
elders; the priority sectors and potential trades for the whole region are the following:

7
Details can be found in annex 2: labour market assessment study, Bachu Mubarak.
8
Irish-Aid, UNDP, FAO, USAID, WFP and a series of INGOs
9
See also report in annex for references to District officials’ opinions on Skills Development and employment opportunities.
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TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
Construction-

Hospitality

But also other sectors are growing or have a potential of creating job opportunities, such as
▪ Mining- Gold (South Africa), Limestone (Tororo cement to open branch, Moroto cement to
start), Marble stones.
▪ Agriculture: both crops, livestock and derived production
▪ Build upon traditional skills (agro pastoral, arts and crafts).

To understand the potential economic growth sectors and the related skills gap, a deepened analysis of

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TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
employment opportunities will be carried out twice in the lifespan of the intervention. Based on this
analysis, and on the ‘learning approach’ of the intervention, new sectors and trades can appear.
Employment should also not be interpreted as formal employment, but as any income generating activity
based on (semi-skilled and skilled) labour, either in formal employment, through informal economic
activities or as self-employed.

1.2 The education sector10

Education is key in poverty eradication. The government sees it as one of the most effective ways of
breaking the recruitment of young boys into warrior hood and reducing early marriages among girls in
Karamoja. Over the past decade, IrishAid has invested significantly in upgrading the education
infrastructure in Karamoja. However, education has long been contentious, viewed by many pastoral
communities as government imposition with no relevance for local populations. Illiteracy remains high,
regular school attendance is still low. Many children who do attend school usually start later compared
to the standard start age of six years and unfortunately, they pull out of school in their early adolescent
stage thus making it even more difficult for them to complete basic schooling.

1.2.1 Education performance in Karamoja

Education in Karamoja needs to be understood in the context of household survival
mechanism/household survival equilibrium. All members of the household, including children from the
age of six, are involved on a daily basis in some activity contributing towards family survival or simply
for families to have something to eat. This is the very reason explaining the very limited numbers of
youth in the technical institutes all over the region. The poor educational facilities, and resulting poor
performance and high illiteracy, increase vulnerability, exclusion, unemployment, low productivity and
thus chronic poverty stems from that theory.
The extremely low level of achievement in education is in part due to the fact that the formal education
system is school-based (residential) education, rather than semi-nomadic, communities. Less than 30
percent of Karamoja population has access to education facilities.
IrishAid’s current bursary support to the Karimojong adolescents enhances the Ministry of Education’s
objective of increasing equitable access to post primary education and training for both girls and boys,
and of meeting the ‘Education for All’ goal. The IrishAid is so much appreciated by the local governments
in the region as one of the serious development partners, who have come up fully to support primary
and secondary education in the Karamoja region with infrastructure, and as from 2016 focusing on
quality of education.
According to the MoESTS statistics department, Karamoja counts 278 schools, mainly primary schools.

Primary enrollment
School enrollment in Karamoja remains a challenge, for several reasons mentioned above. On average,

10
For the national system, institutional setup and data, see technical and financial file of the SSU-intervention
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only 40% of 6-year old children enroll in the first year of primary education 11. Also the quality remains a
big challenge, as the pupil/teacher ratio and pupil classroom ratio are very high.

Illiteracy of women in Karamoja

The majority of the women aged 15-45 years in Karamoja have zero years of formal education (Figure
below). Education and keeping of the girl child in School is fundamental factor for socioeconomic
development of Karamoja.

Education Status of Girl and Mothers in Karamoja Region

100
90
80
70
60
50
40
30
20
10
0

Zero formal Education Primary Secondary or above

11
The data for Abim seem to be incorrect, as net enrolment cannot be higher than 100%.
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1.3 SD – skills provision in Karamoja

1.3.1 Skills development: the BTVET system in general

Different departments and agencies of the MoESTS are governing the BTVET sector in Uganda, such
as the BTVET department, the DIT, UBTEB etc. These departments are not decentralized, some of their
mandates and roles however are incorporated at the level of the District, i.e. the district education officer
(DEO).
At local level, the District Education Officer (DEO) oversees public and private formal BTVET. The
district education staff operates under the control and supervision of the Chief Administrative Officer
(CAO), who is the accounting officer, while the District Local Council is the main budgetary unit in the
district. De facto, this mandate is not being implemented to its full scope, due to understaffing and priority
given to UPE and USE.
At the level of the BTVET institutions, public BTVET institutions have Governing Councils that are
charged with the responsibilities of managing the institutions under their charge. Each institution has a
principal. For private institutions, management structures differ from institution according to the wishes
of the owner. However, new regulations require all private BTVET institutions to have regularly
appointed Governing Councils. Private providers are operating without public funding, but are (in
principle) accredited by the BTVET department.
To enhance coordination, monitoring and supervision of the commonly agreed standards with a very
expansive private BTVET, the ministry works closely with an umbrella body called Uganda Private
Vocational Institutions (UGAPRIVI), which brings together all private institutions. Non-formal BTVET
however doesn’t have streamlined management structures.

The overall structure of the Ugandan Education System can be divided in 6 levels:

6 University Education, 3 to 8 years, with the three levels Bachelor, Master and Doctorate
5 Non-University Higher Education, 2 to 3 years, Diploma
4 Upper Secondary, 2 grades, grade 1 and grade 2 = A-Levels = Higher Education entry level
3 Lower Secondary, 4 grades, from grade 1 to grade 4 = O-Levels
2 Primary, 7 grades, from grade 1 to grade 7
1 Pre-school, Kindergarten

The non-formal skills provision is not integrated in this table, as youth can often enroll without any pre-
condition on diploma-level.
The chart on the next page shows a scheme of the education sector, with a division between the different
levels of education, and with a division between general education (blue color) and technical and
vocational education (yellow color). For each education level, the corresponding Ugandan (Vocational)
Qualification Framework (UVQF) – level has been indicated (green color). This UVQF is a labor-market
oriented qualification scheme, which corresponds with the level of complexity for each (job) profile.
This chart clearly shows the complexity of BTVET provision and how it is anchored within the overall
education sector. On each level, there are public, private not for profit and private for profit training
providers.

19

TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
 Chart 3
The Technical and Vocational Education and Training System in Uganda and the relation Education – Training - Employment

H4 University Technical and Vocational Education and Training

Labor Market
Teaching – Studies and Levels 1 - 5 or 1 - 8
Research 5 (6, 7, 8)
Professional
H3 Internship
H2 University Studies Uganda College of Health School Agricultural College Technical
Apprenticeship Level 4 Technician
Commerce 28 Health 3 College
4 – 6 years 5 Training (2 years after S 6) 4 (Master Craftsman)
(2 years after S 6) Institutions (2 years after S 6)
(2 – 3 years
H1 after S 4 and
19 years Level 3 - Skilled
Upper Secondary AFTER S 6) Worker / Employee
S6
Education Vocational Training
A-levels – General Institute
S5 Educ. 2 years 3 (2 years after S 4)
Community Level 2 - Semi qualified
Polytechnic Worker
S4 16 (3 y) Internship
16 years Lower Secondary Education Apprenticeship
S1 O-levels - General Education Level 1 - Without
12 years Non-formal formal qualification
4 years
training (3 to 6
P7 months)
12 years Primary Education

7 years
P1
5 years

20

TFF SSU-Karamoja (16 033 1T) after Validation Committee – update oct. 2016
1.3.2 Assessment of training provision in Karamoja and enrollment in SD
The analysis of the data gathered through the questionnaire, field visits and secondary data review
shows that few students enroll into VTI in the whole of Karamoja regional technical Institutes, with a high
dropout rate (50%). In all public and private institutions visited, there was less than 10% of Karamojong
students, most of which are boys and in some institutions there are no Karamojong girls at all. Most
students are from neighboring districts, on probing further as to why, according to the districts’ and
institutions’ authorities the reasons are varied including (1) lack of freedom to movement (2) lack of
interest by Karamojong’s to take TVET training (3) preference for short courses as compared to long
term training.

Nos Training Providers Key trades Admission Completion Assessment by

offered Numbers in 2014 DIT/ UBTEB
in %
1 Nakapiripirit Technical BCP, C&J, 12512 55% UBTEB
Institute TCG, MVT,
AGRIC
2 Moroto Technical Institute BCP, C&J, 110 45% UBTEB
[Located in Napak District] TCG, MVT
3 St. Daniel Comboni BCP, C&J, 234 65% UBTEB
TCG, MVT
4 Kotido Technical Institute BCP, C&J, 84 30% UBTEB
TCG, MVT,
AGRIC
5 Kaabong Technical BCP, C&J, 97 30% UBTEB
Institute TCG, MVT,
AGRIC
6 Abim Technical Institute BCP, C&J, 110 50% UBTEB
TCG, MVT,
AGRIC

Non Formal Training Provision by NGOs

ADP – ABIM Depends 75% - 90% DIT/WorkersPAS
C&D Moroto Depends13 70%-90% DIT

An assessment14 of training providers in the intervention area focused on all 7 existing formal SD
institutions (VTI) and 2 major NGO Skills training providers (ADP and C&D 15). The ambition of this study
was to identify potential beneficiary institutions and to provide a concise analysis of their performance
(and needs).
The analysis of the institutions focused on the following criteria:
1) Student enrolment and performance per trade for the last three years
2) Number of Instructors per trade and establish capacity gaps
3) Infrastructure and equipment to facilitate skills development and transfer; Availability of land
for future expansion
4) Proximity to local economy/economic actors
Assessment Parameters SCORES

12
Awaiting gender disaggregated figures from baseline
13
Awaiting institute & gender disaggregated figures from baseline, incl UNDP, DFID/VSO and ADP sponsored trainees
14 Assessment of Training Supply in Karamoja region comprising of Abim, Amudat, Kaabong, Kotido, Moroto, Nakapiripirit and Napak Districts, by Bachu Mubarak, Kampala.

15
ADP- Arid Land Development Program, C&D – Cooperation & Development an Italian NGO.

21
 Public Private NGOs

Maximum score 4

NAKAPIRIPIRITI
KAABONG TI

MOROTO TI

St. DANIEL
KOTIDO TI

COMBONI
ABIM TI

C&D

ADP
Student enrolment and performance per trade for 4 3 2 2 2 3 3 3 3
the last three years
Performance per trade for the last three years 4 2 2 2 2 3 3 3 3
Availability of qualified instructors 4 3 2 2 2 3 3 4 4
Availability of power/electricity 4 1 2 2 2 2 2 4 4
Availability of equipment 4 1 1 1 1 2 3 3 4
Availability of Tools 4 2 1 1 2 2 3 4 4
Availability of ICT Labs 4 0 1 2 1 2 3 0 0
Availability of IT network coverage 4 0 0 0 0 0 2 4 3
Availability of land for future expansion 4 3 3 3 3 3 3 3 3
Proximity to Business centre & Relation to Private 4 1 2 2 1 3 4 4 3
sector
Total 40 16 16 17 17 23 29 32 31
KEY
0= ZERO, 1= POOR, 2= FAIR, 3= GOOD, 4=EXCELLENT
NB= Give Priority to those with 50% and above

Based on the above parameters, each of the institution has been assessed and in summary:
1.3.2.1 Abim technical Institute
Scored 16 points only, based on the lack of electricity, no internet connection, no ICT lab, little to no
available equipment for practical work, no fencing on school compound and complete isolation from
private sector activities. Abim technical institute is 25 KM from Abim town. Where the town is now
connected to electricity grid, the institute is not. All trainees who complete their course are assessed by
UBTEB.

1.3.2.2 Kaabong technical Institute

Scored 16 points only, based on the lack of workshops for practical work, lack of electricity, no internet
connection, no ICT lab, no fencing on school compound, no available equipment for practical work, and
complete isolation from private sector activities. Kaabong technical institute is 5 KM from town, where
the town is now connected to electricity grid. All trainees who complete their course are assessed by
UBTEB.

1.3.2.3 Kotido Technical Institute

Scored 17 points only, based on the low levels of enrolment, low levels of completion, lack of workshops
for practical work, lack of electricity, no internet connection, no ICT lab, no equipment for practical work,
and complete isolation from private sector activities. Kotido technical institute is 5 KM from Kotido town,
where the town is now connected to electricity grid. All trainees who complete their course are assessed
by UBTEB.

1.3.2.4 Moroto Technical Institute

Located just outside Moroto district, the institute scored 17 points only, based on the low levels of
enrolment, low levels of completion, lack of workshops for practical work, lack of electricity, state of
buildings, no internet connection, no ICT lab, no equipment for practical work, not fenced - cows just
graze around and complete isolation from private sector activities. Moroto technical institute is isolated

22
at 15 KM from Moroto Municipality and 10 Km from Kangole Trading centre. All trainees who complete
their course are assessed by UBTEB.

1.3.2.5 Nakapiripirit Technical Institute

Located in Nakapiripirit district scored 23 points, as one of the average public institute. This was based
on the average levels of enrolment, 65% levels of completion rate, however the lack of workshops for
practical work, lack of electricity, no internet connection, no ICT lab, limited to no equipment for practical
work, unfinished buildings, not fenced. The other good points is that the location is fair about 3 KM away
from the private sector business hub, but also the institute has a network with private sector. All trainees
who complete their course are assessed by UBTEB.

1.3.2.6 St. Daniel Comboni Polytechnic

Located within the Moroto Municipality. Comboni scored 29 points as the best technical institute in the
Karamoja region, offering two year courses. Although the institute is facing a problem of infrastructure,
as a number of buildings are suffering from earth depression, one will observe seriousness on the part
of the management, the investment made and utilization capacity and future plans too being very
positive. All trainees who complete their course are assessed by DIT and UBTEB.

1.3.2.7 Cooperation & Development (C&D)

C&D is an Italian International NGO located within the Moroto Municipality. C&D scored 32 points as the
highest, although they only provide non- formal training. No doubt C&D at their campus are very good
with all the required tools, equipment, working space. They are good at several trades, and recently they
have just concluded a non-formal training of the youths for DFID/VSO program with 2100 youths
completing their training. C&D served as a regional “gateway’ center for this program. They used
outreach partnership model by using other SD institutions and other providers to train on their behalf.
Approximately 30% of the trainees underwent certification by DIT as the costs were very prohibitive.

1.3.2.8 Aridland Development Programme (ADP)

ADP is a community based Christian Organization started in 2004 and acquired the status of an NGO
in April 2008. ADP scored 31 points. ADP is registered to cover the whole of Uganda, but due to the
above stated situation, ADP will majorly focus on districts in Karamoja region in its community
development programs. ADP is actively engaged in rural skills development e.g. tailoring, bicycle
repairs, fabrications, weaving, etc. These activities are to provide an alternative income to buy food,
take children to school and pay medical bills. The beneficiaries of projects are women, youth, local
communities and other vulnerable groups. Based on the evaluation of ADP Skills training of 2014, Out
of a total of 177 graduates, 108 are in Self-employment on an individual basis, 50 graduates working in
groups, 17 in formal employment and 2 graduates went back to school.

1.3.3 Non formal SD-interventions

In addition to the formal SD programmes provided by the VTIs meniotned above and the two institutions
providing non-formal training above, there are a number of initiatives providing short term training
through a donor supported intervention. Over the past year, two initiatives stood out:
1. Through the UNDP supported youth initiative Karamojong youth have been trained in short term
courses in Abim VTI, Nakapiripirit VTI, … . The intervention also increased the capacity of the
VTIs by providing necessary equipment including sewing machines, ICT infrastructure.
2. Through a DFID sponsored program implemented via VSO and C&D as a gateway center, 2100
youth have been trained (as mentioned above). Moroto, Kaabong and Combini VTIs were
supported to provide training to youth. The gateway center also provided the necessary
23
 additional support career guidance and literacy support and upgraded the equipment of the
mentioned centers.
Where the traditional 2-year skills development programs fail to reach Karamojong, these interventions
regions managed to reach Karamojong youth with sponsored, short term SD. Unfortunately, these
programs are heavily reliant on additional support and have not been able to be sustained nor
mainstreamed at the partner institutions.

