EASTRIP Verification Report Year 3 Vol I Draft Report

Inter University Council for
East Africa (IUCEA)

East Africa Skills for Transformation and Regional
Integration Project (EASTRIP)
IDA Grant No: D-3860
Project ID: P163399
Proc. Ref No: UG-IUCEA-114234-CS-FBS
Independent Verification of DLIs/DLRS

under EASTRIP
Independent Verification Report for Year 3 (July
2020 – June 2021)
Volume I – Main Report
Draft Report
November 2021 `
The Project Coordinator
EASTRIP
Inter University Council for East Africa
PO Box 7110, Plot M8333 Kigobe Road, Kyambogo
Kampala Country
For the Attention of: Cosam Joseph and Hailemichael Asrat
20 November 2021
Dear Sir,
Subject: Draft Independent Verification Report for Year 3 for the Independent Verification of
DLIs/DLRS under EASTRIP
We are pleased to submit this draft report for the independent verification of the Year 3 (1 July 2020 – 30 June
2021) of Disbursements Linked Indicators (DLIs) and Disbursements Linked Results (DLRs) under the East
Africa Skills for Transformation and Regional Integration Project (EASTRIP), in accordance with the contract
signed between the Inter University Council for East Africa (IUCEA) and PricewaterhouseCoopers Limited
(PwC) and the terms of reference for this assignment.
The comments in this Draft Verification Report are subject to amendment or withdrawal. Our definitive findings
and conclusions will be those set out in the Final Verification Report for Year 3 including any updates based
on your comments and additional information and/or clarifications provided by the RFTIs, NPCUs, the World
Bank and other stakeholders.
We would be grateful, if you and your team could review the draft report and provide any feedback or
comments that you may have so we can finalise the report.
Please do not hesitate to contact the Engagement Manager, Bimal Gatha on 255 763 266600 or email:
[email protected] for any additional information or clarifications.
Yours faithfully,
Simon Mutinda
Director
PricewaterhouseCoopers Limited. PwC Tower, Waiyaki Way/Chiromo Road, Westlands

P O Box 43963 – 00100 Nairobi, Kenya
T: +254 (20)285 5000 F: +254 (20)285 5001 www.pwc.com/ke
Directors: U Akpata* S Cheruiyot J Kabochi E Kerich B Kimacia M Mugasa T Mukora A Murage F Muriu S Mutinda P Ngahu R Njoroge
S O Norbert’s O Nyambego S Okello B Okundi I Otolo K Saiti M Thoithi G Weru (* Nigerian)
Draft
Disclaimer
This document has been prepared for the intended recipients only in accordance with the Contract (IDA Grant
No: D-3860; Project ID: P163399; Proc. Ref No: UG-IUCEA-114234-CS-FBS) signed on 2 September 2020
between the Inter University Council for East Africa (IUCEA) and PricewaterhouseCoopers Limited (PwC).
To the extent permitted by law, PwC does not accept or assume any liability, responsibility or duty of care for
any use or reliance on this document by anyone, other than (i) the intended recipient to the extent agreed in
the relevant contract for the matter to which this document relates (if any) or (ii) as expressly agreed by PwC
as its sole discretion in writing in advance.
Inter University Council for East Africa (IUCEA) November 2021

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Table of Contents
Disclaimer ..........................................................................................................................................................2
List of Abbreviations ........................................................................................................................................4
Executive Summary..........................................................................................................................................5
Introduction ................................................................................................................................................5
Approach and Methodology......................................................................................................................5
Verification Results for Year 3 ..................................................................................................................6
Approach for Recommendations for Financial Disbursements ...........................................................8
Conclusions and Recommendations .......................................................................................................8
1. Introduction ........................................................................................................................................12
Background ..............................................................................................................................................12
Scope of work ...........................................................................................................................................15
Key deliverables of the assignment .......................................................................................................15
Summary of activities undertaken so far ...............................................................................................15
Report Structure and Contents ..............................................................................................................16
Impact of Covid-19 ...................................................................................................................................16
2. Refined Verification Approach and Methodology ..........................................................................17
Overview of our approach and methodology........................................................................................17
Summary of key activities .......................................................................................................................17
Annual independent verification of DLIs/DLRs.....................................................................................18
3. Verification Results for Year 3 (2021) ..............................................................................................29
Introduction ..............................................................................................................................................29
Verification Results of DLIs 2.1 – 3.5 implemented by RFTIs..............................................................29
Verification Results of DLIs 4.1 – 7.4 implemented by NPCUs ...........................................................48
4. Financial Disbursements ..................................................................................................................52
EASTRIP Adopts Results-Based Financing Modality ..........................................................................52
Proposed Approach for Recommendation of Financial Disbursement .............................................52
5. Conclusions and Recommendations ..............................................................................................55
Conclusion ................................................................................................................................................56
Recommendations for Financial Disbursements .................................................................................59

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List of Abbreviations
Abbreviation Meaning
AVR Annual Verification Report
DLI Disbursement Linked Indicator
DLR Disbursement Linked Result
EASTRIP East Africa Skills for Transformation and Regional Integration Project
IUCEA Inter University Council for East Africa
IVA Independent Verification Agency
M&E Monitoring and Evaluation
MoSHE Ministry of Science and Higher Education
MoEST Ministry of Education, Science and Technology
MoU Memorandum of Understanding
NPCU National Project Coordination Unit
OS Occupational Standards
PAD Project Appraisal Document
PDO Project Development Objective
PID Project Information Document
PIU Project Implementation Unit
PwC PricewaterhouseCoopers Limited
RBF Results Based Financing
RFTI Regional Flagship TVET Institute
RFU Regional Facilitation Unit
RSC Regional Steering Committee
SPSS Statistical Package for Social Scientists
TVET Technical and Vocational Education and Training
VETA Vocational Education and Training Authority

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Executive Summary
Introduction
In recognition of the fact that a regional approach to developing specialised Technical and Vocational
Education and Training (TVET) skills can have a number of benefits and can complement existing national
skills and TVET programmes, in October 2018, the World Bank approved the East African Skills for
Transformation and Regional Integration Project (EASTRIP) with the East African countries of Ethiopia, Kenya
and Tanzania. The project adopts the principles of Results Based Financing (RBF) and is designed using the
financing modality of Disbursement Linked Indicators (DLIs) and Disbursement Linked Results (DLRs).
The project implementation and institutional arrangements is designed to have three levels of interventions: (i)
at the TVET Institutional Level: 16 Regional Flagship TVET Institutes (RFTIs) implement the project through
their Project Implementation Units (PIUs); (ii) at the National Level: National Project Coordination Units
(NPCUs), established in the country’s Ministry of Education, implement the national component and provides
national level coordination; (iii) at the Regional Level: the Inter University Council for East Africa (IUCEA) has
been selected as the Regional Facilitation Unit (RFU) to support RFTIs and NPCUs in project implementation.
Disbursements of funds against results requires the verification of reported achievements in the form of
DLIs/DLRs. PricewaterhouseCoopers Limited (PwC) has been contracted by IUCEA as the Independent
Verification Agent (IVA) to conduct independent verification of the achievement of results for DLIs/DLRs under
Component 1 and 2. Verification is a requirement before any withdrawal application and subsequent
disbursement of funds to the RFTIs and NPCUs under EASTRIP. The verification will also determine the scale
of achievement and therefore the amount of disbursement under these components.
The scope of work for the IVA involves: design and development of a data collection tool for evaluating the
DLIs/DLRs; training M&E Officers from RFTIs and NPCUs in the functioning of and for provision of the data
through the data collection tool; conducting the verification exercise for the DLIs/DLRs every year in a
transparent and independent manner such that it provides robust evidence for decision-makers; ensuring
proper procedures of cycle from data collection to verification, quality assurance, reporting and verification
report are adhered to.
Taking into consideration the lessons learnt during Round 1 of the independent verification (covering Year 1:
July 2018 – June 2019 and Year 2: July 2019 – June 2020), in July 2021, we prepared a draft inception report
for Round 2 of the independent verification, covering Year 3 (July 2020 – June 2021) of project
implementation, and submitted it for review and comments. Thereafter we presented the inception report at
the Technical Committee Meeting held on 19 July 2021. Following the refinement of the data collection tool,
we provided training to the M&E Officers, Project Coordinators and Other Officials from the NPCUs and RFTIs
on all aspects of the independent verification as well as the data collection tool and template. The data
collection tool was then deployed at the NPCUs and RFTIs during the data collection process with the M&E
Officers being the respective custodian. We used the data platform in administering DLIs/DLRs data forms
electronically as well as conducting the independent verification of DLIs/DLRs for Year 3 of project
implementation.
Approach and Methodology

The methodology that we used for the independent verification of the DLIs/DLRs was structured in three
phases: inception; implementation; and reporting. Activities in the three phases entailed the following:
• Inception phase: mobilisation of the PwC team; kick off meeting between IUCEA and PwC; desk
review of relevant project documentation including: PAD, PID, Results Framework, Financing

