Project Data Sheet

Project Data Sheets (PDS) contain summary information on the project or program: Because the PDS is a work in progress, some information may not be included in its initial version but will be added as it becomes available. Information about proposed projects is tentative and indicative.

PDS Creation Date
PDS Updated as of 31 Mar 2015

Project Name Skills Development for Inclusive Growth
Country Myanmar
Project/Program Number 47227-001
Status Approved
Geographical Location
In preparing any country program or strategy, financing any project, or by making any designation of, or reference to, a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.
Sector Education
Subsector Technical and vocational education and training
Strategic Agendas Inclusive economic growth (IEG)
Drivers of Change Gender equity and mainstreaming (GEM)
Governance and capacity development (GCD)
Partnerships (PAR)
Gender Equity and Mainstreaming Categories Category 1: Gender equity (GEN)


Type/Modality of Assistance Approval Number Source of Funding Approved Amount (thousand)
Technical Assistance8634Japan Fund for Poverty Reduction2,000
TOTAL US$ 2,000

Summary of Environmental and Social Aspects

Environmental Aspects
Involuntary Resettlement
Indigenous Peoples

Stakeholder Communication, Participation and Consultation

During Project Design
As noted above, TA conceptualization emanated directly from the dialogue with MOST, MOI, the Ministry of Education (MOE) and other agencies and development partners under the CESR process. MOST and MOI have identified development and pilot testing of CBMSCs to be a high priority, and have in turn sought ADB support to develop CBMSCs, more broadly strengthen their capacities in areas like responsiveness to employer demands. TA reconnaissance and fact-finding discussions (during 1-3 July and 16-20 September 2013) reached agreement on the TA design, including the impact, outcome, outputs, implementation arrangements, cost estimates and financing arrangements, and consultant terms of reference. In addition to MOST, MOI, and MOE, TA conceptualization also benefited from dialogue with various agencies, development partners (including the Embassy of Japan and JICA), employer associations, and other organizations under the CESR process, including via a series of TVET roundtable meetings .
During Project Implementation
To support implementation and replication, a TA advisory committee is in the process of being established, chaired by MOST and including representation from MOI, NSSA, other relevant agencies, and industry representatives. The TA design also foresees close dialogue with employers and communities in areas surrounding the 5 training centers, ranging from engagement of employers (including through technical sector committees) in identifying core skill needs to social mobilization to encourage young women and men (particularly from disadvantaged backgrounds) to enroll in fee-free CBMSCs. Consultations and outreach are in progress, with the most significant engagement to date in Mandalay. Close dialogue will also ensure complementarity with TVET-related support expected to be provided by other development partners.


The government of Myanmar recognizes that skills development will be critical in promoting inclusive growth and poverty reduction, assisting Myanmar to meet rapidly evolving labor market needs, rebalancing and equipping the labor force and the economy to modernize and climb the technological ladder into higher value-added sectors, and enhancing equity of opportunity to new opportunities. Under the Comprehensive Education Sector Review (CESR) launched by the government in late 2012, with harmonized support from development partner organizations (DPOs) the Asian Development Bank (ADB) has been a lead DPO supporting analysis and policy dialogue on technical and vocational education and training (TVET) and other post-primary education subsectors in Myanmar. Building directly on dialogue under the CESR, the government has requested (including during the 2013 Country Programming Mission) ADB to provide technical assistance (TA) to pilot test new skills development models and provide related capacity development and policy and planning support. The TA will involve cooperation with the Ministry of Science and Technology (MOST) and Ministry of Industry (MOI), in dialogue with other agencies. A key focal thrust will be supporting MOST and MOI to develop and pilot test competency-based modular short-courses (CBMSCs) in selected skill areas. New to Myanmar, CBMSCs would provide a mechanism to quickly expand the supply of foundational skills urgent needed to modernize Myanmar s urban and rural economies while also advancing equity and inclusive growth, by extending skills development opportunities to disadvantaged youth and workers who are unable to access higher education and existing forms of TVET. Complementing policy-level support under the Comprehensive Education Sector Review (CESR), the proposed TA will assist the government in operationalizing this thrust by developing and pilot testing CBMSCs in several urgently demanded skill areas and building related institutional capacities. Pending further review, it is foreseen that 7 pilot CBMSCs will focus on skills in (i) road construction and concrete technologies; (ii) cement shuttering; (iii) bar-bending (for concrete reinforcement); (iv) brick-laying; (v) MIG-MAG welding; (vi) arc welding; and (vii) maintenance and repair of farm equipment, motorcycles, and other common rural-use machinery. In turn, support under the TA is expected to feedback into the CESR, by providing proven models that can be integrated into the 2016-2020 sub-plan of the Costed Education Sector Plan (CESP) to be developed during Phase 3 of the CESR--and replicated to a broader array of skill areas and institutions under MOST, MOI, and other agencies. The TA will be administered by ADB and financed by the Japan Fund for Poverty Reduction, generously funded by the Government of Japan.

