PAK0193 Pakistan Punjab TVET Proposal

Contracting Authority: European Commission
Supporting Technical and Vocational Education and Training

Sector in Pakistan (Grant Component)
Grant Application Form
Budget line(s): 19.100101

Deadline for submission of full applications: 29 September 2011
Provision of access to market-driven training and

Title of the action: employment opportunities to vulnerable youth and
women in rural districts of southern Punjab
Location(s) of the Layyah, Muzzaffargarh, and Rajanpur Districts

action: Punjab Province, Pakistan
Name of the applicant Plan International UK
Nationality of the British

applicant
Dossier No
(for official use
only)
Plan International UK Youth Economic Empowerment Project Grant Application Form Page 1 of 45
EuropeAid ID
Legal Entity File Number 6000057475
Legal status Non-Profit Making
National Rural Support Programme,

Partner(s) PK-2009-GAU-1103464841,
Non-Profit Making
Applicant's contact details for the purpose of this action
Finsgate, 5-7 Cranwood Street, London, EC1V

Postal address: 9LH, United Kingdom
Telephone number: (fixed and mobile) Country +44 (0)300 777 9777
code + city code + number
Fax number: Country code + city code + number +44 (0)300 777 9778
Contact person for this action:
Contact person's email:
Address: as above
Website of the Organisation: www.plan-uk.org
Any change in the addresses, phone numbers, fax numbers and in particular e-mail, must be notified
in writing to the Contracting Authority. The Contracting Authority will not be held responsible in case
it cannot contact an applicant.
NOTICE
If processing your application involves the recording and processing of personal data (such as names,
addresses and CVs), such data will be processed pursuant to Regulation (EC) No 45/2001 on the protection of
individuals with regard to the processing of personal data by the Community institutions and bodies and on the
free movement of such data. Unless indicated otherwise, your replies to the questions and any personal data
requested are required to evaluate your proposal in accordance with the Guidelines for the call for proposal
and will be processed solely for that purpose by the data controller. Details concerning processing of your
personal data are available on the privacy statement at
http://ec.europa.eu/dataprotectionofficer/privacystatement_publicprocurement_en.pdf]
Table of contents
Full Application Form .................................................................................................................. 1
1 General information ............................................................................................................... 5
2 The action................................................................................................................................. 5
2.1. Budget of the action, amount requested from the Contracting Authority and other expected sources
of funding ...................................................................................................................................... 5
2.2. Description of the Action .............................................................................................................. 6
2.3. Applicant's experience of similar actions .................................................................................... 35
3 The applicant ......................................................................................................................... 35

3.1. Identity ........................................................................................................................................ 35
3.2. Profile ........................................................................................... Error! Bookmark not defined.
3.3. Capacity to manage and implement actions ............................................................................... n/a
3.4. List of the management board/committee of your organisation ................................................ n/a
4 Partners of the applicant participating in the action ......................................................... 36

4.1. Description of the partners .......................................................................................................... 36
4.2. Partnership Statement 39
5 Associates of the applicant participating in the action ...................................................... 40
6 Checklist for the full application form ................................................................................ 42
7 Declaration by the applicant ................................................................................................ 44
8 Assessment grid of the full application form ...................................................................... 45
FULL APPLICATION FORM
GENERAL INFORMATION
Reference of the Invitation N/A
Title of the Invitation / Direct Supporting Technical and Vocational Education and Training
Award Sector in Pakistan: Grant Component
Name of the applicant Plan International UK
No. of the proposal N/A
Title of the action Provision of access to market-driven training and employment

opportunities to vulnerable youth and women in rural districts of
Southern Punjab
Location of the action Layyah, Muzzaffargarh, and Rajanpur Districts

Punjab Province, Pakistan
4. THE ACTION 1
1.1. BUDGET OF THE ACTION, AMOUNT REQUESTED FROM THE CONTRACTING AUTHORITY AND
OTHER EXPECTED SOURCES OF FUNDING
Please refer to Annex B which details:
the budget of the action (worksheet 1), for the total duration of the action and for its first 12 months;
justification on the budget (worksheet 2), for the total duration of the action and,
amount requested from the Contracting Authority and other expected sources of funding for the action
for the total duration (worksheet 3).
1
Please note that in line with the guidance published in the call FAQs, there are some differences between the concept note
submitted last year and this current proposal. The amount requested from the Contracting Authority has risen from 1.8m to 2.33m.
In view of other support provided to originally selected project districts, the project will now target 3 rather than 4 districts and so 15
TVET institutes instead of 20. 3,692young people will be supported with free TVET places, increased from 2,000. However, a
lower number of 100 young people living with disabilities is now seen as more realistic. A new activity; short duration work-skills
preparation courses for 10,000 young people, has also been introduced. The full proposal submitted is in line with the information
provided in the latest guidelines.
1.2. DESCRIPTION OF THE ACTION (MAX 14 PAGES)
1.2.1. Proposed Objectives and Results
The Youth Economic Empowerment Project (YEEP) will strengthen the accessibility, quality, relevance
and equity of TVET services provided for disadvantaged young people in 3 rural districts of South Punjab,
and support young people to convert technical and vocational education into meaningful, well-paid
employment or self-employment. The action is designed in partnership with the National Rural Support
Programme, Pakistans largest Rural Support Programme in terms of outreach and employment, and will
work closely with project associate National Training Bureau. It will strengthen the technical capacity of the
15 supported TVET institutions and the resilience and networks of young people directly supported.
The overall objective of the action is to economically empower2 disadvantaged youth in deprived rural areas
of 3 districts of Southern Punjab to engage in viable employment and livelihood strategies, predominantly
targeting youth with limited formal education, women and young people living with disabilities.3 The
specific objective of the action is to support marginalised young men and women4 aged 15-295 to secure
meaningful, well-paid employment and self-employment through improving access to, and uptake of,
effective, market-driven Technical and Vocational Education and Training (TVET), and creating linkages
with employers and credit facilities.
The action targets the rural areas of Muzzaffargarh, Rajanpur and Layyah districts in Southern Punjab.
These districts were selected on the basis of their overall poverty incidence (estimated at 56%, 54% and 41%
respectively)6, poor access to relevant TVET services, literacy and school enrolment rates below the mean
provincial average and geographical proximity. All 3 districts also suffered the worst monsoon-related
floods in history in 2010. 45% of employment is in agriculture but exploitative arrangements of farming
mean a high reliance on casual wage labour. Of the non-agricultural employed labour force 74% work in the
informal sector.
The direct target group will be 3,694 youth (of whom 2,350 will be female and 100 people living with
disabilities) who will benefit from free TVET places to support them in gaining marketable skills in order to
access more sustainable livelihoods.
The project targets 15 public and private sector TVET institutions and facilitates partnerships with at least
40 local businesses. It is designed for scalability and will target ministries in Lahore and Islamabad with
advocacy asks that TVET services to be made more appropriate for youth and marginalised groups, and
effectively support young women to secure employment. The final beneficiaries will be 31,164 to include
those benefitting from the revised curricula at the 15 targetted TVET institutes and the household members
of the direct target group benefitting from the skills and income realised by trained young people, one youth-
friendly microfinance facility, and increased recognition of the value of vocational training, particularly for
women and people living with disabilities.
In contrast with some TVET projects which claim success whilst working with the best and brightest
students, YEEP is designed to be relevant and effective for the target group; marginalised youth including
a large proportion of young women (at least 50%), school drop-outs and youth with disabilities. This group
will disproportionately benefit from a range of competency-based curricula but also from activities that
build confidence and employability skills such as workplace skills training, job placements, experiential
hands-on training and support from job placement officers. In the local areas targeted, opportunities
2
Youth Economic Empowerment is here defined as giving young people the ability to recognise and act on economic opportunities
and draw on sufficient assets personal, physical, political, financial, social and natural to establish and maintain a sustainable
livelihood, within a supportive economic and regulatory environment.
3
54% of the Punjabs population is illiterate, with higher rates in rural areas (60%) and amongst females (61%). (Pakistan Labour
Force Survey, 2008-09). Data on disability among youth is sparse, but 2.5% is the widely used estimate in official documentation
(GoP, Ministry of Women Development Social Welfare and Special Education, 2002) but will be reviewed following the baseline.
4
Young men and women is used in place of the gender neutral word youth to emphasise an approach which will cater for the
different needs of young women, who are often less visible and face different barriers to young men.
5
Youth age range as defined in the National Youth Policy of Pakistan, Ministry of Youth Affairs. In selected cases, youth living with
disabilities may be considered up to the age of 35
6
Jamal, H. (2007) SPDC Research Report #70. Income Poverty at a District Level
especially for women arise in the informal sector and so the project will promote youth entrepreneurship
through specialised enterprise development training and a youth-friendly micro-credit scheme. Given the
challenges marginalised youth face in gaining employment, it is especially critical to work closely with
employers to ensure training programmes are relevant to current labour needs and market opportunities and
adopt a community based approach to address barriers at community level, build the capacity of youth
forums and engage community gatekeepers in 133 villages to recognise the value of vocational training.
The project builds on substantial learning from Plan youth vocational education programmes within
Pakistan and regionally. In Pakistan, Plan has supported 2,500 youth over the past 4 years with vocational
and technical skills training. Through the on-going EC-funded food facility grant supporting Milk
Cooperatives initiative more than 580 people mostly youth - were trained in dairy sector skills in the
neighbouring district of Vehari. Plan has partnerships with NRSP, PRSP, Lead Foundation, Sarban, Punkh
and local level Government Technical Vocational training institutions. The project is also informed by
successful regional Plan youth employment projects, including the Forsa (opportunity) youth employment
training project in Egypt, and LABS (Livelihood Advancement Business School) programmes in Vietnam
and Philippines. Plan is currently supporting market surveys in neighbouring Chakwal and Vehari districts
and will use a market scan tool designed by Plan in partnership with the international consultancy firm
HTSPE International. NRSP have extensive experience implementing TVET trainings directly and in the
design of over 80 vocational curricula.
Result 1: TVET institutions deliver accredited, market-driven, competency-based training

curricula and work-skills training appropriate for rural youth, women, and young
people with disabilities
YEEP (Youth Economic Empowerment Project) will facilitate 15 targeted TVET institutions to strengthen
the relevance and quality of their vocational training and reach the most economically vulnerable for specific
trades identified in a local market scan. The National Training Bureau will certify the new curricula, which
will be accessible for youth with limited formal education and young women. YEEP will also facilitate
TVET institutes to deliver workforce preparation and Enterprise Development Training to support young
people to secure viable employment. Finally, YEEP will facilitate youth to engage in decision-making
processes relating to vocational training.
In Layyah, Muzzaffargarh, and Rajanpur, 38 TVET institutes are currently registered with the government
with an even balance between commercial, vocational, and technical schools. 10 are solely for female
students. Although fees differ by course and institution they act as a major barrier for rural youth to access
TVET courses, as do the education entry requirements. There are few independent assessments of teaching
effectiveness or employment rates amongst graduates. The rural districts targeted have few medium and
large employers and so to effectively support youth to secure employment or self-employment, the project
will support a larger number of curricula than a more urban project would. It will also stay responsive to the
findings of the market scan by ensuring that sectors will only be selected for new/upgraded modules if they
offer sustained potential for employment or self-employment. NRSP worked with ILO from 2003-07 with
US Department of Labour funding to economically empower disadvantaged groups by strengthening their
capacity in marketable skills. Through careful pre-selection of markets and beneficiaries, post-training
support services and linking with employers, this project successfully supported over 90% of trained male
youth to gain employment.
It is envisaged that a large percentage of targeted youth will be interested in skilled trades, textiles,
construction, dairy and livestock, hospitality, home based enterprises and small-business as government
planning documents and previous market research indicate these as priority sectors, and sectors that are
accessible to women and young people with poor literacy. In total, 9,000 youth will be part of the final
beneficiary group by benefitting from the revised curricula, workforce skills and enterprise development
training carried out by the strengthened TVET institutes over the three year implementation period.
YEEP will support:A study will be undertaken to assess existing labour market analyses in targeted districts to
assess the skills demanded by the employers.
Capacity assessments of private and public TVET institutes to map capacity, facilities, locations and
willingness to support marginalised youth (building on existing data).
15 public or private sector TVET institutes to develop and deliver selected competency-based training
curricula with high employment potential and appropriate for young people with low literacy levels.
Instructors will benefit from training and facilities will be upgraded as appropriate to improve access for
youth living with disabilities and ensure appropriate facilities are available for women.
Targeted institutions will be supported to secure accreditation from NAVTEC.
Workforce skills training to build confidence and strengthen key livelihood skills.
Enterprise Development Training module for vulnerable youth to be introduced and pre-tested and 30
master trainers trained.
Young people in 3 districts to access reader-friendly information about available TVET courses.
Result 2: Employers formally linked with targeted TVET institutions and contributing to
the design of competency-based curricula, and supporting job placements and
apprenticeships for trained youth
YEEP will build effective partnerships between local employers and enterprises and TVET institutions. The
action will target 40 employers and will facilitate these relationships in such a way that TVET institutions
will have the skills to manage and maintain sustainable relationships with the ultimate employers of their
students. Only 8% of the work force receives formal training and it is widely held that the training sector is
uncompetitive and out-of-date due to a lack of market responsiveness and understanding of skills
requirements of employers, social stigma of vocational courses for young women and low awareness of the
demands of youth themselves, particularly from young women. Graduates from vocational courses continue
to face barriers to employment because their skill sets and competencies do not meet the requirements of the
employers.
Project staff will work closely with TVET employers through all phases of the programme to build
employability skills amongst young people. Employers will input into curriculum development and
training methodologies, assignments and work-readiness models, job placements and apprenticeships and at
formal programme review points. The action will promote the development of private sector partnerships to
further support capacity building within the business sector. YEEP will also work closely with employers to
increase awareness of women friendly employment practices. These activities will be managed through
dedicated Job Placement Officers, and employer involvement will be marketed with emphasis on the
potential benefits to employers in terms of selection, training costs and productivity whilst supporting their
adoption of inclusive hiring policies.
YEEP will facilitate:

Employers and local enterprises to agree to formal linkages with targeted TVET institutions
Employers to contribute to the design of competency-based modules.
At least 40 employers and local enterprises to support job placements and apprenticeships
Increased awareness amongst potential employers of value of women-friendly employment schemes,
access for those with disabilities, and the ILO decent work standards agenda.7
Result 3: 3,694 vulnerable young men and women supported to access free TVET, youth
enterprise training, workforce skills training, and job placement support.
YEEP will provide free TVET places and job placement support to 3,694 disadvantaged youth to access a
TVET course, workforce preparation and Enterprise Development training. These young people will benefit
from personal support to maximise their opportunities to build viable livelihood strategies. They will benefit
from systematic monitoring of their progress, the developing of workforce and life skills that nurture their
self-confidence, career counselling and job placement services and support to those who wish to start-up
their own enterprise. More free TVET places will be provided to young women (2,350) and young people
living with disabilities (100) for whom fees and indirect costs of participation are higher and who face more
barriers to accessing services. Youth supported with vocational training, life-skills and apprenticeships will
7
Pakistans CEDAW NGO shadow report, 2007, describes the limited legal protection currently afforded to women in
the workplace, particularly in home-based industries and contract work. Of equal concern is the lack of legal
recognition of womens work in the agricultural and livestock sectors.
also be linked to a youth-friendly Savings and Loan facility developed in parallel to the action and
mainstreamed in the operations of at least two local MFIs in each district.
Training will be arranged as close to the young peoples homes as is reasonable to address their needs and
choices. The action will support free tuition and accommodation free TVET places for longer courses (2-3
months), as well as transport and subsistence support for young people who will have to travel significant
distances. This will ensure that inclusion of the most marginalised is not jeopardised due to lack of economic
means. The project will also support 100 disabled young people who have participated in vocational skills
training and apprenticeships with start-up kits. The previous experience of both partners, as well as
consultative meetings with youth during the development phase of this process highlighted the importance of
the life-skills training and start-up kits as part of the process of setting up a new business.
In addition, YEEP will support a much larger number of 10,000 young people with shorter workforce
preparation Handy Skills training. NRSP has extensive experience of implementing such trainings, which
will impart practical skills identified as necessary by the community and link these to workforce preparation
skills trainings. This training will also serve as an entry point to share with young people information about
market-driven training and employment opportunities available, and promote the enrolment of young women
and youth living with disabilities.
YEEP will support:

Free TVET places for 3,694 youth aged 15-29 (of whom at least 50% are women and 100 live with
disabilities) to support their enrolment and participation in TVET courses, Enterprise Development
Training and Workforce training.
Ongoing monitoring of training and job placements for 3,694 targeted youth.
Specific support to 100 youth with disabilities including work/business start-up kits.
The development of one tailored microfinance pilot service (a youth-friendly savings and loans product)
10,000 young women and men to participate in three day workforce preparation Handy Skills training
Result 4: Increased recognition of the value of vocational training amongst 133 communities
particularly for young women and youth living with disabilities.
Result 4 focuses on community-level activities to systematically promote vocational training and build the
capacity and confidence of youth forums to contribute to government decision-making processes related to
skills development and vocational training. Community-based awareness campaigns in 133 villages will be
facilitated by social mobilisers, and designed to engage communities in discussing the barriers to training
and employment faced by young women and young people, particularly those living with disabilities. At
present, youth in targeted rural areas have limited information regarding TVET opportunities and enrolment
procedures. Young women and people living with disabilities are under-represented in formal business
training programmes which limits their employment options, economic returns and longer-term career
development. Poor and vulnerable women have typically been more interested in skills training that meets
their immediate practical gender needs as opposed to longer term strategic gender needs. They face
gender stereotyping in sectors such as basic food processing and handicrafts which are often saturated and
yield low returns for intensive and arduous work. YEEP Enterprise Specialist staff will encourage women to
learn marketing skills and support women who are well positioned to establish micro-enterprises and
homestead farming activities. This type of work requires a broader set of capacities as opposed to narrower
technical competencies, with the emphasis on social and management skills. To support women in this, the
action will provide enterprise development training and create linkages with the youth-friendly microfinance
facility.
YEEP will support:

Community awareness campaigns in 133 villages promoting vocational training, targeting community
gatekeepers These will be led by the Social Mobilizers.
3 district level youth forums will be formed (1 in each target district) to facilitate the interaction of
young people with government representatives and employers and support youth advocacy to make
investment in youth a priority and implement the National Skills Strategy. These forums will meet on a
on a quarterly basis in order to plan for advocacy events, undertaking peer/community awareness and
discussions with local employers.
6 advocacy events at district level to advocate for inclusive TVET services within the National Skills
Strategy, with emphasis on rural youth, women and youth with disabilities.These events will be planned
and executed by the youth forums.
The project will generate a number of publications during its lifespan as follows, all of which will be
broadly distributed within the youth, business development and TVET services sectors, including all relevant
governmental and non-governmental actors. The publications will share best practices and development of
replicable models.
1 baseline survey (Activity 0.1)
1 market need assessment based on existing market analysis (Activity 1.1)
1 TVET capacity assessment paper (Activity 1.2)
Final evaluation report (Activity 0.2)
At least 8 case studies of successful young people (Activity 0.2)
IEC materials about courses available (Activity 1.9)
Radio and Cable TV Broadcasts (Activity 4.1)
1.2.2. Proposed activities and their effectiveness
Result 1: TVET institutions deliver accredited, market-driven, competency-based training

curricula and work skills training appropriate for rural youth, women, and young
people with disabilities
1.1 Conduct market research and sectoral value chain analysis, using existing market analysis, to assess
demand and supply for technical & vocational skills in 3 targeted districts (Responsible: Plan and NRSP)
The action will use existing market analysis of labour market demand and supply for technical and
vocational skills in targeted districts in order to guide the project team to support sectors with a market need.
This secondary research will be carried out by Plan and NRSP staff and will identify selected businesses and
services operating in the communities that are (or could be) main sources for employment or
entrepreneurship. The mapping will identify sectors with long term employment growth, decent standards of
work and wage earning potential. It will also investigate non-traditional employment opportunities for
women and people living with disabilities. This information will be disseminated to the NTB, Technical
Education & Vocational Training Authority (TEVTA) and public and private sector TVET institutes to
support the design of demand-driven, competency-based training modules as well as promoted amongst
youth to encourage entry into specific trades.
The market survey process and analysis will:

Identify sectors with unmet demand for skilled labour, and businesses or services that are sources for
employment and entrepreneurship.
Assessment of the labour supply in the community (age range, employment status, levels of education
and training, willingness to undertake additional training and education, ability to compete in the
market) through participatory consultations with beneficiaries resulting in a labour supply profile.
Analyse gaps in the demand & supply of technical and vocational skills and services required by
public and private sector employers in the primary, secondary and tertiary sectors in 3 districts.
Quantify employment potential in identified sectors.
Profile the training required to meet current and future local labour demands, with focus on
employment potential for young women and men.
The mapping will
draw on NRSPs substantial experience undertaking value chain analysis for the clothing and medicinal plant
markets.
1.2 Conduct mapping and capacity assessment of local public and private TVET institutes
(Responsible: NRSP)
The action will support a mapping of operational public and private TVET institutes in the districts and
review their training capacities, facilities, accessibility and the range, quality and relevance of training
modules being offered to the standards required in the market as well as the inclinations of young people.
The report will review their criteria for the enrolment of youth and the extent to which the institute has the
capacity to train young women and men with limited formal education who are most disadvantaged in
society.
The mapping will be undertaken by NRSP and will identify which facilities have the capacity and motivation
to successfully design and deliver training courses in the identified market-based skills. It will allow the
project team to identify the need to upgrade training facilities, provide equipment, train trainers or introduce
different training curricula. It is important that the assessment considers the potential of identified institutes
to promote practical, participatory forms of instruction and learning, as well as institutes receptiveness to
competency-based curricula. The survey will build on our experience in nearby Vehari and Chakwal districts,
and use information publicly available through TEVTA. The action associate, NTB, will be extensively
consulted for guidance and technical advice on this activity. NRSP also has valuable experience in the
mapping and assessment of public and private training institutes, holding information workshops and
developing training manuals for capacity building and setting standard processes as part of a USAID ASP
capacity building programme and, previously, the TREE project working alongside ILO.
1.3 Strengthen 15 selected public or private sector TVET institutes through the training of instructors and
upgrading facilities (Responsible: NRSP)
Using the baseline, market analysis, mapping and institutional capacity assessments; the project steering
committee will identify which specific trades and establishments will be targeted for support. Across the 3
districts, the project will concentrate on modules focussing on specific employment opportunities accessible
by female youth and those with limited formal education and disabilities. The exact number of modules will
respond to the findings of the market scan, but given the focus on 133 villages the project will take care not
to focus on too few trades and so saturate markets. Given the emphasis on improving access to TVET
services for women, the majority of establishments targeted will be women-only or co-educational.
Following the institute selection process, the action will sign agreements with 15 public or private sector
institutes in which they will commit to deliver market-driven, competency-based training curricula to
targeted students, and to fully participate in the introduction of new training approaches. Selected institutes
will be upgraded to deliver appropriate training for, and be accessible to, students with disabilities.
Staff will be targeted for appropriate training and refresher courses to strengthen their teaching and
assessment skills in competency-based training approaches. The professional and pedagogical competence of
the technical teacher is critical to the successful implementation of any TVET strategy. To ensure sufficient
enrolment of young women, the appointment of female training instructors will be encouraged. Where the
number of training instructors is limited; women who participate in training will be encouraged to take up
teaching jobs within the training institutes. NRSP have extensive relevant experience and will lead on this
activity.1.4 Support 15 public or private sector TVET institutes to develop or revise specific training
modules to be competency-based, and address skills gaps identified by employers (Responsible: NRSP)
The action will support the development or revision of training modules which address skills gaps identified
by employers. The training modules will be designed by NRSP technical staff with input from employers
and action associate NTB. The modules will be competency-based8, with competencies relating to
knowledge and skills that inform a major part of a job and that correlate with job performance. The curricula
will include experiential, practical, hands-on training. Past experience has shown effective practices to
include sessions where employers or skilled trade masters provide some of the training or are involved in
the curricula through judging competitions, and peer training where young people close in age to the
students with experience in the skill area (e.g. hospitality) facilitate learning sessions. As the project
develops, we shall also engage past alumni students to share learning and link skills learnt to recruitment and
the workplace.
1.5 Support 15 TVET institutes to gain accreditation in the delivery of new/revised training modules through
a recognized government body (TEVTA/NAVTEC/ NTB) (Responsible: NRSP)
The project will secure accreditation for 15 courses through TEVTA and new curricula will be certified by
the National Training Bureau (NTB). In the Southern Punjab, there has been a burgeoning growth of private
TVET institutions providing courses that do not develop the requisite skill sets in participants. This has
contributed to a declining credibility of vocational qualifications and market distortions where supply of
trained candidates far exceeds market absorption capacity. All private TVET institutions supported through
the project will be supported to gain the certification of government authorities and NTB. The project will
seek to build sustainable relationships and cooperation between private institutions and regulatory bodies
which will continue following the project.
The project will adopt the accreditation procedure developed through the "Supporting TVET Reform in
Pakistan" (known as TVET II) implemented by GiZ
8
The Pakistan National Skills Strategy 2009-2013 proposes a paradigm shift from curricula-based education to competency-based
training, but in practice little has been achieved to date in Southern Punjab.
In collaboration with NTB, the National Institute of Technical Education and public/private Technical
Training Centres, NRSP has already prepared revised training modules for various trades and these modules
were approved by the concerned Training Institutes and implemented by their instructors.
1.6 Design workforce skills (life skills) training module (Responsible: NRSP)
Plan has been supporting workforce or life-skills training as an integral part of vocational and technical
training since 2008, and will be revise, pre-test and support the rollout of a training module on life skills to
complement the TVET modules supported. In 2008, NRSP also implemented a Life Skills Project in
collaboration with the RSPN and International Youth Foundation. The module is considered particularly
important to support disadvantaged students who often lack confidence to secure positions. The module
will:
Build confidence in communication and presentation skills and personal competencies (e.g. managing
emotions, cooperation, personal responsibility, problem solving, and respect for self and others)
Strengthen key livelihood skills including literacy and financial skills, labour laws, negotiations, and
effective work habits (e.g. teamwork, workplace protocol, time management, and workers
responsibilities and rights).
Additional life skills such as gender issues, sexual and reproductive health and right, disaster risk
reduction, will also be discussed to compliment the workforce skills and support young people in making
a safe and healthy transition into adulthood.
Such skills training is rarely taught in public and private TVET curricula, but Plan Pakistan have found
workforce and life preparation training have boosted employment prospects, particularly in projects
supporting young people with limited formal education. For example, in interventions in Punjab and
Islamabad, follow-up interviews with youth who had received life-skills training reported that they had
gained new knowledge that enhanced their self-esteem and confidence, especially relating to labour laws and
presentation skills. This activity will build on the life skills module of ILO under its livelihood interventions
and be led by workforce skills specialists in each district.
1.7 Design and roll-out gender sensitive Enterprise Development Training (EDT) for youth and train 30 EDT
Master Trainers linked with TVET institutes (Responsible: NRSP)
YEEP will also support the development and testing of an Enterprise Development Training module, and
train 30 master trainers in EDT and link them with TVET institutes. Given the challenging environment for
identifying employment opportunities and few large employers in target districts, the project will create
awareness among the targeted young women and men about self-employment as a career option and nurture
the interests of trainees. This ties in with government priorities; the government of Sindh province has
recently started an initiative to include business development in the curricula of TVETs. The EDT
curriculum will include how to establish or scale up an enterprise, business planning, finance management,
accessing credit, market linkages (backward & forward), market research, laws/regulations, and training
availability. The curriculum will be gender aware and integrate components of the gender-sensitive ILO
entrepreneurship curriculum tested in many Asian countries. This will draw on Business Management
Skills training which is a standard part of NRSPs vocational training modules with more than 10,000
people trained to date.
In the rural areas targeted, local opportunities often arise in the informal sector, especially for women, where
work conditions are often exploitative and wages do not follow national agreed wage standards (although
even in the formal sector, labour unions are often politicised and not always effective in enforcing work
standards). It is noteworthy that the government of Sindh province has recently introduced a similar
initiative to include business development within TVET curricula.
Training of trainers (Master Trainers) will be undertaken to prepare trainers for delivering EDT in various
public and private TVETs and also as an independent training opportunity for youth interested in starting a
new enterprise. This will be done in partnership with the targeted TVET institutes and complement activity
3.6, the pilot introduction of a youth-friendly microfinance facility.
1.8 Improve access to information by young people in 3 districts about access to and procedures for
TVET courses (Responsible: Plan)
YEEP will support the publication and dissemination of information and communication materials for young
men, women and their communities in easy to understand local language. 300 YEEP information packs and
300 advocacy information publications will provide information including training types, dates, admission
procedures and entrance criteria. Plans Youth Follow up study (2009) found that there was a basic lack of
knowledge and awareness among the communities in Vehari district of the existence of different TVETs,
especially forums amongst rural illiterate youth and young women. The reader-friendly, clearly presented
materials will support community awareness sessions, youth forums and work preparation handy skills
training activities in result 3.
Result 2: Employers formally linked with targeted TVET institutions and contributing to
the design of competency-based curricula, and supporting job placements and
2.1 Sign MoUs with 40 employers and local enterprises agreeing to formal linkages with targeted TVET
institutions, and to contribute to the design of competency-based curricula. (Responsible: NRSP)
Developing linkages between employers and TVET institutions is an essential part of the projects strategy
and it is considered realistic and achievable to target 40 employers in the operational districts or in other
districts. The activity will be led by NRSP but handed over to the targeted TVET institutions themselves, as
building sustainable relationships is critical to the sustainability of the project and an essential element of the
capacity building of institutions. To facilitate these critical relationships, the action will recruit one
dedicated enterprise specialist per district targeted.
The project team will facilitate private sector employers to input into the design of curricula for TVET
institutions. Employers presently report a considerable mismatch between the contents of training courses
and skills needs of employers. The quality of TVET education currently emphasises theory and certification
aspects rather than skills acquisition or in-depth practical understanding which requires learning by doing
and coaching. Vocational students will be encouraged to build a portfolio of projects during training as
proof of ability to perform certain professional tasks.
2.2 Work with 40 employers and local enterprises to support job placements and apprenticeships for
trained youth (Responsible: NRSP)
Employers and local enterprises will be engaged to support job placements and apprenticeships for trained
youth. This on-the-job training will complement competency-based training and facilitate the transition to a
professional work environment and possible employment. This is especially important for young people who
may have little awareness of the work environment such as out-of-school youth, women and those with
disabilities. Indicative labour market information will be gathered from the Chamber of Commerce and
Industries, public and private sector employers as well as large NGOs and microfinance institutions. Job
placements will be marketed with emphasis of benefit to the company i.e. saving, in recruitment, selection
and training time and cost, and the project staff will dedicate time to understanding their needs.
Presently, formal sector employers favour older adult staff and there are far fewer opportunities for women
(even the 10% stated quota for the public sector is not met) or youth. The MoUs signed with the selected
businesses and industries will allocate quotas of formal apprenticeship opportunities, job-placements, and
on-the-job training to absorb the graduates trained under the action and reserve employment opportunities for
trained young women. Employers will benefit from support to provide candidates that meet their needs.
Facilitating the relationship between TVET institutes and employers will be critical to the successful
implementation of this activity and accordingly each district will employ separate staff positions; one
Enterprise Specialist and one Youth Career Councillor/Job Placement Officer to facilitate these relationships.
These facilitators will visit during every placement and follow-up afterwards.
2.3 Create awareness by potential employers of value of women friendly employment schemes, culturally
sensitive women-friendly work places; and promotion of the ILO decent work standard agenda
(Responsible: NRSP)
The project will promote awareness among 40 potential employers of the value of women-friendly work
places. It is recognised that promoting the employment of women requires working with many stakeholders
including young women and men, community gatekeepers and employers because gender inequality is
currently so widespread in this sector. Awareness raising will be designed to mitigate employers resistance
to employing women by addressing issues of gender equality, and practical strategies to promote a women-
friendly workplace, including transport and working environment. These sessions will build on research
NRSP is currently undertaking in collaboration with the ILO on Decent Work issues and how to address
these.
Traditionally, women opt for positions where their reproductive role in the household is not compromised
and the female labour force is regarded by employers as semi-skilled, flexible in their attitudes and cheap
labour. The low levels of female enrolment in the TVET sector raise questions of the efficacy of the TVET
programmes. At national level, several recent policies and strategies9 and recognise that women presently
lack education and skills development training opportunities. Women are typically enrolled in limited,
stereotypical occupations such as dress making/tailoring, secretarial, computer, craft/cottage industry
(garment making, embroidery, knitting, glass and fabric painting etc.), beauty, teaching and nursing.
Result 3: 3,694 vulnerable young men and women supported to access free TVET, youth
enterprise training, workforce skills training, and job placement support.
3.1 Provide free TVET places to 3,694 young people aged 15-29, of whom 2,350 are female and 100 live
with disabilities to facilitate their enrolment in TVET courses, Enterprise Development Training and
Workforce skills training (Responsible: Plan)
The project will support free TVET places for 3,694 young people, of whom 2,350 will be women and 100
living with disabilities to access the TVET programmes set out in result 1. These stipends will provide
opportunities for disadvantaged youth, the majority of whom will have dropped out of school early, to access
TVET services. These will be allocated through a transparent and systematic selection process, using
poverty assessment tools such as the Progress-Out-Of-Poverty-Index, but also including the age, the
willingness of the young person, and his or her employment and business plans following the completion of
the training . The selection criteria will be finalised following the finalisation of the TVET courses to be
supported and consultation with community representatives.. Equal opportunities to access free TVET places
will be guaranteed irrespective of applicants background, caste, religion, or educational status (school
dropouts will not be expressly targeted although it is expected that a disproportionate number of beneficiaries
will have low literacy levels). At present, there are a limited numbers of free TVET places available but
these designed to target educated youth rather than those who are most economically vulnerable.
Following the selection process, each young person will undertake a Training Needs Identification where
appropriate trades are identified and a Training Needs Assessment to determine their aptitude and
willingness and suggest appropriate market-driven vocational and technical training. In the Training Needs
Assessment, the young person will prepare a detailed post-training business plan and assess its feasibility in
terms of market demand, competitiveness and risk. Participants will be grouped according to trade, profile
and gender for training. Every young person selected will commit to an agreement making clear their
commitment to the project as well as an individual training and development plan.
The scholarship will cover the cost of trainers and workshop/classroom instruction, training material, training
equipment, food, stationery, and transport. On completion of the training, all participants will be provided
with appropriate training kits and instruction manuals. All graduating students will provided with a toolkit
where it genuinely supports their employment or self-employment prospects and is relevant to their post-
training business plan.
9
Including the National Skills Strategy (2009-13), National Education Policy (2010) and National Labour Policy.
The food stipend will be standard and the transport stipend will depend on the distance to training centres.
Other expenses such as the classroom instruction, trainers and equipment will be directly supported by the
project. The 100 students supported who are living with disabilities will also be supported with a special
equipment or toolkit as required.
3.2 Monitor the quality of training and learning of the 3,694 targeted youth through training and job
placements (Responsible: Plan and NRSP)
The quality of training conducted will be assessed by NRSP through a stringent monitoring process that will
start with a pre-test of enrolled students through an entrance test, and later through weekly graded tests.
Students progress will also be monitored by the training instructor and a database detailing student progress
will be maintained. At the end of the course, each students learning level will be individually evaluated and
students will give feedback on their training instructors. Qualitative research techniques will be used by the
District Project Coordinators to gauge youth perceptions of the expected and unexpected outcomes of the
action. This will give insights into issues such as economic empowerment, increase in skills, employability,
income, young people and their families assets, confidence, development of leadership qualities, and
decision-making potential, especially amongst girls. Such data collection and periodic monitoring will take
place with the support the Project Manager in making project implementing decisions and reviewing
outcomes on an ongoing basis with the Project Steering Committee. Plan will be responsible for ensuring
effective delivery of services by partners including NRSP and assume final responsibility for the delivery of
quality services and supporting capacity building as necessary.
3.3 Support targeted youth with career counselling and keep trained youth updated regularly with
available job opportunities (Responsible: NRSP)
The action will support two Youth Career Councillor/Job Placement Officers, who will provide quarterly
support to 3,694 youth including career guidance and final job placement. The councillors will help youth
understand labour market opportunities, the interview process and how to realistically further their career.
Guidance materials will be presented in easy to understand language. Career guidance support will be
provided on a group basis at community level through dedicated professionals allowing each individual
youth and potentially family members to interact and discuss their particular circumstances. The career
councillor will also be able to link graduates to business development services and finance, alumni who have
secured employment and employers with whom the project has signed agreements. A database will be
developed to maintain records of the project beneficiaries.
3.4 Identify and support 100 youth with disabilities to participate in TVET (Responsible: NRSP)
The project will identify 100 youth with disabilities and through their Training Needs Assessment and the
institutional mapping assessment identify appropriate courses and institutes, generally in courses integrated
with youth without disabilities. At present very few schools are providing vocational training for people
with disabilities and the schools for people with disabilities focus on pre-vocational courses. The project will
support identified institutes to design training for disabled youth trainees and funds will be made available to
adapt centres to allow physical access. Given limited resources, institutes supported may include those with
some experience to date and might be located outside of target districts, such as in Multan.
In addition to skill training the project will also provide financial support for purchase of equipment, tools
and provision of cash grants for prosthetic devices, wheelchairs, crutches, hearing aids, aids for the blind and
specially modified TVET equipment such as tools. A strong follow up support mechanism will be developed
and ensure continuous support until project completion, then focused input will ensure detailed medical
assessment will be conducted to all selected trainees, and tools /equipment modified according to trainee
requirements will be ensured to enhance their physical activities. Normally, people with disabilities,
especially women, face difficulties in the service sector due to mobility issues and community acceptance, so
project will work on multiple efforts. Special training on communication for development will be imparted
through different sessions and activities to people with disabilities to enhance their motivational level.
Meetings with successful disabled people will also be arranged. Employers will also be sensitized to the
rights of young people with disabilities and professional approaches to mainstreaming disabled people in
their workforce.
3.5 Support 10,000 young women and men to participate in a 3-day technical and vocational skills and
workforce preparation Handy Skills training (Responsible: Plan and NRSP)
YEEP will engage with a large number of young women and men through a short-duration TVET skills and
workforce preparation course; Handy Skills training. Training will take place in 133 communities and at
high schools and A-level colleges (equivalent). It will include practical skills training related to fields such as
improved agriculture practices, pest control, kitchen gardening, livestock management skills, feed & fodder,
clothe tie & dying, candle making, tube-well engine maintenance food processing/milk value addition, and
integrate elements of the workforce skills curriculum developed under result 1. However, it will also provide
relevant information about TVET and enterprise development services offered and promote enrolment of
young women and youth living with disabilities. NRSP has extensive experience of implementing such
trainings at community level.
At the community level the training will be carried out through identifying master trainers from the local
communities. The selected participants will participate in Training of Trainers (TOT) course and after
successful completion they will take responsibility for facilitating handy skills trainings in the operational
villages. These trainers will be monitored by the technical expert (Handy Skills Training Officers) based in
each district who will make payments to the trainers on the basis of the quality of training delivery. To
ensure sufficient enrolment of young women, the appointment of female training instructors will be
encouraged.
The syllabus will cover workplace preparation skills including problem solving and conflict management,
time management, workers rights, CV preparation, confidence building, presentation skills, interview skills,
and communication skills. Depending on the target group, the training might also include short trainings
related to home production, agriculture and livestock management and technical knowledge about
agriculture-related equipment. These short trainings will provide an access point to vocational education for
10,000 young people and introduce young people to competency-based teaching methodologies.
3.6 Support one youth friendly loan products and saving schemes and link the trained youth to the youth
friendly micro finance schemes for establishing micro enterprises (Responsible: Plan and NRSP)
A consultant will be hired to work with one microfinance institution to develop a youth friendly saving and
loan product. No credit line will be provided to the micro finance institutions. However, a partnership with
local MFIs will be established to encourage them to mainstream the youth loan product. At present, MFIs
consider youth as risky clients therefore they do not venture into developing youth specific loan products and
services and youth when able access microfinance through their parents. Plan International has
substantial experience implementing a Village Savings and Loan model, a low-input microfinance
methodology well suited to rural communities with basic financial management skills, who do not have
sufficient collateral to access finance normally. Currently there are six MFIs working in these districts.
These have seven branches in Layyah, 9 in Muzaffargarh, and 6 in Rajanpur.
Result 4: Increased recognition of the value of vocational training amongst 133 communities
particularly for young women and youth living with disabilities.
4.1 Organise systematic community-based awareness campaigns in 133 villages and promotion of
vocational training. (Responsible: Plan)
The project team and dedicated social mobilisers will organise intensive community mobilization campaigns
in the targeted villages in all three districts. Through its long-term presence in communities, Plan and
partner NRSP are uniquely positioned to work at community level to undertake mass awareness campaigns
and engage CBOs and youth forums in 133 villages of the three operational districts. The awareness
campaigns will seek to challenge stigma around vocational education, target community gatekeepers to
challenge the existing cultural barriers that young women face in terms of mobility, training participation and
employment, and tackle negative perceptions associated with women or people with disabilities working
outside the house. The awareness activities will promote the value of vocational training beyond those who
benefit from free TVET places, and facilitate access to village savings & loans and courses supported
through the project. Local FM radio and cable TV will also be used in addition to printed materials to convey
messages about local training opportunities for youth and the availability of free TVET places for
disadvantaged groups.
Through community poverty mapping, the project will systematically identify 3,694 youth for enrolment in
the TVET, Enterprise Development and work-skills training. On average, this represents 15 youth per
village targeted.
4.2 Establish youth forums and support them in undertaking advocacy activities to influence local
government to prioritise youth (particularly young women) with TVET and implement the National
Skills Strategy. (Responsible: Plan)
YEEP will support young people to engage with the government institutions, policy makers and the private
sector through establishing three district level youth forums. These forums will meet regularly to plan
advocacy event targeting government institutions. Each youth forum plan and implement 2 advocacy events
over the project period. At present, youth engagement is limited in these districts, as it is at provincial and
national level. The majority of youth representatives in youth parliaments presently are highly-educated
youth who are not representative of youth in general. Plan has experience of organising youth forums in
Chakwal, Vehari and Islamabad for young people to interact with duty bearers and demand their rights to
education and employment. Plan Pakistan engages youth organisations on the issues of economic
empowerment and employability as prioritised by young people themselves. For example, Plan has an EC
funded project on milk value chains as a result of which approximately 586 employment opportunities have
been generated for the rural youth in Vehari district.
0. Other Activities
0.1 Recruitment of staff and project orientation
The first 2 months of the project will be used for staff recruitment. All Plan staff will be in place by the start
of month 2 and all NRSP staff will be in place by the start of month 3. Once all staff are in place a start up
workshop will be conducted to orient all staff on the details of the project, undertake detailed activity
planning and orient staff on EC contract management.
0.2 Establish Project Management Offices for the Youth Economic Empowerment Project (YEEP) in
three districts, conduct baseline household survey and project start-up activities (Responsible:
Plan)
During the project inception period, the following activities will be undertaken, overseen by Plan:
Recruit YEEP staff and Plan Country Office project support staff
Establish three YEEP field offices in the three operational districts ensuring appropriate security
Facilitate security training for all staff employed under the action
Collect baseline data to profile youth skills and unemployment
Support selection of project and control group villages in each district
Draft and sign contracts with selected public and/or private TVET institutes
Organise project start-up and operational planning workshop
Provide tenders for procurement of machinery and equipment to TVET institutions
An action start-up and operational planning workshop will be facilitated with the support of a grants
specialist from Plan UK who will also provide specific training to all administration and finance staff on
compliance with EC regulations. All tenders will be carried out by the Plan Country Director in association
with the Plan Livelihoods Advisor and YEEP Manager. The YEEP M&E Officer will be responsible for
designing and carrying out the project baseline through outsourcing data collection and supported by
management teams and the project steering committee.
0.3 Baseline household survey, final evaluation and establish project monitoring structures and systems
for programme review, continuous learning and improvement
A baseline survey will be conducted during months 2 and 3, prior to project implementation, in all of the
target villages. The baseline will establish benchmarks at household level against the indicators set out in the
project log frame. This will help in establishing the projects results and outcomes on completion of the
project, through the end of project evaluation study. The baseline survey will also include a gender analysis
regarding the gendered division of labour and condition of TVET access and employment prospects for
disadvantaged young men and women. In contrast the market analysis and TVET capacity assessment will
directly feed into the design of the the curriculum A Project Steering Committee will be established
including representatives from Plan, NRSP, NTB, TVET institutes, communities, youth and employers. The
committee will meet every 6 months to discuss progress and obstacles. The overall monitoring and
supervision of the project will be overseen by the proposed Project Steering Committee and the Project
Management Unit. A monitoring plan will be developed in line with procedures for follow-up and
internal/external evaluation in the methodology section of the proposal. The project will hire a Monitoring
Officer and 2 MIS officers, coordinated by a Project Monitoring Officer at the provincial headquarters of
NRSP. The YEEP team will be supported by the MER team of NRSP, and M&E staff at Plan Pakistan and
Plan UK. A final evaluation will take place in the final month of the action and will use the baseline survey
findings and monitoring information collected to measure the outcome of the action.
0.4 Visibility actions
The action will ensure EC visibility through a number of methods including:

Signboards will be put in a prominent place at each of the 15 TVET institutes strengthened through
the project
Media coverage (print, TV, radio spots)- this will be used to highlight certain key activities during
the action. Local journalists will be called upon to cover these activities in the media.
Posters, banners, leaflets, and other printed identity materials will be produced to advertise and mark
key events in the action. The EC logo will be printed in a prominent place on all of these materials.
Stickers for visibility- these will advertise the project and the EC funding amongst youth in the target
areas
Project souvenirs (keyrings, diaries, mugs etc)- these will be produced at the sart of the action and
distributed amongst project stakeholders at key events throughout the project period.
2.2.2. Methodology (max 4 pages)
Methods of implementation and reasons for the proposed methodology
The action design is underpinned by the principles of Plans rights-based approach, known as Child-
Centred Community Development, in which young people and their communities are at the heart of their
own development to create sustainable changes in their lives. It is guided by Pakistans National Youth
Policy (2008) and supports this policys Plan of Action objectives relating to i) enabling employment
through skills development and vocational training, entrepreneurship, micro-finance, and job placements, ii)
supporting marginalised and vulnerable youth, youth with special needs and balancing the gender imbalance
and iii) involving youth in national policy formulation. By adopting a rights-based approach, the actions
design reinforces the responsibilities and accountabilities of government ministries, TEVTA in Punjab and
TVET institutions to deliver equitable and effective TVET services. YEEP recognises the principles of
inclusion and non-discrimination; that all young people hold equal rights and seeks to address gender
imbalances in access to services and economic opportunities. Participation is central to the actions design;
young people and their communities will participate in decision-making processes, and youth will be
supported to undertake advocacy campaigns and organise district-level advocacy events.
Youth Economic Empowerment Project (YEEP) will adopt the following methodologies:
Strengthen vocational curricula based on analysis of the local demands and absorption capacities of
local labour markets and competencies demanded by employers
Support TVET institutes to adopt student-centred learning methodologies appropriate for vocational
education and students with limited formal education to ensure they are active, responsible participants
in their own learning.
Support work readiness training, work placements and apprenticeships to provide employability
skills to young people, experience of work settings and create linkages with the formal and informal
sectors. The action will monitor progress in increasing the participation and integration of women in
training and employment and hold government accountable for the equitable intake of women;
Promote youth entrepreneurship and access to finance for young people in recognition of livelihood
opportunities and limited number of medium and large-size enterprises in rural areas. The project will
support a Village Savings and Loans model. This low-input microfinance methodology is best suited to
poor rural communities, and provides an entry point to financial services for young people generating
relatively low incomes. No credit line needs be provided to the micro finance institutions. This
methodology is appropriate to support adolescents to cover ongoing expenses where earning patterns can
be irregular and complements the empowerment, confidence-building and financial management skills
trainings that will be supported.
In addressing issues of relevance, quality, access and equity, the action systematically considers gender at all
stages of the project cycle. The 42 month timeframe was formulated to provide support during three
complete academic years following initial market and institutional assessments.
Explain how the action is intended to build on the results of previous actions. Where the action is part
of a larger programme, explain how it is coordinated with this or any other planned projects
This action evolves from an ongoing partnership since 2008 between Plan and NRSP in improving access to
TVET services for young female domestic servants and male sanitary workers in Islamabad slums and
marginalised rural youth in Vehari district, near to the districts targeted. In the first phase, the project
supported local and residential TVET and business management skills training. NRSP directly delivered
trainings because the government TVET curricula had proved unsuitable for rural youth with limited formal
education. From 2009, NRSP then introduced a life skills training component building on an ILO module.
At the same time, Plan introduced Enterprise Development Training (EDT) building on previous experience
from Plans Enterprise Activist Program in Vehari and Islamabad. The project was successful at supporting
young people to establish enterprises and in Islamabad the project successfully linked trained young male
sanitary workers to small scale loans. The actions included intensive three tier research at industry level (to
assess market demand), TVET Institutes level (to assess capacity, services, linkages and curricula) and
community level (to assess demand for training, and barriers to accessing services). Similar research is
currently underway in Vehari district with international consultancy HTSPE.
This action also builds on learning from the EC-funded food facility project in Vehari district which supports
the livelihoods of 3,000 subsistence and semi-subsistence farmers in the dairy sector. Whilst still underway,
in March the action was favourably evaluated by an EC external monitor.10 586 employment opportunities
have been generated for rural youth to date and targeted 400 vulnerable women to produce value-add milk
products. The action included market assessments, Value Chain Analysis and supported cooperatives to
formulate business plans. The monitor concluded that the action had fast-paced implementation involving
several partners and that due to well-coordinated activities, it had achieved an important women
empowerment impact and contributed to the ambition to produce more milk and develop business
amongst targeted farmers.
Plan and NRSP will co-ordinate all activities with the following ongoing programmes:
Punjab Dairy Development Board; Training livestock workers and placing them in their own villages
to provide livestock services, with a focus on local women.
Apprenticeship Training Centre; providing training to unskilled trainees according to the market
demand. Support industry placements for on-the-job training with stipend provided
National Internship Program; financial support for internships for educated skilled youth
National Commission for Human Development (NCHD); Teacher training and placement centre
Benazir Bhutto Shaheed Youth Development Programme (BBSYDP); Vocational and professional
skills training services
Punjab Government programme for Entrepreneurship Development
CAREs EC TVET programme to be established at the same time as this action.
A meeting was held with CARE on 28th December 2011. It was agreed to constructively coordinate to
ensure wider coverage in targeted districts and maximise opportunities for cross-sharing and learning.
To ensure no overlap in target areas :