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Agreements amongst others; development of the independent verification framework, methodologies,

tools and templates; and submission of the inception report.
• Implementation phase: design and deployment of the data collection tool and template; training of
M&E Officers from RFTIs and NPCUs on using the data collection tool; data collection and annual
independent verification of DLIs/DLRs; data analysis and reporting.
• Reporting phase: annual independent verification report; presentation of the verification report at the
stakeholders’ workshop; and handing over the data collection tool and template.
In conducting the independent verification, we were guided by the verification protocol provided in the Project
Appraisal Document (PAD) and the verification methodology described in our Inception Report. The
verification process comprised of the following activities:
• RFTIs and the NPCUs provided results of actual progress against the DLIS/DLRs in the data
collection tool and provided documents in support of their claims;
• IVA verified the reported results by reviewing the actual results in the data collection tool against the
supporting documents;
• IVA also conducted phone verification by calling a sample of students and teaching staff confirming
their participation in the programme;
• IVA reviewed the EASTRIP Results Framework contained in the PAD, which provides the
intermediate targets for each of the DLI/DLR but aggregated at the project level. We also reviewed the
actual reported results with the intermediate targets in the RFTIs' & NPCUs' Results Framework;
• IVA discussed the reasons for non-achievement of targets as well as challenges encountered, and
lessons learnt by the RFTIs and NPCUs with the M&E Officers and the focal persons.
Round 1 of the independent verification, which covered the first two years of project implementation i.e., Year
1 (July 2018 – June 2019) and Year 2 (July 2019 – June 2020) was concluded in January 2021 with
submission of the Final Independent Verification Report. Round 2 of independent verification covers Year 3
i.e., activities undertaken by RFTIs and NPCUs during the period 1 July 2020 – 30 June 2021. We therefore
used the results of DLIs and DLRs for Year 3, as reported by the NPCUs and RFTIs, in the second round of
independent verification.
Verification Results for Year 3

Verification Results of DLIs 2.1 – 3.5 implemented by RFTIs
DLI 2.1: Number of student enrolment at RFTIs in programs aimed at meeting skills needs of priority
sectors
As per the PAD, the intermediate target for DLI 2.1 at the end of Year 3 (2021) was 11,947 from a baseline
value of 6,971. The independent verification has revealed that the actual value of DLI 2.1 at the end of Year 3
was 11,148. The intermediate achievement therefore missed the target by 7%.
DLI 3.1: Number of demand-driven programs developed and accredited by national TVET accreditation
agencies or certified by industries
As per the PAD, the intermediate target for DLI 3.1 at the end of Year 3 (2021) was 203 from a baseline value
of 34. The independent verification has revealed that the value of DLI 3.1 at the end of Year 3 was 233. The
intermediate achievement therefore surpassed the target by 15%.

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DLI 3.2: Number of teaching staff in regional flagship TVET institutes who have industrial attachment
of 8. The independent verification has revealed that there were 143 teaching staff with industrial attachment
during the year. The intermediate achievement was therefore 46% below target.
DLI 3.3: Number of teaching staff who undertake exchanges in TVET institutes in another country
of 8. The independent verification has revealed that there were 5 teaching staff with TVET exchanges during
the year. The intermediate achievement was therefore 96% below target.
DLI 3.4: Number of MoUs signed with industries and partner institutions
of 24. The independent verification has revealed that the actual value of DLI 3.4 at the end of Year 3 was 199.
The intermediate achievement therefore surpassed the target by 37%.
DLI 3.5: Tracer Study Conducted Annually
As per the PAD, the annual target for DLI 3.5 of Year 3 (2021) was 16 tracer studies. The independent
verification has revealed that 17 tracer studies were conducted in Year 3. The annual achievement was
therefore 37% above target.
Verification Results of DLIs 4.1 – 7.4 implemented by NPCUs

DLI 4.1: Occupational standards in the EASTRIP priority sectors developed or updated
of 0. The independent verification has revealed that 9 occupational standards were developed in Year 3. The
intermediate achievement was therefore 62% below target.
DLI 5.1: Model curricula with modern IT in EASTRIP priority program developed
of 0. The independent verification has revealed that 9 model curricula with modern IT were developed in Year
3. The intermediate achievement was therefore 68% below target.
DLI 6.1: Mutual recognition of qualifications with other countries agreed
of 0. The independent verification has revealed that 1 mutual recognition of qualifications was agreed with
other countries in Year 3. The intermediate achievement was therefore 93% below target.
DLI 6.2: Guideline on how to facilitate the regional students' enrolment in EASTRIP developed
As per the PAD, the intermediate target for DLI 6.2 at the end of Year 3 (2021) was 3 from a baseline value of
0. The independent verification has revealed that 1 guideline was developed during Year 3. The intermediate
achievement was therefore 67% below target.
DLI 7.1: Developing sustainable TVET financing strategy (ET); Establishing a national inter-
institutional collaboration framework for TVET (KE); Operationalizing National Qualifications
Framework (TZ)

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0. The independent verification has revealed that 1 strategy / framework was developed during Year 3. The
DLI 7.2: Establishment of TVET quality assurance agency (ET); Development of a sustainable national
financing strategy for TVET (KE)
0. The independent verification has revealed that 4 financing strategies were developed during Year 3. The
intermediate achievement was therefore 300% above target.
DLI 7.3: Conducting national TVET skills mapping (KE) and DLI 7.4: Developing a policy for regional
TVET integration (KE)
DLIs 7.3 and 7.4 are targeted to commence from Year 4 (2022) of project implementation and therefore the
PAD does not provide any targets for Year 3 (2021). The NPCUs also confirmed that no activities were
undertaken for these DLIs and therefore there were no achievements to report by end of Year 3.
Approach for Recommendations for Financial Disbursements

The EASRTIP project adopts the principle of RBF and is designed using the financing modality of DLIs/DLRs.
The PAD indicates that “financing to the RFTIs will be channelled through the RBF approach with DLIs linking
the funding with a mix of output and process indicators aligned with the objectives of access, quality, and
regional integration”.
Based on the information available, we have used the following approach in formulating our recommendations
for the financial disbursements:
i. Calculate a percentage weighting based on the total amount allocated to the DLI and the proportion of
the amount distributed to the six years of project duration as provided in the PAD;
ii. Distribute the financial allocations using the percentage weighting derived in (i) above to each of the
RFTI & NPCU by DLI for each year of project duration;
iii. Calculate the maximum disbursement by DLI for each RFTI and for each year of project
implementation based on the financial allocation derived in (ii) above.
iv. Calculate total disbursements under the DLI for the RFTI based on actual verified results and
apportioning it based on target values;
v. Where a RFTI achieves or exceeds its annual cumulative target, the maximum allocation is
recommended as disbursement. Where the cumulative target is not fully achieved, an amount
proportionate to the achievement is recommended for disbursements. In the case of the later, the
balance of the amount is carried forward to the next year and is added to the amount for
disbursements when the RFTI fully achieves the cumulative annual target for the previous year.
Conclusions and Recommendations

The IVA successfully conducted the independent verification of DLIs/DLRs for Year 3 (2021) implemented by
the 16 RFTIs and the 3 NPCUs under the EASTRIP project. In this section, we provide a summary of
achievements under the various DLIs/DLRs, a comparison with the targets and conclusion on the variance
between the targets and actual achievement.
We have used the following performance rating system to indicate overall performance on the DLIs/DLRs.

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Overall achievement of target Performance Rating

100% and over Leading Performance ⚫
76% - 99% Strong Performance ⚫
50% - 75% Good Performance ⚫
25% - 49% Weak Performance ⚫
0% - 24% Critical Performance ⚫
Conclusion
DLI/DLR Baseline Intermediate Actual Value End % of Performance Rating

Target Achievement of Year 3 Target
(including
Year 3 Year 3
baseline,
YR1, YR2
and YR3)
Strong
2.1 6,971 11,947 11,148 11,148 93% Performance ⚫
Leading
3.1 34 203 112 233 115% Performance ⚫
Strong
3.2 8 212 143 182 86% Performance ⚫
Critical
3.3 0 129 4 5 96% Performance ⚫
Leading
3.4 24 145 106 199 137% Performance ⚫
Leading
3.51 3 16 17 17 137% Performance ⚫
Weak
4.1 0 24 9 9 38% Performance ⚫
Weak
5.1 0 28 9 9 32% Performance ⚫
Critical
6.1 0 15 1 1 5% Performance ⚫
Weak
6.2 0 3 1 1 33% Performance ⚫
Weak
7.1 0 3 1 1 33% Performance ⚫
Leading
7.2 0 1 4 4 400% Performance ⚫
1 Targets for DLI 3.5 are on an annual basis and not cumulative and therefore the value at the end of Year 2 does not
include baseline

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Performance Rating System Overview (DLI 2.1- 3.5)
Performance Rating
Country RFTI
DLI 2.1 DLI 3.1 DLI 3.2 DLI 3.3 DLI 3.4 DLI 3.5
Hawassa TVET Polytechnic ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

College Strong Leading Weak Critical Leading Leading
Kombolcha TVET ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
Polytechnic College Leading Strong Critical Critical Weak Critical
Meles Zenawi Memorial ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

TVET Polytechnic College Strong Leading Leading Critical Strong Critical
General Wingate Polytechnic ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Ethiopia
College Strong Weak Leading Leading Good Critical
Ethiopia Railway Academy ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

