Myanmar – Swiss Centre of Excellence for Vocational Education and Training SDC Project no. 7F-08670.01.01 SDC Contract no. 81017372 Tracer Study A follow up on the Baseline Study 2014 Insightful assessment on: • CVT Graduated Apprentices • Partner Companies • Young Entrepreneurs for Myanmar • In-Company Trainer • CVT Certified Instructor Prepared for Prepared by March 2016
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Myanmar – Swiss Centre of ExcellenceforVocationalEducationandTraining
MyanmarMarketingResearchandDevelopmentCo.,Ltd.(MMRD)wouldliketoexpressitsgratitudeto individuals and officials from companies who participated as respondents in face-to-face andtelephoneinterviewsinthe2015TracerStudyfortheCVTCapacityBuildingProject.MMRDwouldalso like to thankCVTstaffandpartnercompanies,CVTGraduateApprentices,participantsof theYoung Entrepreneurs for Myanmar programme, In-Company Trainers and Certified Instructors inYangonregionfortheirtime,supportandperspectivesduringthefieldworkconductedinNovember2015.Theiractiveandvoluntarysupportwasinvaluableinthepreparationofthisreport.
The Center for Vocational Training (CVT) was established in Yangon, Myanmar, in 2002. Theorganization’s main objective is to introduce and practice a Myanmar-adapted form of the dualapprenticeship model from Switzerland and has over the years developed five professionssuccessfullydependingheavilyonthedonationsfromSwissdonatorsandspenders.SupportedbytheSwissAgencyforDevelopmentandCooperation(SDC),CVTinitiatedin2013aCapacityBuildingProject with the overarching goal of raising protracted employment, earning and trainingopportunities to disadvantaged youth inMyanmar through extending the dual vocational trainingsystem.Theimplementationperiodoftheprojectisfromtheyear2014to2018.
MyanmarMarketingResearchandDevelopmentCo.,Ltd.(MMRD)conductedthebaselinestudyfortheprojectfromFebruarytoMay2014.In2015,CVTrepeatedtheassessmentwiththeobjectiveofupdating the baseline data, assessing new trainings, equipping CVT with relevant information totackle the challenge of fundraising, improving its programs, and thereby contributing to thesustainabledevelopmentoftheVocationalEducationsectorinMyanmar.CVTextendedthestudytoincludeparticipantsoftheYoungEntrepreneursforMyanmarprogramme,In-CompanyTrainers,andCertifiedInstructors.
Thefieldworkwasconductedfrom5to20November2015foratotalof16daysinYangonregion.Thetotalnumberofsamplerespondentswas349.MMRDselectedtheavailablesamplerespondentsfromthelistofcontactsamongthecategoriesofrespondentsprovidedbyCVT.Thesamplesizeofrespondents in each category in the 2014 and 2015 studies was determined by CVT and it iscompared in Table 1. The study uses both qualitative and quantitative data collection methods,mainly Key Informant Interviews (KIIs) and structured questionnaires. Most of the respondents(89%)wereinterviewedface-to-face,andtheremaining11%wereinterviewedbyphone.
Thesatisfactionof thepartner companieson theefficiencyandproductivityofCVTgraduateshasincreased up to 98% (95% in 2014) (Outcome 2, Indicator >85%). The percentage of companies,which believe that the capacity of CVT graduates has increased after graduation, has slightlydeclined(93%in2015and99%in2014).
Regardingfinancialcontributions,morethan70%ofthecompanies,whichresponded,arewillingtopaythedefinedregistrationandannualmembershipfee. Itwasfoundthat66%ofthecompanies,which responded,would like todonate toCVT; 86%of themprefer todonateon an annualbasis.Nearlyhalfofthepartnercompanies(40%)finditreasonabletocontributeupto100,000MyanmarKyats(MMK)(76.98USD2)annually.
CVTGraduatedApprentice
OverhalfofCVTgraduatesreceivedariseinpayorapromotionafterCVTtraining(58%in2015and70% in2014) (OverallGoal, target>45%).Only2%ofCVTgraduatesearn less than100,000MMKper month after training (Overall Goal, target 2%). While the percentage of CVT graduates whoexpressed that CVT training increases their employability is still high at 96%, the figure is slightlylowerthanitwasin2014at98.6%.TheunemploymentrateamongCVTgraduatesis3%in2015.
The level of satisfaction with teachers is ‘high’ among 93% of CVT graduates - almost all of therespondentsprovidedpositive feedbackon teachingmethods.Majorityof the respondents favourthe curricula because it is based on Association of South East Asian Nations (ASEAN) andinternationalstandardsandusesagoodmixtureoftheoryandpracticalcomponentswhichareverysupportive and useful for their workplace; 94% of the respondents stated that CVT’s training isrelevant to their current line of work. The percentage of CVT graduates who expressed that thecontentofthetraining‘exceededtheirexpectations’islowerthanitwasin2014(53%in2015and61% in2014);however,94%ofCVTgraduates think that thecoursesare relevant to their currentlineofwork.