1. In Muzaffargarh district Plan will work in Muzaffargarh tehsil only and Care will work in Kot Addu
and Alipur tehsils.
2. In Rajanpur district Plan will work in Rajanpur and Rojan tehsils and CARE will work in Jampur
Tehsil only.
3. Plan will work in Layyah district (can select any or all tehsils of the district).
Given the overlap in activities including building linkages with the private sector, strengthening local
TVET institutes and working at community level with youth groups, Plan and CARE have agreed to
coordinate to create regular forums to share learning and ensure close coordination at district and
national level.
Procedures for follow up and internal/external evaluation;

Project monitoring and evaluation will be based on the indicators assembled in the logframe and
community participatory monitoring. Baseline survey data specific to beneficiary groups will be
collected at project inception and a final evaluation conducted by a locally-engaged external M&E
consultant. A Project Monitoring Officer will be engaged national level (NRSP) and Monitoring Officer in
each district. Data will be collected through the following tools as detailed in the logframe:
Monitoring Tool Objective Frequency Unit of Assessment
External Baseline Survey, Track Survey-Based Impact Indicators 3 and 42 Household level
Final Evaluation months
TVET Institutional Mapping + Capacity Assessment of 3 months TVET institute

Mapping TVET institutes level
Progress Out of Poverty Target and monitor poverty levels using
Index participatory objective poverty scorecard Annually Household level
developed by Grameen Foundation
Monitor institute level data relating to TVET institute
TVET Institutional Data access, quality and equity of training Monthly level
delivered (e.g. enrolment, completion)
Project Management Monitor employer linkages, job 0, 6, 12 and Employer level
Information System placement services and community level 18 months Individual level
(MIS) trainings and activities. Village level
10
Graded B: good overall. Efficiency of implementation & impact prospects were graded as A: very good (Mar11).
All monitoring tools will be designed to be owned by TVET institutions support community ownership
through participatory monitoring. Institution level data will be designed to periodically feed into existing
TEVTA monitoring systems
Project progress will be monitored through quarterly internal reports by Plan and NRSP field officers and the
project coordinator ahead of quarterly stakeholder review meetings with NRSP, NTB, TVET Institutes
and youth representatives to review project implementation. A project inception workshop will be held
within the first month of start-up and Plan UK will conduct 3 monitoring visits during the project period.
Financial monitoring will be ensured through Plans General Ledger accounting system, which logs every
financial transaction. Field Audits will also be conducted by internal controllers.
Role and participation of various actors and stakeholders

Plan International will be responsible for overall coordination, monitoring and implementation of the
project. Plan has specialist grants and M&E staff who will closely monitor activities and collaborate with
partners. Plan will lead on community mobilization at the grass root level, improving access to information
about TVET services, organising youth groups, undertaking awareness campaigns targeted at community
gatekeepers and providing free TVET places to 3,694 young people. Plan will lead on organising youth
forums at district, provincial and national level.
NRSP will assume responsibility for field research and capacity assessments of local TVET institutes. Based
upon these findings, NRSP will support the development of new competency based curricula and ToT
training programmes, development and delivery of the work skills and enterprise development modules as
well as workforce preparation handy skills training. NRSP will facilitate signing of MoUs with 40 local
enterprises, and facilitate their involvement in curricula design, job placements and establish linkages with
targeted TVET institutions. They will also create awareness of the value of women-friendly employment
schemes, access for those with disabilities, and the ILO decent work standards agenda.
TVET Institutions will be central to the implementation of activities under results 1 to 3. They will make
commitments in formal MoUs to adequately resourcing and sustainably integrating support provided through
the project. They will commit to full participation in capacity building activities and mechanisms to share
and sustain the training modules produced following the end of project funding.
At least 40 Private Sector employers will commit to input into the design of competency-based training
curricula for TVET institutions. Employers presently report a considerable mismatch between the contents
of training courses and, support work placements and apprenticeship schemes. It is hoped that employers
will contribute in various ways throughout courses so that they build relationships with potential candidates
and an understanding of the quality of instruction and the syllabus being used. Job placements will be
marketed with emphasis of benefit to the company such as savings, in recruitment, and training costs and 3
dedicated enterprise specialists will devote time to understanding their needs. It is considered essential to
build pragmatic collaboration between TVET providers and formal and non-formal sector based industry and
business.
Communities will play an active role in the implementation, monitoring and evaluation of the project.
Beneficiaries have had involvement in the project design process and participatory methods used to ensure
the involvement of young men and women. Relative to other youth employment training programmes,
YEEPs niche includes its focus on disadvantaged rural youth, including young women, and its community-
based approach to addressing needs and understanding barriers at community level. Young people in all
communities will benefit from the basic workforce preparation training. Youth groups in different
communities will be supported to interact with government policy makers and employers, organise advocacy
events and advocate for their right to decent employment and financial and non-financial support.
Organisational structure and the team proposed for implementation of the actionNational level teamThe
project will be lead by a Plan Project Manager and NRSP Team Leader. A Plan Project Admin & Finance
Coordinator and NRSP Project Monitoring Officer will support the project from the national offices.
The fulltime YEEP team will be supported by the Plan country office team. This will include 1 Senior Livelihood
Advisor (15%), Program Support Managers (Strategy & Implementation). NRSP will be supported by their
Finance and Admin Officer (60%).
District level team
2 Plan District Project Coordinators will be responsible to supervise the Plan implemented social mobilization
component and will hold overall responsibility for ensuring smooth implementation of all activities. 3 NRSP
District Training Coordinators will develop linkages with employers, TVET institutes other key government
stakeholders and ensure training design and delivery is according to market requirements. 1 NRSP TVET Capacity
Building Officer will carrying out capacity assessment and capacity building of TVET institutes and maintain
constant liaison with partner institutes and ensuring that capacity building and strengthening activities are carried
out according to planning. 1 Plan District Monitoring Officer will be responsible to support baseline data collection
and carry out regularly periodic moniotor of all activities including drafting of periodic progress reports. In the last
year he will also support the final evaluation. 2 NRSP Youth Career Councilors/Job Placement Officers will carry
out career counseling and job-placement activities for youth provided financial support and also to other youth
interested in enrolling in TVET institutes. They will be supported by the social mobilization of Plan in establishing
communication and linkages with communities, employers and by other concerned staff responsible for TVET
institutional strengthening. 2 NRSP Enterprise Specialists will implement enterprise development related activities
in 3 districts with the trained youth including training 30 Master trainers of EDT and link these with TVET
institutes. The position will also oversee the implementation of EDT module in each of the strengthened TVET
institute and periodically access the knowledge of the trainees. 5 Plan Social Mobilizers will carry out community
mobilization in the villages including organizing youth groups and district youth forum activities are carried out
according to planning. The will also interact with parents and other stakeholders in the communities and will
support the mapping of existing TVET market analysis. 2 NRSP MIS Officers will maintain project related data
including the data of direct target group 3,694 youth and the PPI score card. These positions will be supported by 6
Project Office Support staff and 2 Project Admin Officers. 6 security guards will be hired.
The attitudes of all stakeholders towards the action in general and the activities in particular
Plan and NRSP have extensive experience working in the targeted areas, and this proposal builds on this
experience and previous research and consultative sessions with a number of stakeholders. Plan has met
with TEVTA and NTB at provincial level and they are supportive of the proposed action and collaboration.
The action has been designed to support NAVTECs National Skills Strategy (2009-13) and the plan of
action in the National Youth Policy. Communities and youth groups have identified sustainable
livelihoods opportunities as a priority and welcome the project emphasis on supporting the quality of TVET
services and opportunities for meaningful, well paid employment for young people. There is appreciation
that the action will provide stipends to a targeted vulnerable group including young women but will support a
larger number of beneficiaries through workforce preparation courses. Community leaders valued their
involvement in the selection of targeted youth beneficiaries.
Main means proposed for implementation of the action