1.3.4 Insertion to the market

None of the formal SD Institutions visited had data on their graduates who are in formal or self-
employment. Tracer studies and having functional alumni groups could help institutions to estimate the
absorption of trainees in the market and asses how many carpenters/builders/motor vehicle mechanics
are needed in the region for the next three years and even which trade to phase out. The NGOs, like
ADP and C&D had both conducted tracer studies for their trainees, in the non-formal programs they
offered, ADP had 52% in self-employment, 5% employed, volunteers 13% and 30% could not be traced.
While as C&D through the Non Formal training they conducted for VSO/DFID they had 90% of economic
active graduates (income generating activities, not necessarily real employment or self-employment),
9% volunteering and 1% untraceable.

1.4 SWOT and conclusion

Organized capacity for technical skills training in the 7 districts is extremely limited. All public technical
Institutes in Karamoja region, are too ill equipped to effectively deliver skills training, the facilities are
dilapidated, the training equipment scanty and often defunct, training materials not available and the
instructors are not all qualified and de-motivated. Hardly any institution has a strategic plan, and little
innovation capacity was found (on new training courses, …).
The economy in Karamoja is mainly a subsistence economy, with a high focus on livestock and
agriculture, with little to none formal employment opportunities. Though a series of top down investments
are either ongoing or in the pipeline which could lead to local employment opportunities, in sectors such
as tourism and construction, provided that the skills gaps of Karamojong could be mitigated.

SWOT
Based on the context analysis, the strengths, weaknesses, opportunities and threats of the TVET &
employment sector in Karamoja are as follows:

Strengths Weaknesses

SSUs position within the MoESTS and RTF, Absence of quality formal training providers
supporting SD reform and improving Quality (VTI) in the region, with weak management,
and Relevance of TVET, allowing to link skills infrastructure and equipment capacities
development to the SU-strategy and reform
Current non-formal trainings are not always
agenda,
accredited and seldom certified. Mostly
SDF setup cater for different funding for TVET traditional trainings provided, with no
of different target groups and to guarantee innovative content nor approach
quality assessment of training providers and
Absence of work based learning components
of training programme and methodology.
Entrepreneurship not fully integrated, but
Pockets of good NGO training centres in the

24
 region: mostly included in starter kits/grants
- some of the TVET programmes also Absence of a skilled labour force
cater for starter kits and/or grants
- scholarships for non-formal short
training programmes with existing
training providers

Opportunities Threats

Demand for skilled labour (although this is

not always clear) is low in the area
New infrastructure & other investments in the
region coming up generating LM Low educational background of Karamojong
opportunities:
Construction of government funded training
- Some signs of an emerging economy centres are at a standstill (funding ran out?)
(solar, water, mobile phones, trade,
Location of some of the public VTI is dramatic
tourism)
– isolated, off grid, no local economy in the
- Innovation (construction techniques,
surroundings.
green skill) as a boost to skills and
local employment opportunities Weak coordination of the SD-activities
between humanitarian operators
Opportunity to build on the humanitarian and
livelihood programmes (selection of trainees; Low access for Karamojong youth to formal
identification of skills gaps or new skills training programmes
needed related to the livelihood activities, …)
Beneficiary transfer from NGO-led activities to
Skills development component.

Recommendations
Based on the context and SWOT, the intervention should diversify its approach, to limit the risks, and to
allow a flexible learning approach with a continuous feedback loop to ensure swift adaptation of activities
and approaches.
As it is a challenging region, the intervention should act on all elements of and factors that influence the
Skills Development sector. Therefore, it should support and strengthen the governance of the sector
and the quality and relevance of skills provision, it should act on certain thresholds (funding, duration of
training, illiteracy, counselling & guidance) that hamper enrolment of Karamojong in skills development,
and should search for a smooth integration and coordination with ongoing development activities in
either livelihood sector or larger scale development sector.
In short, it should adopt innovative, low cost and efficient skills development model which will provide
an opportunity for the youth. The development of new courses in order to respond to employment
opportunities (green jobs, construction, hospitality, …) is paramount.

1.5 Other donors active in SD

For the general overview of donor support to Skills Development in Uganda: see Belgian funded SSU
intervention TFF.
25
Over the past year, UNDP & DFID have supported short term skills development targeting Karamojong
youth. Based on most recent information, these programs are discontinued, though UNDP is yet to work
out a continued support to SD in the region.
The Faith based institutions continue to receive (limited financial) support from partners abroad.
A number of technical and financial partners and NGOs are active in Karamoja, many of which are
focussing on integrated livelihood support and income generating activities. Though SD is not the main
focus, many of these programs have a SD component, albeit often of very short nature.

26
2 STRATEGIC ORIENTATIONS
The current intervention will be embedded in the Belgian funded Support to the Implementation of
Skilling Uganda Strategy (SSU) intervention, a 16m€ support to the Ugandan government to fast track
the Skills Development Reform Process on a national and systemic level, and on the local level (Western
Uganda).
Taking into account the Karamoja context, the intervention strategy will follow a differentiated approach,
to avoid unsustainable or unsound investments. It will concentrate on a limited geographical area, and
on a few economic sectors, providing long term comprehensive support to two formal VTIs, but at the
same time providing - through non-formal, short term trainings - skills development opportunities for
Karamojong youth, related to the economic context and prospects of the region. It will build upon existing
experiences and effective skills development providers in Karamoja, ensuring a better coordination
between all stakeholders and a full integration of these approaches in the national Skills development
system.
The intervention will support the Skilling Uganda reforms in order to strengthen the economic
development of Uganda, especially in the targeted Karamoja region, through a better access to and an
increased quality & relevance of skills development. Therefore, the project will

• Be anchored in the MoESTS, at the department of Planning, given the cross-departmental

challenges;

• Support the establishment and functioning of a regional skills and employment platform –
coordination structure, with tripartite representation, with an explicit strengthened role for the
district education officers;

• Support the three components of the SD system: (1) policy and coordination; (2) instruments
and (3) training provision;

• Concentrate on specific economic sectors and trades, in a limited geographical area;

• Strengthen the capacity of stakeholders, at the national and regional level (public sector - DEO,
private sector, trade unions, NGOs);

• Implement on a regional scale the rolling out of the Skills Development Fund, a new model for
financing SD delivery in Uganda;

• Adopt a flexible approach, linking up with other SD and livelihood projects and stakeholders in
the Karamoja region;

• Feed SD experiences of Karamoja back to into the national reform strategy of Skilling Uganda.
The project will act following a set of guiding principles or entry points, to ensure that the risks and
specific characteristics of the Karamoja region are well taken into account.
These guiding principles are briefly presented in the following paragraphs and translated into result
areas and activities in the following chapter.
As a future member of the KDPG, BTC will – as an implementing agency for the EoI – advocate for and
continuously search for coherence with ongoing and future initiatives in the Karamoja region:
- Close coordination on the Irish funded programme in Karamoja (implemented by different actors), to
avoid overlap and ensure economy of scale
- close coordination with other donors and national partners to ensure sustainability and coherence

27
- close cooperation with all actors to ensure a full integration of SD as a theme in the KDPG.

2.1 Guiding principle 1: act on the institutional level, development

of Skills financing instruments and on training delivery of the
BTVET-system
The project will focus its support on 3 levels of intervention:
1) Institutional level: provide institutional support to the national SD stakeholders and supporting
the BTVET reform agenda, technical input to policy formulation based on Karamoja-specific
lessons learned.
2) Instrument -level: develop and support instruments: SDA/SDF with training programmes,
training of trainers, certification and assessment, funding mechanisms, …
3) Skills provision level: improve the training provision and upgrade training providers, where the
direct beneficiaries are located (students, apprentices, interns, trainees, SD providers and
companies, institutions)

2.1.1 The institutional -level: provide institutional support to the national SD

stakeholders and supporting the BTVET reform agenda.

The institutional support component will focus on strengthening stakeholder’s capacity to spearhead
and implement reform related to the BTVET strategy. The main objective of this support will be to move
from the current model of SD in Uganda, to the proposed model (new system).

This will include:

• supporting the main stakeholders such as MoESTS, MoFPED, Private sector

representatives to enable them to the further develop and implement priority sector policies
and reforms

• strengthening M&E systems for the SD sector, with a special focus on capitalizing the
Karamoja experiences and ensuring their integration in the policy work at national level

• ensuring that relevant institutions at central and decentralised levels are empowered to
implement their mandates. At local level, the District Education Officer (DEO) oversees
public and private formal BTVET. The district education staff operates under the control and
supervision of the Chief Administrative Officer (CAO), who is the accounting officer. Key will
be to include the DEO as a key-operator in the regional coordination structures, and to
provide the DEO’s with sufficient support and capacity building to empower the DEO in the
BTVET subsector.

2.1.2 The instrument level: develop and support skills development

instruments

• the set-up of a Karamoja basket of a skills development fund as a new funding instrument
for SD provision, and new system for pooling funds from different sources), and the
modalities on attracting private sector contributions to the new fund (training levy, direct
contributions or hybrid models)

28
 • supporting the accreditation of training providers and standardisation and certification of
short and medium-term training programs

• supporting the quality of assessment and examination systems

• supporting SD coordination mechanisms, with a key-role for the DEO, private sector
representatives and NGO’s/civil society.

2.1.3 The training provision level: improve training provision and upgrading of
training providers
The third entry point will be the provision of support to 2 selected public and private (not for profit) SD
service providers in Karamoja, being Nakapiripirit VTI and Saint Daniel Comboni in Moroto. This support
will be based on SD service provider’s potential to provide quality trainees relevant to the livelihood
activities & emerging labour market for Karamoja, while at the same time contributing to the achievement
of the project (and “Skilling Uganda”) objectives by piloting new initiatives (such as the SDF), sharing
lessons learnt from their practical experiences and developing solutions to the problems and challenges
identified, as well as feeding the practical experience from pilots and lessons learned back to the policy
level! The two training providers were selected out of 7 existing VTOI in the Karamoja region.

2.2 Guiding principle 2: direct comprehensive support to 2 training

providers, with soft support to skills development providers in
the other 5 districts
The project will operate in the 7 districts in the Karamoja Region, which enables linking the project and
local implementation with the national policy/macro level.
However, the project will provide a more geographically focused support to two (one public and one
private not for profit) vocational training institutions with a comprehensive approach, one in Moroto and
one in Nakapirpirit. These two institutions were selected based on a number of criteria (see chapter 1),
whereas one of the most important criteria is the proximity to private sector and economic potential. The
quality norms of SU were taken into account in the choice of the targeted 2 institutions, as in having the
ability of becoming Skills Development Centres or even Centres of Excellence16.

The two institutions were ranked first and second out of the 7 VTI in the region, based on an assessment
looking into following criteria: (1) Student enrolment and performance per trade for the last three years,
(2) Performance per trade for the last three years, (3) Availability of qualified instructors, (4) Availability
of power/electricity, (5) Availability of equipment, (6) Availability of Tools, (7) Availability of ICT Labs, (8)
Availability of IT network coverage, (9) Availability of land for future expansion and (10) Proximity to
Business centre & Relation to Private sector. As the available budget for this intervention is limited, not
all institutions can be targeted, but moreover, in order to pilot reforms and ensure quality outputs,
proximity of support and expertise can only be provided for a smaller sample of institutions. As Comboni
(and Nakapiripirit VTI as a runner up) has the most potential for success, these two institutions were

16
BTVET strategic Plan – p21 to p23
29
shortlisted, having 1 private and 1 public institution in the sample.
Both institutions have been supported by donors, but support has mainly focused on infrastructure and
equipment, without a clear support process starting with the development of sound contextualized
business plans.

The capacity building process will include;

1) Develop and implement a capacity building strategy for the selected SD institutions
2) Develop the Business Plans of selected SD Institutions and BMOs
3) Provide capacity building of selected SD instructors and Master Crafts persons
4) Build capacity of heads of selected SD institutions and their board of governors for effective
and active participation in the management of the SD systems.
Within the framework of this intervention, no major investments is foreseen for the other 5 VTI’s in
Karamoja, given their remoteness, low quality of training and below standard infrastructure and
capacities. Nevertheless, the capacity of all 5 other VTI’s in the Karamoja region will be enhanced by
including these VTI’s participation in the soft component of the intervention (school management and
leadership, training of trainers, development and hosting of short term trainings). In total an estimated
amount of 1.5m€ is foreseen as a support package to the 2 institutions (excluding national and
international expertise).
In addition, the project will also support other partners (NGOs, private sector) within an integrated
approach to skills development, for example the project will support linkages between the SD
institutions, NGO’s and private enterprises in the development of short term training courses, linking of
livelihood & Income Generating Activities (IGA) support programmes to vocational training and the
development of internships and upgrading of informal apprenticeships.
Finally, the project will support – where feasible - the participation of representatives of the private
economic sector and NGO’s in the review of training programmes and qualifications, assessment and
certification, and their participation in the management bodies of the targeted SD institutions.

2.3 Guiding principle 3: Sector concentration focused on potential

economic growth sectors in the Karamoja region
Training in itself does not create jobs; job creation is closely linked to economic policies stimulating the
labor market, to the growing of enterprises that induces a demand for additional or new skills that must
then be satisfied by the training market.

The selection of the thematic focus areas is based on the critical skills identified by the “Skilling Uganda”
strategy 2012 - 2021 and on a specially commissioned analysis of the Labour Market in the Karamoja
region. Though given the specificity of the Karamoja economy further livelihood and labour market
analysis will be needed to update growth scenarios, identify upcoming investments and forecast
subsequent skills gaps.
As described in chapter 1, the sectors construction and hospitality have been identified as areas of
potential growth that can be successfully supported through demand-driven skills development.

30
In analysing the actual ‘trades’ required within the construction sector, it is clear that there is a strong
opportunity to support skills developed for semi-skilled labour in construction trades. These can be
broadly categorised as the first thematic focus.
The second thematic focus sector will be the hospitality sector. With ongoing construction of new
hotels in the area, there are indications of some employment opportunities though providing hospitality
related services for both business travellers and tourists in the area.
A third thematic focus is relating to the livelihood, lifestock and agriculture sector. This sector will be
mostly supported through short term non-formal vocational trainings adding up to classic livelihood
activities, supporting productive activities (and skills) for a diversification of family incomes. Here both
livelihood and market research should indicate the priority trades and most prominent skills gaps in close
coordination with livelihood actors through joint forecasting. This could lead to joint implementation
through matching funds (where this interventions will chip in to ensure quality skills development in
livelihood activities executed by other partners.
Within the specific context of Karamoja, the following ‘innovative’ opportunities are identified:
• Production of low environment impact bricks, of energy efficient stoves
• Alternative construction techniques to lower the impact on deforestation
• Solar panel maintenance, installation and repair; mobile phone repair
• Solid waste management and treatment, water pump maintenance
• Husbandry and livestock related occupations
• Food processing, innovation in leather and other traditional crafts.

A series of supporting trades such as mechanics, welding, electricity can be clustered in a fourth
thematic focus, depending on continuous monitoring of economic developments and investments
including industrialized mining, motor vehicle maintenance, etc.

2.4 Guiding principle 4: Mainstreaming of the Skilling Uganda

reform processes for Karamoja
The intervention will build further on the lessons learned and field experience in skills development of
national and international NGOs, as well as the unique position of BTC’s SSU programme integrated
within the MoESTS and RTF, scaling up both the quality and quantity of the SD provision for the target
groups.
The ongoing non-formal TVET activities in the region are mostly organized on an ad hoc basis, providing
traditional trades and skills, and are leaving some room for quality improvement as they are implemented
in a ‘parallel’ manner with separate parallel curricula, lacking official certification (with a few exceptions
relying on DIT’s worker’s pass), etc.
In order to match the quality criteria set by the Skilling Uganda strategy, the intervention will focus on
following reform processes:

• create the necessary linkages with relevant ministerial departments and districts
education officers to ensure accreditation and quality of training programmes;

• increase the access of Karamojongs to a standardized Ugandan certification system

(worker’s pass, DIT assessments, etc.);

• strengthen the linkages between trainees and the private sector and maximize the
opportunities for work-based learning (internships, apprenticeships) where feasible.
31
 Therefore, lobbying is needed towards Gov. of Uganda, donors and implementing
agencies for f.i. social clauses to integrate SD-students and graduates as
trainees/apprentices in small and large investment programmes

• Create regional support and coordination services on skills development. According to

the BTVET Skilling Uganda Strategic Plan, SD information, cooperation and
coordination networks must be initiated. Non-formal training initiatives need to be
coordinated and cooperative networks developed locally. For this purpose the
intervention will support the creation of Regional Support Centres (RSC) as foreseen in
the Skilling Uganda Strategy, charged with facilitating necessary coordination and
capacity building among non-formal and formal skills providers and stakeholders.
Establishing and maintaining an inventory of all providers in the region would be an
initial task of the centres, as well as providing an interface with the regional development
programmes and local authorities (DEO, CAO and traditional leaders). These regional
support centres are not a parallel coordination system for the sake of the intervention,
but structures and functions that are part of the Skilling Uganda reform.Inclusion of
already existing district-based structures and mandates are key-conditions for success
and sustainability of these coordination platforms.