(ERA) Critical Critical Critical Critical Critical Critical
Holeta TVET Polytechnic ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

College Leading Strong Leading Critical Strong Leading
⚫ ⚫ ⚫ ⚫ ⚫ ⚫
Ethiopian Technical University
Strong Strong Strong Weak Weak Leading
Institute
Arusha Technical College ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

(ATC) Leading Good Leading Critical Leading Leading
⚫ ⚫ ⚫ ⚫ ⚫ ⚫
DIT Mwanza Campus
Leading Critical Critical Weak Good Critical
Tanzania
DIT Dar es Salaam Main ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
Campus Critical Weak Strong Critical Leading Leading
National Institute of ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
Transport (NIT) Leading Good Good Critical Good Weak
Kenya Coast National ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Polytechnic (KCNP) Leading Leading Leading Critical Leading Leading
Kenya Institute of Highway
⚫ ⚫ ⚫ ⚫ ⚫ ⚫
and Building Technology
Leading Critical Critical Critical Good Leading
(KIHBT)
Kisumu National Polytechnic ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
Kenya
(KNP) Strong Critical Leading Critical Weak Good
Meru National Polytechnic ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

(MNP) Leading Good Leading Critical Leading Leading
KenGen Geothermal ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
Training Center Leading Strong Strong Critical Leading Leading

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Recommendations for Financial Disbursements
RFTIs / NPCUs Total

Hawassa TVET Polytechnic 2,198,844
Kombolcha TVET Polytechnic College 1,083,550
Meles Zenawi Memorial TVET Polytechnic College 1,493,823
General Wingate Polytechnic College 1,766,135
Ethiopia Railway Academy 40,214
Holeta TVET Polytechnic College 2,052,083
Ethiopian Technical University Institute 3,168,322
TOTAL RFTIs ETHIOPIA 11,802,971
Arusha Technical College 2,239,412
DIT Dar es Salaam Main Campus 1,651,696
DIT Mwanza Campus 1,171,489
National Institute of Transport 2,368,927
TOTAL RFTIs TANZANIA 7,431,524
Kenya Coast National Polytechnic 1,263,160
Kenya Institute of Highway and Building Technology 827,195
Kisumu National Polytechnic 1,015,310
Meru National Polytechnic 1,263,160
KenGen Geothermal Training Center 1,202,143
TOTAL RFTIs KENYA 5,570,968
GRAND TOTAL RFTIs 24,805,463
NPCU Ethiopia 0
NPCU Tanzania 0
NPCU Kenya 5,250,000
TOTAL NPCUs 5,250,000
GRAND TOTAL 30,055,463

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1. Introduction
Background
In recognition of the fact that a regional approach to developing specialised Technical and Vocational
Education and Training (TVET) skills can have a number of benefits and can complement existing national
skills and TVET programmes, in October 2018, the World Bank approved the East African Skills for
Transformation and Regional Integration Project (EASTRIP) with the East African countries of Ethiopia, Kenya
and Tanzania.
The project adopts the principles of Results Based Financing (RBF) and is designed using the financing
modality of Disbursement Linked Indicators (DLIs) and Disbursement Linked Results (DLRs). Figure 1.1
illustrates the project implementation and institutional arrangements, which is designed to have three levels of
interventions:
(i) At the TVET Institutional Level: 16 Regional Flagship TVET Institutes (RFTIs) (see Table 1.1) are
responsible for implementing the project through their Project Implementation Units (PIUs);
(ii) At the National Level: the National Project Coordination Unit (NPCU), established in each country’s
Ministry of Education, implements the national component and provides national level coordination;
(iii) At the Regional Level: the Inter University Council for East Africa (IUCEA) has been selected as the
Regional Facilitation Unit (RFU) to support RFTIs and NPCUs in project implementation.
Figure 1.1: Implementation and Institutional Arrangements for EASTRIP
The project aims to support the development of highly specialized TVET programs as well as industry-
recognized short-term certificate level training. It will train technicians and provide training of teachers/trainers
at the certificate, diploma and degree levels, targeting regional priority sectors that are in high demand such
as transport, energy, manufacturing, and ICT. Figure 1.2 illustrates the project development objective (PDO),
the result areas as well as the PDO-level and intermediate results indicators and the specific country
development objectives.

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Figure 1.2: East African Skills for Transformation and Regional Integration Project
Overall Project
“Increase the access and improve the quality of TVET programs in selected Regional Flagship TVET Institutes (RFTIs) and to support regional integration in
Development
Objective:
Eastern Africa”
(i) Increased access to TVET programs
Result Areas: (ii) Improved quality and relevance of TVET programs
(iii) Support to regional integration and regional economic corridors
(a) PDO Indicator 1: Student enrolment at flagship TVET institutes (by type of program, by gender, and by country of origin)
PDO-level and (b) PDO Indicator 2: Graduate employment rates six months after graduation
intermediate
(c) PDO Indicator 3: Number of demand-driven programs developed and accredited by national TVET accreditation agencies or certified by industries
results
indicators: (d) PDO Indicator 4: Number of qualifications developed that are bilaterally or regionally recognized
(e) PDO Indicator 5: Beneficiary satisfaction (student and sector employer surveys)
COMPONENT 1: COMPONENT 3:
Project COMPONENT 2:
Strengthening selected Regional Flagship TVET Institutes Enhancing regional collaboration in TVET and project
Component Creating national TVET enabling environments
for highquality skills development in priority sectors coordination
1. Strengthening governance and management
2. Institutionalizing industry links 1. Strengthening national TVET quality assurance and 1. Harmonization of standards and mutual recognition of
3. Developing market relevant competency-based training industrial partnership qualifications for priority occupations
programs 2. Capacity building for TVET policy development and 2. Facilitating student and staff mobility through exchange
Subcomponents
4. Training of TVET managers and teachers/ trainers implementation programs
5. Provision of key training facilities and equipment 3. Promoting regional integration 3. Regional project coordination and M&E
6. Outreach and support for nonproject national TVET 4. Facilitating national project coordination, and M&E
institutes
Country ETHIOPIA KENYA TANZANIA
The objective of the Ethiopia part of EASTRIP is to increase
The objective of the Kenya part of EASTRIP is to increase The objective of the Tanzania part of EASTRIP is to increase
Country the access and improve the quality and
the access and improve the quality and relevance of TVET the access and improve the quality and relevance of TVET
Development relevance of TVET programs in the seven Ethiopia Regional
programs in the five Kenya Regional Flagship TVET programs in the four Tanzania Regional Flagship TVET
Objective Flagship TVET Institutes and to support
Institutes and to support regional integration in East Africa Institutes and to support regional integration in East Africa
regional integration in East Africa
Strengthening the 7 Regional Flagship TVET Institutes in Strengthening the 4 Regional Flagship TVET Institutes in
Strengthening the 5 Regional Flagship TVET Institutes in
Component 1 Ethiopia for high-quality skills development in priority Tanzania for high-quality skills development in priority
Kenya for high-quality skills development in priority sectors
sectors sectors
Component 2 Creating national TVET enabling environment in Ethiopia Creating national TVET enabling environment in Kenya Creating national TVET enabling environment inTanzania

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Table 1.1: EASTRIP Project Stakeholder
• The World Bank

Central Level • Inter University Council for East Africa (IUCEA)
• Regional Steering Committee (RSC)
Country Level ETHIOPIA KENYA TANZANIA
• Ethiopian Technical
University Institute • KenGen Geothermal
• Hawassa TVET Polytechnic Training Center
College • Kenya Coast National • DIT Dar es Salaam
• Meles Zenawi Memorial Polytechnic Main Campus
Regional TVET Polytechnic College • Kisumu National • DIT Mwanza Campus
Flagship TEVT • General Wingate Polytechnic • Arusha Technical
Institutes Polytechnic College • Meru National College
• Kombolcha TVET Polytechnic • National Institute of
Polytechnic College • Kenya Institute of Transport
• Holeta TVET Polytechnic Highway and Building
College Technology
• Ethiopia Railway Academy
National Project • Ministry of Science and • Ministry of Education • Ministry of Education,
Coordination Higher Education2 Science and
Unit Technology
• TVET Authority • Vocational Education &
• TVET Curriculum Training Authority
• Ethiopian Technical Development (VETA)
National TVET University Agency Assessment and • National Council for
Authorities • Ministry of Science and Certification Council Technical Education
Higher Education (MoSHE) (CDACC) (NACTE)
• Kenya National • Tanzania Commission
Qualifications Authority for Universities (TCU)
To measure the progress of the project, a Results Framework and a list of DLIs and DLRs have been
prepared. As illustrated in Figure 1.2, the project monitors and reports on progress of the PDO-level
indicators, sub-PDO-level indicators, and intermediate results indicators in three results areas: (i) increasing
access to TVET programs; (ii) improving quality and relevance of TVET programs; and (iii) supporting regional
integration and regional economic corridors.
RFTIs are responsible for data collection for Component 1. At each RFTI, an M&E expert is responsible for
data collection and reporting. The NPCU in each country will collect data for the national component and
consolidate the data from all the RFTIs in that country. Further, the RFU is responsible for data collection from
all RFTIs and national components to provide consolidated monitoring and evaluation report for the EASTRIP
project RSC at the regional level.
Disbursements of funds against results requires the verification of reported achievements in the form of
DLIs/DLRs. The Project Appraisal Document (PAD) indicates that an Independent Verification Agency (IVA)
shall carryout independent verification of the reported results prior to disbursing funds to the project.
PricewaterhouseCoopers Limited (PwC) has been contracted by the IUCEA as the IVA to conduct
2 As of October 2014, the NPCU in Ethiopia has moved to the Ministry of Labour and Skills