Rent of nine vehicles. Three vehicles will be necessary for each district given staff numbers and
required travel.
YEEP offices will be established in each district and equipped with one generator, office furniture (six
desks, one meeting table), computers & internet network (17 in total), one printer, telephone, one
photocopier, one water cooler, three air conditioners, and security equipment.
100 youths living with disabilities who benefit from a scholarship will be supported with start-up
equipment of value of 45 shortly after completion of the training.
TVET institutes will be supported with equipment to support their delivery of new curricula, but this will
only be finalised in response to available market research and the mapping of TVET institutions.
For further information, please refer to the budget and activities section of the logical framework
Planned activities in order to ensure visibility of the action and the EU funding
The project will undertake a wide range of documentation and visibility activities, and publications foreseen
are listed on page 10. Plan will ensure a consistent communication to all stakeholders in all of its media,
publications, materials and activities. A YEEP communication and visibility plan will be finalised and
coordinated with the all implementing organizations during the inception period.
Project stakeholders will be informed through inception workshops and public events and visits that the
EU is providing funding towards the project. All activities that promote the action in communities
awareness sessions, work skills training, district-level youth forums and advocacy seminars will
acknowledge EU support. Training participants of training will always be informed that funding for this
project has been provided by the EU.
Many publications will be produced through the action. IEC communication materials in local
languages, project publications, YEEP information packs, and employer seminars for the promotion of
women friendly employment will clearly display the project and EU logos. At least 8 case studies of
successful young people will be published.
Strengthened TVET institutions will display signboards describing the action and EU contribution.
The project will be visible through media coverage (print, TV, radio spots) and posters, banners,
leaflets, and other printed materials such as stickers. In all coverage and printed matter, EU support will
be acknowledged and the funding amount mentioned where appropriate
All equipment and assets acquired through the grant will display EU stickers. All press releases,
leaflets, brochures, and newsletters will mention EU funding and flag. Photographs will be taken to
monitor progress and made available should the European Commission wish to publicise the results.
Duration and indicative action plan for implementing the action (max 4 pages)
The duration of the action will be 42 months.
Year 1
Semester 1 Semester 2
Activity 1 2 3 4 5 6 7 8 9 10 11 12 Implementing
body
Result 1: TVET institutions deliver accredited, market-driven, competency based training curricula and
work skills training appropriate for rural youth, women, and young people with disabilities.
1.1 Conduct market research/sectors value NRSP - Plan
chain analysis supporting in the
research design.
1.2 Capacity assessment of the local NRSP - Plan
public/private TVET institutes supporting in the
research design.
1.3 Strengthen update training curriculum, NRSP & NTB
enhance instructor capacities and training
facilities of selected TVET institutes.
1.4 15 public or private sector TVET NRSP
institutes supported to develop training
modules
1.5 Ensure accreditation through a NTB, TEVTA
recognized government body and the TVET
institutes
1.6 Design workforce skills (Life-skills) Plan & NRSP
trainings module.
1.7 Design and roll out Enterprise Plan & NRSP
Development Training (EDT) module for
youth including Training of Trainers for 30
Master Trainers and link with TVETs
institutes.
1.8 Improve access to information by young Plan
people in 3 districts about access to and
procedures for TVET courses
Result 2: Employers formally linked with targeted TVET institutions, and contributing to the design of
competency-based curricula, and supporting job placements and apprenticeships for trained youth.
2.1 Sign 40 MOU with the local enterprises NRSP/ local
and employers to formally link with targeted enterprises,
TVET institutions TVET institutes
2.2 Work with 40 local employers to support NRSP/ local
job placements and apprenticeships for enterprises
trained youth
2.3 Create awareness of potential employers NRSP/ local
for promoting a women friendly employment enterprises
schemes,
Result 3: 3,694vulnerable young men and women supported to access free TVET, youth Enterprise and
workforce skills training, job placement support and linked to youth-friendly micro-credit scheme.
3.1 Provide free TVET places to targeted Plan/NRSP/
youth for TVET instruction, EDT and TVET institutes
workforce skills preparation.
3.2 Monitor the training to ensure fulfillment Plan/NRSP/
of quality training standards and job TVET
placement institutes/NTB
3.3 Provide career counseling support to NRSP/Plan/
youth and regular updates to trained youth TVET institutes
regarding available job opportunities.
3.4 Identify 100 youth with disabilities and Identification by
organize specially designed TVET courses Plan social
and equipped them with necessary mobilization team.
tools/equipment. Verification and
enrolment by
NRSP
3.5 10,000 young people participate in NRSP, Master
Handy Skills workforce preparation Trainers
training: identified from
- Identify potential trainers from villages. villages
- Carry out TOT for the Master Trainers
- Conduct Handy Skills Training through
the Master Trainers
- Handy Skills Training Officer (NRSP)
monitor the quality and outreach of the
training conducted.
Undertake awareness session in schools.
3.6 Establishment of one youth friendly Consultant to
loans and saving product for trained youth develop loan
product in
consultation with
the implementing
MFI/network.
Result 4: Increased recognition of the value of vocational training amongst 133 communities and 10,000
young people, particularly for young women, and 100 young people living with disabilities
4.1 Carry out TVET awareness raising Plan
community mobilization in 133 villages
4.2 Build capacities of the youth forums to Plan
undertake advocacy campaigns with
government (National, provincial and local)
Other Activities (cross-cutting)
0.1 Establish Project Management Offices Plan
for the Youth Economic Empowerment
Project (YEEP) in 3 districts
0.2 Baseline survey, final evaluation and Plan
project monitoring
0.3 Establish project monitoring structures, Plan/NRSP
and systems for program review, continuous
learning and improvement
0.4 Documentation and visibility activities Plan
Activity Semester Semester Semester Implementing body

3 4 5
Result 1: TVET institutions deliver accredited, market-driven, competency based training curricula and
work skills training appropriate for rural youth, women, and young people with disabilities.
1.1 Conduct market research/sectors NRSP -
value chain analysis
1.2 Capacity assessment of the local NRSP - Plan supporting in
public/private TVET institutes the research design.
1.3 Strengthen update training NRSP & NTB
curriculum, enhance instructor
capacities and training facilities of 15
selected TVET institutes.
1.4 15 public or private sector TVET NRSP
institutes supported to develop training
modules
1.5 Ensure accreditation through a NTB, TEVTA and the
recognized government body TVET institutes
1.6 Design workforce skills (Life Plan & NRSP
skills) trainings module.
1.7 Design Enterprise Development Plan & NRSP
Training (EDT) module for youth
including Training of Trainers for 30
Master Trainers and link with TVETs
institutes.
1.8 NRSP
Result 2: Employers formally linked with targeted TVET institutions, and contributing to the design of
competency-based curricula, and supporting job placements and apprenticeships for trained youth.
2.1 Sign 40 MOU with the local NRSP/ local enterprises,
enterprises and employers to formally TVET institutes
link with targeted TVET institutions
2.2 Work with 40 local employers to NRSP/ local enterprises
support job placements and
2.3 Raise awareness amongst potential NRSP/ local enterprises
employers of value of women friendly
workplaces
Result 3: 3,694 vulnerable young men and women supported to access free TVET, youth Enterprise and
workforce skills training, job placement support and linked to youth-friendly micro-credit scheme.
3.1 Provide free TVET places to Plan/NRSP/ TVET
targeted youth for TVET instruction, institutes
EDT and workforce skills preparation.
3.2 Monitor the training to ensure Plan/NRSP/ TVET
fulfillment of quality training standards institutes/NTB
and job placement
3.3 Provide career counseling support NRSP/Plan/ TVET
to youth and regular updates to trained institutes
youth regarding available job
opportunities.
3.4 Identify 100 youth with disabilities Identification by the Plan
and organize specially designed TVET social mobilization team
courses and equipped them with and verified and enrolled
necessary tools/equipment. in training by the NRSP
3.5 10,000 young people participate in NRSP, Master Trainers
Handy Skills workforce preparation identified from villages
training:
- Identify potential trainers from
villages.
- Carry out TOT for the Master
Trainers
- Conduct Handy Skills Training
through the Master Trainers
- Handy Skills Training Officer
(NRSP) monitor the quality and
outreach of the training conducted.
- Undertake awareness session in
schools.
3.6 Establishment of one youth Consultant to develop
friendly loans and saving product for loan product in
trained youth consultation with the
implementing
MFI/network.
Result 4: Increased recognition of the value of vocational training amongst 133 communities and 10,000
young people, particularly for young women, and 100 young people living with disabilities
4.1 Carry out TVET awareness raising Plan
community mobilization in 133
villages
4.2 Build capacities of the youth Plan
forums to undertake advocacy
campaigns with government (National,
provincial and local)
Other Activities (cross-cutting)
0.1 Establish Project Management Plan
Offices for the Youth Economic
Empowerment Project (YEEP) in 3
districts
0.2 Baseline survey, final evaluation Plan
and project monitoring
0.3 Establish project monitoring Plan/NRSP
structures, and systems for program
review, continuous learning and
improvement
0.4 Documentation and visibility Plan
activities
2.2.4 Sustainability of the action (max 3 pages)
2.2.4.1. Describe the expected impact of the action with quantified data where possible, at technical,
economic, social, and policy levels
At a technical level, the action will strengthen 15 TVET institutes to become local centres of excellence in
the delivery of competency based, demand-led skills training in a financially sustainable way. Each institute
will introduce at least one new competency-based training module, identified through existing market
research, and accredited through competent government authorities (NTB and TEVTA). The institutes
technical staff will benefit from training in active, participatory, practical teaching methodologies.
Workforce preparation training will be incorporated into the curricula of strengthened TVET institutions,
with 30 master trainers trained to deliver workforce preparation and Enterprise Development Training
(EDT). Permanent linkages will be facilitated with at least 40 local employers and 2 microcredit institutions.
The action will have an immediate impact on TVET institutes through providing labour market information,
higher enrolment and higher completion rates.
The action is expected to have a significant, direct economic impact on the households of the youth
supported. The project will support 3,694 of the poorest young people to participate in TVET, EDT and
workforce preparation training, and it is anticipated that at least 75% of non-disabled youth (and 50% of
disabled youth) will secure employment or self-employment and increased monthly income. 10,000 young
people will benefit from workforce preparation training and 9,000 additional young people are expected to
benefit from new curricula over the project period. YEEP will contribute to the local economy through
increased labour force participation rates and increased availability of skilled labour. It will contribute to
lower household dependency rates and empower the burgeoning youth population in districts targeted to
become economically active family members.
At a social level, the action will work directly with local communities and parents to recognise and
encourage youth, and particularly young women to become socially and economically active family
members. Through intensive community awareness campaigns in 133 communities, engagement with
community gatekeepers and workforce preparation courses for 10,000 young people, YEEP will increase
social recognition of TVET courses (target youth awareness rate 75%), and encourage rural youth and
women to explore job options in non-traditional sectors. YEEPs niche includes its roots at community level
with systematic community-based awareness and engagement in 133 communities. YEEP will profile
successful partnership models between private and public TVET institutes and challenge barriers to
employment for young women with youth living with disabilities.
At policy level, the action is designed to reinforce the Plan of Action of the National Youth Policy and
Skills Strategy 2009-13, which has yet to be widely implemented. In support of the Plan of Action, the action
will engage youth in national policy formulation. Youth forums will be organised in each district to provide
opportunities to interact with policy makers through existing networks accessible at national, provincial and
districts level with Plan and NRSPs support.
2.2.4.2. Describe a dissemination plan and the possibilities for replication and extension of action
outcomes (multiplier effects), clearly indicating any foreseen dissemination channel.
YEEP is designed for scalability and multiplier effects are expected; both in improving community
perceptions and demand for TVET and increasing government prioritisation and accountability to deliver the
National Youth Policy and Skills Strategy. In particular multiplier effects are foreseen through i) the new
curricula, workplace preparation and Enterprise Development training which will be readily replicable and
widely shared through government institutions, ii) training 30 master trainers who will further share new
curricula and toolkits, iii) publication of at least eight case studies and radio and TV broadcasts to share best
practices, iv) supporting alumni, including young female alumni, to provide role models in communities and
v) support of one youth-friendly microcredit facility. The results and learning from the action will be shared
directly with district level TVET institutes and NAVTEC, but disseminated more widely through youth
forums, district level government meetings and provincial and national youth parliaments. The project will
generate many publications with different dissemination channels, listed on page 10. A communication and
visibility plan will be drafted after the initial market and baseline assessments, specifying target audiences
and messages or asks.
2.2.4.3. Provide a detailed risk analysis and contingency plan. This should include a list of risks
associated with each proposed action, accompanied by relevant mitigation measures.
Considerations of risk reduction are central to understanding how vulnerable communities can maintain
sustainable livelihood strategies. YEEP builds on previous Disaster Risk Reduction interventions in target
districts implemented by Plan in coordination with provincial and district government authorities.
Risks / Assumptions Mitigation Measures/Contingency Plans
Targeted communities are politically stable. Plan has a
Precond.
Political insecurity, sectarian violence,

terrorism restricts operations of Plan comprehensive security policy in place that prioritises staff
and partners. (Risk M, Impact H) safety and security. Budget allocated to hire security related
staff, security training provided to staff.
These risks will be actively considered in choice of curricula.
Environment
Climatic uncertainty, flooding or

cyclones do not impact household TVET presents opportunities to diversify livelihood sources.
income, particularly from agriculture Plan is already implementing Disaster Risk Reduction, flood
and fisheries (Risk M, Impact H) response and Cash for Work program in all 3 districts. Plan
has established a Flood Response program unit in Multan.
At present this appears realistic. YEEP is designed to
Economic
Public budget allocations to TVET

services are maintained. Provincial and implement national frameworks and political and donor
national government policy frameworks support is strong. In 2011, Punjab drafted a Youth Policy.
continue to support youth education and Plan and NRSP have strong links with government.
the TVET sector (Risk L, Impact H)
Limited scale/capacity of local The project will support larger number of curricula to ensure
enterprises to absorb trained young sufficient absorption capacity using existing market research.
people (Risk, L, Impact H) Promote enterprise development in parallel to employment,
and support youth loan product.
As project associate NTB will support partnerships with
Political
Government bureaucracy in public-