Interestingly,many of the respondents are still in the same professional or expert subject of thetraininginthecurrentworkplace,buttheyarenotnecessarilywiththesamecompanyoremployerthattheywerewithduringthetrainingperiod.
2 USD= 1299 MMK (Reference Foreign Exchange Rates of Central Bank of Myanmar as of 11th December 2015,)http://forex.cbm.gov.mm/index.php/fxrate
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YoungEntrepreneursforMyanmar
Oneoutof12graduatesstartedanewbusinessaftergraduation.Theremaininggraduateshadtheirownbusinessesbeforesigningupforthecourse.Amongthosewhoalreadyhaveabusiness,halfofthemearn revenue of 1millionMMKpermonth.Most of the graduateswith running businessesmakeaprofitofatleast300,000MMKpermonth.
Byoverallgrade,onefourthofCVT’sgraduatesmarkedtheentrepreneurshipcourseas ‘excellent’and ‘very good’. More than 90% of the students ‘agree’ with the teaching methods or teachingmaterials. They also think that the teachers arewell prepared and that the training topicsmatchtheir expectations.More than 95% of the respondentswill recommend the Young Entrepreneurscoursetoothers.
In-CompanyTrainer
Asperthefindingsofthequalitativeassessment,alloftherespondentsbelievethattheteachersareskilled and the hand-outs are impressive. Almost all of them think that the training provided isefficient. Suggestions for the course include selecting more motivated trainees who are able tobecometrainerslater.
CVTCertifiedInstructor
ThefieldofemploymentismostlyinHotelandGastronomy(H&G).Theincomeofgraduatesrangesfrom100,000to500,000MMKpermonthdependingonthepositionofemployment.Approximatelyone in twograduated instructorsarenowteaching inYangonandotherplaces. Suggestions fromsome respondents include recruiting more skilful teachers, updating the curriculum, using moreteachingaids,alibrary,andInternetaccess.
MultiplicationAbilityofCVTProgrammes
Asperthe2015TracerStudy,itisclearthatCVT’sdualVocationalEducationTraining(VET)methodis still effective - partner companies and trainees are both satisfied. It is also highly relevant tocurrent graduateswith the exception of a fewminor issues such as the limited capacity of sometrainers at CVT, which affected the level of satisfaction among some of the trainees. A thoroughreviewoftheskillsandcapacitiesofthetrainers/teachersinvariouscoursesisrecommended.Whilethe curriculum corresponds to international standards, the graduates would like it to be morecompatiblewith the changingneeds in the country.Additionally, the teaching aids and classroomfacilitiesfordifferentcoursesneedtobecompletelyequipped.
Currently, CVT’s activities and courses are knownmostly through personal contacts. To bemorewidely recognized,MMRD recommends that CVT needs to actively seek wide recognition amongpotential partners and apprentice candidates through the media, including webpage and socialmedia. Increasing the number of partner companies and potential apprentices could financiallysupportandstrengthentheproject inthelongrun. Inordertosustainitsposition,andtostayontopofdemandandsupplytrendsinthevocationaltrainingmarket,CVTshouldconsidersustainingits existing recognized courses, while also launching new courses on topics which are in highdemand. For instance, diploma courseswhich are shorter indurationwoulddowell in YangonaswellaslocationslikeMandalay,Ayeyarwady,MonandKayinStates.
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1 ManagementSummary
1.1.1 BackgroundIn2002,MaxO.Wey3,aSwissnationalformerlyemployedbyRedCrossInternational,launchedtheCenterforVocationalTraining4(CVT)inYangon,Myanmar.Sincethen,CVThaslaunchedanumberof Graduate Apprentices courses such as Cabinet Maker (2002), Commercial Assistant andMetalworker(2003),HotelandGastronomy(2007),andElectrician(2005).OthercoursesincludetheEducation for Youth Program (E4Y) (2008), Young Entrepreneurs forMyanmar (YE4M) (2014), In-CompanyTrainer(2014)andCertifiedInstructor(2014).
Inorder toexpand itsrecognizedservicesbyenlargingandoptimizing its facilities,knowledgeandexpertise,theCVTCapacityBuildingProjectstartedin2013withsupportfromSDC.Theprojecthasfourphases:
TheCVTBoardinSwitzerlandisleadingtheimplementationphaseandsigningrespectivecontractswith SDC. For information exchange, training of instructors and sharing of facilities, CVT has astrategicpartnershipwithSwisscontact,600Kids.organdSwissHotelManagementAcademyLucerne(SHL).
