The institutional environment at that time was characterized by unclear mandates and overlapping roles and responsibilities and low staff absorption capacity for the planned activities. These led to uncoordinated and poorly planned trainings, improper sequencing of training programs, and duplication of efforts and use of resources. The complexity of the RMI’s TVET institutional environment required either a dedicated institution with a clear mandate on TVET or a streamlined institutional arrangement from the outset. Also, managerial, administrative, and technical capacity of concerned institutions and staff could have been considered from the start, especially the capacity to plan, implement, and evaluate various activities. The conduct of project preparatory TA could be a necessary condition before undertaking a lending operation for TVET to better understand the institutional context.
In particular, it is important to focus on the poor quality of education gained by students emerging from elementary and secondary levels. Before entering into any TVET project, it is essential to ensure quality basic education.
At project completion, there was still a significant lack of qualified applicants to fill available teaching posts. These trainings lacked strategic direction. An institutionalized professional development program for TVET teachers could have been developed as part of project design instead of individualized and one-time training programs.
As such, a phased approach could have been useful to take into account the limited technical capacity to formulate and implement skills standards, testing, and certification of trained workers. This could have been undertaken under a separate program prior to the project, covering a longer period of time and targeting priority employment areas.