• Promote the Skills Development Fund, a funding mechanism of the Skilling Uganda
reform strategy for SD, as a vehicle for implementing the reform agenda. For this
intervention the Karamoja Skills Development Fund (a separate basket in the SDF) will
be set up to cater for the skills development of Karamojon;

• Include lessons learned from this component in the M&E system of the MOESTS/RTF
in order to capitalize the Karamoja context. To ensure the local relevance of SD in
Karamoja, given its specific context, it will be of the utmost importance to discuss
these specific features (poverty, lack of formal employment opportunities, weak
private sector, high illiteracy rate, weak BTVET-service providers) on both a political
and administrative/technical level, in order to cater for necessary adoptive approaches
for similar regions and similar target groups in Uganda. Such localisation of the
Skilling Uganda agenda could include:
o As an example, the results and impact of formal training should be compared
with those of short term training courses, what might lead to an adaptation of
existing training programmes, and what could illustrate the need for a more
decentralized approach and planning of BTVET, to allow local planners and
stakeholders to incorporate characteristics of the region and its population in
TVET-planning and - implementation.
o Another example could be the approaches on work-based learning (WBL),
which might be difficult to mainstream in the Karamoja context, as private sector
is weak and underrepresented. New approaches that could be introduced by
this intervention (simulation workshops, the creation of mini-enterprises in
TVET-institutions), could form good alternatives to a national policy and
guidelines.
o A third example is off course the social targeting through the skills development
fund, as a means for affirmative action for specific groups of concern (girls,
vulnerable youth, orphans, …).

As a means, the intervention will support enhanced donor and agency coordination in skills

32
development in Karamoja through
(1) the “Skilling Uganda” Reform Task Force (RTF), to ensure alignment of Karamoja BTEVET
provision to the Skilling Uganda strategy,
(2) coordination with other relevant SD departments at MoESTS (BTVET, DIT, etc.), and with
deconcentrated services on a district level, especially with the DEO.
(3) increased coherence with relevant skills development activities in Karamoja such as work-
based learning, instructor upgrading, etc. through the relevant channels such as the Sector
Skills Councils and the Skills Development Fund,
(4) contribution to improved information exchange and coordination on skills development of the
Karamoja development coordination platform, such as the Regional Support Centres.

2.5 Guiding principle 5: Social targeting

Based on a preliminary assessment, there is a flagrant mismatch between training programmes offered
by Karamoja based SD training providers and Karamojong’s specific profile. In order to respond to the
skills development needs of the targeted population in the area, skills development should be based on
labour and livelihood assessments as well as a more thorough understanding of local expectations and
cultural habits towards education, economic relevance and career development. To overcome economic
thresholds blocking Karamojong (youth, women and girls) to engage in formal SD, a scholarship window
to increase enrolment and retention is added to the SDF-Karamoja Basket.
Skills development should be diversified to match skills demand of local youth, women and girls. This
intervention will advocate and stimulate increased absorption of the target group beneficiaries by
existing and accredited training providers, through a close cooperation between the different partners in
Karamoja and active participation in the KDPG. In order to improve quality, relevance, innovation and
niche identification, an inclusive and coordinated approach is required to provide an easy transition
between the beneficiaries of the livelihood and “humanitarian” components, and SD-provision. Here as
well close cooperation between all actors (local and international) is key in achieving results, and will be
advocated for by BTC, f.i. through the KDPG Additional vulnerability criteria to absorb untrained
Karamojong in training provision, can be added for each call of the SDF.
In order to target Karamojong, and also the Karamojong in hard to reach and isolated areas all 7 districts
of Karamoja, a specific communication and targeting strategy will be developed during the inception
phase. This strategy and plan should also foresee an important role for other actors that are present in
those areas.
Given the socio-economic and educational background of Karamojong youth, parallel and/or pre-training
programmes on literacy and numeracy, and on life skills, can be integrated in the calls of the Karamoja
earmarked basket within the SDF. This should contribute to reducing hampering factors for enrolment
of Karamojong (uneducated) youth in non-formal skills development.
Therefore, sequencing is of the utmost importance (hence the need for regular coordination meetings),
but also a deep insight in those programmes is needed to ensure that the SD component can add
complementary vocational layers on the activities of government, donor and NGO-programmes,
including:
o Affirmative action: increase access of Karamojong in SD, through scholarships,
o Relevance: organise locally adapted non-formal SD courses in relevant trades,
o Targeting: organise courses to attract young women and girls,
o Livelihood: organise courses to address specific skills gaps within livelihood and IGA,
33
 o Diversification: both ‘on site’ training in the selected skills centres, as ‘off site’ training
(short term training programmes at other VTI’s in the region),

2.6 Guiding principle 6: Focus on innovation, green skills and

employment niches
Current training programmes in Uganda are too often lacking innovation aspects, both on new
technologies and technological evolutions, as well as on arising economic opportunities and green skills.
Based on thorough market economic research as well as global trends in innovating skills development,
the intervention should enhance qualitative, tailor-made, innovative and gender sensitive skills
development relevant to green economy, local market development and livelihood activities. By doing
so, it should contribute to:
a. The mitigation of climate change (green skills for green economy),
b. emerging economic activities in and around the main towns of the region,
c. new sustainable employment opportunities and economic development for the
Karamojong,
d. upgrading of informal / traditional apprenticeships through (1) upgrading of skills of local
craftsmen /informal economic actors (CVT through the SDF window 3) and trainees
(funded through either window 1 or 3 of the SDF).

Within the specific context of Karamoja, the following opportunities are identified:
o Production of low environment impact bricks, of energy efficient stoves
o Alternative construction techniques to lower the impact on deforestation
o Solar panel maintenance, installation and repair; mobile phone repair
o Solid waste management and treatment, water pump maintenance
o Food processing, innovation in leather and other traditional crafts.
Furthermore, the intervention will invest in two (at the beginning and midterm of the intervention) labour
market and livelihood assessments, to identify new niches, opportunities and needs in the intervention
area.
But it especially will invest in close coordination and information exchange between the humanitarian
and livelihood programmes, to allow a continuous identification of skills needs within the target groups
and of employment opportunities (emerging markets).
These coordination mechanisms will also cater for sensitization and lobby campaigns to convince
government, donors and implementing agencies to include social clauses (first employment
opportunities for Karamojong graduates and absorption of Karamojong apprentices/students) in
tendering for implementation of activities & investments through third parties (contractors, service
providers, …). This principle will also be adhered to by BTC in all investments and infrastructure support.
Finally, this guiding principle should ease a smooth and swift transfer and transition of the beneficiaries
of the livelihood and humanitarian programmes to the skills component.

34
2.7 Guiding principle 7: Operate the Skills Development Fund in
Karamoja

2.7.1 Piloting New Financing Strategies and Concentrating Funds in Priority

Sectors and Geographical Locations17
Building further upon the Belgo-Ugandan SSU-intervention, it is foreseen that the SDF would form the
basis for pooled funding and eventually grow into a basket fund diversifying funding for SD in Uganda.
Belgium and Ireland have played a leading role in the policy dialogue on the issue of setting up a
coordinated Skills Development Authority and establishing pooled funding mechanisms for SD in
Uganda, as highlighted in the report on Vocational Training for the Oil Sector –“Establishing a Pooled
Funding Mechanism18.
As BTC will also be starting up a SDF-basket for skills development in refugee settlements in Northern
Uganda, within the framework of the European Union (EU) Trust Fund for Irregular Migration, a pooled
fund is slowly being established, with currently three donors channelling funds through this ‘pilot’ SDF.
In the long term, the SDF should be an SDA owned instrument, funded through government budget,
donor contributions and private sector contributions (e.g. a training levy). For the moment, the SDF is
a funding instrument set up by the SSU intervention together with the MoESTS and managed under
Belgian procedures.

Textbox: the Work Based Learning (WBL) Fund in Palestine

In Palestine, BTC is running a WBL-fund to promote work – based learning in TVET. Through a system
of calls for proposals, TVET-institutions and private sector enterprises (or associations) are stimulated
to introduce joint proposals to increase the WBL-practise in the training programmes, adapt the
curriculum, ensure coaching, guidance and follow – up and quality of the ‘apprenticeship’ component.
Next to these necessary measures to increase the relevance and quality of apprenticeship schemes
(WBL), these bottom up initiatives allow for including necessary investments in the workplace.
“Social targeting” proves to be a success.Through this WBL-fund, Aa scholarship component of this
WBL-fund ensures affirmative action measures, to attract more girls to TVET (last year, 47% of the
scholarships were granted to girls in this WBL-fund).
As from 2016, BTC and GIZ (with additional funding from EU and Switzerland) are now engaged in
discussions with the Palestinian Ministries of Education and of Labour to assess the feasibility of

17
For more background on the principles and on assessments of training funds, please see:
http://siteresources.worldbank.org/SOCIALPROTECTION/Resources/SP-Discussion-papers/Labor-Market-DP/0922.pdf
www.cedefop.europa.eu%2Ffiles%2F5189_en.pdf&usg=AFQjCNFIc6qQQl7ntduLFyychiM8-csM8A&bvm=bv.123325700,d.ZGg
https://dfat.gov.au/about-us/publications/Documents/tvet-financing-overview-paper-sustainable-financing.pdf
http://www.adeanet.org/sites/default/files/afd-financement-formation-professionelle-afrique.pdf

18Establishing a Pooled Funding Mechanism. Irish Aid, Kampala, 2012. Page 17 of the report notes that “Belgium
has indicated an interest in contributing to and leading the pooled funding mechanism”
35
upscaling the WBL-fund to a pooled TVET-fund to provide important invetsmentsinvestments and
means aligned with sector strategies.

2.7.2 Training Funds: the general concept, ambitions, operating and fianncing
modalities
A ‘training fund’ is a dedicated stock or flow of financing outside normal government budgetary
channels for the purpose of developing productive skills for work. The overall purpose of training funds
(TFs) is to raise the productivity, competitiveness and incomes of enterprises and individuals by
providing them with needed skills. Many TFs are financed by levies on enterprises, but may also be
based on public contributions and donor financing. National training funds are an increasingly common
vehicle for financing training. They are a central instrument for financing training in many countries
worldwide. TFs provide an institutional framework for collecting and allocating funding to training
providers.
Training funds are often linked to payroll levies from companies for further or/and initial education.
On this account a NTF provides companies with the opportunity to have a say in steering the national
TVET system. Through a better channelled and strategically more aligned funding policy, it will improve
skill creation and therefore raises the productivity, competitiveness and income levels of enterprises and
individuals.
The design of the training fund varies depending on its aim and general framework. In general it might
serve the following objectives (Johanson 2009, p. 5):
1. Unify and coordinate various sources of revenue, i.e. pooling of income from different sources;
2. Mobilize resources and increase revenue available for training;
3. Build pre-employment training systems and capacities;
4. Expand the volume of employer-based training by encouraging enterprises to invest more in
worker training;
5. Provide equality of opportunity for access to training services by disadvantaged populations;
6. Improve the relevance of training, e.g. allocate funds according to employer priorities and
market needs;
7. Raise the quality of training, e.g. through accreditation and certification of training providers and
specification of performance conditions;
8. Use training resources efficiently, e.g. lower the unit costs of training;
9. Develop competitive training markets; and
10. Foster involvement by employers and collaboration among stakeholders.

36
Despite these different functions the following graph shows the general framework for training funds:

Income:
Government budget
Training levies
Donor funding
Other sources

Governance Training Fund Policies

Disbursement

Core funding to training institutions Pre-employment training

Enterprises Direct subsidies

Levy reimbursements

Purchase of services Unemployment

Special groups

Micro enterprises/ informal sector Intermediary institutions

Sources of funding for the training fund.

Different income sources exist and highly distinguish national training funds from each other. But in
many cases the main income source are training levies, although these are in general different financing
instruments. While training levies can be allocated directly in the governmental budget or in training
authorities, a training fund is administered separately and fed by governmental budget, donors, income
generating activities and training levies or tax.
Ideally, a national training fund receives income from all the relevant stakeholders (see figure below).

Grants/Loans
Government
Vouchers
Budget Allocation

Subsidies/ Rebates Grants/Loans

Payroll levies National Training

Fund/Authority Donors
Firms
Payments 37
Low Wages
Income generating
activities
Public/Private
Students/Trainees Training
Workers Fees
Institutions
Fees Income
Specific Conditions for implementation of training funds
To assure the positive impact expected from a training fund, certain specific criteria have to be
considered. An acceptable administration structure seems to be of utmost importance, considering
international experiences. Weak administration might lead to the avoidance of levies, low acceptance,
a conflict of interest as well as political influence. Therefore autonomy, participation of stakeholders and
composition of governing bodies are crucial for its effectiveness (Johanson 2009, p. 7).
These conditions are defined as follows (KfW 2008, p. 40f.):

Mandate/Aim

Secured income

Autonomy/Governance

Stakeholder ownership

Allocation of resources exclusively for national training demands

Promoting market development

No operation/ownership of own training providers

Flexible financing instruments, transparency and decision taking

Target group specific and non bureaucratic design of programmes

Regular and solid evaluation

2.7.3 The Karamoja earmarked basket in the SDF

The competitive SDF is performed in a well-controlled environment, fostering innovation and enhancing
quality with appropriate opportunities for learning and feedback. The project will identify partners within
the region that will be invited to respond to the project’s tender or call for proposals, to benefit from the
fund and who will also be expected to provide feedback and other inputs into policy dialogue and
monitoring.

While the fund will follow BTC regulations in terms of financial management, contracting (grant
agreements) and monitoring, a specific committee will be set up for the Karamoja basket to oversee the
policies, selection and operations of this basket of the SDF. As the fund will work with call for proposals,
it is a ‘lean’ and ‘light’ instrument to fund skills development, and to cater for specific needs and target
groups.

The use of the SDF as a funding instrument in the region of Karamoja, should also contribute to the
sustainability of both (1) the SDF and of (2) the funding of the skills provision in Uganda. By adding

38
another earmarked basket in the SDF for skills development for a specific region, proof of feasibility and
flexibility of the SDF, and of multi-donor funding of such an instrument for skills development in Uganda
is given. If three donors (within 1 year of operations of the Belgian funded BTC – MoESTS SSU-
intervention) are putting in considerable funds in this instrument, both other donors and the Ugandan
partner (MoESTS, Ministry of Finance, the OPM, the RTF) can but recognize the advantages of this
instrument (economy of scale, flexibility, handiness, rapid response).

This also confirms the strategic choices (creating a skills development fund) Uganda has made
in its ten year BTVET strategic plan. A seed fund is set that later on could convince other donors
to channel their funding for SD in Uganda through the skills development fund, either earmarked
(regional, thematic, sectoral, beneficiaries) or not earmarked (overall contribution to SD).

2.8 Guiding principle 8: Rendering the action sustainable

The sustainability of the action is situated at four levels.

2.8.1 Expected sustainability through improved coordination and integration in

the national BTVET system19.
The intervention will cater for skills & employment coordination, alignment, communication and capacity
enhancement to allow SD providers (or system) to increase its absorption capacity to accommodate
youth, women and girls in the area and/or expand SD provision.
In addition, it will ensure that the current training offer will be both expanded and aligned
(integrated/recognized/certified) through relevant existing national systems and structures. This should
reduce the number of parallel (unrecognized) training courses.
To enhance the information exchange on the SD activities catering for the youth, women and girls in the
3 areas, a regular coordination will be set up at the district level, with relevant actors in SD. The set-up
of such local SD coordination structures is foreseen under the Skilling Uganda strategy (through
mechanism such as the Regional Support Centres). After completion of this action, it is up to the actors
in skills development and the national partners (MoESTS, oPM, etc.) to continue to use these platforms
to make sure coordination and sustainability of the approach is guaranteed.