To optimize the multiplication capability of CVT’s vocational training programs and increase theemployabilityofgraduatedapprentices,fiveprofessionaltrainingcoursesareexpectedtogetofficialrecognitionfromtheNationalSkillStandardsAuthority5(NSSA)withinafewyears6.
CVT has commissioned an objective third party to evaluate the project programs, validate thebaseline studies and report accordingly. MMRD conducted the baseline study for the project inFebruary 2014. The Tracer Study commissioned in 2015 is a follow up to the baseline studyconductedbyMMRDin2014–themainobjectiveistoupdatetheinformationonthebaselinestudyand to obtain tracer data from the new trainings which include YE4M, In-company Trainer andCertifiedInstructor.
3MaxOWeypassedawayin2008.4 CVT signedwithMinistryof Labour, Employment and social Security (MOLES) andofficially registered as internationalNGOwithcertificateNo.0057inAugust2013.5Launchedin2007,theNationalSkillStandardsAuthority(NSSA)headedbydeputyministerforlabourandcomprisedofvarious stakeholders (governmentministries and private organizations) to facilitate the free flow of skill labour withinASEANregionandtoestablishtheNationalOccupationalSkillFramework.(OfficialwebsiteofNationalEmployment&SkillDevelopment)(http://www.nesdmyanmar.org/)accessedat14December20156Firstthecompetencylevelswillbedevelopedandthenthecourseswillberecognizedtroughthem(NSSA)
1) Qualitative tool: An interview guideline was developed for Key Informant Interviews (KII)withthefollowingcategoriesofrespondents:• CompanyforIn-companyTrainer(ICTC)• ParticipantofIn-companyTrainerCourse(ICT)• CVTCertifiedInstructor(CI)
2) Quantitative tool: A structured questionnaire was developed for collecting data from thefollowingcategoriesofrespondents:• Partnercompany(ER)• CVT‘sGraduateApprentice(EE)• YoungEntrepreneursforMyanmar(YE4M)
Interviewswereconductedface-to-faceorbyphone.
SamplePopulationThetotal samplepopulation for thestudywas349respondents.MMRDselected thesample fromeach category based on the availability (ability to contact) and voluntary participation of therespondentsfromthelistofcontactsprovidedbyCVT.ThenumberofsamplerespondentsineachcategoryaswellasthedatacollectionmethodwasdecidedbyCVT(Table3).
SummaryoftheStudyProcedurePrior to field data collection, MMRD received the sample size to study and potential list ofrespondents from CVT which included their names, courses attended or company name, contactaddressand/orphonenumber.CVTandMMRDjointlydevelopedthestudytools–questionnairesandinterviewguidelinesfortheKIIs.MMRDtranslatedthequestionnaires/guidelinesintoMyanmarlanguage.MMRDthenrecruitedthefielddatateamof15staff,andconducteda3-daytrainingtoexplain the tools and how theywere to be implemented; the training included pre-testing of thequestionnaires.
After screening the list of respondents, the field staff contacted them to inquire about theirwillingnesstoparticipateinthestudy.Interviewswerethenscheduledwithrespondentswhoweresuccessfullycontactedandvolunteeredtoparticipateinthestudy.Ontheappointeddate,timeandplace, the assigned field staff obtained verbal informed consent and interviewed the respondentsusingthequestionnaire.Fielddatacollectionwascompletedin16days(from5-20November2015).Thedatacollectedthroughtheinterviewswascleaned,codedandtranslated.
FromthelistofcontactsprovidedbyCVT,MMRDwasunabletoreachgraduatesandcompanieswhosecontactdetailswereeitherout-datedor incomplete. MMRD was unable to contact7 53% (422/790) of therespondentswithinthescheduledtimeframeforthestudy.(Annex1)
Phoneinterviewswithafewrespondents
A few respondents from different categories requested that theinterviewsbeconductedonphoneinsteadofin-personduetovariouspersonalandprofessionalconstraints–11%(39/349)oftherespondentshad tobe interviewedbyphone (Table 5). Thehighest percentageofphoneinterviewswasamongrespondentsoftheYE4Mcategory(21%).Inphone interviews,althoughthefieldteamusedthesamestructuralquestionnaire as in face-to-face interviews, some of the respondentshadtobecontactedmorethanoncetocompletetheinterview,astheywerereluctanttoanswer indetail.Toovercomethesechallenges, theinterviewerhadtoexplainthepurposeofthequestionnaireindetailtothe interviewee, ensure that the questions were clearly understood,andcallmorethanonetime.DespitethemeasurestakenbyMMRDtotackle this challenge, it is likely that data collected through phoneinterviews is limited in its reliability and completeness, compared toface-to-faceinterviews.
