Turkey - Non-Formal Vocational Training Project

 Non-Formal Vocational Training Report No: ; Type: Report/Evaluation Memorandum ; Country: Turkey; Region: Europe And Central Asia; Sector: Other Education; Major Sector: Education; ProjectID: P008976 The Turkey Non-Formal Vocational Training project, supported by Loan 2776-TU for US$58.5 million, was approved in FY87. The loan was closed on schedule on December 31, 1995, at which time the balance of US$4.10 million was canceled. The Implementation Completion Report (ICR) was prepared by the Europe and Central Asia Regional Office. The borrower's full report on the implementation and achievements of the project is appended to the ICR. The project was designed to expand and improve vocational training programs outside the formal educational sector, particularly for groups with little education. Specifically, its objectives were to: (a) increase and improve the supply of well-trained labor for manufacturing industries through (i) better and more relevant nonformal vocational training programs, and (ii) expansion of enrollment in vocational education and training programs to produce about 110,000 trained workers per year; and (b) to improve employment and income generating opportunities for disadvantaged groups with little education and training by (i) significantly increasing the share of graduates of nonformal vocational training institutes joining the labor force, and (ii) creating about 16,000 self-employment opportunities, mainly for women engaged in income generating activities at home. The project financed technical assistance for developing curricula, designing and developing training programs and skills testing methods, training equipment and minor civil works, and some 200 revolving production funds for purchasing consumable materials. The project’s physical and training objectives were fulfilled. The project supported 607 instead of 268 schools expected at appraisal. Technical assistance services and fellowships exceeded appraisal targets, and textbooks were produced in large numbers. Training in girls’ schools was instrumental in bringing many to the labor market. However, a coherent plan combining inputs in the training process, and the expected improvements in areas such as training needs assessment, program design, skills testing and certification, enterpreneurship courses, and evaluation did not materialize. Project effectiveness was also hampered by poor school management and rules that restricted school-based decision-making. Despite some training, neither the Ministry of Education nor the school managers were strengthened sufficiently to respond effectively to labor market needs. The Operations Evaluation Department (OED) agrees with the ICR and rates project outcome and Bank performance as satisfactory. OED rates institutional development as negligible (ICR modest) because the institutions responsible for overseeing and delivering nonformal education were not significantly strengthened. OED rates sustainability as uncertain (ICR likely), given the lack of curricular inputs and institutional development to expand the benefits in future years. The project shows that vocational education is best implemented when the responsible agency is strong and well prepared to forge linkages with industry and develop curricula that offer students and employers information on state-of-the art technology. Provision of equipment without training and support may be insufficient to improve the quality of instruction, particularly when students have very little formal education. Therefore, it is important to prepare vocational school managers for a range of activities that they often do not undertake in ordinary schools. It is also important to promote school- based management in vocational institutions. The ICR is satisfactory. The project has already been audited.