Project Rationale and Linkage to Country/Regional Strategy

Myanmar s dramatic socioeconomic transformations present both opportunities and challenges. Recognizing that an educated population and skilled workforce will be a prerequisite for successful navigation of these transformations and for sustained economic growth and poverty reduction, Myanmar s government has recently stepped up efforts to bolster the education sector, including the TVET subsector. Myanmar s ongoing CESR is playing a critical role in pinpointing critical gaps and identifying quick wins that can be pilot tested for potential scale-up under the forthcoming Costed Education Sector Plan (CESP): to be developed in the final phase of the CESR in 2014, the CESP will provide a unified framework for evidence-based, prioritized, and sequenced sector investments by the government and DPOs. Among key gaps requiring urgent solutions, despite its large current and potential workforce of youth and young adults, Myanmar faces significant skill shortages and misalignment. In particular, ADB-supported analysis under the CESR s Rapid Assessment (Phase 1) demonstrates the existence of an inverted skill pyramid: amidst overall gaps in skilled labor, there is a particularly urgent need to generate young workers possessing basic skills to strengthen the foundations of the skill pyramid. For example, household survey data suggests that only roughly 1.7% of 16-19 year-olds are enrolled in various forms of skill training, with access to training concentrated in urban areas and fields like computers and languages: e.g., a total of only roughly 0.3% and 0.1% of rural males and females reported enrolment in any form of industrial, mechanical, or primary sector-related training, with an estimate of 0.0% among poor respondents. Women (especially in rural or peri-urban areas) are particularly underrepresented in the latter types of training. The absence of workers with foundational skills directly undermines the ability of more highly-skilled workers to efficiently function and obstructs balanced modernization in both the urban and rural sectors. CESR analysis also demonstrates that a key issue underlying this dearth in basic skills training has been the lack of capacities and systems for providing applied short-courses and other forms of training accessible to disadvantaged youth and workers. On one hand, public sector TVET provision in Myanmar in recent years has largely focused on advanced, multi-year degree or diploma programs with admission based on the same matriculation exam used for entrance into universities. Meanwhile, private training is expanding but remains limited and heavily targeted at more affluent urban niche markets (e.g., computer and language training). Looking beyond access alone, the TVET subsector also faces issues related to quality and management, which will need to be addressed to allow TVET to effectively support Myanmar s accelerating socioeconomic transformation. These include the need for the TVET subsector to shift from a largely supply-side and academic orientation towards more fully demand-driven and competency-based programs, while addressing gaps in (i) the quality and relevance of curricula and materials, methodology, and overall program design in the face of shifting demands; (ii) links to labor market needs, especially in expanding sectors and skill areas; (iii) instructional and managerial staff capacity and professional support systems, in addition to physical facilities; and (iv) related institutional capacities. At the same time, the TVET subsector has received very limited international support, as DPO support to the education sector remains concentrated in primary, preprimary, and nonformal education. To help address these challenges, CESR Phase 1 recommended (i) continued analysis and policy support under CESR Phase 2 (in-depth analysis) in areas such as development of an updated policy framework for TVET; and (ii) more focused by quick win interventions. The latter include formulation and pilot testing of competency-based modular short-courses (CBMSCs). The TA will directly assist the government in the latter. It is also consistent with ADB s Interim Country Partnership Strategy for Myanmar. The ICPS first pillar covers human resources and institutional capacities, and identifies the post-primary education subsectors (including TVET) as a core focus for ADB support.

Development Impact

Enhanced skills foundation for balanced and inclusive growth

Project Outcome

Description of Outcome
Models for equipping disadvantaged young adults with job-ready, highly demanded skills demonstrated to be successful and adopted
Progress Towards Outcome
The project is in its early stage of implementation, but is expected to achieve the outcome.

Outputs and Implementation Progress

Description of Project Outputs
Institutional structures and capacities strengthened CBMSC program content developed and delivered Evidence disseminated and replication models prepared
Status of Implementation Progress (Outputs, Activities, and Issues)
The project is in its early stage of implementation. The Team Leader commenced inputs on 9 June, with delays encountered in recruitment of some of the other positions, but all five positions have now been contracted. The TA is continues to gain momentum, with strong progress made under output 1 as well as development of 4 of the short -courses under output 2 (covering various types of welding and machinery repair). Preparatory TVET teacher trainings completed in first aid and fire safety, and workshops are underway in areas like curriculum development and course preparation.
Status of Development Objectives
Status of Operation / Construction
Material Changes

Business Opportunities

Date of First Listing 2013 Oct 28
Consulting Services
It is indicatively estimated that the TA will support 43 person-months of international consultants (4 positions) and 22 person-months of national consultants (1 position) with expertise in relevant types of TVET. International consultants will indicatively be comprised of: (i) Expert on Skills Development; (ii) Expert on Short-Course Training on Building and Construction; (iii) Expert on Short-Course Training on Welding; and (iv) Expert on Short-Course Training on Small Machinery Repair. A national consultant is expected to be recruited to serve as a Skills Development Specialist. ADB will engage the consultants as individuals in accordance with the Guidelines on the Use of Consultants (2013, as amended from time to time). The TA will also mobilize short-term resource persons to provide specific expertise, as needed for activities such as training-of-trainers and events.
Subject to more detailed planning during TA implementation, the TA is expected to procure a modest amount of equipment required for use in carrying out competency-based modular short-courses (CBMSCs). In all cases, ADB s Technical Assistance Disbursement Handbook (2010, as amended from time to time), Procurement Guidelines (2013, as amended from time to time), and other ADB guidelines will be applied.
Procurement and Consulting Notices


Concept Clearance 02 Sep 2013
Fact-finding 16 Sep 2013 to 27 Sep 2013
Management Review Meeting
Approval 02 Apr 2014


Approval No. Approval Signing Effectivity Closing
Original Revised Actual
Technical Assistance 8634 02 Apr 2014 24 Apr 2014 24 Apr 2014 30 Apr 2016


Date Approval Number ADB (US$ thousand) Others (US$ thousand) Net Percentage
Cumulative Contract Awards
Cumulative Disbursements

TA Amount (US$ thousand)

Approval Number Approved Amount Revised Amount Total Commitment Uncommitted Balance Total Disbursement Undisbursed Balance
Technical Assistance 8634 2,000 2,000 1,119 882 89 1,911

Contacts and Update Details

Responsible ADB Officer Christopher A. Spohr (
Responsible ADB Department Southeast Asia Department
Responsible ADB Divisions Myanmar Resident Mission
Executing Agencies


Project Website
List of Project Documents