Unmetdataforsometargetsandindicators
The questionnaire and KII guideline for the tracer study does notcapture all the information required for all the indicators and targetsforrespectiveoutcomes.Forinstance,Outcome3inCVT’slogicalframestatesthatgraduatesfromYE4MandIn-companyTrainingaretargetedto increase theiraverage incomebyaminimumof15-20%within thefirst year after graduation – this information could not be obtainedfrom this study. This limitation could perhaps be traced back to thedevelopment of the questionnaire, before the study began. It ispossible that CVT and MMRD had missed sharing some informationwhiledevelopingthetools.
FormerlythecapitalofMyanmar,Yangonisnowthecommercialcapitalofthecountrycontributingto 23%8 of its national Gross Domestic Product (GDP). Yangon region has not only a sizeablepopulation of 7.3million9 people, but also a sizeable economy at 8.93 trillionMMK in fiscal year2010-11. It has at least 14 industrial zones and various industries including exports in agriculturalproducts.Yangonhasatotalof2,71710basiceducationschools,33universities/colleges11and60112vocational training schools for subjects ranging from engineering design to media andcommunicationandfashiondesign.Inadditiontorecentpoliticaldevelopments,Myanmarhasalsoexperiencedgrowthandchangeinitseconomyandeducationenvironmentoverthepastfewyears.Recentkeydevelopmentsintheseareasarehighlightedbelow:
ForeignBanksOpening: Since1October2014,theGovernmentofMyanmarhasreleasedlicencesfornineforeignbankstooperateinthecountry.Thesebanksareallowedtodowholesalebankingbut not retail banking like domestic banks. Among them, the Bank of Tokyo Mitsubishi UFJ Ltd,SumitomoMitsuiBankingCorporationandOverseas-ChineseBankingCorporationLtdare the firstforeignbankstoopentheirbranchesinYangon13on23April2015.
8TheMyanmarTime(7November2011)9 ‘Census Report’. The 2014 Myanmar Population and Housing Census 2. Nay Pyi Taw: Ministry of Immigration andPopulation.(May2015)10DepartmentofEducationPlanning,MinistryofEducation(March2014)11DepartmentofPlanning12EducationDirectoryandGuideforEveryoneYangon(2014-15),MMRD13TheIrrawaddyNews,9April2015onlinenews(http://www.irrawaddy.org/business/foreign-banks-opening-branches-in-burma-for-first-time-in-decades.html)accessedat8December2015
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SpecialEconomicZone:UnderthelawforMyanmarSpecialEconomicZone,whichwasenactedinJanuary 2014, the newly opened Thilawa Special Economic Zone (SEZ)14 is located 23 kilometressoutheastofYangon.TheSEZ,a1.5billionUSDmanufacturingcomplex,ispromotedbyMyanmar-JapanThilawaDevelopmentLtd., inwhichMitsubishiCorp.,MarubeniCorp.,SumitomoCorp.,andthe government-affiliated Japan International Cooperation Agency hold a 49% stake. MyanmarFederationofChambersofCommerceandIndustryhasprovidedtherestofthecapitalfortheSEZ.Atotalof24Japanesebusinessesareincludedamongthe47foreigncompaniesthatwillbesetupintheThilawaSEZ.
Opening ofMyanmar’s StockMarket: The Yangon Stock Exchange (YSX),Myanmar’s first officialstock market, is a joint venture between the state-owned Myanmar Economic Bank, DaiwaSecuritiesGroupandtheJapanExchangeGroup15.Itwaslaunchedon9December2015inYangon.ForeigninvestorswillnowbeabletotradeMyanmarstocks“inafewmonths”,accordingtoMaungMaung Thein, Deputy Finance Minister and Chair of the Securities Exchange Commission ofMyanmar. However, a few entities inMyanmar, including theMyanmar Economic Bank, are stillundersanctionsbytheUSgovernment16. It isnotablethattheUSrecentlytemporarily liftedtraderestrictionsonshippinghubsinYangonforaperiodofsixmonths17.
Mobile and Internet Usage: In addition to the existing national telecommunications operatorMyanma Posts and Telecommunications (MPT), two international telecommunication operators,TelenorandOoredoo,launchedtheirservicesinMyanmarin2014.Mobileandinternetpenetrationskyrocketedfrom4%atthebeginningof2012to65%inOctober2015.Therearenow27million18internetusers(53%ofthetotalpopulation)alloverthecountry.
HotelandTourism:SinceMyanmaropenedupin2011,thenumberoftouristsvisitingfromaroundthe world has soared. Myanmar’s Ministry of Hotels and Tourism forecasted 4.7 million visits in201519;majorityofthetouristsenteredthroughYangonInternationalAirport.WhileYangonhas317licencedhotelsasofOctober2015,morehotelsareunderconstructionandscheduledtolaunch.