2.8.2 Expected sustainability of the funding modality and funding opportunities

for skills development for Karamoja
Through close monitoring of the ‘one stop shop implementation’ (of the Support to Skilling Uganda
intervention), it is expected that the key stakeholders implementing SU reform (including MoESTS, the
RTF, private sector federations and oPM) will capitalize on the results and approach, and learn from the
operationalization of SDF as a vehicle to support specific pockets of vulnerable youth, such as the
Karamojong, and to enhance the capacities of existing training providers to integrate the training (needs)
of this vulnerable population in their institutions.
These lessons learned are expected to feed into the ongoing BTVET reform process in an attempt to

19
Targets on sustainability related actions are presented in the logframe
39
mainstream SD provision for the region into the regular Skills Development policy in Uganda.

2.8.3 Integration of skills development in livelihood agenda

As mentioned above, the intervention has the ambition to coordinate and integrate the skills
development activities with the other livelihood and humanitarian supported programmes. The hands-
on integration of SD in the implementation of livelihood, water and sanitation and other humanitarian
support activities is expected to open avenues for continuation and even extension of such an holistic
approach. This will include, amongst others:
- Integration of specific needs in the call for SD proposals including identified livelihood skills
gaps, priority intake of graduates of e.g. livelihood programmes, etc.;
- Focus on holistic approach in monitoring & communication obligations of SDF beneficiaries
(SDF funded organisations)
- Analyse data from tracer studies (employability, HR needs and economic analysis)

2.8.4 Learning and adaptive approach

To ensure relevance and effectiveness of skills development activities in Karamoja, a continuous
learning approach will guide the implementation of the activities under the various results. A flexible M&E
system, combined with action research and capitalization should flag the need for reorientation of
activities and investments and allow for timely response of the PMT to a changing context or
unsuccessful approaches. Tracer studies of graduates of SD, a dedicated budget for action research,
and the test run of the SDF-facility are but some examples of this principle.

2.8.5 A high level technical dialogue and political dialogue

The sustainability of the action is not only in the action itself, but has to be discussed on the relevant for
a where donors, agencies and partner institutions meet. A such BTC will become an active partner in
the Karamoja Development Partners Group, as a forum to share experiences and concerns on
sustainability with relevant actors in Karamoja.
On the other hand, as BTC is evolving towards a unique the steering committee for all the education
interventions (7 separate interventions), the steering committee will act on a high level, with the PS of
the MoESTS as the representative of the partner. On this high level, sustainability of all BTC-
implemented education and BTVET interventions will be discussed.
As other donors (WB, GIZ and IDB) are also heavily involved in the BTVET sector, a deepened dialogue
with these actors on sustainability of the reform and the donor’s engagements is also relevant.
Finally, BTC and the EoI and EoB will develop a new structure (see chapter 4) to exchange on the
evolutions, orientations and concerns of the BTC-implemented interventions. BGC will provide through
this structure the necessary technical information to the two embassies to engage in a political dialogue
with the Ugandan partner, f.i. through the education sector working groups and other relevant fora.

40
3 INTERVENTION FRAMEWORK

3.1 General objective

The employability of youth is improved through better quality of instruction and learning in skills
development

3.2 Specific objective

The quality of skills development is enhanced and responsive to labour market needs in20
Karamoja in line with the Skilling Uganda reforms

3.3 Expected results21

3.3.1 Activities under Result 1: The BTVET and employment sector has a
coordinated and formally agreed governance structure, vision and
medium-term strategy (est. budget for R1: 393,000€)
The actions under Result 1 are a translation of part of the 1st guiding principle, being the “Institutional
Support” component and of the 4th guiding principle, being mainstreaming of Skilling Uganda reform
processes for Karamoja based SD provision.

Most of these activities are already foreseen in the TFF of the SSU-intervention, and will be
implemented by the Project Management Team (PMT). Some actions and budget are here added
to the initial SSU-intervention.

The institutional support component will focus on strengthening the stakeholders’ capacity to guide and
implement the reform process of the “Skilling Uganda” strategic plan 2012 - 2021. This is mainly a
“policy” function. The intervention will
• Ensure an improved coordination to include skills development actions under
humanitarian and livelihood support targeting the Karamoja region, into the national SD
reform process and national SD system
• Ensure that relevant institutions at central and decentralised levels are empowered to implement
their mandates with an appropriate level of autonomy that facilitates the best use of their
expertise and local knowledge. Special attention will be given to the DEO, and in strengthening
his capacity to ensure a coordination role in BTVET –provision in the district.
• Support the quality of assessment and examination systems
• Support SD coordination mechanisms.

The capacity strengthening component, addressing private sector associations, employers and other
representative bodies, concentrates on their technical capabilities to identify the skills, that are required

20
The four districts in Western Uganda are covered by Belgian funding
21
For a full description of activities, see SSU technical and financial file. In this document, only the Karamoja specific activities
are described.
41
by employers and which reflect economic opportunities in the selected areas (thematic and geographical
focuses).

3.3.1.1 Activity 1.1 Support the Reform Task Force22

This activity will support the RTF in spearheading certain critical reforms as identified in the BTVET
strategy, and provide technical and financial support to allow the RTF to fully fulfil its mandate.
Related to the Karamoja region, this will include
Task 1.1.4: Support piloting and governance of SD linked with the labour market in Karamoja
Establishment of regional SD coordination platforms (Regional Support Centres), and a light
Labour Market and livelihood Information gathering in the Karamoja region
Task 1.1.5: Support piloting and governance of SD linked with the labour market in Karamoja

Total indicative budget for activity 1.1: 273,000€

3.3.1.2 Activity 1.2 Establish a Monitoring & Evaluation & Learning System
This activity will allow the project stakeholders (MoESTS, Govt. of Uganda, BTC, RTF, Govt of Belgium,
Embassy of Ireland and other donors,…) to closely monitor, learn and adjust the intervention and its
achievements. It will lead to a comprehensive project steering instrument, and thus facilitate
communications between all stakeholders.
Task 1.2.4 expand M&E system to Karamoja, conduct baseline and ensure capitalisation of good
practices.

Total indicative budget for activity 1.2: 35,000€

3.3.1.3 Activity 1.3: Implement a Capacity Building Programme for all key stakeholders
in Government and private sector
This activity will strengthen the capacities of public and private stakeholders on the national level, to
ensure an improved piloting of the SD sector.
Task 1.3.3 build the capacity of public and private key-actors in the Karamoja region

Total indicative budget for activity 1.3: 10,000€

3.3.1.4 Activity 1.4 Support the establishment of coordination structures in the

Karamoja region
To enhance the information exchange on the SD activities catering for the youth, women and girls in the
Karamoja region, a regular coordination will be set up at the district level, with relevant actors in SD.
The set-up of such local SD coordination structures is foreseen under the Skilling Uganda strategy. With
a specific attention for the specific needs of the communities in the area, the coordination meetings are
expected to ensure exchange (amongst a wide range of stakeholders) on livelihood and labour market

22
See SSU TFF for a full description of the actions and activities
42
needs analysis, implementation modalities, who-is-doing-what-where in terms of SD, to avoid
duplication and seek to enhance mutual cooperation and joint implementation of SD activities.
This activity will also lead to the establishment of regional public-private SD and labour market
coordination structures, to enhance demand driven SD delivery, provide technical steering etc.
The project establishes its own office in Karamoja (Moroto), and “incubates” the Karamoja basket of the
competitive skills development fund (SDF). The project establishes its own office in Karamoja (Moroto),
and that amongst others provides technical assistance on relevant SD in Karamoja, “incubates” the
Karamoja basket of the competitive skills development fund (SDF), and . The project office in Karamoja
will host – besides its functions as an administrative office.
Once the SDA is operational, this office could function as a second decentralised / regional office of the
SDA. The Skilling Uganda Project Team calls on the regional-local stakeholders and helps them in
establishing administrative coordination structures at the District level, with the DEO in a key-role,
starting with Moroto & Nakapiripirit.
Task 1.4.1 Establish a District-based SD and Labour Market “council” facility in Moroto and Nakapiripirit
Task 1.4.2 Establish a Labour Market Observation and Intermediation capacity in the selected SD
Institutions, the district and relevant partners (Business Membership Organisations and
companies (human resources officers).
Means: Transport, lump sum for funding activities and general means of the council

Total indicative budget for activity 1.4: 55,000€

3.3.1.5 Activity 1.5 Undertake Action Research in the field of PPP, results based
financing, demand driven training provision, etc.
This activity is initiated by the project and the main stakeholders from public and private sector, with the
support of a professional organisation giving advice and providing coaching. It will link Action Research
with innovation activities under Result 3 and with the SDF, and thereafter inject the results of the Action
Research in the Learning from good practice experiences under Result 1, Activity 1.2
Means: Action research budget, consultancies

Total indicative budget for activity 1.5: 20,000€

3.3.2 Activities under Result 2: The Competitive pilot skills development fund
is established and operates in the Project Area and serves as a model for
the future National Skills Development Fund (est budget for R2: 203,000€).
As described in chapter 2 under the eighth guiding principle, the Skills Development Fund will be
extended to the Karamoja region. As described in the SSU-TFF, the fund will go through 3 distinct
phases, whereas one could consider it is already growing towards the phase of pooled funding (Belgium,
Ireland and EU).
For each package of actions and submission of proposals, the Project Management Team will have to
prepare a “Tender”. For this purpose, it will have at its disposal a specific budget for studies, analyses

43
and preparatory services (Studies and Services Facility) 23.

3.3.2.1 Activity 2.1 Design at the central level, the competitive skills development fund
and test its pilot locally
Task 2.1.1 Design the project competitive pilot Skills Development Fund with national partners.
The project will support the partners in the design and development of the overall
“architecture” of the national SDF and of its pilot.
Task 2.1.2 Circulate a first draft among the stakeholders (Government ministries, Business membership
organisations, Trade Unions, Donor agencies)
Task 2.1.3 Integrate experience from the project area into the national SDF concept
Task 2.1.4: integrate the experience from Karamoja region into the national SDF.
Means: consultancies, workshops

Total indicative budget for activity 2.1: 15,000

3.3.2.2 Activity 2.2 Build capacity and elaborate the Manual of Operations for the
Competitive pilot skills development fund
The SDF has to be operated by a team of Ugandan and International experts. A clear manual of
operations, and training of the future SDF staff (and selection / grant committee), is planned for in this
activity.
Task 2.2.7: Select and train the professional staff operating the Fund in the Karamoja area
Visits to countries where Skills Development Funds run successfully
Invite staff from one or two of these countries for on-the-spot advice
Recruit competent consultancy to coach staff

Total indicative budget for activity 2.2: 15,000€

3.3.2.3 Activity 2.3 Operate the Competitive pilot skills development fund –
Administration and Finance
Under this activity, the management structure/staffing of the SDF/Karamoja earmarked basket is
included.
Task 2.3.1 Test-run the fund with Tenders to be introduced by networks formed by SD institutions
Task 2.3.2 Target each tender of the SDF on specific objectives responding to Skilling Uganda and
project objectives
Technical support will be provided to SD institutions in the development and implementation
of Tender as follows:

• The project will locate 1 National Technical Assistant (NTA), 1 National Assistant SDF
manager and 1 National field coordinator in Moroto, Karamoja. They will assist the SD
stakeholders in planning and implementing activities for the functioning of the SDF;

23
See 3.4.3
44
 • The Karamoja PMT will support the monitoring and supervision of the selected SD
partners. They will give their agreement to transfer the money from the SDF. They will
be supported by the project team based in Kampala to ensure transparency and to
evaluate the initial SDF model;

• The SD institutions will submit a quarterly report on the implementation of approved

proposals. The will also prepare an annual plan and an annual financial report;

3.3.2.4 Activity 2.4 Document, transfer and capitalize on the experience gained while
operating the Competitive pilot skills development fund, to the National Skills
Development Fund
During the whole project duration, the lessons learned of the SDF should be captured,
documented and shared with the stakeholders (MoESTS, Ministry of Finance and Planning,
other donors, RTF, …) on a regional and national level. Capturing the experiences, is one of the
main tasks of the Fort Portal team. They can recruit external expertise (e.g. for capitalisation
studies) to assist in documenting the experiences, and organize regular evaluation missions
and meetings with stakeholders. The lessons learned should then be reintegrated in activity 2.1.
Means: Consultancy, Workshops, Visits

Total indicative budget for activity 2.3 and 2.4: 163,640€

3.3.3 Result 3: Quality of training and qualification processes In the Albertine

region is improved and the access to quality SD provision is enhanced
with special attention to the needs and potentials of females.
See SSU TFF

3.3.4 Activities under Result 4: Quality of training and qualification processes

in Karamoja region is improved and the access to quality SD provision is
enhanced with special attention to the needs and potentials of
females.(est budget for R4: 4,074,000€)

3.3.4.1 Activity 4.1 Upgrade the two selected Training Providers: equipment,
infrastructure improvements, instructor training and upgrading24
Based on evidence from the labour market (making use of the labour market study and the skills supply
study), the project will initiate necessary investments actions to improve the learning environment
through the rehabilitation and extension of buildings and infrastructure in two SD institutions, partly
organised through school practice projects planned and implemented by Teacher-Student Teams under
professional supervision.
This activity includes also the upgrading of the equipment of the selected SD institutions in priority
trades, based on livelihood and labour market intelligence. Finally, it will also support the development
and trial implementation of practical competence-based, flexible training modules adapted to the needs

24
See annexes for detailed scenarios for budgeting of infrastructure and equipment needs. Given the limited budget,choices will
have to be made based on the ‘business plans’ of the two institutions.
45
of Karamojong, combined with technical and pedagogical training for trainers, technicians, instructors
and master-craftsmen.
The two selected SD institutions are:
- Saint Daniel Technical Institute – Comboni (Moroto)
- Nakapiripirit Technical Institute (Nakapiripirit).

Task 4.1.1 Invite the 2 targeted SD Providers to present their business and institutional development
plan. The needs have to be marked as priority areas in their institutional development
plans.
Task 4.1.2 Identify, control and launch tender for construction, rehabilitation and equipment provision.
Provide supervision.
For each tender, include social clauses for internships/apprenticeships of SD graduates
and SD students. Fix a percentage of workers and/or subcontractors that are to be
recruited regionally. Include decent work clauses in each tender.
Task 4.1.3 Identify capacity building needs of technical teachers / instructors / workshop assistants (=
skilled workers) and of technical staff in collaborating companies.
Task 4.1.4 Organise initial training and upgrading, constitute mixed groups or twins of technical teachers
/ instructors of SD institutions and master-craftsmen / technicians of companies

Total indicative budget for activity 4.1: 1,335,000€

3.3.4.2 Activity 4.2 Upgrade the management capacities of all public and private
formal Training Providers in Karamoja: Principals, Registrars, Accountants and
Heads of Department
Besides an important investment in infrastructure and equipment, the management staff of the targeted
SD institutions will be provided with training, coaching and other types of capacity building activities. As
SD school management is crucial for quality training, the Karamoja field officers will provide day-to day
coaching and support to the targeted SD institutions. This is closely linked to activity 4.1 and 4.3.
Means: trainings, consultancies, coaching, equipment
Task 4.2.1 Identify capacity building needs of management (Principal, Registrar, Accountant, Heads of
Department). Provide for packages of Personal Computers with stabilizers etc.
Task 4.2.2 Organise management training and coaching, transfer financial, academic and materials
management including maintenance to simple standardised IT tools
Task 4.2.3 Introduce standardised reporting to management and Supervisory Board of the institutions
Task 4.2.4 procure management-related equipment, follow up and supervise delivery

Total indicative budget for activity 4.2: 40,000€

Activity 4.3 Supervise the implementation of the institutional development plans of

the targeted SD institutions
Task 4.3.1: Coach principals, registrars and financial officers of SD institutions in modern institutional
management techniques
Task 4.3.2: Develop and implement light and flexible IT management systems for the institutions

46
Task 4.3.3 Implement the “Production Unit” approach in the selected SD institutions through capacity
building and coaching
Task 4.3.4 Control the reporting in the targeted SD institutions and coach management and support
staff on making use of the provided information

Total indicative budget for activity 4.3: 104,000€

47
3.3.4.3 Activity 4.4 Establish - in collaboration with the National Instructors’ Colleges
Abilonino/Nakawa/etc. – a continuous Instructor Training programme.
In the region, no continuous training is offered for SD instructors and technicians. It is considered more
effective and efficient to establish a training offer and a specific training offer in one of the targeted SD
colleges, than having all trainers and instructors move to Kampala or Lira for short term upgrading
courses.
Upgrade instructors of the selected SD institutions technically and pedagogically in the following trades,
according to the graphic of trades in key economic sectors.
Task 4.4.1 Develop needs assessment tools
Task 4.4.2 Conduct needs assessment in the priority trades, following the Training Programme
methodology described above
Task 4.4.3 Develop a Master Training Plan with costing
Task 4.4.4 Design in-service courses (including teaching aid’s), which are complementary to NIC
Abilonino and case by case with the Instructor Training at Nakawa VTI (in-service training),
Jinja VTI (pre-service training), etc.
Task 4.4.5 Organise intensive training and skills exposure programmes for SD instructors and master-
craftsmen in national industry, in collaboration with partner institutions such as SYNTRA
Belgium, VDAB, ILO and similar organisations in other countries
Task 4.4.5: provide means for twinning between the VTI’s and Abilonino, Nakawa, Jinja, etc.

