infrastructure development
infrastructure development
G20 Flagship Projects > infrastructure development

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G20 Flagship projects

Promote Better Quality TVET and Employment Through Upgraded Technical Tranining Centers

Title of the Project:

Promote Better Quality TVET and Employment Through Upgraded Technical Tranining Centers

Country:

Korea

Geographical presence:

Dhaka, Sylhet, Khulna / Bangladesh

Status of the project:
start date, duration:

2018 - 2022

Project website:

Geographical impact of project:

national

Funds available for the project:

8,5 Mio $

Implementation level:

in support of low income and developing countries

Tags:

Description of the project:

First, the project will improve the quality of training programmes based on the national technical and vocational qualification framework (NTVQF):
– Development of competence-based learning materials
– Support of regional teacher training centers
– Conduct of master trainer training (trainers of trainers)
– Support of local teacher training programme (trades, pedagogy, ICT)
Second, the project will improve the labor market relevance of the training programme:
– Support industry cooperation (Bangladesh-German Technical Training Center in Dhaka)
– Support entrepreneurship programme (Bangladesh-German Technical Training Center in Dhaka, Sylhet Technical Training Center, Kuhlna Technical Training Center)
– Support job placement service

Third, the project will promote girls’ education in three Technical Training Centers;
– Provision of friendly facilities for women
– Promotion of ‘e-skills for girls’ (promote G-20 Agenda and Better Life for Girls Initiative)

Impact of the project:

4,374 students (563 girls included), 143 teachers of Technical Training Centers (male and female included)

Area of focus of the project:

  • non-formal training opportunities for women and girls in ICT (coding schools)
  • enabling women’s entrepreneurship (entrepreneurship education, financing schemes, incubators)
  • increasing the recruitment, retention and promotion of women in the ICT sector

G20 Flagship projects

Capacity Building of Female Professionals in Ghana Electronics (KOICA-GIZ-SAMSUNG PPP Project)

Title of the Project:

Capacity Building of Female Professionals in Ghana Electronics (KOICA-GIZ-SAMSUNG PPP Project)

Country:

Korea

Geographical presence:

Alajo (AGVI), Ashaiman (Don Bosco), Gbawe (PVTI) in Greater Accra / Ghana

Status of the project:
start date, duration:

2014 - 2017

Project website:

Geographical impact of project:

national

Funds available for the project:

1,3 Mio $

Implementation level:

in support of low income and developing countries

Tags:

Description of the project:

In close coordination with the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) and Samsung Electronics, this KOICA project promotes vocational training for women in electronic industries. It includes establishing practice-oriented training centers such as the Accra Girls Vocational Institute (AVGI), the Pentecost Vocational Training Center (PVTI), and the Don Bosco Youth Network (DBYN). The project also promotes electronic appliance job training programmes. The curriculum for the vocational training programme is developed based on the market demand in the region. The local partners of the project are the Ministry of Education, the Council for Technical and Vocational Education and Training, and the Ghana Education Service. This project won the third prize for the GIZ Gender Prize in 2016.

Impact of the project:

The project aims at fostering 100 female graduates annually and improving the female ratio of the graduates among electronic technical programmes from 4% in 2012 to 30% in 2017.

Area of focus of the project:

  • non-formal training opportunities for women and girls in ICT (coding schools)
  • scholarships
  • increasing the recruitment, retention and promotion of women in the ICT sector

G20 Flagship projects

Building Primary/Secondary Teaching Capacities in the Dadaab Refugee Camps and Locally in Dadaab, Kenya by Increasing Access to Higher Education in Kenya

Title of the Project:

Building Primary/Secondary Teaching Capacities in the Dadaab Refugee Camps and Locally in Dadaab, Kenya by Increasing Access to Higher Education in Kenya

Country:

Canada

Geographical presence:

Kenya, Dadaab refugee camps and surrounding areas.

Status of the project:
start date, duration:

2013 - 2018

Project website:

www.bher.org/

Geographical impact of project:

regional

Funds available for the project:

4,531,977 $

Implementation level:

in support of low income and developing countries

Tags:

Description of the project:

This project, which contributes to the Borderless Higher Education for Refugees initiative, aims to provide better quality education to 18,000 elementary and secondary students by training 400 uncertified refugee and local Kenyan teachers in the Dadaab refugee camps. The activities follow the approach of ‘stackability’ (incremental earning of credits leading to certificates/diplomas at each level). Refugee and local student-teacher candidates from Dadaab attend classes in local high schools during the April/August/December holidays or online/on-site in facilities renovated and equipped for instructional use at the planned Kenyatta University (KU) Institute of Open, Distance and e-Learning (ODEL) satellite campus in Dadaab. Expected outcomes include (1) Enhanced teaching workforce in the Dadaab refugee camps and local surrounding communities in Kenya. (2) Enhanced effectiveness of Kenyan universities in delivering quality inter-cultural and gender-sensitive university programmes for marginalised groups and communities. This project aims to reverse a disproportionate gender balance in attaining education among girls in the refugee camps and locally in Dadaab, Kenya. Currently, girls are under-represented at all levels of education due to elevated school dropout rates (less than ½ of primary pupils and less than 1/3 of high school students are girls) and few women have access to higher education in the region. Barriers confronting girls’ access, retention, and achievement are grounded in social-cultural norms, which put girls in a subordinate position to boys.

Impact of the project:

The project aims to reach a total of 10,000 women and girls. Approximately 30% of enrolled teacher-students are women. In the long term, it is expected that education outcomes for girl students enrolled at the primary and secondary levels will improve and increase due to the improved quality of teaching.

Area of focus of the project:

  • access and affordability of ICT to women and girls
  • ICT in formal education (teacher education, learning materials)