Infrastructure: Newly built hotels and high-rise buildings have flourished around Yangon. Theconstruction of affordable housing in Yangon’s suburban areas, initiated by the government, is inprogress. The upgradation and extension of Mingaladon International Airport by local andinternationalcompaniesisalsounderway.
MyanmarNationalEducationLaw:TheenactmentofthenewMyanmarNationalEducationLawinSeptember2014aims to reshapethecountry’s several-decades-old failingeducational foundation.Thisnewlawcameundercriticismfromsomestudentgroupsinthecountry,whoprotestedagainstit. It was later amended – the newly developed law has sub-sector laws, including a section forTechnicalVocationalEducationandTraining(TVET)20.
TechnicalVocationalEducationandTraining(TVET):Sufficientskilledlabourisoneofthesixfocusareas forMyanmar’s Comprehensive Education Sector Review (CESR). TVET is among them. CESRrequiresanincreasein,andstrengtheningof,allaspectsofvocationaltrainingwiththeassistanceoftheprivatesector.
Veryrecently,someinternationalnon-governmentalorganizations(INGOs)assistedinthedeliveryofshortvocationaltrainingcoursesthroughlocalgovernmenttechnicalhighschools instatessuchasKayah, with the support of the Department of Technical and Vocational Education under theMinistryofScienceandTechnology.TheLoikawGovernmentTechnicalHighSchoolwillbeequippedwith teaching materials and aids to start the short vocational training courses, aided by theEuropeanUnionandtheSwissAgencyforDevelopmentandCooperation.Similarly,UnitedNationsEducational, Scientific and Cultural Organization (UNESCO), which provides policy advice to thegovernment ofMyanmar, also supports TVET reform through the CESR21 TVET TechnicalWorkingGroup(TTWG).UNESCOalsomanagesapublic-privatepartnershipprojectbetweentheMinistryofEducation,PepsiCoandUNESCOonstrengtheningbusinessskillsforyouthemploymentinMyanmar,which includes the establishment of the Centre of Excellence for Business Skills Development(CEBSD) at the Hlaing Campus of Yangon University of Economics.Currently,themainchallengesforTVETinMyanmarinclude:
• Access to training: Students have difficulties in accessing training especially in rural areaswhereonlyagriculturalextensionservicesareavailable; tuition feesanda rigidenrolmentsystemmaybebarriersforyouth
• Relevantandqualitytraining:Thequalityofthetrainingsofferedispoor,andthereisalackof trust in the qualifications on offer, there are no recognized/regulated nationalqualifications,andTVETandskilldevelopmentissupplydrivenandnotnecessarilyrelevanttotheneedsofthecommunityortheregion
EmployabilityofCVT’sGraduateApprenticeIn comparing the opportunities for CVT graduates and non-CVTgraduates,48%ofthecompaniesrespondedthatCVTgraduatesaremore likely tobeemployed,33%are likely tobepromoted,and31%arebeinggrantedmorepermissiontodosomething.Nosignificant changes were reported for 14% of the companiesinterviewed(Figure1).
Know-How,WorkExperienceandReliabilityAfterbeingtrainedfor3yearsatCVT,companiesexpectCVT’sgraduatestobemoreefficientintheworkplace (76%), to have improved capacity (61%), to have theoretical and practical knowledgerelevanttotheirjob(48%),toobtainmoretechnicalskills(42%),tohaveimprovedcommunicationskills (29%), confidence (19%), critical thinking (14%), English language skills (12%), and to beknowledgeableaboutteamwork(9%).
CVTasaTrainingPartnerAll of the companies involved in the studywere satisfiedwith theCVT trainingprogramme - 80%havea‘high’levelofsatisfactionand20%havea‘medium’levelofsatisfaction.
SourceofInformationaboutCVTAmong partner companies, 78% know about CVT from their friends. Other sources include fromothercompanies(12%), leaflets(8%),staff(6%), introductionsbyCVT(5%),email,newspapersandjournals, and other CVT stakeholders (1% each). None of the respondents knew about CVT fromFacebook,webpagesorNGOs.
Thereasonsprovidedforexpansion intoMandalayregion include: itisapopulatedcommercialhubwithmanyindustriesincludinghotelsandtourisminupperMyanmarandtocreatemorejobopportunities,especially for those from disadvantaged backgrounds. The reasonsprovided for expansion into Ayeyarwady region include: its highpopulationdensity,tocreatemorejobopportunities,andtofacilitatethedevelopmentofthearea.
The new training programmes recommended include automobile repair services (33%), Englishlanguage classes (23%), computer training (18%), and construction training (14%). Other trainingssuggested are food processing (10%), beauty salon/dress making (10%), phone and accessoriesservices (5%), safety training, management (HR/Tourism), sales and marketing, basic bankingcourses, air-conditioning services, pharmacy, video editing, mechatronic, mechanics, agricultural,livestock,andpoliticalscience,amongothers.