Total indicative budget for activity 4.4: 85,000€

3.3.4.4 Activity 4.5 Improve the quality of internships, apprenticeships and

placements
Apprenticeships and all types of dual training and learning, are crucial to overcome skills mismatch and
irrelevant practical training. It allows students to “taste” and “live” the actual and real job and working
conditions, and it allows employers to test and train their future employees. Quality of such Work-based
Learning schemes needs to be improved, and therefore, a model for Work-based Learning needs to be
developed, as well as its modalities and the capacities of both employers and training institutions.

Task 4.5.1 Design internship programme structures to cater for SD students,

Task 4.5.2 Institutionalise quality internships and apprenticeships in the management of selected SD
institutions and partner companies
Task 4.5.3 Improve existing traditional apprenticeships:
Task 4.5.4 Expose human resource personnel and master-craftsmen of less experienced companies to
the good practice experiences of more advanced ones through enterprise-to-enterprise
learning and coaching

Total indicative budget for activity 4.5: 120,000€

3.3.4.5 Activity 4.6: Launch training and skills development tenders through the SDF –
48
 Karamoja Basket to improve training provision and improved access to training
The Karamoja basket of the SDF will mainly support the access to short and medium term quality
vocational training and enhancement of entrepreneurial skills for youth, women and girls. As the
capacities of SD institutions in the Karamoja region are weak, the fund will mainly channel its funding
through third parties with local expertise in Karamoja, in a joint venture with SD operators. They will be
selected through a series of competitive calls for proposals. A management mechanism will be put in
place which will be led by a ‘SDF committee’ composed of representatives of relevant stakeholders.
Eligibility and selection criteria will be drafted, based on based on livelihood and labour market
information.
Mainly operators already operational in the region will be targeted, as they have the necessary
experience and relevant knowledge to reach out for the target groups. It allows also to build their
capacities and to ensure continuity for targeted youth (see guiding principle 7).
Grant agreements and/or contracts will be signed between BTC and the implementing third party, after
assessment of the beneficiary operator. To this end, BTC will put the necessary checks and balances in
place to ensure technical quality control and financial management. Some of the “instant” short term
trainings under window 3, will be tendered according to public procurement rules.
Means: tenders, tendering, execution agreements

Total budget for activity 4.6: 1,190,000€

Task 4.6.1 Define specific focus for each tender, based on specific and clear ToR (and for the tenders
once the SDF is running). Both initial vocational education and training and continuing
vocational education and training will be eligible. Cross cutting themes as gender,
environment, HIV and any other judged opportune by the project team, should be an integral
part of each tender, either in separate windows, or integrated in the ‘regular’ tenders.
The Karamoja basket in the Skills Development Fund (SDF) will have three specific “Windows”, to cater
for different activities and target groups in Karamoja:
The 3 “Windows” of the Karamoja earmarked skills development fund

Skills Development Fund –

Karamoja region basket

Window 1 Window 2 Window 3

Relevant and Absorption in Instant tailor-made

quality short and existing formal innovative and
medium term skills BTVET training gender-sensitive
development, through skills development
including scholarships relevant to green
entrepreneurial economy, livelihood
support and start market
kits development and
humanitarian
programmes
49
1. Window 1 will cater for “Increased access to relevant, qualitative skills development (including short
and medium term training, entrepreneurial skills’ coaching and start-up kits) for Karamojong (with a
specific focus on youth, women and girls).
Through this window the intervention will support Skills Development provision in Karamoja (or in
preselected quality training providers in Uganda) of youth, women and girls. Third parties with
experience in working with the target population and/or in Skills Development are expected to provide
short term, flexible, non-formal Skills Development training programmes relevant to the identified skills
gaps, based on livelihood opportunities and labour market analysis in the area, in a
partnership/consortium with accredited training providers (MoESTS or by other ministries).
As such, Karamojong will have increased access to training, and local training providers can increase
their absorption capacity and relevance for local youth within the local socio-economic context.
The training providers are expected to take on a holistic approach, including intake, career guidance,
entrepreneurship training, post training coaching, and provide start-up kit and/or access to MFI’s.
Third parties implementing SD activities under this window are expected to adhere to the following:
1. Quality control of development of new or upgrading of existing training programmes
targeting specific trades relevant to livelihood and employability (through f.i. cooperation
with DIT)
2. Capacity enhancement of the TVET institutions to absorb increased numbers and specific
needs of the Karamoja population and/or adaptation of organisational set up to
accommodate the target groups including TVET-antenna’s, mobile TVET provision, etc.
3. Participate in coordination activities to ensure the technical quality, standardisation and
alignment of training content with Skilling Uganda
4. Providing certification of relevant training packages (DIT/UGAPRIVI, …)
5. Provision of specific counselling, tracing and other services required to accommodate for
specific needs and boost employability of the Karamojong

2. Window 2 will cater for “Increased absorption of youth, women and girls in existing skills development
training programmes through provision of scholarships, followed by entrepreneurial skills coaching and
start-up kits”
Through scholarships or capitation grants the intervention will facilitate the access of disadvantaged
youth, women and girls will to existing long term and short term, non-formal Skills Development training
programmes and formal SD programmes in the targeted region or –exceptionally – within the country25.
The scholarships will be granted to cater for tuition fees and any related costs for those beneficiaries
that will attend existing and official training and education programmes, accredited by the MoESTS or
any other Ugandan Ministry.
1. The scholarships will be disbursed to the training institution through an intermediate NGO
or development actor.

2525
Coherence of this component with the existing Irish scholarship facility, will be developed during the inception phase to
ensure linkages and avoid overlap and double funding.
50
 2. The demand for the scholarship will be confirmed in an agreement between the beneficiary,
the training provider and third party implementing agency.
3. While priority will be given to 2-6 months short term, non-formal but certified training
courses; a maximum of 2 years schooling can be funded (crafts 1 and Crafts 2).
4. The SD training providers will be subject to a pre-selection through a (non-exhaustive) list
of trustworthy training providers and/or after a quality check by BTC/MoESTS
5. In addition to scholarships, the third party is expected to also foresee the necessary
pedagical & social support (literacy & numeracy training accelerated learning programs),
quality control of training, career guidance, entrepreneurship skills development, provision
of starter’s kits & coaching and/or access to MFI.
6. Exceptionally, based on a clear justification, the enhancement of the capacity (equipment,
tools, …) of the TVET institutions can be considered to absorb increased numbers and
specific needs of the targeted groups, while keeping a minimum standard of Skills
Development.

3. Window 3 will cater for “Increased provision of instant, qualitative, tailor made, innovative and gender
sensitive skills development responding to identified skills gaps for the green economy, livelihood &
market development and settlements service delivery”.
Groups of beneficiaries can benefit from this grant, based on an identified need (through a livelihood
and labour market scan) by a third party implementer or SD institution providing “instant courses” (of
10-100 hours) in specific skills.
Priority will be given for instant training programmes catering for a skills gap identified by other actors
working with the youth, women and girls in Karamoja, facilitating a smooth transfer and transition
between beneficiaries of livelihood and humanitarian programmes and SD and entrepreneurship
training.
Four specific categories of “instant SD training courses” (10-100 hours) are considered here:
a. Green skills for the green economy in Karamoja, such as sustainable construction
of shelters/homes (eco-friendly brickmaking), energy efficient cooking instruments,
solar energy, etc.
b. Matching a Skills Development component with ongoing livelihood or other social
protection activities provided by NGOs and other actors in livelihood and integrated
support programs (e.g. cattle, poultry, agri-business, veterinary services, bicycle
repair, mobile phone repair, sandal-making, etc.)
c. Specialised skills required by operators accommodating Karamojong in the
“emerging local economy” including e.g. WASH such as water and sewage pump
maintenance; recycling of solid waste; shelter-infrastructure; health, first aid, HIV-
awareness and nursing; etc.
d. Facilitate exposure of primary & secondary pupils/students to Skills Development
through visits and short term skills training during holidays. This vocationalisation
can function both as a teaser for youth to engage in skills training at a later stage,
and as a first layer of productive skills for any livelihood and income generating
activity (IGA)

51
General guiding principles of the fund
1. Targeting specific needs groups:
a. At least 80% of the trainings should be provided for youth (aged between 15-35,
referring to the Ugandan definition),
b. At least 30% of the beneficiaries should be women and girls
c. Overall a ratio of 70% Karamojong and 30% non-Karamojong will be adhered to in
all direct beneficiary ratios. For indirect beneficiaries calculation the same ratios will
be taken into consideration, in indicative, overall manner.
2. The skills training should not exceed 9 months, focusing on practical skills (with the
exception of scholarships and activities for absorption in formal SD).
3. Provision of Life Skills can be considered through a) a pre-training (maximum of 3 months),
b) in parallel or c) preferably integrated in to the skills development training components
(including literacy and numeracy training, additional language and general life skills) based
on specifically identified needs of the candidates (only if not already provided through
NGO’s or other actors).
4. The skills training will focus on technical profiles, based on livelihood and labour market
needs that prepare for a true job opportunity for the beneficiaries.
a. Local and regional, formal and informal economy: a livelihood and labour market
scan will be executed during of the intervention
5. The training should at least partly be provided by renowned local training providers that are
certified/accredited by the MoESTS or any other Ugandan Ministry (e.g. Ministry of Gender,
Labour, Social Development, etc.). Even short term training and training for the informal
economy should lead to certification through e.g. “workers pass”.
6. Each training should encompass a work-based learning component, either in a company
through internships or apprenticeships, either in a “simulated” work environment provided
by the training institution or another partner of the training institution.
7. Each candidate should be subject to an intake interview, where prior learning should be
recognized as well as personal background is appraised (and special needs for
personalized career guidance and/or psycho-social support is verified: potentially to be
outsourced)
8. Each training should take into account entrepreneurship training component and start-up
guidance of the beneficiaries:
a. The entrepreneurship training should be according to national or international standards
and instruments (ILO or others)26, and a minimum of 6 hours of individual or small group
coaching and advise must be included.
b. The provider will have to ensure a smooth transfer of the trainees / graduates to MFIs

26Such as the National youth entrepreneurship training package developed by the Ministry of Gender, Labour and
Social Development and ILO.
52
 (Micro-finance institutions). MoU between the provider and the MFI will have to be
attached to the proposals. No collateral will be funded through this intervention.
c. Trainees that have successfully passed the vocational skills training and the
entrepreneurship training, can be granted a “start-up kit” with basic tools and equipment
(mechanism to be developed and validated by project Steering Committee).

Promotion of SDF to provide for relevant and qualitative skills development

The fund and its calls for proposals will be pro-actively promoted to potential third party implementing
agencies, through advertisement, livelihood working group meetings.
Quality aspects of skills development programmes will be integrated in the promotion campaign, seeking
necessary alignment with the Skilling Uganda reform strategy as well as with ongoing livelihood and
economic support programs in Karamoja.
As SSU is working alongside with the various departments working out a Skilling Uganda strategy, the
campaign ‘selling skills development to youth’ should also be extended to the East of the country.
However, Aas reports indicate Karamojong have often overall negative attitudes of Karamojong towards
education and training (and employment to a certain extend) , a special and extensive communication
(and retention) strategy needs to be developed in the inception phase of the intervention. Local /
traditional leaders, graduates, NGOs with outreach programmes and community-based project
offices/units will be included to define and implement the locally adapted communication and retention
strategy to attract Karamojong youth to skills provision.
As such, the SD interventions should seek alliances with other actors working on livelihood and local
market development to seek mutual reinforcement in messaging and increase impact by
supporting beneficiaries through matching support programmes.Results Based Financing:
See SSU TFF

3.3.4.6 Activity 4.7 Set and implement gender targets

Task 4.7.1 Set a Gender Target of e.g. 20 % of the total number of students / trainees
Task 4.7.2 Open a specific window for Women Entrepreneurship and TVET training in the SDF
Task 4.7.3 Sensitisation campaign

Total indicative budget: 40,000€

3.3.4.7 Activity 4.8 Set and implement social targets

Task 4.8.1 Provide social funds for vulnerable youth, in collaboration with specialised NGOs, such as
Save the Children, who may co-finance bursaries
Task 4.8.2 Co-finance training and upgrading of master-craftsmen from industry and small workshops
who train and supervise interns and apprentices

3.3.4.8 Activity 4.9 set quantitative targets and trace

Task 4.9.1: organise tracer studies and organise with local (traditional) leaders, media, graduates and
all stakeholders and actors in the region communication activities and outreach.

53
3.3.4.9 Activity 4.10 provide international and national expertise
Staffing of the Karamoja / Kampala based project team (see chapter 4):

Total indicative budget: 1,115,100€

54
 3.4 Indicators and means of verification27

Objectively Verifiable Indicators Baseline values Targets28 Means of Verification

GENERAL The employability of youth is improved

OBJECTIVE through better quality of instruction and
learning in skills development

No overall data increase

INDICATORS • Number of SD trainees of targeted institutions, Tracer studies
employed or working as an apprentice in private sector available (ADP
or self-employed. and C&D
results not
available at
formulation
stage)
• Evolution in income of trainees after graduation
idem idem
idem

SPECIFIC The quality of skills development is enhanced

OBJECTIVE and responsive to labour market needs in
Karamoja in line with the Skilling Uganda
reforms

27
The indicators, baseline values and targets are indicative at this stage. They will be validated or adapted and further defined / refined during the start-up phase (inception) and after a
participatory process, including a theory of change (TOC) workshop.
28
No targets are put at the level of the general objective, as attribution of results can only be indirect.
55
 Objectively Verifiable Indicators Baseline values Targets28 Means of Verification

N/A Increase of 25% in

INDICATORS • Increase in employer’s satisfaction of quality and • Survey by PMU
knowledge of trainees and interns personnel vis-à-vis 2020
0 • Statistical data at
non-trained personnel
MoESTS

At least 5 new • Tracer study

5% for formal
• Number of new short training modules organized modules per call of
(funded through SDF) and developed, based on SD, approx.
SDF
employer’s / labour market needs 70% for non-
formal 70% of all direct
beneficiaries are
• Evolution in number of Karamojong at SD institutions
Karamojong
(formal and non-formal skills development) in selected Less than 5%
and supported sections
in VTI
Increase (minimum
30% in non-formal
No data courses)
• Evolution in number of girls in skills training
available

• Overall beneficiary resilience improvement: Evolution

in income pre-training vs post-training

RESULT 1 The TVET and employment (sub)sector have a

coordinated and formally agreed governance
structure, vision and medium-term strategy

56
 Objectively Verifiable Indicators Baseline values Targets28 Means of Verification

INDICATORS At the national level: see SSU

• Reports of private sector

organisations and trade
In the project area (Karamoja).
unions
• livelihood and labour market scans are carried 0 6 & 18 months after
RTF Report and plan
out in a timely manner identifying potential the project’s start-up
enhancement of qualitative, tailor made, Yearly “Skilling Uganda”
livelihood and labour
innovative and gender sensitive skills Not in place progress report
market scans are
development relevant to green economy, Media reports, project
livelihood & market development service carried out identifying
documentation
delivery potential
enhancement of Baseline Study report
• skills development coordination meetings
N/A (in 2015, no qualitative, tailor Livelihood and labour
take place in a timely manner in Karamoja
livelihood and labour made, innovative and market
•
market assessments gender sensitive skills Minutes of Skills
have been carried out development relevant Development coordination
to map skills gaps; to green economy, meetings at Karamoja level
information is livelihood & market
scattered and not development and
comprehensive) service delivery
N/A (in 2015, no Skills Skills Development
Development coordination meetings
coordination meetings take place twice per
took place in the year at the Regional
level as per the 6

57
 Objectively Verifiable Indicators Baseline values Targets28 Means of Verification

targeted areas) months after the

project’s start

RESULT 2 The Competitive pilot skills development fund

is established and operates in the Project Area
and serves as a model for the future National
Skills Development Fund

INDICATORS At the national level: see SSU Not available within 12 Concept and
months after Manual of
project start- Operations of the
up SDF design Skills
& Manual of Development Fund

At the local level: timely availability of SDF design, Manual Operations are Minutes of SDF
N/A (no SDF in selection
of Operations, establishment of a multi-actor selection available and
place) committees
committee and launching of call for proposals the first call for
Project records
proposals has
been launched Project records

RESULT 4 Quality of training and qualification processes

are improved and the access to quality SD
provision is enhanced with special attention to
the needs and potentials of females.