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independent verification of the achievement of results for DLIs/DLRs under Component 1 and 2. Verification is
a requirement before any withdrawal application and subsequent disbursement of funds to the RFTIs and
NPCUs under EASTRIP. The verification will also determine the scale of achievement and therefore the
amount of disbursement under these components.
Scope of work
As per the signed contract between PwC and IUCEA, the scope of work for the IVA under this assignment
includes the following:
• Design / develop a data collection tool for evaluating the DLIs/DLRs. The tool should be able to collect
the data in a way that correlates with the expected results framework in the DLIs/DLRs;
• Ensure that stakeholders including the implementing agencies obtain a clear understanding of the
tools developed for usage and limit future challenges;
• Conduct the verification exercise for the DLIs/DLRs every year in a transparent and independent
manner such that it provides robust evidence for decision-makers;
• Ensure proper procedures of cycle from data collection to verification, quality assurance, reporting
and verification report are adhered to.
Key deliverables of the assignment

The key deliverables for this assignment as outlined in the workplan include:
1. Inception report;
2. Data collection tool and template;
3. Training of M&E Officers from RFTIs and NPCUs on the data collection tool and template;
4. Draft and final independent verification reports of DLIs/DLRs.
Summary of activities undertaken so far

Inception
Taking into consideration the lessons learnt during Round 1 of the independent verification (covering Year 1:
July 2018 – June 2019 and Year 2: July 2019 – June 2020), in July 2021, we prepared a draft inception report
for Round 2 of the independent verification, covering Year 3 (July 2020 – June 2021) of project
implementation, and submitted it for review and comments. Thereafter we presented the inception report at
the Technical Committee Meeting held on 19 July 2021.
Refinement of the Data Collection Tool and Template

We then reviewed and refined the IVA Data Collection Tool which is a custom-made data collection and
analytics system to be used for the independent verification of the DLIs/DLRs under the EASTRIP. The tool
was then redeployed at the NPCUs and RFTIs during the data collection process with the M&E Officers being
the respective custodian. We used the data platform in administering DLIs/DLRs data forms electronically as
well as storing and transferring the data in real time.

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All the data, together with supporting documents were provided by the NPCUs and RFTIs and the same
independently verified by the IVA. This data and supporting documents are provided to the IUCEA as the RFU
for records and future decision making.
Capacity Building of M&E Officers from the NPCUs and RFTIs

Thereafter on 13 and 14 September and 7 October 2021, we provided training to the M&E officers, project
coordinators and other relevant officers from the NPCUs and RFTIs on all aspects of the independent
verification as well as the refined data collection tool and template.
The training sessions included a step-by-step walk through of the user journey from data collection for the
relevant DLIs/DLRs to data population on the data platform, provision of supporting documents and evidences
in support of the reported DLIs/DLRs to data analysis and reporting.
During the training, a number of comments and observations were raised by the participants, which we
clarified with the RFU and reverted back to the NPCUs and the RFTIs with the clarifications.
Report Structure and Contents

This report is provided in two volumes. Volume I (this report) is structured as follows:
• Section 1: Introduction and Background
• Section 2: Refined Verification Approach and Methodology
• Section 3: Verification Results for Year 3
• Section 4: Financial Disbursements
• Section 5: Conclusions and Recommendations
Volume II contains the annexures including:
• Annex 1: Detailed Verification Results for Year 3
• Annex 2: Detailed Financial Disbursements
Impact of Covid-19
It is critical to our business that we continue to serve our clients during this disruptive period as efforts are
made to manage the spread of Covid-19. The measures you implement to protect your people will also impact
the way in which we interact with you. We have invested in the digital tools which will greatly aid us to achieve
this where we are restricted from travelling or working onsite. However, there will be nuances to each situation
which will have to be dealt with as they arise and we will agree on suitable arrangements with you in an
attempt to manage any impact these may have on our execution of the services.

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2. Refined Verification
Approach and Methodology
Overview of our approach and methodology
The final revised approach and methodology for the independent verification of DLIs/DLRs under EASTRIP is
as illustrated in Figure 2.1 below, which is in three phases: Phase I: Inception; Phase II: Implementation; and
Phase III: Reporting.
Figure 2.1: Overview of Approach and Methodology
Summary of key activities

Table 2.1 below provides a summary of key activities undertaken during the various phases of the
engagement.
Table 2.1: Summary of Key Activities
Phases Activities
Inception Phase The objective of this phase was to re-establish close relationship between the
PwC and IUCEA teams to ensure shared vision and objectives and to seek a
clear understanding of what success will look like. During this phase, we
ensured that the project scope, the revised workplan and expected engagement
deliverables were agreed upon by all stakeholders. The tasks in this phase
included of the PwC team;
• Kick off meeting between IUCEA and PwC;

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Phases Activities
• Desk review of relevant project documentation including: PAD, PID, Results
Framework, Financing Agreements amongst others;
• Review and refinement of the independent verification framework,
methodologies, tools and templates;
• Preparation and submission of the inception report.
Implementation Phase The objective of this phase was to review and refine the data collection tool,
train the M&E officers from the RFTIs and NPCUs on using the tool and conduct
the verification for Year 3 (July 2020 – June 2021) implementation to provide
quality data for decision making. The tasks in this phase will included:
• Stakeholder engagement;
• Review and refinement of the data collection tool and template;
• Training of M&E Officers from RFTIs and NPCUs on using the data
collection tool;
• Data collection and annual independent verification of DLIs/DLRs;
• Data analysis and reporting.
Reporting Phase The objective of this phase is to present the conclusions and recommendations
to the IUCEA, document lessons learnt and best practices for future
programmes of a similar nature. The tasks in this phase will include:
• Annual independent verification report;
• Presentation of the verification report at the stakeholders’ workshop;
• Handing over data collection tool and template;
• End of project report.
Annual independent verification of DLIs/DLRs

For the IVA to undertake the annual verification of achievements of DLIs/DLRs reported by the NPCUs and
the RFTIs, it is essential to understand the time period within which each of the five years falls. Our discussion
with the IUCEA indicated that the Financing Agreements signed between the World Bank and the
Governments of the three countries determine the project effectiveness data. In addition, progress on the DLIs
and DLRs are reported in accordance with the fiscal years of the respective countries. The exception to this is
the effective date for DLI 2.1 (Number of student enrolments at RFTIs in programs aimed at meeting skills
needs of priority sectors) which is 8 June 2018. Table 2.2 below provides the various dates for project
effectiveness and implementation.
Round 2 of independent verification to cover Year 3 (July 2020 –

June 2021)
Round 1 of the independent verification, which covered the first two years of project implementation i.e., Year
1 (July 2018 – June 2019) and Year 2 (July 2019 – June 2020) was concluded in January 2021 with
submission of the Final Independent Verification Report.
Round 2 of independent verification covers Year 3 i.e., activities undertaken by RFTIs and NPCUs during the
period 1 July 2020 – 30 June 2021. We therefore used the results of DLIs and DLRs for Year 3, as reported
by the NPCUs and RFTIs, in the second round of independent verification. Table 2.2 below provides the
dates that correspond to the project implementation in the three countries.

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Table 2.2: Financing Agreements and Project Implementation Dates
Country Fiscal Date Project Implementation

Year Financing
Agreement Verification Round 1 Verification Verification Verification Verification
Signed Round 2 Round 3 Round 4 Round 5
1st Year for 1st Year for all 2nd Year 3rd Year 4th Year 5th Year 6th Year
DLI 2.1 other DLIs
(2020) (2021) (2022) (2023) (2024)
(2019)
Ethiopia 8 July 2 November 8 June 2018 2 November 8 July 2019 8 July 2020 8 July 2021 8 July 2022 8 July 2023
20183 2018
– – – – – – –
–
7 July 7 July 2019 7 July 2020 7 July 2021 7 July 2022 7 July 2023 7 July 2024
7 July 2019
Kenya 1 July 18 December 8 June 2018 18 December 1 July 2019 1 July 2020 1 July 2021 1 July 2022 1 July 2023
2018 2018
– – – – – – –
–
30 June 30 June 2019 30 June 2020 30 June 2021 30 June 2022 30 June 2023 30 June 2024
30 June 2019
Tanzania 1 July 21 March 8 June 2018 21 March 2019 1 July 2019 1 July 2020 1 July 2021 1 July 2022 1 July 2023
2019
– – – – – – – –
30 June 30 June 2019 30 June 2019 30 June 2020 30 June 2021 30 June 2022 30 June 2023 30 June 2024
Verification Methodology
The EASTRIP Project Appraisal Document provides the Results and Monitoring Framework, the DLI matrix as well as the verification protocol. Based on this,
we developed the methodology for verification of progress on DLIs/DLRs as will be reported by the NPCUs and RFTIs. Table 2.3 below provides the
verification methodology for the DLIs/DLRs as well as the supporting documents and data evidence check that will be used for the independent verification.
3 The project effectiveness date in Ethiopia was revised to 2 June 2019 as per the letter dated 28 February 2019 from the World Bank to the Ministry of Finance of Ethiopia.