4 CVTGraduateApprentice
4.1 SatisfactionamongApprentices
ReputationasCVTGraduatedApprenticeOver 61% of CVT’s graduates expect to get paid more than thoseemployeeswhodonot attend theCVT training. Themost commonreasonisbecausetheycanapplytheirknowledgefromCVT’strainingto theirwork andpractice comprehensively.Other reasons include:CVTgraduatesthinkofthemselvesasbetterthannon-CVTgraduatesineveryaspect,CVTcoursesteachthemeverythingthattheyneedtoknowfortheirjobandaCVTcertificate indicates that they are competent employees in their respective fields. Among thosegraduateswhodonotexpecttogetpaidahighersalaryafterCVTtraining,77%statedthatagrowthinsalarydependsonthelengthofservice,qualificationsandhardwork.Nearlyafourth(22%)thinkthattheyhavemanycompetitorswhoareattendingnon-CVTtrainings.Another3%respondedthatthetrainingsarenotrelevanttotheirjob.Nearly2%ofthemarealsogovernmentstaff.
EmployabilityIntermsofemployability,96%ofthegraduateapprenticesexpressedthat CVT helps them become more employable. The remaining 4%responded‘No’tothisquestion.
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Thetrainingexceededtheexpectationsofthegraduates
2014 201561% 53%
SourceofInformationaboutCVTMostof thegraduatedapprentices (89%)get informationonCVT from their friends.Othersknow
TrainingVenueOver two third (79%) of the respondents ‘strongly agree’ or ‘agree’ that the training venue isconducive for learning.Nonetheless,13%of the respondentsdisagreedwith it,and the remaining8%hadnocomments.
OverallImpressionWhenaskediftheywouldrecommendsomeonewithoutreservationfortheYE4Mprogram,almost96% of them ‘strongly agree’ or ‘agree’; 4% of the respondents stated that they would notrecommendittoothers.
5.2 ImpactoftheCVTTrainingThestatusandoutcomeofhavingabusinessforthe24graduatessampledfromtheYE4Mcourseislisted in Table 8. Only 42% (10 out of 24) of the respondents had their own business beforeattendingthecourse;theremaining58%didnotownabusiness.Amongthoserespondentswhodidnot have a business during the course, only two graduates (4%) establishednewbusinesses aftercompleting the course. Out of 10 graduates who already had a business, only one extended thebusiness, inadditiontotheexistingbusiness.Halfofthegraduateshavenotownedorstartedanybusinessesuntilnow.
Self-employmentNearly half of the sample (42%) had their own business during theentrepreneurship course. Majority (90%) of them felt that theirbusiness had improved after their participation in theentrepreneurship training. Another half responded that the twosignificant changes were that they could employ more people andtheir sales had increased.One third of themalso noticed that theirbusiness became more profitable and they started selling newproducts or offering new services. A few reported that their workhad become more systematic and their managerial skills hadimproved.
After the course, 90% of the trainees felt that they achieved slightly more confidence in thefollowingareas(Figure5):
NobusinessduringthecourseHalf of the respondents (12 out of 24) did not have their ownbusiness when they were attending the entrepreneurship course.Aftergraduation,iftheyhavetheopportunityandresources,42%ofthe graduates ‘strongly agree’ and 50% ‘agree’ to start a business.
Among12graduates,75%ofthemgainedconfidencein:1)innovationandcreationofnewproductsandservices,andimprovementofexistingones,2)developmentofabusinessplan,and3)businessorganization and management, and 4) microeconomics. Two thirds (66.7%) achieved moreconfidencein:1)developmentofabusinessstrategy,2)financialplanningandbook-keeping,and3)humanresourcemanagement.Thelowestrateofconfidencewasfoundinsalesandmarketing.
Regarding any further action towards starting a business andbecoming an entrepreneur during or after the YE4M training, onlyonefourth(25%)oftherespondentshadconductedmarketresearchfor a business idea.More than a half (58%)had not conducted any
marketresearchsofar.Abouthalfofrespondentstooknoactiontoprepareabusiness, lookforasuitablebusiness location,or investtimeindevelopingthebusinessproduct/services.Twothirdofthemdidnotacquirethenecessarybusinessequipment(e.g.tools,furniture).Veryfewrespondentscompletedorinitiatedabusinessoftheirown.Noonecompletedapplyingfortherequiredbusinesslicences, permitsor arranged for anyothernecessary formalities.Onlyone graduatedid it so far.Organizingfinancestostart theirownbusinesswasthemostcommonactivityreportedby66%oftherespondents.
Reasonsbehind this include:Nearlyhalfof them (42%) stated thatthey are employed staff (either government, 17% or NGOs, 25%)while 25% did not find a suitable location for the business, 16%lacked financial support,and8%reportedthat they lackconfidencein technical skillsorhave family issues.However,nooneexpressedthat they lacked confidence inentrepreneurial skills or experiencedproblemsinobtainingtherequiredthepermissionsfromauthorities.
