Recognition Grant

The sub-component 2.1 of the ASDPII is Institution Reforms and is concerned with those institutions that did not benefit from investments under ASDP. The sub-component proposes investments in institution reforms under a two part scheme, Recognition Phase and Development Support Phase:

Recognition Phase

This is the first phase of the reforms process and will provide incentives to institutions to compete for funds under the second phase for wide-range institution reforms. The scheme will be restricted to those institutions who offer Technical and Vocational courses for Grades XIII and XIV, and those that have their own premises and hostels. These number nearly 70 (out of a total of 257 public and private schools and 32 institutes accredited by the DMTVET), spread all over the country. Under the scheme, each school/institute will be asked to fill in a questionnaire to be called Eligibility for Recognition Questionnaire (ERQ). In addition to providing detailed information, schools and institutes will be required to state whether they have implemented any Good Practice during the previous two years. Good Practice here will mean any one or more than one management action in the following areas (list not exhaustive):

    • Involving Private Sector in the Management and/or Academic Activities of schools and institutes. Examples would include but not be limited to whether the private sector has been involved in managerial decision making on administrative or academic activities, and whether the inputs from the private sector have been concretely acted upon. Most Professional Institutions have clear mechanisms for the involvement of Stakeholders in Management. This is so particularly in the Sub-continent. For instance, the Institute of Chartered Accountants of India, Institute of Costs and Works Accountants of India, Institution of Engineers India, and their counterparts in Pakistan, Sri Lanka, Bangladesh and Nepal, all have Subcommittees of their Governing Councils where industry members are nominated by the Council Member who is the Chairman of the Committee. These sub-committees look after various functions of the Institute including Curriculum (normally called Board of Studies), Placement and specific linkage with Industry(normally called Members in Industry and/or Campus Placement), Standards (Accounting or Engineering or whatever the case may be), and so forth. Standards particularly are mandatorily exposed to industry and Standards committees mandatorily have industry representatives (see for example, the website of International Federation of Accountants, ifac.org) and such committees are replicated in similar Institutions elsewhere in the world. Reference may be made to the websites of these institutions (www. icai.org, for instance)
    • Improving Practical Training. Examples would include but not be limited to efforts by the Faculty to increase the number of hours of practical training; regular visits by students to local industries; arranging for Faculty exposure to factory processes or business offices; specific efforts to improve the quality of practical training classes, etc.
    • Improving the content of classroom teaching. Good practice here includes but would not be limited to efforts to enrich classroom content through internet or library search or other means as a result of a clear collective Faculty decision that is regularly monitored; putting in place a formal mentoring program of junior Faculty by the senior ones, etc.
    • Student Services and Welfare. Examples include specific actions taken by the institution’s management to improve living conditions in hostels; providing better administrative service to students at the institute offices or the library; improvements in facilities for student health and hygiene, etc.
  1. All the eligibility questionnaires will be evaluated through a two stage process. The first stage will be called the Eligibility stage and the second, the Award phase. Eligibility phase will evaluate the questionnaires based on the marks as given below. Eligibility bars have been kept low to allow the maximum number of institutions to participate. Under the eligibility conditions as formulated, even a school which has 100 students and 5 teachers, but has a placement cell and a progressive placement record, and good record keeping as well as a school Shura with private sector participation, will get more than 80 marks. Thus the eligibility conditions are not biased against schools which are smaller in size, but aim to recognize the good performers. The argument here is that if the basic administrative and management norms have not been met, then it is extremely unlikely that the institution would have implemented any Good Practice. At this stage, the purpose is to recognize those institutions that are making noticeable progress in one way or the other, and reward them, so that others are encouraged to follow them. The eligibility conditions are as follows:
    Teacher Student Ratio is better than or equal to 1:20 20 marks
    Number of students is greater than or equal to 300 10 marks
    Vacant Faculty positions less than or equal to 10% 10 marks
    Existence of Placement and Student records 20 marks
    Existence of operational School Management Council with outside representation 20 marks
    Growth in placements over the last 3 years (at least 40% over the last 3 years) 20
  2. Those institutions found eligible will then be considered for a Recognition Award. The Award will be a Grant in kind of the value of USD 30,000 per awarded institution. The award will be based on the following marking scale:
    One Good Practice implemented 50
    Two Good Practices implemented 60
    Three Good Practices implemented 75
    More than three (quality considered) above 75
  3. The highest scoring institutions will then be given the Recognition Award amounting to USD 30,000. The Award will also carry a Certificate of Recognition from the Minister of Education. The Eligibility Questionnaire itself will request institutions to provide a list of items to be procured that they consider critical (e.g., computers or machines for their workshops). These items will be procured by the Skills Team. At this initial stage, procurement by the individual institutions of items would not be encouraged since the procurement mechanisms at the institutions would not have been assessed.
  4. The Recognition phase would be completed within the first year of effectiveness of the project and the cycle would be repeated in the third year of the project.
  5. For purposes of evaluation, a Technical Evaluation Committee (TEC) would be set up by the DMTVET, Chaired by the Deputy Minister, and comprising of two other outside experts and two private sector representatives as members. The Skills Team’s head shall act as Secretary to the committee. The recommendations of the TEC would be then sent a Grant Committee chaired by the Minister of Education. The composition of the Grants Committee (GC) shall be as follows:
    Minister of Education – Chair
    Deputy Minister of TVET – Deputy Chairman
    Representative of Development Partners (2) – Member
    Representative of Private Sector (2)- Member
    Representative of Ministry of Finance (1) – Member
    Skills Team’s Head – Secretary
  6. Institutions which are recognized during the first cycle will also be eligible to participate in the following cycle. It is estimated that approximately 20 institutions would be recognized during each cycle.
  7. Under the above procedure, in all subsequent cycles, the eligibility and award criteria can be further tightened and the bar raised a little, so that there is a general tendency to improve school functioning in order to become eligible for awards. The Government itself may later take over the whole scheme and apply the same.