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Table 2.3: Verification Methodology
DLI/DLR Description Actual values to be provided by the Supporting documents Data evidence check Verification
NPCUs & RFTIs in the data platform methodology
DLI 2.1 Number of • Number of students enrolled at the • Student Enrolment Does supporting document Review the record of
student RFTI Record provide the following information: students enrolled,
RFTIs
enrolments at and conduct random
Regional • Number of students enrolled at • List of short-term • Full name of students checks by calling
RFTI on short-term program and long-term
Flagship TVET • Gender sample students
programs
Institutes • Number of students enrolled at and/or conduct site
(RFTIs) in • Program name visits (where
RFTI on long-term program
Programs • Year of training feasible), and verify
aimed at • Number of female students the data against the
meeting skills enrolled at RFTI on short-term • Enrolment date reported results
needs of priority program
• Completion status
sectors • Number of female students
enrolled at RFTI on long-term • Students contact information
program (names, phone numbers,
emails, etc.)
• Number of regional students
enrolled at RFTI on short-term • Indication of students
program enrolling in priority sectors
• Number of regional students

enrolled at RFTI on long-term
program
DLI 3.1 Number of • Number of demand-driven • List of Demand- Does supporting document Review programs
demand-driven programs developed and Driven Programs provide the following information: developed/revised by
RFTIs
programs accredited by National TVET Accredited by RFTIs and evidence
developed and • National Agency Accredited of approval by a
Accreditation Agencies or Certified National Agencies or
accredited by Demand-Driven Programs national accreditation
by Industries Industries
national TVET • Developed/Revised Programs agency and verify
accreditation • Number of short-term (under 6 • Certificates/letters of the data against the
Certified by Industries
agencies or months) demand-driven programs confirmations with reported results
National Agencies or • Confirmation with the national
certified by • Number of long-term (over 6 Industries;
industries agency or industries on the
months) demand-driven programs
revised/developed programs

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• List/breakdown of • Breakdown of demand driven
long-term and short- programs by long-term and
term programs; short-term programs
• List of additional • List of additional students
students enrolled in enrolled in the programs
programs aimed at aimed at meeting skills needs
priority sectors of priority sectors
DLI 3.2 Number of • Number of teaching staff who have • List of Teaching Does supporting document Review list of
teaching staff in industrial attachment Staff Completing provide the following information: teaching staff who
RFTIs
regional Industrial have completed
flagship TVET • Number of female teaching staff • Details of teaching staff who industrial attachment
Attachment
institutes who who have industrial attachment have completed industrial programs with
Programs, including
have industrial attachment programs evidence of
breakdown of
attachment gender • Industries’ certification of completion of
completion of industrial industrial attachment
• Certification of programs, and
attachment programs
Completion of evidence of
Industrial • Field Attachment Report or resumption of duty at
Attachment Letter (showing what has TVET institutes and
Programs been learned/covered) verify the data
• Field Attachment • Proof of teaching staffs’ against the reported
report or letter resumption of duty at RFTI results
after completion of
• Recommendation
attachment
Letter/Invitation
Letter indicating • Distinction between male and
duration of industrial female staff who have
attachment completed the industrial
attachment programs
• Evidence of
resumption of duty at • Industry recommendation
RFTI letter/Invitation letter Query
on the duration of the
industrial attachment by the
staff

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DLI 3.3 Number of • Number of teaching staff from your • List of Teaching Does supporting document Review list of
teaching staff RFTI who undertook exchanges in Staff undertaking provide the following information: teaching staff who
RFTIs
who undertake another country? exchanges, including undertook
exchanges in • Details of teaching staff from exchanges, evidence
breakdown of
TVET institutes • Number of female teaching gender
RFTI who undertook of completion of
in another staff from the RFTI who exchanges exchange programs,
undertook exchanges in • Certification of
country • Completion certificate issued and resumption of
another country Completion issued his/her duty at TVET
by partner institutions
by partner
• Number of teachers that were institutions
indicating completion institutes, evidence
hosted at the RFTI whilst of signed contracts
• Report or Letter from staff
undertaking exchanges • Report or letter of key infrastructure
showing what has been procurements,
indicating what has
• Number of female teachers been learned during
learned/completed evidence of income
that were hosted at the RFTI generation and verify
exchange • Resume of staff indicating
whilst undertaking exchanges the data against the
attendance of the
• Evidence of reported results
• Number of signed contracts of resumption of duty at
programmes
key infrastructure RFTI • Proof of staffs’ resumption of
procurements for
duty at RFTI after completing
improvement of training • List of teaching that
attendance in the exchange
conditions at the RFTI were hosted whilst
undertaking • Details of teaching staff that
• Amount (USD) of income exchanges, including were hosted at the RFTI
generated by the RFTI breakdown of whilst undertaking exchanges
gender
• Signed contracts of key
• Signed contracts for infrastructure procurements
key infrastructure
procurements • Income generation/financial
statements
• Evidence of income
generation / financial
statements
DLI 3.4 Number of • Number of MoUs signed with • Signed MoUs Does supporting document Review the signed
MoUs signed industries and partner institutions provide the following information: MoUs and the
RFTIs
with industries • At least a 2-year supporting evidence
and partner • Number of MoUs signed with partnership work • Signed MoUs with industries and verify the data
institutions industries

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program attached to against the reported
• Number of MoUs signed with the signed MoU • Signed MoUs with partner results
partner institutions institutions
• Name and address of
partner/industry of signed
MoUs
• Period of the MoUs
• Benefits of MoU to RFTI (e.g.,
placement for interns, joint
research, sharing trend in
technology, jobs creation for
graduates of RFTI, career
guidance for students of
RFTI, joint participation in
Tech-challenges or skills
competitions, visiting part
time teaching from industry,
etc.)
• Minimum two-year
partnership work program
attached to the signed MoU
DLI 3.5 Tracer Study • Number of tracer studies • Published Tracer Does supporting document Review the study
Conducted conducted during the previous Studies Report, provide the following information: reports and the
RFTIs
Annually data collection period at your including URL or supporting evidence
• Published studies, URL or and verify the data
RFTI? screenshot of
screenshot of website where against the reported
published website
• Graduate employment rate reports are published results
(percentage %) six months after • Programs/Minutes of
• Programs/minutes of
graduation at your RFTI? Stakeholder
stakeholder consultations
Workshops
• What is the graduate employment workshops
rate (percentage %) six months • Graduate
• Graduate employment rate
after graduation for female Employment Rate
(percentage %) six months
students at your RFTI? (%) six months after
after graduation, including a
graduation, including
breakdown of male and

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breakdown of female graduate employment
gender rates (percentage %) reported
DLI 4.1 Occupational • Number of occupational standards • List of occupational Does supporting document Review a list of
standards in the in the EASTRIP priority sectors standards developed provide the following information: occupational
NPCUs
EASTRIP developed or updated by the or updated standards developed
priority sectors • Details of occupational or updated, and
NPCU
developed or • Approval of standards developed or evidence of
updated occupational updated approval.
standards developed
• Evidence of approval Review some
or updated
• Evidence of process for samples of
• Design report or occupational
development or update
evidence of standards developed
development/update or updated and the
process process for the
development or
update
Verify the data
against the reported
results
DLI 5.1 Model curricula • Number of model curricula with • List of model Does supporting document Review a list of
with modern IT modern IT in EASTRIP priority curricula developed provide the following information: model curricula
NPCUs
in EASTRIP programs developed or reviewed with modern IT developed, model
priority program • Details of model curricula with curricula developed,
at your NPCU?
developed or • Evidence of approval modern IT developed or and evidence of
reviewed of developed model reviewed approval
curricula
• Approval of model curricula Review some
• Evidence of process developed or reviewed samples of model
for development
• Design report or evidence of curricula developed
development process and the process for
development
Verify the data
results

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DLI 6.1 Mutual • Number of mutual recognition of • Mutual Recognition Does supporting document Review the evidence
recognition of qualifications with other countries of Qualifications provide the following information: of mutual recognition
NPCUs
qualifications from your NPCU Agreed and of qualifications
with other • Mutual recognition of agreed and the
Approved
countries qualifications agreed process for it
• Design report or
agreed • Evidence of process Verify the data
evidence of
development against the reported
process results
DLI 6.2 Guideline on • Number of guidelines developed • Approved Guideline Does supporting document Review the evidence
how to facilitate by the NPCU on how to facilitate provide the following information: of the development
NPCUs
the regional the regional students' enrolment in • Design report or of the guideline and
students' evidence of • Evidence of development of the process for it
EASTRIP
enrolment in development the guideline
process Verify the data
EASTRIP • Evidence of process against the reported
developed
results
DLI 7.1 Developing • Number of national plans, policies, • Approved Plan / Does supporting document Review developed
sustainable or strategies developed and Policy / Strategy provide the following information: plan, policy, strategy,
NPCUs
TVET financing implemented by the NPCU the evidence of
strategy (ET) • Evidence of • Developed plan, policy, approval of the
• Number of enacted authorities Completion of strategy developed plan,
Establishing a completed and operationalized at Enactment
national inter- • Evidence of approval of the policy, or strategy,
the NPCU
institutional • Design report or developed plan, policy or and the evidence of
evidence of strategy implementation, or
collaboration
development and the evidence of
framework for • Evidence of completion of completion of
TVET (KE) enactment
enactment of the authority enactment of the
Operationalizing • Evidence of authority, and the
• Evidence of process for
National implementation evidence of
development and enactment
Qualifications • Evidence of operationalization of
Framework (TZ) • Evidence of implementation the authority. Review
operationalisation
of the developed plan, policy the process of the
of strategy development and
enactment
• Evidence of operationalisation
of the authority