sector TVET institutes causes delays concerned national, provincial and district level authorities.
(Risk, L, Impact M) Project will support more private TVET institutions were
bureaucracy to cause excessive delays.
Community members support the Plan and NRSP have extensive community level experience.
Social
project and participation (and Awareness raising is built into the actions design. Workshops
employment) of young women and will be arranged for community gatekeepers. Pro-active
youth living with disabilities (Risk, M, engagement with religious leaders. Gender sensitization
Impact H) training provided to project staff. Distances and timing of
trainings will be appropriate for young women and youth
living with disabilities
Employers are supportive and Dedicated Job Placement Officers will market benefits to
participate in the project and employers and awareness activities are built into the project
investments in job placements and design. Plan and NRSP have substantial past relevant
apprenticeships (Risk, L, Impact H) experience in establishing local business service providers
organization (NGOs), implementing similar ILO funded
projects, and linkages with the local Chamber of Commerce
& Industry
Targeted public and private TVET Considered in institutional capacity assessments. Specialized
institutes and male and female monitoring staff are in-built to the project design for
teachers are supportive of capacity monitoring including one Project Monitoring Officer and one
building and revision of curricula Monitoring Officer to independently monitor project
(Risk, L, Impact H) progress. Female alumni encouraged to assume roles as
mentors or teachers.
2.2.4.4. Explain how sustainability will be secured after completion of the action.
Financial sustainability will be secured by strengthening the capacity of the target households to maximise
their opportunities for employment or self-employment, diversify income and build sustainable asset bases.11
The design will be market aware, and cognisant that the majority of employment options, particularly for
young women, will lie in the informal sector and self-employment. YEEP will provide selective grants to
3,694 targeted young people, targeting economically vulnerable youth (for whom there is a low cost to
participation itself), and young people identified through community mechanisms with willingness and
business potential (for whom greater returns are expected). The free TVET places have been set at a level
11
A recent Plan study on youth financial behaviour found that the vast majority of youth share their earnings with parents to support
family subsistence. Their earnings often also support the education of younger family members.
considering scalability and sustainability; to maintain cost per beneficiary as low as possible relative to
returns to actively promote replication by others. To maximise the financial sustainability of free TVET
places, the project will:
(a) Support targeted TVET institutions to apply for scholarship funds from established government
scholarship programmes; Benazir Income Support Programme (BISP), the DFID-funded Government
of Punjabs Skills Development Fund (PSDF) and Pakistan Bait-ul-Mal stipends.
(b) Advocate for existing government funded free TVET places to target the poorest, most deserving
youth on the basis of objective poverty assessment tools. The project will generate evidence
effectiveness of targeting using the Progress-Out-Of-Poverty methodology proposed. Only BISP
currently uses the World Banks poverty scorecard to target students. YEEP will support youth forums to
engage all actors to adopt sustainable funding mechanisms, such as cost-sharing, loan schemes and ex-
post fee structures.
(c) Encourage 40 targeted private sector companies to provide total or partial subsidies to stipends,
and so contribute to the costs of training a workforce with relevant skills.
(d) Require supported private-sector TVET institutes to fund at least 5 free TVET places through their
own funds. This will be a requirement in MOUs signed with institutes who will financially benefit from
the action. Increased enrolment will also bring scale economies for the TVET institutes concerned
Beyond those benefitting from grants, results 1, 2 and 4 will strengthen the quality, relevance and demand
for TVET services. The minimal investment in classrooms and tools will only be made after ascertaining that
infrastructure can be maintained by institutions involved following the project.
All activities are designed to achieve institutional sustainability. YEEP will support existing TVET
institutions and structures to a) develop demand-led, competency-based, accredited, curricula; b) establish
operational linkages between employers and institutes, who support job placements and apprenticeships, c)
introduce workforce skills and enterprise development trainings, d) introduce current instructional methods,
including problem-based learning, e) introduce quality assurance mechanisms through establishing
systematic monitoring and evaluation systems,f) instruct staff on new course material and pedagogies and g)
engage management and teachers of TVET institutes to improve access by disadvantaged youth and
particularly young women and those living with disabilities. Training programmes for the poor have often
been donor initiated and implemented as separate projects, but YEEP will work through and engage existing
TVET institutions to strengthen themselves and enrich existing modules, which should ensure better
institutional sustainability than if the institutes had been created solely for the purpose of the project. The
intervention will facilitate TVET institutes to create sustainable partnerships in the job market and promote
self-employment options. At present, entrepreneurship training has not been introduced as a subject in
TVET institutions, although 26% of Punjabs population is self-employed. NTBs role as associate will
support YEEP to institutionalise evidence and learning from the project. Although few activities will be
directly implemented by Plan and NRSP, a detailed phase-out and handover strategy would be developed 12
months before the action end to ensure a sustainable transition of responsibilities from project staff.
At Policy Level, the project is implemented in line with the Action Plan for the National Youth Policy and
skills policy at district levels. At present, policy legislation is comprehensively designed but very limited
implementation has taken place. Recently, skills training has been devolved to the mandate of the provincial
government. The project will provide evidence for and represent a flagship programme at district and
provincial level, providing recommendations to the Government of the Punjab. YEEP will support advocacy
seminarsand support district level youth forums advocating for the implementation of and inclusiveness
the National Skills Strategy.
Environmental sustainability will be considered in the choice of vocational subjects to support. Plan and
NRSP will work with young people and TVET institutes to consider that vocational practices are
environmentally sustainable and mitigate disaster risks. For example, during trainings participants will be
asked to complete an environment checklist to ensure that no adverse environment consequences are
occurring due to the use of technology or production methods.
2.2.5. Logical Framework
Please refer to Annex C.
2.3. APPLICANT'S EXPERIENCE OF SIMILAR ACTIONS
Maximum 1 page per action. Please provide a detailed description of actions managed by your organisation over the past three years.
Project title: Partnership to strengthen youth Sector (see Section 3.2.2 of Section 3):
employment and empower youth voices 11330 Vocational training
Ref: ONG-PVD/2010/249-157
Location of the action Cost of the action lead manager or partner Donors to the action Amount contributed Dates
Uganda 932,867 EUR Plan Uganda, Concerned Parents EC NSA-LA 699,650 EUR 01/10/2010 to
Association (Lira District), 30/09/2014
Budget line: 23.03.01
Bukedi Diocese (Tororo District)
Objectives and results of the action
The overall objective of this action is to increase decision-making and economic opportunities for marginalised youth in Lira and Tororo districts of Uganda,
contributing to community rehabilitation, reintegration and development.
The actions specific objectives are:

1) To support 3,000 young people in Lira and Tororo districts to acquire non-formal and vocational skills for job placement/self employment
2) To equip 3,000 young people with the skills and confidence to engage with public and private sector actors and exercise their rights and responsibilities as citizens on
issues affecting them
3) To strengthen local training institutions and businesses (including master craftspersons) to offer market-orientated courses, apprenticeships and job placements
The expected results are:
1) An increase in the number of youth who have the skills necessary for gainful employment
2) An increased number of youth starting or expanding self-employment
3) The most marginalised youth contributing to local authority decision-making process related to skills development and vocational training
4) Local businesses and vocational training institutions are equipped to provide quality technical apprenticeships and offer market-orientated courses
The project recognises that high youth unemployment erodes community stability and threatens social cohesion. Both of the districts targeted by this action have
been adversely affected by 20 years of conflict in Northern Uganda, and have extremely high poverty indicators relative to the rest of Uganda. Activities include six
month apprenticeships with local businesses for 960 marginalised young people, a nine month vocational training programme for 800 young people and capacity
building with 10 non-state actors to support them in delivering training to, and engaging with, young people. The action works with training institutions, local
businesses and private-sector enterprises to increase their capacity to provide market-driven employment opportunities to marginalised young people.
Project title: Improving livelihoods of rural households to Sector (see Section 3.2.2 of Section 3):
mitigate the effects of severe price increases through 31163 Livestock
improving the productive output and supply mechanism of the
31194 Agricultural cooperatives
livestock sector
Ref: DCI-FOOD/2009/214-202 31195 Livestock/veterinary services
Location of the Cost of the action (EUR) lead manager or Donors to the action Amount contributed Dates
action partner (by donor)
Pakistan 2,180,500 EUR Plan Pakistan EC Food Facility 1,962,450 EUR 01/01/2010 to
Budget line 21.02.03 31/08/2011
The overall objective of the action is to mitigate the effects of increases in food prices and increase household food security through improved productivity and
quality in the dairy sector. The actions specific objective is to promote modern animal husbandry and improved commercial dairy practices among rural
subsistence/semi-subsistence livestock farmers.
The expected results are :

1. Improved per animal milk productivity of subsistence/semi-subsistence farmers in production methods
2. Strategic stakeholders are aware of, and are correcting, key weaknesses in the marketing of milk
3. Improved quality of milk available for customers
4. Improved household nutritional intake and decreased gender discrimination
5. Direct government regulatory and dairy policy reform processes incorporate consultations with communities, lessons learnt from this project, and research
results
In 2008 to 2009 high food price inflation caused the average Pakistani household spend on food to rise 19% which placed millions of families, especially in rural
areas, at risk of extreme poverty. The majority of rural families depend on livestock for their livelihoods (90% of Vehari District, where the action took place, is
given over to agriculture), and within agriculture, the dairy sector has shown continuous growth in recent years despite supply chain inefficiencies. This action was
designed to address poor milk output, handling and market practices in the previously disjointed supply chain. In doing so it aimed to both improve nutritional
intake through increased milk yield and also to create a dependable cash source for poor families. Activities included the establishment of farmers milk
cooperatives with 3,000 subsistence and semi-subsistence farmers, as well as training 200 village veterinary workers and 25 artificial insemination technicians, and
working with 50 university agricultural students who provided support to the farmers milk cooperatives. The project was graded positively in a March 2011 EC
Results Oriented Mission with an overall B grade.
Project title: Local institution participation Sector (see Section 3.2.2 of Section 3):
towards livelihood empowerment of the 31120 Agricultural development
Mangyan indigenous peoples of Occidental
32140 Cottage industries and handicraft
Mindoro
Ref: DCI-NSAPVD/2008/172-229 43040 Rural development
Location of the action Cost of the action lead manager or partner Donors to the action Amount contributed Dates
(by donor)
Philippines 1,428,611EUR Plan Philippines, Non-Timber Forest EC Non-State Actors and 1,000,000 EUR 01/03/2009 to
Products Exchange Programme (NTFP-EP), Local Authorities in 28/02/2014
Anthropology Watch, Vicarial Indigenous Development Budget lines:
Peoples Apostolate Coordinating Office 21.03.01, 21.03.02
The overall objective of the project is to contribute towards poverty reduction amongst Mangyan people through livelihoods development, community
empowerment, building the capacity of local institutions, sustainably utilising natural resources, ancestral domain management, the recognition of Indigenous
Peoples rights and reducing discrimination against Mangyan, especially women and children. The specific objective is to develop community managed farm
enterprises that provide sustainable food and income for 178 deprived Mangyan communities (totalling over 17,000 people) which will be capable of engaging
with mainstream markets; as well as improving the ability of the Mangyan to uphold their rights in owning and managing their ancestral domain.
The key expected results are:

1. Increased income generated by more sustainable livelihoods
2. Security of tenure through the award of Certificate of Ancestral Domain/Land Title
3. Local Authorities and Mangyan working together to develop local development plans
4. Strengthened local institutions for better delivery of services to Mangyan people
The Mangyan are a group of indigenous Filipinos who have been marginalised to such an extent that families earn on average just $0.34 per day. They have
inadequate means to produce food for their families and also face being evicted from their ancestral land unless they can prove they are the owners through a
Certificate of Title. Plan Philippines is establishing ten community-managed farm enterprises so that 178 communities can provide themselves with sustainable
food and income. The action is also creating two marketplaces for timber and local food, as well as supporting the Mangyan to obtain title to their land. The action
was graded as very good (A grade) in a 2010 EC ROM, and the monitor commented that results are already good and prospects of impact very high, especially
in terms of livelihood and Human Rights awareness. At present, potential sustainability is good as indigenous people consider this project as theirs.
3. THE APPLICANT
EuropeAid ID number GB-2007-CSA-2711178158
Name of the organisation Plan International UK
Please refer to PADOR file number GB-2007-CSA-2711178158
4. THE PARTNER
4.2. PAGES TO INSERT FROM PARTNER