58
Objectively Verifiable Indicators Baseline values Targets28 Means of Verification

None of the SD Three years after

• effective administration and management tools for Request documents
academic management, financial management, institutions is using project start-up, the submitted by the targeted
management of procurement, stocks, any management tools two providers are SD institutions
maintenance and services for clients in two SD trained in TVET-center Survey at management of
institutions targeted by the intervention management, and use SD providers
effective tools for Reports and records of
overall management targeted SD institutions
Project data collection
• Number of trainers that received continuous 0 50% of trainers of the 7 Project reports
training in technical and pedagogical fields (for the existing formal VTI
7 institutions)
have been exposed to
technical & managerial
upgrading

Between 0 & 40% of

• percentage of trainees in non-formal courses and current trainees in At least 60% of SD
participating in formal assessment and certification non-formal courses are
trainees take part in
(DIT/other) through SDF
participating in formal formal assessments
assessment and
certification
• Number of new short term training courses (DIT/other)
5 per call of the SDF
developed and accredited by MoESTS

N/A (based on non-

59
Objectively Verifiable Indicators Baseline values Targets28 Means of Verification

• Increased percentage of training time is verified information: At least 15% of training

dedicated to WBL activities (in 2 targeted VTIs)
VTI trainees undertake time is dedicated to
1 month industrial WBL activities (in 2
training per year) targeted VTIs

• number (#) of youth that have enhanced their skills

None available over 1000 youth have
through participation in non-formal & formal
BTVET and entrepreneurships training (including
enhanced their skills
at least 30% girls and women and 70% through participation
Karamojong) in non-formal & formal
• number (#) of youth that have enhanced their skills (in 2015 through BTVET and
through instant (10-100 hours) courses development entrepreneurships
responding to identified skills gaps for green programs training by the end of
economy, livelihood & market development and approximately 2500 the project (including
service delivery at least 30% girls and
youth enhanced their
skills through non women and 70%
formal SD training) Karamojong)

over 1000 youth have

enhanced their skills
through instant (10-
100hours) courses
responding to
identified skills gaps for
N/A green economy,

60
Objectively Verifiable Indicators Baseline values Targets28 Means of Verification

livelihood & market

development and
service delivery by the
end of the project
(including at least 30%
girls and women and
70% host communities)

61
3.5 Description of beneficiaries
The direct beneficiaries of the project are people who have gone through training funded through the
SDF-Karamoja Basket (mainly young Karamojong/women & girls) and in SD institutions supported by
the project, including relevant internships and apprenticeships in enterprises and other collaborating
entities.
Other beneficiaries are

• ‘Clients’ of SD training institutions (graduates 29, employers and actors in livelihood activities).

• Existing SD training institutions & their partners of the private sector.

• Managers and instructors of training institutions

• The members of the Reform Task Force for Skilling Uganda (RTF), and its Executive Secretariat
(ES), and at a later stage the SDA

• The heads and staff members of directorates and departments at MoESTS, in particular SD
department and DIT, and district staff (CAO, DEO, …)

• Human Resources officers and technical staff engaged in enterprises, business organisations
and trade unions

29
As mentioned in chapter 1, most of the students in VTI are non-Karamojong
62
3.6 Risk Analysis

Identification of risk or issue Analysis of risk or issue Deal with risk or issue
Potential
Risk description Category Likelihood Total Action(s) Resp.
impact
Risk for not achieving the Project Flexible implementation
Objective: structure, large project team,
· the Large scope of the project could lead education programme SC
to scattered activities approach with coordination
· Scattered and only partial administrative structure
responsibility of the relevant departments in Political attachment of the
the Ministry of Education, Science, project to the overarching
Technology and Sports could lead to policy body promoting the
internal competition SC
reform and to the department
· Non-existence of administrative and of planning to ensure
coordination structures in the project region, coherence
could lead to lack of ownership and weak Independent project office in
feedback Medium the project region with a large
· Unclear future of SDA could slow down DEV Low High autonomy of action. Project
Risk PMT
reforms office will function as a pilot
regional RTF/SDA office

Creation of (in a later stage up

to four) Consultative
Committees which prepare and SC
accompany decision-making
and implementation

63
Identification of risk or issue Analysis of risk or issue Deal with risk or issue
Potential
Risk description Category Likelihood Total Action(s) Resp.
impact
Document and spread the
statements by the President,
the Prime Minister and sector
Ministers, and of international PMT +
The Skilling Uganda Strategy has been and national investors who RTF
formally approved by the Government and stress the importance of skills
signed by the President. However, the for development
Medium
institutional structures have not been put in DEV Medium Medium
Risk Technical support to RTF and PMT +
place, and if political will is lacking,
implementation of the proposed reform will SDA RTF
be slower Organisation of field
achievements independently
PMT
from the creation of the Skills
Development Authority

The Project establishes a

Competitive pilot skills
development fund, a measure, PMT + SC
which can be taken right from
the beginning of the project

Approval processes for the national Skills Experience in how to manage

Development Fund may take time. In the a Skills Development Fund can
Medium be collected from running the
debate, the Fund might suffer from DEV Medium Medium
Risk Pilot Fund and from successful PMT
obstacles in the way of setting up the Skills
Development Authority. and unsuccessful examples
abroad, specifically in East
Africa

64
Identification of risk or issue Analysis of risk or issue Deal with risk or issue
Potential
Risk description Category Likelihood Total Action(s) Resp.
impact
Active presence on the political
and the technical level,
sustained by the Belgian and
Irish Embassy and the BTC RR
Resident Representative of
BTC, support for a specific
Sector Table “SD-Employment”
Continued dialogue with
RTF/SDA to advocate for the
creation of a basket Skills
Development Fund (and a
nationally owned SDF), for PMT +
which the Competitive pilot RTF
If other donors are not eager to support a skills development fund
future Basket Skills Fund, and/or if a collects experiences. This will
Medium
nationally owned SDF is made dependent DEV Medium Medium allow for adapting and fine-
Risk
from the training levy; the SDF will probably tuning the national fund to the
remain a pilot specific conditions

PMT +
RTF
Active support to RTF for the
creation of sustainable multi-
source funding mechanims for
SDF/SDA

65
Identification of risk or issue Analysis of risk or issue Deal with risk or issue
Potential
Risk description Category Likelihood Total Action(s) Resp.
impact
Participatory approach strategy
of the Project: pro-active and
continuous communication with
District and Municipal PMT
If companies and business organisations authorities are the first priorities
don’t see the benefit of cooperating with for the Project and its staff
training providers, they will not be eager to
formulate their needs and neither Set up and coach Sectors
DEV Low Medium Low Risk PMT +
participate in regional coordination Skills Councils & Regional
RTF
structures (Consultative Committee) with Support Centres
District and Municipal authorities and SD Enquiries with potential
institutions employers, search for
champions, negotiation with PMT
management of SD institutions
to seek PPP alliances

Participatory approach strategy

of the Project: pro-active and
continuous communication with PMT +
District and Municipal
RTF
authorities are the first priorities
If current managers of SD institutions see for the Project and its staff
the modernisation of management
structures and processes as a threat to their Negotiation with management
positions and decision-making powers, the DEV Low Medium Low Risk of SD institutions motivating
investments in infrastructure, equipment them to recruit more change
and capacity development will have a lower PMT
minded managers and recruit
impact female instructors and
managers
Engage with SD institutions for
developing PPP business PMT
plans

66
Identification of risk or issue Analysis of risk or issue Deal with risk or issue
Potential
Risk description Category Likelihood Total Action(s) Resp.
impact
Targeted capacity building
measures addressing staff of
relevant MoESTS departments PMT +
(incl.SD Department and
RTF
Department of Industrial
Training)

Targeted capacity building

measures addressing technical
staff and human resources
PMT +
officers of business
RTF
associations, trade unions, and
the Association of Human
If the management capacity in the relevant Resources Managers
departments of the Ministry of Education, Capacity building and coaching
Science, Technology and Sports (as well as Medium addressing the members and
OPS Low High
the relevant trade unions & professional Risk staff of the RTF/SDA PMT +
associations) is not strengthened, reforms
RTF
cannot be successfully implemented

67
Identification of risk or issue Analysis of risk or issue Deal with risk or issue
Potential
Risk description Category Likelihood Total Action(s) Resp.
impact
Flexible management, learning
by doing, transparency of
operation, giving the local PMT
Coordination Committee insight
Develop the Manual of
PMT +
Operations while test-running
RTF
the Fund
If SDF Procedures and management are Technical committee to be
too complicated and rigid, its Medium included as reflection body in
OPS Medium Medium
implementation and its scaling up risks to Risk project activities with PMT
become a failure international and local
expertise
Ensure maximum participation
from the local business
community and from District PMT
and Municipal authorities.

Speedy project start-up in

order to show that the project
PMT
exists and that it engages in
Procurement rules and lengthy procedures relevant action
for construction and equipment tenders may A package of “Quick win”
Medium
constitute stumbling blocks on the way of OPS Medium Medium actions can be contracted out
Risk
implementation and could demotivate right from the beginning,
project stakeholders whereas more structured PMT
interventions should be
planned carefully in the years
2-3-4

68
 Construction & equipment
delivery is implemented under
‘Own Management” & enough PMT
capacity is foreseen for
management of procurement

Identification of risk or issue Analysis of risk or issue Deal with risk or issue
Potential
Risk description Category Likelihood Total Action(s) Resp.
impact
A communication strategy
which shows cases of
“champions” who have
invested in training and who
are rewarding quality. This PMT +
strategy has to be planned and RTF
implemented in alliance with
employers and trade unions at
the national level and in the
project region
An excessive belief in certificates and A sensitisation campaign which
diplomas and the attitude of employers who explains that it is rewarding to
do not honour hands-on competences with Medium set and reach international
DEV Medium Medium
better pay (the “low skills equilibrium”) may Risk qualification standards. This
render improvements brought about by the PMT +
will marginalise assessment RTF
project irrelevant bodies which are separating
practical competence at work
from achieving formal
standards.

69
Identification of risk or issue Analysis of risk or issue Deal with risk or issue
Potential
Risk description Category Likelihood Total Action(s) Resp.
impact
focussing on “quick wins” in the
first two years PMT
reach communication among
key stakeholders (Ministries of
the Economy, Labour and
Education; Employer
Organisations, Trade Unions, PMT +
Donors) in the medium term RTF
(three to five years) and reach
systemic structures in a long-
term perspective (five to 10
years)
The project is not understood as an actor cooperate with other actors
and agent for 'systems' building. The Skills supporting the change process PMT + SC
Development Authority would function as an of the SU strategy
DEV Low Medium Low Risk
administrative body without marking a clear
difference from the current set-up (SD-DIT-
UBTEB)

70
Identification of risk or issue Analysis of risk or issue Deal with risk or issue
Potential
Risk description Category Likelihood Total Action(s) Resp.
impact
Communication strategy
addressing employers and the PMT +
local media, including radio RTF
broadcasts
Participatory approach
(regional-local Coordination
Committees, participation of
business representatives on
management boards of SD
institutions) giving employers a PMT
say and bringing productivity
and innovation gains to
Skills mismatch: non-responsiveness of the companies and businesses
local labour market, could lead to
unemployed youth & if SD institutions are
DEV Low Medium Low Risk Pro-actively seeking
overloaded with students in order to
increase income for the institutions and its cooperation with development
staff, training quality, will suffer partners & livelihood actors to
seek sector specific &
pragmatic collaboration on
matching economic support &
addressing skills gaps

71
Identification of risk or issue Analysis of risk or issue Deal with risk or issue
Potential
Risk description Category Likelihood Total Action(s) Resp.
impact
A baseline (organisational
audit) will be established in
order to adequately assess the
management approach of the
PMT
SD institutions

SD providers and other beneficiary

institutions and partner companies will not
make the necessary provisions for
maintenance and procurement of working Contracting for any type of
DEV Low Medium Low Risk support for SD institutions and
materials. As a consequence, there would
not be a sustained practical training – a companies, professional
core condition for quality training and monitoring of the activities to
qualification processes be accomplished by the PMT
beneficiary institutions and
companies under these
contracts. Special clauses
regarding financial
management and maintenance

This risk is under the control of

the project staff, as all
PMT
investments are executed
under ‘own management’
Medium
Corruption for construction and equipment FIN Medium Medium For all steps in tendering
Risk
procedures, special attention PMT
will be given to anti-corruption
measures.

72
Identification of risk or issue Analysis of risk or issue Deal with risk or issue
Potential
Risk description Category Likelihood Total Action(s) Resp.
impact
Given the cultural and educational Communication strategy
background of Karamojong youth, the addressing Karamojong and
enrolment and retainment of Karamojong in Medium local leaders. PMT +
DEV medium Medium
SD provision can be problematic. This could Risk RTF
lead to a low ratio of Karamojong in skills
development activities
Working closely with livelihood
and humanitarian agencies and
actors, to ensure a smooth
transfer of beneficiaries
between different programmes
Provision of short term training,
to take into account the
specificities of the local context
and the real skills needs of
Karamojong
Provision of parallel socio-
professional counselling and
guidance, including possibilities
to include in SD-provision
through the SDF short
numeracy and literacy courses

73
74
 4 RESOURCES

4.1 Financial resources

4.1.1 Irish Contribution

The Irish contribution amounts to 6,000,000 Euros (6 million Euros). 5,398,111 € of these 6
millions are dedicated to the activities of the intervention and 601,889€ are dedicated to the
management fee for BTC (=11,15%).

4.1.2 Ugandan Contribution

There will be no Ugandan contribution. Value-Added Tax (VAT) will be paid for.. Import Tax for
purchases will be exempted.

4.2 Human resources

4.2.1 The Project Team

The project staff is responsible for the operational implementation of the activities. The
international technical assistant running the Belgian funded SSU-intervention, will be the overall
responsible for the implementation of this component (although fully funded through the Belgian
SSU-intervention).
Regarding the physical location (offices), BTC will seek economy of scale and share offices with
the ongoing SSU Project Management Team. Some of the international and national staff will
also be shared with other BTC interventions. All resources sharing between interventions will be
materialized through a Service Level Agreement (SLA) and booking of expenses on interventions
will be realized accordingly. The amount mentioned per budget line gives the maximum amount
to be booked on the total life span of the project. The resource sharing % is indicative.

The project team at the central level (Kampala):

At the national level, the overall management of the project is under the responsibility of the
international technical assistant who is currently also the SSU-Intervention Manager. The project
team in Kampala is also composed of an international TVET expert, who will work on result 1 and
2 for 25% of his time30, and for 75% of his time on the 4th result (Karamoja-focus). The team is
further composed of a full time accountant, a 33% SDF-manager (shared with SSU), a national
architect (fully funded under SSU), a gender and vulnerable group & M&E expert (fully funded
under SSU) and several international and national support staff, shared with other education
interventions implemented by BTC (RAFI, procurement expert, architect, …).

