Donor: Millennium Challenge Corporation
Period: 05/2011 – 10/2011
Activity: Support MCA-Mongolia in the design of instruments for a rigorous impact evaluation of VET activities to assess the extent to which VET project activities, and, in particular, the establishment of a competency-based training system and complementary equipment upgrades, impact the overall quality of VET schools as well as the skill-level, productivity, employment, and income of VET graduates.
Donor: European Training Foundation
Period: 01/2011 – 05/2013
Activity: The objective of the framework contract is to provide high quality experts to conduct quality assurance, planning, monitoring and evaluation services of ETF activities in the education and training and related sectors. The services may be implemented at a project, thematic or country level and may be conducted in ETF offices in Turin or at a country, regional or cross-regional level and may require country specific experience or knowledge.
Period: 07/2011 – 05/2013
Activity: The component “Practical learning and occupational orientation” is new in the German technical cooperation basic education program. The goal of this component is improved relevance of basic education regarding occupational orientation and practical learning.
Donor: European Social Fund (ESF)
Period: 11/ 2011 – 11/2012
Activity: The main components of the Consultants work are the following:
- Cost benefit analysis of the New Modern Apprenticeship
- Analytical Planning of the New Modern Apprenticeship
- Development of an Implementation Mechanism for the realization of the analytic planning within the agreed timetable
- Setting up specifications for Experts /Researchers to crew the Research & Development Center of the New Modern Apprenticeship
- Technical Support of the Beneficiary (Cypriot Productivity Center, KEPA) to implement the New Modern Apprenticeship
Country: Solomon Islands
Donor: World Bank
Period: 05/2011 – 05/2013
Activity: The overall objective of the project is to assist targeted urban poor to: i) increase their incomes through the provision of short term employment; and ii) improve their knowledge, experience and basic employment skills that are valued in the work place and society. Secondary benefits accrue to the target communities/neighbourhoods and the general urban population from the infrastructure and services that are provided through the Rapid Employment Project. The project is designed as a rapid response to address unemployment, underemployment and poverty in the main urban centre of the Solomon Islands. The project also serves to increase economic productivity through investing in the maintenance of infrastructure assets, particularly roads.
Country: AADLC member countries
Donor: Institutional Development Fund – World Bank
Period: 05/2011 – 5/2012
Activity: The overall objective is to support the Association of African Distance Learning Centers (AADLC) in managing complex service contracts on behalf of its member centers and to help the Association in development and implementation, through peer/action learning on real-life projects, of an efficient working structure, including designing and implementing the strategic plan. The plan should allow AADLC to be the main point of contact for relations with the World Bank, to support the expansion of the network in Africa and manage membership, business development, advocacy, marketing and communication
 Angola, Benin, Burkina Faso, Côte d´Ivoire, Ethiopia, Ghana, Kenya, Madagascar, Mali, Mauritania, Mozambique, Senegal, Tanzania and Uganda
Donor: World Bank
Period: 03/2011 – 01/2014
Activity: The objectives of the Education Quality and Relevance Project are:
(i) Enhance and facilitate school learning in general education and improve the school readiness of children entering primary education; and
(ii) Ensure equal access to and improve quality, relevance and accountability in tertiary.
More specifically the project has the dual aim of raising the quality of education and ensuring its relevance to the new economy and knowledge society needs along with carrying forward reforms to improve the efficiency of the education system. The objective of the TA is to support the implementation of the “Supporting further improvements in the quality of education through improved teacher in-service training and professional development” sub-component through the development of a national system for teacher professional development, and creating a school improvement network.
Donor: Millennium Challenge Corporation
Period: 03/2010 – 09/2012
Activity: The TVET Project is one of five projects designed under the Millennium Challenge Account – Mongolia (MCA-M) to address the primary constraints to even economic growth in Mongolia. In addition to developing a National Vocational Qualifications Framework the program seeks to improve public-private partnerships in TVET, define industry-led skills training standards for occupations and trades and translate these standards into modern competency-based curricula. A new national curriculum has been integrated to Mongolia’s national education system and supported by modernized instructional equipment and technology, curriculum materials and learning resources and underpinned by improved teacher training and professional development. The project aims at securing more equitable access for Mongolians to a quality improved and relevant TVET system.
Country: IPA, ENPI, DCI regions
Donor: European Union
Period: 02/2010 – 02/2011
Activity: This framework contract is intended to cover contracting of specific high quality expertise services to support ETF initiatives in the partner countries covered by its work programme, in different fields relating to human capital development. The services may be implemented at a country, regional or cross-regional level and may require country-specific experience or knowledge.
Country: Republic of Kyrgyzstan
Period: 11/2009 – 05/2010
Activity: The project design aims at an integrated approach to improve the quality of vocational training and employment services. The project advises the relevant actors in three key areas “accreditation”, “certification” and “labour market information system” to change the procedures and processes in a way that will improve the market overview for stakeholders. In particular, it supports the State Committee for Migration and Employment, with its decentralized offices and information and communication centres, the State Agency for Vocational Education including selected education institutions, the Ministry of Education and Science and the Chamber of Commerce and other project participants, in creating conditions for improved accreditation and certification of educational institutions, education courses and vocational qualifications as well as the introduction and use of an improved labour market information system.