- Page 1
- Page 2
- Page 3
Page 4
5. PARTNERSHIP STATEMENT
6. ASSOCIATES OF THE APPLICANT PARTICIPATING IN
THE ACTION
Associate
Full legal name National Training Bureau, Islamabad. Pakistan
EuropeAid ID n/a
number:
Nationality Pakistani
Legal status Public Organization (Government of Pakistan)

Government of Pakistan
Official address
Ministry of Professional and Technical Training National Training Bureau
(N.T.B)
Plot No. 39, Sector H/9, Near Shalimar Recording Co., Islamabad
Fax No. 051-9258802
Contact persons 1. Director General
2. Director
Telephone number: +92-51-9258802
Fax number:
E-mail address Info@ntb.gov.pk
Number of employees
National Training Bureau (N.T.B) was established in 1976 as an attached
Experience of similar
department of Ministry of Labour & Manpower. The National Training
actions, in relation to
Bureau (N.T.B) has the mandate to assess existing and future training needs,
role in the
develop training syllabi, specifying training standards, and conduct trade
implementation of the
testing. Since its inception, keeping in view the local & foreign labour market
proposed action
needs, National Training Bureau has implemented & completed different
training projects on vocational training. The Govt. recognized technical
education and vocational training as driving force for human resource
development. Therefore at the national level, National Training Board was
constituted under National Training Ordinance 1980 for coordinating
vocational training. National Training Bureau provides the secretariat
services to National Training Board.
a. National Vocational Training Project Phase -I (1981-86)

Cost Rs.529.610 Million
Donors IDA, UNDP
Established 6 new Technical Training Centres renovated and upgraded 23

existing training centres and also additional equipment was provided to 28
existing training centres.
b. National Vocational Training Project Phase -II (1987-96)
Cost = Rs.2882.19 Million including
Donors IDA, EEC, UNDP, GTZ, CIDA
Established 20 new Vocational Training Centres including 5 Women

Technical Training Centres in the country
Equipped newly established 20 Vocational Training Centres and made
operational in the country and handed over to the respective provincial
governments.
Provided additional equipment to existing 20 training centres in the
country.
Established and made operational a National Staff Training Institute at
Islamabad and three Provincial Staff Training Institutes at Karachi,
Quetta and Peshawar.
Established 5 Skill Development Councils, one in each province and
Islamabad (details are given in next paragraphs).
Implemented Crash Training Programme (1976-82) for overseas
employment and trained 26300 persons.
Implemented federal programme for skill development and trained 230
instructors and 93 managers and provided equipment to 11 Technical
Training Centres in the Country.
Developed National Occupational Skill Standards (NOSSs) in 46 trades,
Curricula in 28 trades, Trainee Manuals in 22 trades and Instructor
Manuals in 20 trades for o ne year while Curricula in 14 trades and
Trainee Manuals in 5 trades for two years courses.
c) Vocational Training Programe for Rural Youth with collaboration

National Rural Support Programe, Pakistan 1998- date
Youth Trained in Skill Training = 4,000

Training Need Assessment
Designing of Tailor Made Training Programe
Organization and conduction of skills training
Training of Trainers
Training of Master Trainer
Trade testing and certification
History of Since 1998 to date
cooperation with the
NRSP and NTB have also signed a MOU in December 2009 under title
applicant
Public, Private Partnership between NRSP and NTB.
7. CHECKLIST FOR THE FULL APPLICATION FORM
SUPPORTING TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) SECTOR IN PAKISTAN (GRANT COMPONENT)
BUDGET LINE: BGUE-B2011-19.100101-C1-DEVCO DELPAK
ADMINISTRATIVE DATA
Name of the Applicant Plan International UK
EuropeAid ID number GB-2007-CSA-2711178158
/
Nationality Country and date of UK. 20th April 1978.
registration
Legal Entity File number 6000057475
Legal status Non Profit Making
Partner 1 Name/EuropeAid ID number: National Rural Support Programme / PK-2009-GAU-1103464841
Nationality/Country of registration: Pakistan
Legal status: Company Limited by Guarantee
BEFORE SENDING YOUR PROPOSAL, PLEASE CHECK THAT EACH OF THE FOLLOWING POINTS IS To be filled in by
COMPLETE AND RESPECTS THE FOLLOWING CRITERIA: the applicant
Title of the Proposal: Provision of access to market-driven training and employment opportunities to vulnerable Yes No
youth and women in rural districts of southern Punjab
PART 1 (ADMINISTRATIVE)

1. The correct grant application form, published for this call for proposals, has been used
2. The Declaration by the applicant has been filled in and has been signed

3. The proposal is typed and is in English.
4. One original and 3 copy(ies) are included

5. An electronic version of the proposal (CD-Rom) is enclosed

6. Each partner has completed and signed a partnership statement and the statements are included. Please indicate
Not applicable (NA) if you have no partner.

7. The budget is presented in the format requested, is expressed in and is enclosed
8. The logical framework has been completed and is enclosed

PART 2 (ELIGIBILITY)
9. The duration of the action is between 24 months and 30 months (the minimum and maximum allowed)

10. The requested contribution is between 1,000,000 EURO and 3,000,000 EURO (the minimum and maximum
allowed)
11. The requested contribution is between 50 % and 90 % of the estimated total eligible costs (minimum and
maximum percentage allowed)
8. DECLARATION BY THE APPLICANT
The applicant, represented by the undersigned, being the authorised signatory of the applicant,
in the context of the present call for proposals, representing any partners in the proposed action,
hereby declares that
the applicant has the sources of financing and professional competence and qualifications specified
in Section 2 of the Guidelines for Applicants;
the applicant undertakes to comply with the obligations foreseen in the partnership statement of the
grant application form and with the principles of good partnership practice;
the applicant is directly responsible for the preparation, management and implementation of the
action with its partners, if any, and is not acting as an intermediary;
the applicant and its partners are not in any of the situations excluding them from participating in
contracts which are listed in Section 2.3.3 of the Practical Guide to contract procedures for EU
external actions (available from the following Internet address:
http://ec.europa.eu/europeaid/work/procedures/implementation/index_en.htm. Furthermore, it is
recognised and accepted that if we participate in spite of being in any of these situations, we may
be excluded from other procedures in accordance with Section 2.3.5 of the Practical Guide;
the applicant and each partner (if any) is in a position to deliver immediately, upon request, the
supporting documents stipulated under Section 2.4 of the Guidelines for Applicants.;
the applicant and each partner (if any) are eligible in accordance with the criteria set out under
Sections 2.1.1 and 2.1.2 of the Guidelines for Applicants;
if recommended to be awarded a grant, the applicant accepts the contractual conditions as laid
down in the Standard Contract annexed to the Guidelines for Applicants (annex G);
the applicant and its partners are aware that, for the purposes of safeguarding the financial interests
of the EU, their personal data may be transferred to internal audit services, to the European Court
of Auditors, to the Financial Irregularities Panel or to the European Anti-Fraud Office.
The following grant applications have been submitted (or are about to be submitted) to the European
Institutions, the European Development Fund and the EU Member States in the last 12 months:
No actions in the same field as this proposal
The applicant is fully aware of the obligation to inform without delay the Contracting Authority to
which this application is submitted if the same application for funding made to other European
Commission departments or European Union institutions has been approved by them after the
submission of this grant application.
Signed on behalf of the applicant

Name Marie Staunton
Signature
Position Chief Executive, Plan UK

Date
9. ASSESSMENT GRID OF THE FULL APPLICATION FORM
(TO BE USED BY THE CONTRACTING AUTHORITY)
YES NO
OPENING &ADMINISTRATIVE CHECK
1. The submission deadline has been respected
2. The checklist of the Application form has been duly completed
The administrative verification has been conducted by:
Date:
DECISION :
The Committee has decided to evaluate the full application form after having passed the
administrative check.
The administrative verification has been conducted by:
Date:]
EVALUATION OF THE FULL APPLICATION FORM
DECISION :
A. The Committee has recommended the proposal for Eligibility verification after having
been provisionally selected within the top ranked scored proposals within the available
financial envelope.
B. The Committee has recommended the proposal for Eligibility verification after having
been put on the reserve list according to the top ranked scored proposals
The evaluation of the proposal has been conducted by:
Date:
ELIGIBILITY VERIFICATION
3. The checklist of the Application form has been duly completed.

4. The supporting documents listed hereunder, submitted according to the Guidelines
(Section 2.4), satisfied all the eligibility criteria of the applicant and its partner(s) (if any)
a. The applicant's statutes
b. The statutes or articles of association of all partners
c. The applicant's external audit report (if applicable)
d. The Legal Entity File (see annex D of the Guidelines for Applicants) is duly completed
and signed by the applicant and is accompanied by the justifying documents requested.
e. A Financial Identification form (see annex E of the Guidelines for Applicants).
f. Copy of the applicants latest accounts.
The assessment of the eligibility has been conducted by:
Date:
DECISION:
The Committee has selected the proposal for funding after having verified its eligibility
according to the criteria stipulated in the Guidelines for Applicants.
Plan International UK Supporting TVET Sector in Pakistan Grant Application Form Page 45 of 45

PAK0193 Pakistan Punjab TVET Proposal

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PAK0193 Pakistan Punjab TVET Proposal

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Contracting Authority: European Commission

Supporting Technical and Vocational Education and Training

Grant Application Form

Budget line(s): 19.100101

Provision of access to market-driven training and

Location(s) of the Layyah, Muzzaffargarh, and Rajanpur Districts

Name of the applicant Plan International UK

Nationality of the British

Legal Entity File Number 6000057475

Legal status Non-Profit Making

National Rural Support Programme,

Applicant's contact details for the purpose of this action

Finsgate, 5-7 Cranwood Street, London, EC1V

Contact person for this action:

Contact person's email:

Website of the Organisation: www.plan-uk.org

1 General information ............................................................................................................... 5

3 The applicant ......................................................................................................................... 35

4 Partners of the applicant participating in the action ......................................................... 36

5 Associates of the applicant participating in the action ...................................................... 40

6 Checklist for the full application form ................................................................................ 42

7 Declaration by the applicant ................................................................................................ 44

8 Assessment grid of the full application form ...................................................................... 45

Name of the applicant Plan International UK

No. of the proposal N/A

Title of the action Provision of access to market-driven training and employment

Location of the action Layyah, Muzzaffargarh, and Rajanpur Districts

Result 1: TVET institutions deliver accredited, market-driven, competency-based training

YEEP will facilitate:

YEEP will support:

YEEP will support:

Result 1: TVET institutions deliver accredited, market-driven, competency-based training

The market survey process and analysis will:

The mapping will

0.1 Recruitment of staff and project orientation

The action will ensure EC visibility through a number of methods including:

To ensure no overlap in target areas :

Procedures for follow up and internal/external evaluation;

TVET Institutional Mapping + Capacity Assessment of 3 months TVET institute

Role and participation of various actors and stakeholders

Main means proposed for implementation of the action

Activity Semester Semester Semester Implementing body

Political insecurity, sectarian violence,

Climatic uncertainty, flooding or

Public budget allocations to TVET

Government bureaucracy in public-

Please refer to Annex C.

The actions specific objectives are:

Objectives and results of the action

The expected results are :

The key expected results are:

EuropeAid ID number GB-2007-CSA-2711178158

Name of the organisation Plan International UK

Please refer to PADOR file number GB-2007-CSA-2711178158

4.2. PAGES TO INSERT FROM PARTNER

Full legal name National Training Bureau, Islamabad. Pakistan

Legal status Public Organization (Government of Pakistan)

Telephone number: +92-51-9258802

E-mail address Info@ntb.gov.pk

a. National Vocational Training Project Phase -I (1981-86)

Donors IDA, UNDP

Established 6 new Technical Training Centres renovated and upgraded 23

b. National Vocational Training Project Phase -II (1987-96)

Donors IDA, EEC, UNDP, GTZ, CIDA