Budgeted under
Absolute value Estimated . activities
INTERNATIONAL Project Contracting
and Irish percentage31 Number of months
Staff Party
Contribution in
Euros
Intervention Change Manager,
54 MOEST
national , part time, appointed

30
He will jointly work with the MoESTS and the SSU-team on themes such as the reform process, the setup of the skills
development fund, capacity building of stakeholders etc.
31
This percentage is indicative
75
by MOEST32

Intervention Manager, 034 0% X

International Technical 54 BTC
Assistant TVET33
Intervention Field Manager, 202,500€ X
International Technical 25% 54 BTC
Assistant TVET
NATIONAL Project Staff Contracting
Number of months
based in Kampala percentage Party
0 0%
Gender & M&E expert 54 BTC

35,640€ X
SDF MANAGER 54 BTC
33%
108,000€ X
Financial Officer 54 BTC
100%
0 0%
Accountant35 BTC

0 0%
NTA architect36 BTC

0 0%
Secretary37 BTC

0 0%
Driver38 BTC

At the local level:

An operational team based in Moroto will be in charge of implementing all activities under R4,
and has a ‘liaison’ function as well with the project team in Kampala, to feed in local experience
and lessons learned into the M&E framework. The project office in Karamoja will implement all
capacity building activities, will ensure proximity of action and ensures all follow-up and
monitoring of actions and investments. It will provide the necessary expertise to run the SDF-
Karamoja Basket, to build capacities at the two VTI and to ensure (during the project life) the
role of a supporting unit (executive secretariat) for the SD-coordination in the region.
The team in the field office in Karamoja is managed by the TVET International technical
assistant (see above, for 75% of his assignment), assisted by a National full time Project Field
officer, and two full time national experts (1 TVET expert and 1 SDF/M&E officer), with support
staff, ( full time accountant and a full time driver/logistician).

Absolute value and Budgeted

INTERNATIONAL Project Contractin
Irish contribution Estimated under activities Number of months
Staff g Party
in Euros percentage
Intervention Field manager, 607,500€ X
International Technical 75% 54 BTC
Assistant TVET
NATIONAL Project Staff based Contracting
Number of months
in Karamoja percentage Party
Field officer (NTA TVET) 162,000€
54 BTC
100%

32
No salary will be paid to the MoESTS manager. Reimbursement of additional costs can occur and are budgeted.

34
Financed 100% by DGD SSU intervention
35
ibidem
36
ibidem
37
ibidem
38
ibidem
76
 X

1 Field Coordinator (NTAl TVET 121,500€ X

54 BTC
) 100%
1 SDF & M&E Field Officer 121,500€ X
(National SDF Field Monitoring 100% 54 BTC
Officer)
Gender and vulnerable Youth
Expert39
37,800€ X 54
DRIVER/LOGISTICIAN BTC
100%
64,800€ X
ACOUNTANT 54 BTC
100%

4.2.2 The Education Programme Unit Team

Such as the SSU project, this intervention is integrated in the Uganda-Belgium cooperation’s
Education Programme. In terms of human resources this translates into a pooling of experts for
the overall education portfolio that are shared between the interventions of the sector according
to an allocation key. All resources sharing between interventions will be materialized through a
Service Level Agreement and booking on interventions will be realized accordingly, The amount
mentioned per budget line gives the maximum amount to be booked on the lifespan of the Project.
This Project will also beneficiate from the support of the Programme Unit Team
Absolute value and Number of months
Irish contribution in (estimated %
Programme Staff Contracting
Euros contribution € on
this intervention)40
0
Education Programme Change Manager (MoESTS) 54 months (NA%) MoESTS

81,000€
Education Programme Manager (BTC) 54 months (10 %) BTC

40,500€
International Architect 54 months (5%) BTC

121,500€
International Administrative and Finance Officer (RAFI) 54 Months (15%) BTC

40,500€
International Procurement Officer 54 Months (5 %) BTC

0
National Procurement Officer BTC

39
Financed 100% by the DGD SSU intervention
40
The % are indicative and resource sharing will be done according to a key allocation that will be mentioned in the
Service Level Agreement.
77
78
79
5 IMPLEMENTATION MODALITIES

5.1 Contractual framework and Administrative responsibilities

• See SSU TFF

5.2 Institutional anchorage

Institutionally, the project is anchored in the Ministry of Education, Science, Technology and
Sports (MoESTS) in the Planning Directorate. The project will also have a field office in
Karamoja.

5.3 Technical responsibilities

• See SSU TFF

5.4 Project Life Cycle

The project execution period is of 54 months.

5.4.1 Execution Phase

• See SSU TFF Project Start-up phase : from Implementation agreement notification (CMO) –>
PSC1 (Validation of the Start-up report)
At the beginning of the project’s implementation phase, an initial phase of maximum 6 months will
start, during which the following activities will be carried out.
- 1st Project Steering committee
- Finalize the recruitment of staff
- First project operational planning (Year 1)
- Establishing baseline and monitoring system…
- Start-up report (including work plan)
- Development of a communication and targeting strategy and plan. In the targeting strategy for
Karamojong youth (especially girls) will be developed in close consultation with and building
on the expertise and experiences of all stakeholders. This communication and targeting plan
and strategy will also be presented and endorsed at the level of the steering committee and at
the level of our the structure with EoI/EOB and BTC. It will take into account the specific
features of the region and the target population, and the roles of all actors active in the region,
to be able to attract also Karamojong in hard to reach areas of all 7 districts to the skills
development actions

5.4.2 Administrative Closure phase

Project administrative closure will be managed as per article 7.1 of the Memorandum of Understanding
signed between BTC and Irish Aid.
The final narrative and financial report will be sent to the IrishAid for final approval. Irish Aid will send a
written confirmation with its approval before the intervention is administratively closed.

80
5.5 Implementation and follow-up structures

5.5.1 The Project Steering Committee (PSC)

See SUU TFF
Besides the PSC, the intervention will create a forum between the EoI/Irish Aid and BTC to ensure swift
information exchange for policy dialogue, and to provide technical advice and implementation feedback
on skilling Uganda policy reform and its integration in the Karamoja Development partner context.
For Belgium, the education sector is one of the two focal sectors, with a high implementation of the
embassy on sector dialogue, where the EoB is supported by BTC to provide inputs and feedback based
on our experiences and expertise in the field/programme. BTC will make sure that the necessary
information and feedback is given to both EoB and EoI to engage in a high-level polictical dialogue on
BTVET/Skilling Uganda regarding sector evolutions, sustainability and the commitments of the Ugandan
partner.

5.5.2 The Project Management Team (PMT)

MoESTS designates a part time national Intervention Change Manager within the Planning directorate
, detached by MoESTS after BTC’s no-objection.
BTC contracts the Intervention Manager after the MoESTS’ no-objection. To ensure the joint strategic
implementation of the Belgian & Irish funded interventions under Skilling Uganda, both components will
be managed by the 1 BTC Intervention Manager.
The Project Intervention Manager will be supported by:

• Project staff at central level located within MoESTS in the RTF offices

• A Project field office in Karamoja

• The Education Program Unit

The full list of Project and Program staff is presented in Chapter 4.2 Human Resources.
Intervention Change Manager and Intervention -Manager will work in close collaboration and take
operational decisions and actions on a day to day basis in order to ensure that the project strategy is
fully implemented, in time, within budget and as approved by the PSC. They are jointly responsible for
the achievement of the results and specific objective of the project.

5.5.2.1 The Management of the project’s responsibilities comprise of41:

See SUU TFF

5.5.2.2 Specific Responsibilities of the Project Field Team in Karamoja:

The Karamoja based Project Team will have clear responsibilities for the planning and delivery of
activities in the region.
This team is headed by the Intervention Field Manager (ITA TVET) and supported by the Field officers
(NAT TVET and NTA SDF Private Sector) and the Field Coordinator (NTA TVET) and support .

41
Non exhaustive list
81
Specific responsibilities of this team concern project activities in karamoja:
• Overall planning of the project Karamoja activities and adjustments within their areas of
responsibility (assumed to be results 2 and 4 for now) on quarterly basis. It is noted that responsibility
for activity 2.1 may be allocated to the national Project Team. The Karamoja team works under the
management of the Intervention Manager and Intervention Change manager..
• Organizing, coordinating and supervising the implementation of project activities in accordance
with the approved project work plans (for results 2 and 3 activities only);
• Ensuring that all result 2 and 4 activities outputs are linked to the results and specific objective
through a close monitoring based on pre-defined indicators
• Providing timely compilation of progress reports and budgeted work plans (results 2 and 4
activities only) for the following period to the PCU for consideration by the Steering Committee;
• Supporting sub-national Beneficiary Institutes in designing, implementing, monitor and evaluate
their HR development plans
• Providing high level technical guidance on project methodology and strategy for results 2 and 3
• Promoting capitalization, and specifically sharing experiences and lessons from the
implementation of results 2 and 4
• Preparing tender/solicitation documents for the procurement of works, goods and services for
results 2 and 4 in conformity with applicable regulations
• Managing Contracts at the sub-national level

5.5.3 The Education Programme

See SUU TFF

5.6 Operational Management of the intervention

See SUU TFF

5.6.1 Human Resources Management

See SUU TFF

5.7 Construction management

See SUU TFF

5.8 Financial Management

5.8.1 Bank Accounts

From the signature of the Memorandum of Understanding a main bank account in own-
management will be opened at a commercial bank in Uganda or at the Bank of Uganda named
“BTC project – own-management “ in EURO. Other bank accounts in own-management
(operational accounts) can be opened when needed. BTC Resrep is responsible for the opening
of the accounts. He/she is responsible for adding and removing signatory rights on the

82
mandatories of the accounts, in accordance with BTC internal rules
BTC mandate structure is applied.
In terms of signature, the double BTC-signature is compulsory.
This bank account will be used for expenses incurred in Uganda,
General means expenses shared between DGD SSU intervention and Irish Aid SSU, will be
paid out of the DGD SSU intervention (bank account) and a reallocation will occur on a semi-
annually basis. The reallocation of operating expenses will be done according to the
participation of each donor in the general means budget of the SSU program. This also applies
for activities shared within result 1 and 2.

83
5.8.2 Funds transfer
Irish Aid will transfer annual instalments to BTC according to the signed Memorandum of
Understanding.
Funds are transferred from the IS-HQ account to the specific main account open in Uganda for this
intervention (see 5.7.1) for expenses incurred locally.
Transfer to the local BTC account will be done according to BTC internal procedures (see SSU TFF for
more information)

5.8.3 Financial planning

Financial planning and accounting will be done according to BTC internal procedures (see SSU TFF
for more information)

5.8.4 Budget Management

Budget constraints: The budget of the project sets out the budgetary limits within which the project must
be executed. The total budget and the budget per execution mode may not be exceeded.

Budget Change

Budget change will be done in accordance with article 4.3 of the memorandum of understanding and
with BTC internal procedures.

5.8.5 Skills Development Fund – financial managemend and modalities

See SSU TFF

5.8.6 Public Procurement Management

Procurement will be done according to Belgian procurement rules and regulations.
The following activities will be managed according to Belgian Law and BTC system (BTC -
management):
• Staff contracting
• All the consultancies
• Audits
• Mid-term and End-term Reviews (MTR and ETR)

5.9 Monitoring & Evaluation

5.9.1 Monitoring & Evaluations

The project will have a common monitoring & evaluation system together with other projects of the TVET
component of the Education Programme.

Report Title Responsibility System Frequency Users

Baseline Baseline Project Team BTC Unique Project, PSC,
Report BTC
Operational MONOP Project Team BTC Quarterly Project, BTC Rep

84
 Monitoring office
Results Results Report Project Team BTC Annually Project team,
Monitoring partner, PSC,
BTC rep office, BE
embassy, Irish ….
Mid-term MTR report BTC HQ BTC Unique BTC HQ, project
review team, PSC, donor,
…
End-term ETR report BTC HQ BTC Unique BTC HQ, project
review team, PSC, donor,
…
Final Final Report Project Team BTC Unique PSC, Partner,
Monitoring BTC rep office BE
embassy, Irish….

See SUU TFF

5.9.1.1 Baseline
Establishing the baseline in the beginning of the project is a BTC system requirement. The project M&E
framework will be aligned with existing frameworks and methodologies already used by the partner.
The Baseline Report needs to be established by the PCT at the beginning of the project (ideally within
the 9 months after the first project steering committee (start-up PSC).
The Baseline Report will be presented to the Project Steering Committee (PSC). The PSC takes note
of the Baseline Report and validates the way the intervention will be monitored. The main goal of the
JLCB should be to assure that the Baseline Report is good enough to guarantee sound monitoring.

5.9.1.2 Operational Monitoring and reviews

Operational monitoring refers to both planning and follow-up of the intervention’s management
information (inputs, activities, outputs) and its purpose is to ensure good project management. It is an
internal management process of the intervention team. Every quarter the Operational Monitoring update
is sent to and discussed with BTC representation. BTC Resident Representative has the overall
responsibility of ensuring that all projects conduct Operational Monitoring in a correct and timely manner.
Results Monitoring
Results Monitoring refers to an annual participatory reflection process in which intervention team reflects
about the achievements, challenges, etc. of the past year, and looks for ways forward in the year(s) to
come. The PSC approves or disapproves recommendations made by the intervention team in the annual
result Report.

5.9.1.3 Mid-term review

The mid-term review is a key – moment for the intervention.
An external Mid-Term Review (MTR) shall be carried out after 30 months of project implementation,
jointly with the MTR of the SSU-belgian funded intervention. The MTR will focus of the performance of
the project and verify its realizations, approaches and may propose adaptations. The MTR report will be
submitted to the steering committee for endorsement of the proposed recommendations. Consequently
the PMU will define an implementation plan of the recommendations in line with the decisions of the

85
steering committee. The follow-up of this plan will be included in each progress report.
An external End Term Review (ETR) shall be carried at the latest 6 months before the end of the
intervention. The ETR will focus on the intervention’s achievements as well as on its lessons learned.
This mission will perform a check of compliance with results listed in this TFF and will capitalize lessons
learned.
These exercises will be conducted under the final responsibility of BTC as part of its M&E policy. To
strengthen mutual accountability, coordination with similar Vietnamese procedures will be seeked if
possible. This will be assessed during the set up phase.

Final Monitoring
The purpose of final monitoring is to ensure that the key elements on the intervention’s performance
and on the development process are transferred to the partner organisation, the donor and BTC and
captured in their “institutional memory”. This enables the closure of the intervention (legal obligation for
back-donor of BTC), the hand-over to the partner organisation and the capitalisation of lessons learned.
It can be considered as a summary of what different stakeholders might want to know at closure or some
years after closure of the intervention.

86
5.10 . Financial and procurement audit
Project audit
Project audit will be organized as per BTC internal rules. Two audits are budgeted. One will be
organized in 2018 and one at the end of the intervention. Those audits will be organized
according to BTC internal rules.
BTC and the Steering Committee may request additional audits if necessary.
Audits will be handled according to BTC internal procedures

BTC Audit
The College of Commissioners will yearly audit BTC accounts. They also audit the projects at
that moment. BTC Audit Committee can also request that BTC internal auditors audit this
project.
Irish Aids may directly commission an audit if deemed necessary (not included in project
budget).

5.11 Closure of the intervention

Financial Statement
Six months before the end of the memorandum of understanding signed between BTC and Irish Aid, the
Intervention Manager together with the Intervention Change Manager must prepare a financial
statement with the Representation according to BTC procedures, presented to the closing PSC
Balances
Unused funds on bank accounts will be transferred to Irish-aid.
Expenses after the end of the Memorandum of Understanding
After the end of the Memorandum of Understanding, no expenditure will be authorized. Exceptionally,
expenditure will be authorized after the end of the MOU date, only when linked to commitments taken
before this date.

5.12 Expenses before the signature of the MoU.

Before the actual start of the project, a series of tasks can already be done during a preparatory phase:
• Establishment of the Project Management Team

• Recruitment process of staff

• Feasibility plans and studies, business plans and organisational assessments of the targeted
institutions

87
6 ANNEXES

6.1 Cross cutting themes

see also SDF-Karamoja earmarked budget and guiding principle 6 & 7
It has to be noted that the project team has all possible means to develop an integrated approach to
CCT’s. The SDF can provide funding, and for each tender, at least two cross cutting themes should be
integrated as selection criteria. Furthermore, the SDF can even create separate windows to launch
tenders to test innovative approaches in TVET concerning gender (dedicated budget line), HIV/AIDS,
sexual and gender-based violence, vulnerable groups (dedicated budget line), environment, children’s
rights, …. It is important that the project also builds upon the approaches developed by the TTE
programme in addressing the crosscutting issues as to ensure the development of a coherent approach
and to create opportunities for synergies.