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• Evidence of operationalisation Verify the data
of National Qualifications against the reported
Framework results
DLI 7.2 Establishment • Number of TVET quality • Approved Agency / Does supporting document Review the
of TVET quality assurance agencies established Strategy provide the following information: developed plan,
NPCUs
assurance and implemented at your NPCU policy, strategy, the
agency (ET) • Evidence of • Developed agency or strategy evidence of approval
• Number of sustainable national Completion of
Development of • Evidence of approval of the of the developed
financing strategies for TVET Enactment plan, policy, or
a sustainable developed agency or strategy
developed at your NPCU
• Design report or strategy, and the
national • Evidence of completion of evidence of
financing evidence of
enactment of the authority implementation, or
strategy for development and
enactment • Evidence of process for the evidence of
TVET (KE)
development and enactment completion of
• Evidence of enactment of the
implementation • Evidence of implementation authority, and the
of the developed agency or evidence of
• Evidence of
strategy operationalization of
operationalisation
the authority. Review
the process of the
of the authority
development and
enactment
Verify the data
results
DLI 7.3 Conducting • Number of national TVET skills • Approved National Does supporting document Review the
national TVET mapping conducted at your NPCU TVET Skills Mapping provide the following information: developed skills
NPCUs
skills mapping map, evidence of
(KE) • Evidence of • National TVET skills mapping approval of the skills
Completion of
• Evidence of approval of the map, and the
Enactment evidence of
skills mapping
• Design report or implementation, or
• Evidence of process for the evidence of
evidence of
development and enactment completion of
development and
enactment enactment of the

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authority. Review the
• Evidence of • Evidence of implementation process of the
implementation of the skills mapping development
Verify the data
results
DLI 7.4 Developing a • Number of policies for regional • Approved Policy Does supporting document Review the
policy for TVET integration developed? provide the following information: developed plan,
NPCUs
regional TVET • Evidence of policy, strategy, the
integration (KE) Completion of • Developed policy evidence of approval
Enactment
• Evidence of approval of the of the developed
• Design report or developed policy plan, policy, or
evidence of strategy, and the
• Evidence of completion of evidence of
development and
enactment of the authority implementation, or
enactment
• Evidence of process for the evidence of
• Evidence of completion of
development and enactment
implementation enactment of the
• Evidence of implementation authority, and the
• Evidence of
of the developed policy evidence of
operationalisation
operationalization of
the authority. Review
of the authority
the process of the
development and
enactment
Verify the data
results

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Verification Process
In conducting the independent verification, we were guided by the verification protocol provided in the Project
Appraisal Document (PAD) and the verification methodology described in Table 2.3 above. The verification
process comprised of the following activities:
1) The RFTIs and the NPCUs provided results of actual progress against the DLIS/DLRs in the data
collection tool and provided documents in support of their claimed achievement;
2) IVA verified the reported results by reviewing the actual results in the data collection tool against the
supporting documents;
3) IVA also conducted phone verification by calling a sample of students and teaching staff confirming
their participation in the programme. Our target sample for the phone verification was 5% of the total
student population which was capped at 50 per RFTI. As part of the phone verification, we called
approximately 250 students for Year 3 verification.
4) IVA reviewed the EASTRIP Results Framework contained in the PAD, which provides the
intermediate targets for each of the DLI/DLR but aggregated at the project level. We therefore
obtained the Results Framework from the RFTIs and NPCUs to review the intermediate targets at the
institutional level. Thereafter we reviewed the actual reported results with the intermediate targets in
the RFTIs' & NPCUs' Results Frameworks;
5) Where targets were not achieved by the RFTIs & NPCUs, the IVA discussed the reasons for non-
achievement with the M&E Officers in the respective institutions. In addition, challenges encountered,
and lessons learnt by the RFTIs and NPCUs were also discussed with the M&E Officers and the focal
persons and documented by the IVA.
Section 3 of the report provides the results of the independent verification of Year 3.

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3. Verification Results for Year

3 (2021)
Introduction
In this section, we provide results of the independent verification of the DLIs/DLRs under the EASTRIP Project
based on actual results reported by RFTIs and NPCUs for Year 3. Verification results are reported by
DLIs/DLRs. The verification results for DLIs 2.1 to 3.5, which are implemented by the RFTIs, are provided
below followed by the verification results for DLIs 4.1 to 7.4, which are implemented by the NPCUs.
Verification Results of DLIs 2.1 – 3.5 implemented by

RFTIs
DLI 2.1: Number of student enrolment at RFTIs in programs
aimed at meeting skills needs of priority sectors
The PAD provides a baseline of 6,971 students and an intermediate target of 11,947 students by end of Year
3. However, as per the refined Results Framework, the 16 RFTIs had targeted to have an enrolment of 13,747
students by the end of Year 3.
Table 3.1: DLI 2.1 Baseline and Intermediate Targets as per the PAD and RFTIs’ Results Framework
RFTIs’ Results
DLI 2.1 PAD
Framework
Baseline 6,971 6,059

Intermediate Target Year 1 (2019) 7,230 5,894
At the end of Year 3, RFTIs reported to have enrolled 13,714 students. Through the independent verification,
we verified that 11,148 students were actually enrolled by end of Year 3. Table 3.2 below provides the target
and actual values reported by the RFTIs as well as the values verified by the IVA.
Table 3.2: Verification Results for DLI 2.1 - Number of student enrolment at RFTIs in programs aimed
at meeting skills needs of priority sectors
Country RFTI Target Reported Verified
Hawassa TVET Polytechnic College

778 216 213
Ethiopia Kombolcha TVET Polytechnic College
350 123 123
Meles Zenawi Memorial TVET Polytechnic College
350 226 218

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General Wingate Polytechnic College

761 496 468
Ethiopia Railway Academy (ERA)
160 - -
Holeta TVET Polytechnic College
540 255 255
Ethiopian Technical University Institute
1,815 878 826
Sub-Total Ethiopia
4,754 2,194 2,103
Arusha Technical College (ATC)
385 713 713
DIT Mwanza Campus
450 484 484
Tanzania
DIT Dar es Salaam Main Campus
2,550 2,494 -
National Institute of Transport (NIT)
730 3,660 3,660
Sub-Total Tanzania
4,115 7,351 4,857
Kenya Coast National Polytechnic (KCNP)
193 221 221
Kenya Institute of Highway and Building Technology (KIHBT)
3,040 1,311 1,376
Kenya Kisumu National Polytechnic (KNP)
250 258 212
Meru National Polytechnic (MNP)
1,300 2,370 2,370
KenGen Geothermal Training Center
190 9 9
Sub-Total Kenya
4,973 4,169 4,188
TOTAL
13,747 13,714 11,148
As illustrated in Figure 3.1, RFTIs reported a total enrolment of 13,714 students at the end of Year 3. The
independent verification revealed that the actual number of student enrolment at the end of Year 3 was
11,148, i.e., 81% of the reported number was verified to be correct. The verification results however varied
across the RFTIs in the three countries: in Ethiopia 96% of the reported numbers were verified to be correct;
in Tanzania 66% of the reported numbers were verified to be correct; and in Kenya 100% of the reported
numbers were verified to be correct.
Figure 3.1: Target, Reported and Verified Values for DLI 2.1
16,000
13,74713,714
14,000
12,000 11,148
10,000
8,000 7,351
6,000 4,754 4,857 4,973

4,020 4,169 4,188
4,000
2,194 2,103
2,000
0
Ethiopia Tanzania Kenya Total
Target Reported Verified

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Some of the major discrepancies between the reported and verified figures that we noted during the
verification process, for which we sought explanation from the concerned RFTI, included the following:
• Ethiopian Technical University (Reported: 878 vs. Verified: 826): discrepancy due to students with
enrolment date in Year 4, continuing students enrolled in Year 3, and are continuing students,
duplicate entries and students enrolled in two different programs in the same year.
The following justifications were provided by the RFTI that was unable to achieve its intended results:
• Ethiopia Railway Academy (ERA): The RFTI is in the process of recruiting teaching staff. Previously
the teaching staff were all industry practitioners who belong to a different department within the
Ethiopia Railway Corporation (ERC). The RFTI, the Ethiopia Railway Academy (ERA), is a division
within ERC. The ERA division has made a request to the ERC to be established as an independent
TVET institute.
As illustrated in Figure 3.2 of the 11,148 verified students enrolled at the end of Year 3:
• 3,434 (31%) were enrolled on Short Term Programs which was 56% below the target of 7,807; and
• 7,714 (69%) were enrolled on Long Term Programs which was 29% above the target of 5,940.
Figure 3.2: Breakdown of Short-Term and Long-Term Students Enrolled at the end of Year 2
16,000
13,747
14,000
12,000 11,148
10,000
7,807 7,714
8,000
5,940
6,000
4,000 3,434
2,000
0
Short-Term Programs Long-Term Program Total
Target Actual
As illustrated in Figure 3.3 of the 3,434 verified students enrolled on Short Term Programs at the end of Year
3:
• 973 (28%) were female students which was 34% short of the target of 1478; and
• 11 (0.9%) were regional students which was 96% short of the target of 251.