As for the monthly profits, 70% of the entrepreneurs who owned a business during the coursereceivedabove300,000MMKpermonth.Nearlyoneoutofthreeofthemreceivedmorethan1.2millionMMKofmonthlyprofit.Ontheotherhand,alloftheentrepreneurswhostartedtheirownbusinessesaftercompletingthecoursereceivedamonthlyprofitmarginoflessthan100,000MMK(Figure7).
ThepilotcourseforIn-CompanyTrainersstartedinMarch2014.Thecoursetakesover70hoursandcovers subjects such as work safety, skill management, dealing with apprentices, evaluationprocessesandbasicmethodsanddidactics.
6.1 TrainingFeedback
ReasonsforAttendingTrainingBy the qualitative assessment it was found that the mostcommon reason for a company to allow their employees toattend the training programme was to increase theirproductivity (60%). Other reasons included: to share theirknowledgeandskillswithotheremployees(15%);theemployeehimself/herself was interested in attending the course; toincrease their salary, or they were requested by a highermanagingbodytoattendthetraining.
DifficultyinSendingEmployeesAbout80%oftherespondentsstatedthattheyfacednodifficultyinsendinganemployeetothosetrainings. The remaining 20% of them stated that they face difficulties in finding talented andmotivatedsupervisor-levelstafftoreplacethoseattendingthetraining.
CurriculaMajorityoftherespondents(23outof25)expresseda‘high’levelofsatisfactionwiththecurricula,while the remaining (2 out of 25) expressed a ‘medium’ level of satisfaction. The company’sinstructors acknowledged the practical usefulness of the curricula, which is based on Swiss andinternationalstandardsofastep-by-stepapproachandafocusonmanagementandtechnicalskillstaught through discussion methods. To improve the curricula, suggestions include updating thecurricula, adding topics on management, leadership, and human resources which are morecompatiblewithpractice.
TeacherandMethodsAll the respondents recognized the instructional skills of the teachers as good - there was noparticularprobleminunderstandingthelectures.Oneoftherespondentscommentedthatwhenthecurriculumisstudiedindependently,itisdifficulttounderstandbecauseitispreparedinEnglish.Tosolvethisproblem,theteachersshouldbeavailableandapproachablefortheinstructors(trainees)whohavetroubleunderstanding.
Satisfactionwiththeteachingmethodswasratedas‘high’or‘medium’fromalloftherespondents.The group work activity - sharing knowledge through discussions, role plays, presentations and
systematic arrangementof theeasy-to-understand teachingprogramme - is valuedby the trainedcompany instructors. One respondent suggested teaching management skills using discussionmethods.
HandoutsAlmost all of the respondents rated their satisfaction with thehandoutsprovidedduringthecourseas‘high’–thehandoutsarenotonly compatiblewith the topics, but they also serve as a referenceresource later. Other reasons are that handouts are supplied free;theyareessentiallyconcise,illustrativeandbilingual.
ClassRoomandTeachingEnvironmentMore than half of the respondents expressed ‘high’ satisfactionwith the classroom and teachingenvironment. A few respondentsexpressed ‘medium’ satisfaction- themost common reasonwasthatsomeoftheclassroomswereslightlynoisyforteachingbecausetheywereclosetothetrafficoutside.
6.2 ImpactoftheCVTtraining
TrainingEfficiencyAlmost all of the respondents from the company (14 out of 15) are either ‘satisfied’, or ‘verysatisfied’with theefficiency andproductivity of the staff.One respondenthadno commenton itbecausethetwotrainedstaffleftthecompanyrightafterthetrainingwascompleted.
Almostall respondentsexpressed that the trainers fulfilled theexpectationsof thecompany;onlyonerespondentanswered‘No’becausethestaffquitthecompanyafterthetraining.Thefulfilmentofexpectations isbecausetheknowledgeandskillsacquiredfromthetrainingcanbesharedwithother staff easily and more efficiently than before. This kind of work is fulfilling companyexpectationsandalsospeedinguptheworkprocedures.
QualityandEffectivenessIn terms of the effectiveness of the subject or its usefulness at the workplace, almost all of therespondents‘stronglyagreed’or‘agreed’withit.InBasicofDualVocationalTraining,almostall(24)ofthemstronglyagreedoragreedwithit.Inskillmanagement,preparationandimplementationofinternaltraining,dealingwithapprentices,andworksafetyandhealthprotection,majority(23/25)oftherespondentsstronglyagreedoragreedabouttheusefulnessofthesesubjects.Mostofthem(21/25) strongly agreed or agreed that basic methods and didactics are beneficial for them. Thelowest percentageof satisfaction is found in contracting andemployment -more than two thirds(19/25)oftherespondentsstronglyagreedoragreedthatthissubjectiseffective.Fiverespondentswereneutralandonerespondentdisagreedontheusefulnessofthistopic.