6.1.1 Environment

6.1.1.1 Environmental issues: integrated in the present project at three levels:

1) Environment as a management issue: concerning school - training centre eco-
construction, consumption of energy, water, waste management on site, etc.
2) Environment as a subject within the Technical and Vocational Education and Training
system: integrated in training programmes through the curriculum, the training of
technical teachers, instructors, in-company tutors and master-crafts persons.
3) Green jobs and green skills as a focus in the SDF.
The Project Management Team will nominate one professional out of its team working at the field office
in Karamoja to be the “Environmental Manager”. This partial responsibility will be anchored in the Terms
of Reference of the post description.
The professional chosen will benefit from dedicated training and will inspect the institutional master
plans, individual building projects, construction sites and pollution-prone workshops. S/he will inform
and train the project staff and the management, staff and students of the partner institutions, and train
one environmental agent per partner institution. S/he will also link up with the public service responsible
for environmental issues (e.g. labour inspection service).

6.1.1.2 Eco-design & construction

Firstly, in constructing and equipping the new and improved facilities, the project will apply
environmentally friendly technologies. It will work with the governing boards and the management of the
directly targeted SD providers, in order to ensure that they integrate environmental considerations in
their institutional upgrading plans. BTC experience in Uganda, Vietnam, Cambodia and Palestine can
inspire the project team in drafting specific environment friendly ToR.
The project will include environmental concerns during the design phase of the spatial master plans for
the rehabilitation and extension of buildings. The approach will include passive measures: greening of
the compounds, orientation of new buildings, taking into account the exposition to the sun and the main
wind direction, the maximal use of daylight, rainwater collection and natural ventilation.
Due attention will be given also to ensuring the selection of construction materials that will have the least

88
negative environmental impact, and likewise when selecting furniture and equipment 42. During
demolition, special care will be given to the removal of asbestos roofs and their proper treatment. It has
to be taken care, that all these guiding principles are included in the terms of references and tender
documents for work contracts.

6.1.1.3 Use of renewable energy

Secondly, as an active measure, autonomous photovoltaic systems that are not connected to the grid,
will be installed in the five directly targeted SD institutions. This system will diminish the fossil-based
electricity consumption and contribute to more eco-friendly building. Other alternative solutions will also
be explored and experimented, with a view to replacing wood for cooking and thereby to reduce
deforestation. One of the SD institutions visited uses already a kitchen stove, which is designed to
consume a lower quantity of fire wood. This is not a sufficient measure, but shows that small
improvements can be introduced and gradually adapted, instead of inaction and waiting for the best-
quality solution.

6.1.1.4 Waste management

Proper attention will also be given to wastewater and solid waste collection and treatment. The
wastewater collection and treatment is problematic in the majority of the SD institutions visited. The
framework contract BTC has signed on waste management, can be used to call upon international
expertise to train local project staff and staff of supported institutions in waste management and effective
use of consumables.

6.1.1.5 Preserving biodiversity

Construction sites will be chosen, taking into account existing trees and other vegetation, so as to
safeguard as much as possible valuable plant species present on the training centres and colleges’
premises. Any tree cutting for the purpose of construction will be compensated by planting at least the
same number of new trees. Planting of endemic plant species by the technical colleges and vocational
training institutes will be actively encouraged.

6.1.1.6 Awareness raising

The implementation of these activities in collaboration with the directly targeted SD institutions can also
be used for awareness activities addressing various departments of the Ministry of Education, Science,
Technology and Sports, primarily the SD Department, the Teacher and Instructor Education and Training
Department and the Directorate of Industrial Training.
Environmental concerns will be integrated in the initial and continuing technical teacher, instructor, in-
company tutor and master crafts persons’ training programmes. Technical teachers, instructors and in-
company tutors are role models for their students. Therefore, it is important that the SD institutions and
their staff adhere to environmentally friendly practices in their own day-to-day work. Ultimately, the aim
is to mainstream environmental considerations as a natural part of all training programmes. This can be
organised either as part of the formal curriculum and / or as extra-curricular activities undertaken at the
training centres and colleges, where the teachers, instructors and in-company trainers can replicate
what they have learned in their own teaching and coaching practice. The impact of such programmes
will be considerably enhanced if the environmental concerns become part of the technical teacher,
instructor, in-company tutor and master crafts persons’ training programmes.

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The BTC construction guide and publication on renewable energy will be used as a main source to guide the works.
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Thirdly, for SD in particular, occupational health and safety, waste minimisation, recycling, handling of
hazardous substances etc. are particularly important. Moreover there will be issues and concerns that
are relevant for specific occupations. An electrician, for example, should not only know the dangers and
hazards associated with the profession, but should ideally also be able to choose and advise customers
on the most energy-efficient solutions.

6.1.1.7 Potential for “green jobs”

The potential for green jobs is clear: Not only for recycling, but also for the installation and maintenance
of solar panels and solar energy systems, low impact brick production etc. If opportunities for green
jobs are identified, the SDF can be used to stimulate such trainings.

6.1.2 Gender
In the Ugandan Constitution, men and women are considered equal before the law in all aspects of
political, social and cultural life. However, in reality, opportunities for men and women are not equal. On
average, women in Uganda only earn between 40% and 50% of a man’s income. The incidence of youth
unemployment for girls and young women is double as high as that of males. Promoting gender equality
and women’s empowerment, (as also emphasized in MDG no. 3) is necessary for a number of good
reasons, not least because it is key to economic development and poverty eradication.
The overall strategy outlined in the Gender in Education Policy is ‘gender mainstreaming’, a conscious
approach to take into account gender equality concerns in all policy, planning, programme,
administrative and financial activities as well as organizational structures and procedures. At the lower
level of implementation, this entails amongst others that each institution in the system providing
education and training must:

• Ensure gender equality and participation

• Mainstream gender in the curricula

• Ensure that gender responsive methods of teaching, learning and assessment of learners are
applied

• Collect and maintain gender disaggregated data

• Ensure that the school environment is gender sensitive and conducive to the learning of both
sexes.
In the SD Sector, the participation of girls and young women is very limited. It is much lower than in the
primary education (grades 1 to 7) segment and in general secondary education. One explanation is the
types of trades offered in SD, which are mainly male-dominated, with the exception of health sector
occupations, administrative occupations and occupations in the hospitality sectors.
There are some exceptions in the transport and construction sectors, but they are irrelevant in
quantitative terms. The underrepresentation of girls and young women in SD reflects in some way the
underrepresentation of women in the workforce of many economic sectors. Women represent the
majority of workers in agriculture, but there they are mainly working in the subsistence agriculture
segment, where no salaries are paid.
The MoESTS “Girls in Education Strategy 2015-2019, proposes strategies to overcome the gender
imbalance in education in general. Its Goal is to “Promote girls’ education as an integral part of efforts
to create gender equity and equality in the education system in Uganda.”
This strategy outlines some actions for improved gender balance (on access, quality and learning

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outcomes) in SD, but these are less developed than f.i. the ones for basic education and secondary
education. The proposed actions are:

• to construct facilities in SD institutions that have minimal or less facilities for girls,

• to develop strategies to encourage more girls to take on technical courses

• to engender the curriculum and include girls\female friendly courses and, employable skills
for the youth

• to promote SD as a career option for girls Mentorship programme for girls

For the project’s intervention strategy, this analysis leads to the following orientations:
1) The project can provide support to an increase in the number of women who work as teachers
and instructors in the SD sector, in the directly targeted SD institutions. The role model, female
teachers can play, reinforces the self-assurance of female students.
2) The Hospitality and Tourism sector is one to the priority sectors for the project. In the Hospitality
and Tourism sector, around half of the employed staff is females.
A caveat has to be formulated here: It can be counterproductive, and a waste of energies and funds, to
promote higher female participation in SD, if the labour market is not receptive for female graduates in
the given field. Specific attention to these issues will be integrated for each tender of the SDF.
At the system level, the project will ensure that gender issues are brought to the fore in the planned
capacity development activities – in terms of reviewing and strengthening current procedures and
performance, and also not least of all, in sharing of innovative ideas and best practices amongst decision
makers and managers. At the level of individual SD institutions and cooperating companies, practices
will also be reviewed and new approaches to mainstreaming gender issues will be encouraged. The
funds earmarked for small projects can be used proactively to promote new ideas, methodologies and
gender sensitive materials.

6.1.3 HIV /AIDS

Uganda used to be a global leader in reducing the prevalence of HIV/AIDS, with figures down from 25-
30% in the early 90s to the 7,4% Successes in the fight against HIV/AIDS were mainly attributed mainly
to successful behaviour change campaigns like the ABC concept (Abstain, Be faithful, use Condom)
rather than technology. Over the past years, however, the HIV prevalence rates are on the rise again as
a result of withering attention for prevention and the number of new infections remains unacceptably
high, especially among women and adolescents. More than 1.6 million Ugandans are living with
HIV/AIDS and over 130,000 new infections occur each year, so HIV/AIDS causes tremendous suffering
and places an enormous burden on government and civil society
For all institutions within the Education Sector, the ‘Work place Policy for Education Institutions’ (2004)
serves as a guideline. The policy mainly focuses on rights, rules and procedures, but also mentions that
‘teachers’ education curriculum shall be revised to include HIV and AIDS issues’ (section 4.1.1.8)’, and
Appendix 2 outlines ‘Recommended content for employee and students education programmes’ (p. 17-
18)
The project will assist in the national fight against HIV/AIDS. At system level the efforts will be integrated
in the planned capacity development activities in terms of reviewing current guidelines and sharing best
practices and innovative ideas. At the level of individual SD institutions, current practices will also be
reviewed, using the above-mentioned guidelines as a starting point, and activities will be revised and
strengthened as needed. The funds earmarked for vulnerable groups, can be used as encouragement.

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As educators of teachers and tutors of children and adolescents, it is particularly important that the
colleges are at the forefront of the battle, linking to relevant national initiatives.

6.1.3.1 Gender, HIV/AIDS and Sexual and Gender-Based Violence

The Ugandan MoESTS HIV Prevention Plan 2011 includes a specific focus on sexual violence
prevention and response. In Uganda sexual violence in the educational environment has taken endemic
proportions. Learners and staff (teaching and non-teaching) easily engage in cross-generational and
transactional sex for marks, cars, cash, cell phones, favours, etc. Long traveling distances, poor
infrastructure, inadequate accommodation and sanitation, weak enforcement of SGBV related policies
as well as with stigma and discrimination, often turn educational institutions into unsafe and insecure
environments. Girls in Ugandan secondary schools report sexual violence and harassment from both
teachers and fellow students.
A study report published by the Ugandan MoESTS reveals that some 77.7% of children at primary school
and 82% of children at secondary school have experienced sexual abuse at school. Fifty-one percent
of the victims were aged between 10 and 13 years and 40.6% between 14 and 17 years. Teachers
appeared to the major perpetrators of sexual abuse. The percentage of children having been sexually
abused by male teachers was found to be higher in private schools (69.1%) than in public schools (66%).
Factors hampering the effectiveness and implementation of official child protection manners, include
rigid procedures for enforcing policy provisions, limited budgets, inability at the village level to address
child protection, harmful traditional cultures and inconsistencies in the decentralise government model .
Addressing school-related SV requires a proactive, holistic and multifaceted approach addressing both
prevention and response. The management and teaching staff play a key role in enhancing the
implementation of SV related policies and programmes. In order for any school-related SV policy to be
effective, teachers should also be offered opportunities for exploring their own attitudes and personal
experiences regarding SV, sexuality, HIV and AIDS.

6.1.4 Social Economy

The “social economy” comes into play, where public and private not-for-profit SD institutions offer
services to the community and engage in income-generating activities, which offer to the students the
opportunity of practicing the trade which they are learning.
The project includes master- crafts persons of the formal and the informal economy in its concept. It
may help a number of informal sector enterprises develop towards formalisation and it can contribute to
the recognition of competences acquired by practical work experience, a function which is now placed
at UGAPRIVI, the organisation of Private Training Providers in Uganda.
The SDF can provide funding to local and international NGO’s to support skills development of social
economy activities, labour market insertion of vulnerable groups etc.
Regarding construction, social clauses will be integrated, both for internships, as well as to fix a
percentage of local craftsmen to be contracted for the construction.

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6.2 Chronogram

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

to enhance the quality of skills development and make them responsive to labour
market needs in four districts in Western Uganda in line with the Skilling Uganda
Reforms
The BTVET en Employemnt sector have a coordinated and formally agreed
01 gouvernance structure, vision and medium-term strategy
Support the RTF
01 01
01 02 ESTABLISH AN M&E SYSTEM
IMPLEMENT A CAPACITY BUILDING PROGRAMME FOR ALL KEY ACTORS
01 03
SUPPORT THE ESTABLISHMENT OF COORDINATION STRUCTURES AT DISTRICT
01 04 LEVEL
01 05 UNDERTAKE ACTION RESEARCH
The Competitive pilot skills development fund is established and operates in the
Project Area and serves as a model for the future National Skills Development Fund
02
DESIGN THE SDF
02 01
02 02 BUILD CAPACITY AND ELABORATE MANUAL OF OPERATIONS
OPERATE THE Psdf
02 03
02 04 TRANSFER EXPERIENCE TO NATIONAL SDF
Quality of training and qualification processes IN KARAMOJA is improved and
04 access to quality BTVET provision is enhanced
Upgrade the first group of selected Training Providers: equipment, infrastructure
04 01 improvements, instructor and master-craftsmen training and upgrading
Upgrade the management capacities of all public and private formal Training Providers
04 02 in Karamoja: Principals, Registrars, Accountants and Heads of Department
04 03 SUPERVISE DEV PLANS OF 2+5 INSTITUTIONS
Establish - in collaboration with the National Instructors’ College Abilonino, Nakawa and
VDAB/SYNTRA– a continuous Instructor Training Division in one or more of the targeted
04 04 BTVET institutions
04 05 IMPROVE QUANTITY & QUALITY OF INTERNSHIPS
Launch training and skills development tenders through the SDF – Karamoja Basket to
04 06 improve training provision and improved access to training
04 07 SET GENDER TARGETS
04 08 SET SOCIAL TARGETS
04 09 SET QUANTITATIVE TARGETS AND TRACE
04 10 PROVIDE INTERNATIONAL AND NATIONAL EXPERTISE

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6.3 List of agencies and donors in TVET in Karamoja

No. Organisation Category of target population Geographical coverage

1.
Woord & Daad (Through Livelihood & Skills Training Vulnerable, Youth and
ADP) in Abim Education Women ABIM, KOTIDO
and KAABONG
2.
Restless Development Livelihood and Vocational Training Youth (Napak, Moroto
& Kotido)
3.
Cooperation & WASH, OVC, Health and Youths Children, Youth and
Development (C&D) Skills Training other people
4.
VSO Youths Skills Development The Youth
5.
Save the Children Constructions, Child Protection, School Children, ABEK
International Early Childhood ,Education and facilitators and Youths
Support to ABEK and Skills training
6.
UNICEF Donated tools and equipment to Regional
Vocational training Institute
7.
UNDP Donated tools and equipment to Regional
Vocational training Institute
(Computers)
8.
Save the Children in SMC Training, ECD and ABEK, Regional
Uganda sponsorship of skills training
9.
Church of Uganda Community education programme Regional
(COU),Karamoja including skills training for the
Diocese Development youths
Services (KDDS)
10.
ZOA Uganda Sponsoring youths for skills training Amudat, Karita, Loroo
S/C
11.
BRAC Early Childhood Development, Town Councils
Youth Development Programme, for
youths
12.
UGAPRIVI Assessment & Certification Regional
13.
DIT Assessment & Certification Regional
14.
UBTEB Assessment & Certification Regional
15.
OPM Sponsorship Regional
16.
Ministry of Education Formal & Non Formal Regional
17.
European Union Non- State Actors (NSA) Calls Most NGOs, have
benefited from EU Calls
- Regional

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6.4 Detailed indicative budget & scenarios for upgrading two VTI’s

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