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Figure 3.3: Breakdown of Short-Term Students Enrolled at the end of Year 3
2,000
1,800 1,729
1,600 1,478
1,400
1,200
984 973
1,000
800
600
400 251
200
11
0
Total Female Students Regional Students
Target Actual
As illustrated in Figure 3.4 of the 7,407 verified students enrolled on Long Term Programs at the end of Year
3:
• 2,145 (29%) were female students which was 27% above the target of 1,687; and
• 0 (0%) were regional students which was 100% short of the target of 154.
Figure 3.4: Breakdown of Long-Term Students Enrolled at the end of Year 3
2,500
2,184 2,184
2,000 1,841
1,687
1,500
1,000
500
154
0
0
Total Female Students Regional Students
Target Actual
DLI 2.1 - Results at the end of Year 1

As per the PAD, the intermediate target for DLI 2.1 at the end of Year 3 (2021) was 11,947 from a baseline
value of 6,971. The independent verification has revealed that the actual value of DLI 2.1 at the end of Year 3
was 11,148, i.e., the intermediate achievement is therefore 7% below target.

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Figure 3.5: DLI 2.1 Actual Results at the end of Year 3 (2021)
14000
11947
12000 11,148
10000 9372
8000 7230
6971
6000
4000
2000
0
Basline YR 1 Target Year 2 Target 1 Year 3 Target Actual Year 3 (Verified)
DLI 3.1: Number of demand-driven programs developed and

accredited by national TVET accreditation agencies or certified
by industries
The PAD provides a baseline of 34 demand-driven programs and an intermediate target of 203 demand-
driven programs by end of Year 3 (2021). However, as per the individual Results Frameworks, the 16 RFTIs
had targeted to develop a total of 189 demand-driven programs by the end of Year 3 from a baseline of 36.
RFTIs’ Results
DLI 3.1 PAD Framework
Baseline 34 36
Intermediate Target Year 1 (2019) 96 82
Against this, RFTIs reported to have developed 140 demand-driven programs in Year 3. Through the
independent verification, we verified that 112 demand-driven programs were actually developed and
accredited in Year 3. Table 3.4 below provides the target and actual values reported by the RFTIs as well as
the values verified by the IVA.

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Table 3.4: Verification Results for DLI 3.1: Number of demand-driven programs developed and
accredited by national TVET accreditation agencies or certified by industries

Hawassa TVET Polytechnic College 10 10 10
Kombolcha TVET Polytechnic College 6 5 5
Meles Zenawi Memorial TVET Polytechnic College 15 22 15
Ethiopia General Wingate Polytechnic College 13 9 6
Ethiopia Railway Academy (ERA) 22 0 0
Holeta TVET Polytechnic College 11 9 9
Ethiopian Technical University Institute 24 19 19
Sub-Total Ethiopia 101 74 64
Arusha Technical College (ATC) 14 10 10
DIT Mwanza Campus 2 0 0

Tanzania
DIT Dar es Salaam Main Campus 16 8 8
National Institute of Transport (NIT) 13 9 9
Sub-Total Tanzania 45 27 27
Kenya Coast National Polytechnic (KCNP) 7 7 7
Kenya Institute of Highway and Building Technology (KIHBT) 6 4 0
Kenya Kisumu National Polytechnic (KNP) 11 14 0
Meru National Polytechnic (MNP) 11 7 7
KenGen Geothermal Training Center 8 7 7
Sub-Total Kenya 43 39 21
TOTAL 189 140 112
As illustrated in Figure 3.6, RFTIs reported a total of 140 demand-driven programs developed in Year 3. The
independent verification revealed that the actual number of demand-driven programs developed and
accredited in Year 3 was 112, i.e. 80% of the reported number was verified to be correct. The verification
results however varied across the RFTIs in the three countries: in Ethiopia, 86% of the reported numbers were
verified to be correct; in Tanzania 100% of the reported numbers were verified to be correct; and in Kenya
54% of the reported numbers were verified to be correct.

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200
187
180
160
140
140
120 112
101
100
80 74
64
60
43 43
39
40
27 27
21
20
0
Ethiopia Tanzania Kenya TOTAL
YR3 Target YR3 Reported YR3 Verified
• Meles Zenawi Memorial TVET College (Reported: 22 vs. Verified: 15): Since the target for this DLI is
cumulative, the RFTI included Year 1 and Year 2 achievements when reporting achievements.
• General Wingate Polytechnic College (Reported: 9 vs. Verified 6): Evidence provided by the RFTI
is not sufficient to show that three of the programs reported were accredited in Year 3 of the project.
The following reasons were provided by the RFTIs that were unable to achieve their intended targets:
• Ethiopia Railway Academy (ERA): The RFTI is in the process of developing occupation standards
upon which programs will be developed.
As illustrated in Figure 3.7, of the 112 verified demand-driven programs developed in Year 3:
• 69 (62%) were Short Term Programs, which was 31% short of the target of 100; and
• 43 (38%) were Long Term Programs, which was 52% short of the target of 89.

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Draft
Figure 3.7: Short Term and Long Term Demand-Driven Programs Developed at the end of Year 3
200 187
180
160
140
120 112
98
100 89
80 69
60
43
40
20
0
Total Short-term Long-term
Target Actual

of 34. The independent verification has revealed that the value of DLI 3.1 at the end of Year 3 was 233
(baseline 34 + YR1 actual achievement of 29 + YR2 58 + YR3 actual achievement 112). The intermediate
achievement was therefore 15% above target.
250 233
203
200
154
150
96
100
50 34
0
Baseline YR1 Target YR2 Target YR3 Target Actual (Verified YR1,
YR2 & YR3) +
Baseline
Baseline YR1 Target YR2 Target YR3 Target Actual (Verified YR1, YR2 & YR3) + Baseline

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DLI 3.2: Number of teaching staff in regional flagship TVET

institutes who have industrial attachment
The PAD provides a baseline of 8 teachers who have industrial attachments and an intermediate target of 212
by end of Year 3 (2021). However, as per the individual Results Framework, the 16 RFTIs had targeted to
have a total of 268 teachers who have industrial attachments in Year 3 from a baseline of 8.
RFTIs’ Results
DLI 3.2 PAD
Framework
Baseline 8 8
Against this, RFTIs reported that there were 210 teachers with industrial attachment in Year 3. Through the
independent verification, we verified that there were 143 teachers with industrial attachment in Year 3. Table
3.6 below provides the target and actual values reported by the RFTIs as well as the values verified by the
IVA.
Table 3.6: Verification Results for DLI 3.2: Number of teaching staff in regional flagship TVET
institutes who have industrial attachment

Ethiopia Railway Academy (ERA) 60 - -
DIT Mwanza Campus 4 1 -

Tanzania

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TOTAL 266 210 143
As illustrated in Figure 3.9, RFTIs reported a total of 210 teachers with industrial attachment at the end of
Year 2. The independent verification revealed that actual number of teachers with industrial attachment at the
end of Year 2 was 143, i.e. 68% of the reported number was verified to be correct across all the RFTIs in the
three countries.
300
266
250
210
200
143
150
122 116
100 90
52 49 54 53
42 41
50
0
• Kombolcha TVET Polytechnic College (Reported: 5 vs. Verified: 2): two of the staff attachments
reported are two attachments of two weeks each at two different industries. One of the staff
attachments reported is under one month. According to the PAD, industrial attachment duration need
to be at least one month.
The following justifications were provided by the RFTIs that were unable to achieve their intended results:
• Ethiopia Railway Academy (ERA): All teaching staff are primarily industry practitioners within the
Ethiopia Railway Corporation (ERC).