SuggestionsfortheProgramme:Selection of trainees: They should be prioritized from those who are very motivated and willpractically reapply the training course later - for instance, some of the TCs from governmentdepartmentsandprivatecompaniesforinstance,havehadnochancetoworkasinstructorssofar.
26
Suggestion:
• Updated,robustandprecisetrainingtopics
• Smallgroupsession• TeachinMyanmar
language• Powerpointslides• Separatedclassrooms
Curricula: It needs to be more updated and robust. A few of the respondents and companiessuggestedthatthetopicsbemorespecificandspecialized.
Topics/subjects to add: Among the respondents, a third of theinstructorswould liketoaddsubjects/topicstotheprogramme.Thenew suggestions are to add topics on general knowledge, skills onleadership, management, communication and problem solving etc.,toaddmoredetailson safetyatwork.Updatedandpromisingnewcourses such as Information Technology (IT) and mechanicalworkshopswerealsosuggested.
Teachers and teaching methods:One respondent proposed that teachers should wear uniformsduring the training hours. To have an effective teaching-learning environment, smaller grouptrainingsessionshavebeensuggested. It ispreferred thatMyanmar language25bethemediumofinstructiontoensurethatthemessagerelayedisunderstood;Englishlanguageshouldplayalesserroleduringcoaching.
As the participants have different levels of skill and knowledge, the teaching session or classesshouldbeseparatedaccordingtotheskillandknowledgeorthelearninglevelsoftherespondents.Somerespondentssuggestedfewerseminar-likesessionsandmorePowerPointslides.
Teaching activity: To achieve a more stimulating teaching environment, a few respondentsrecommended a talk show and that afternoon sessions should be replaced by games or otheractivities.
Handouts:Majority of the respondents hadno suggestions on the handouts. A fewwould like torecommend translating the handouts into Myanmar language, distributing it to the students inadvance,changingitintotextbookstyletosaveorrefertoeasily,deliveringtheminaholdingbag,andalsoprovidingPowerPointslidesinhandouts.Onerespondentsuggestedchangingthecolourofthehandoutstobedarker,becausethepresentcolourislighterinsomeway.
Classroom and teaching environment: Some suggestions include separating the office andclassroomforindividualsubjects,makingmorespaceandalessnoisyteachingenvironment.Afewsuggestedinternetconnectionintheclassroom.
Teacher and methods: About a fifth (6 out of 34) of the respondents thought that the Englishmedium of instruction makes it difficult for them to follow the course. As some of the certified
instructors have taken the basic training course before, they have no concernswith the teaching
FieldofEmploymentOutof33respondents,themajority(17outof33)areemployedinH&Ginvariouspositions(Table11). They are all now in the same business. One respondent who completed the H&G Food &
thewood processing course are employed in furnituremanufacturing. Three instructors from theElectrician course are in the electricity businesses, either government or private.One respondentwhofinishedtheElectriciancourseisemployedasavolunteerinstructoratthemoment.
No. Fieldofemployment
Position CIcourseattended Number
1 Hotel Manager,AssistantManager,HGConsultant,Captain,ExecutiveChef,Chef,Supervisor,F&BIn-charge,Part-timetrainer,Receptionist
One respondent answered that the training is not useful for him until now because the trainingattendedandthepresentpositiondoesnotmatch-forinstance,thetrainingisforhousekeepingbuthispresentpositionisinthefrontoffice.
SuggestiononProgrammeMany of the respondents had no specific suggestions for the programme. A few suggested newcoursesonautomobileworkshop,mobilephoneandITservices,refrigeratorrepair,Englishlanguagespeaking,generalknowledge,arts,humanresource,engineeringdrawingsuchasAUTOCADetc.
whole (refer to Section 2). The enrolled candidates and areas covered are still confined to
metropolitan Yangon. To build local human resource capacity and employability, CVT may face
competition in the near future from upcoming vocational training programmes26which are beingstartedalloverthecountrybydifferentplayersincludingNGOsorjoint-governments.
Until now, the main source of information about CVT has been personal networks - friends and
OPTIONS FOR FUTURE REPLICATION OF CVT LIKE TRAINING INSTITUTIONS IN SDC-FOCUSEDMYANMARECONOMICDEVELOPMENTZONESReferringback to theprofile information27onthepotential replicationofCVTtraining inMonand
Inconclusion, it isrecommendedthatCVTprovideshortercourses,possiblydiplomas,andopeninthosestatesandregionswhichhavepositiveeconomicprospectsinthenearfuturebuthighratesofunemploymentandlowcapacityamongyoungpeoplecurrently.