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of 8. The independent verification has revealed that the value of DLI 3.2 at the end of Year 3 was 182
(baseline 8 + YR1 actual achievement of 0 + YR2 actual achievement 31 + YR3 actual achievement 143). The
250
212
200
182
161
150
110
100
50
8
0
Baseline YR1 Target YR2 Target YR3 Target Actual (Verified YR1 + YR2 + YR3) and Baseline
DLI 3.3: Number of teaching staff who undertake exchanges in

TVET institutes in another country
The PAD provides a baseline of 0 teachers who undertook exchanges and an intermediate target of 129 by
end of Year 3 (2021). However, as per the individual Results Framework, the 16 RFTIs had targeted to have a
total of 142 teachers undertaking exchanges in Year 3.
RFTIs’ Results
DLI 3.2 PAD
Framework
Baseline 0 0

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Draft
Against this, RFTIs reported to have 6 teachers who undertook exchanges. Through the independent
verification, we verified that there were 4 teachers who undertook exchanges in Year 3. Table 3.8 below
provides the target and actual values reported by the RFTIs as well as the values verified by the IVA.
Table 3.8: Verification Results for DLI 3.3: Number of teaching staff who undertake exchanges in//
TVET institutes in another country

Hawassa TVET Polytechnic College 20 - -
Kombolcha TVET Polytechnic College 3 - -
Meles Zenawi Memorial TVET Polytechnic College 9 - -
Ethiopia General Wingate Polytechnic College 8 - -
Holeta TVET Polytechnic College 2 - -
Arusha Technical College (ATC) 3 - -

Tanzania
DIT Dar es Salaam Main Campus 7 - -
National Institute of Transport (NIT) 12 - -
Kenya Coast National Polytechnic (KCNP) 4 - -
Kenya Institute of Highway and Building Technology (KIHBT) 3 - -
Kenya Kisumu National Polytechnic (KNP) 3 - -
Meru National Polytechnic (MNP) 4 - -
KenGen Geothermal Training Center 5 - -
Sub-Total Kenya 19 0 -
TOTAL 142 6 4
As illustrated in Figure 3.11, RFTIs reported a total of 6 teaching staff who undertook exchanges in TVET
institutes in another county end of Year 3. The independent verification revealed that actual number of
teachers undertaking exchanges at the end of Year 3 was 4, i.e. 67% of the reported number was verified to
be correct across all the RFTIs in the three countries.

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Draft
160
142
140
120
96
100
80
60
40 27
19
20
4 2 2 2 6 4
0 0
0
Target Reported Verified
• Ethiopian Technical University (ETU) (Reported: 4 v. Verified: 2): Two of the staff from Dar es
Salaam Institute of Technology (DIT) were hosted at ETU from 30th July 2021 to 31st August 2021
which does not fall under Year 3 of the project and thus, the results should be counted for Year 4.
The following justifications were provided by the RFTIs that were not able to achieve their intended results:
• Hawassa TVET Polytechnic College: Due to COVID19 related travel restrictions, not having in place
harmonised curriculums, bilateral agreement and national guideline for staff and student exchanges. It
is the understanding of the RFTI that this should be facilitated by the NPCU and RFU.
• Kombolcha TVET Polytechnic College: Due to delays in the development of guidelines to facilitate
staff exchanges including hosting staff at the RFTI. In addition, the management team of the RFTI
does not perceive staff exchange, or capacity building activities in general, as a priority in terms of the
use of funds and would rather use the funds for infrastructure related projects.
• Meles Zenawi Memorial TVET Polytechnic College: Due to COVID19 related travel restrictions and
no regional facilitation in place. The RFTI provided an example of efforts to facilitate staff exchange
with one of the RFTIs in Tanzania, the National Institute of Transport (NIT). Following identification of
staff for the exchange and multiple correspondence with NIT the RFTI did not receive the expected
invitation letters to proceed further. NIT further indicated it had stopped academic interaction at that
time.
• General Wingate Polytechnic College: Due to travel restrictions. In addition, there is no regional
framework developed by the NPCU and the RFU to enable staff exchange. Thus, proceeding with
staff exchange without a regional framework in place has raised liability concerns.
• Ethiopia Railway Academy (ERA): Efforts to facilitate staff exchange could not proceed due to travel
restrictions.

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• Holeta TVET Polytechnic College: Due to COVID19 related travel restrictions and no guideline for
staff exchange provided by the NPCU. The RFTI has concerns that proceeding without a guideline
from the NPCU may lead to liability issues.

of 0. The independent verification has revealed that there were 5 teaching staff with TVET exchanges during
the year (baseline 0 + YR1 actual achievement of 0 + YR2 actual achievement 1 + YR3 actual achievement
4). The intermediate achievement was therefore 96% below target.
140
129
120
100
86
80
62
60
40
20
5
0
0
Baseline YR1 Target YR2 Target YR3 Target Actual (Verified
YR1 & 2 & 3) +
Baseline
DLI 3.4: Number of MoUs signed with industries and partner

institutions
The PAD provides a baseline of 24 MoUs signed and an intermediate target of 145 by end of Year 3 (2021).
However, as per the individual Results Framework, the 16 RFTIs had targeted to have a total of 150 MoUs
signed by end of Year 3 against a baseline of 25.
RFTIs’ Results
DLI 3.2 PAD
Framework
Baseline 24 25

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Against this, RFTIs reported to have 120 MoUs signed. Through the independent verification, we verified that
110 MoUs were actually signed in Year 3. Table 3.10 below provides the target and actual values reported by
the RFTIs as well as the values verified by the IVA.
Table 3.10: Verification Results for DLI 3.4: Number of MoUs signed with industries and partner
institutions

Ethiopia Railway Academy (ERA) 10 1 1

Tanzania
TOTAL 150 120 106
As illustrated in Figure 3.13, RFTIs reported a total of 120 MoUs signed at the end of Year 3. The
independent verification revealed that the actual number of MoUs signed at the end of Year 2 was 106, i.e.
88% of the reported number was verified to be correct. The verification results however varied across the
RFTIs in the three countries: in Ethiopia, 85% of the reported numbers were verified to be correct; and in
Tanzania and Kenya 100% of the reported numbers were verified to be correct.

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Draft
160 150
140
120
120
106
100
80 73
60 55
47
41 39 39
40 30 26 26
20
0
verification process, for which we sought explanation from the concerned RFTIs, included the following:
• Hawassa TVET Polytechnic College (Reported: 12 vs. Verified:10): Two MoUs with no 2-year
partnership work program attached, one of which is also missing the date, thus it cannot be
determined whether it was signed during Year 3 of the project. The RFTI has confirmed it will resubmit
both MoUs next year with complete documentation.
• Kombolcha TVET Polytechnic College (Reported: 5 vs. Verified 3): One MoU is not dated and thus
it cannot be determined whether it was signed during Year 3 of the project. All the MoUs do not
included a signed 2-year partnership work program.
• Meles Zenawi Memorial TVET Polytechnic College (Reported: 13 vs. Verified: 9): Since the target
for this DLI is cumulative, the RFTI included Year 1 and Year 2 results when reporting achievements
for this DLI.
• General Wingate Polytechnic College (Reported: 12 vs. Verified: 7.5): One MoU was already
counted with results in Year 2 and one MoU has only been signed by the RFTI and not the other
parties to the agreement. In addition, partnership work programs were only shared for the two MoUs.
However, these work programs have only been signed and stamped by the RFTI.
• Ethiopian Technical University (Reported: 7 vs. Verified: 5): Although 7 MoUs were reported, 8
MoUs were attached as evidence by the RFTI. Of these, one MoU was signed in Year 4 of the project
and thus should be counted towards Year 4 results. One MoU is with a project TVET institute within
Ethiopia. According to the PAD, MoUs with partner institutes can only include non-project TVET
institutes in the country and partner institutions in foreign countries. In addition, no signed partnership
work programs were shared.
As illustrated in Figure 3.14, of the 106 verified MoUs signed at the end of Year 3:
• 54 (51%) were signed with Industries which was 37% short of the target of 86; and
• 52 (49%) were signed with Partner Institutions which was 19% short of the target of 64.

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Draft
Figure 3.14: MoUs Signed with Industries and Partner Institutions at the end of Year 2
120
106
100
80
60 54 52
40
20
MOUs signed with Industries MOUs signed with Partner Institutions Total MOUs signed

of 24. The independent verification has revealed that the actual value of DLI 3.4 at the end of Year 3 was 199
(baseline 24 + YR1 actual achievement of 29 + YR2 actual achievement 40 + YR3 actual achievement 106).
The intermediate achievement was therefore 37% above target.
250
199
200
145
150
106
100
66
50
24
0
Baseline YR1 Target YR2 Target YR3 Target Actual (Verified YR1 +
YR2 + YR3) and
Baseline

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DLI 3.5: Tracer Study Conducted Annually

Targets for DLI 3.5 are on an annual basis and not cumulative. The PAD provides an annual target of 16
tracer studies to be conducted in Year 3 (2021). As per the individual Results Framework, the RFTIs had
targeted to conduct a total of 16 tracer studies in Year 3. Against this, RFTIs reported to have conducted 24
tracer studies. Through the independent verification, we verified that 17 tracer studies were actually
conducted in Year 3. Table 3.11 below provides the target and actual values reported by the RFTIs as well as
the values verified by the IVA.
Table 3.11: Verification Results for DLI 3.5: Tracer Study Conducted Annually

Kombolcha TVET Polytechnic College 1 - -
Meles Zenawi Memorial TVET Polytechnic College 1 - -
Ethiopia General Wingate Polytechnic College 1 1 -
DIT Mwanza Campus 1 - -

Tanzania
TOTAL 19 24 17
As illustrated in Figure 3.16, RFTIs reported a total of 24 tracer studies conducted in Year 3. The independent
verification revealed that actual number of tracer studies conducted in Year 3 was 17, i.e. 71% of the reported
number was verified to be correct. Whilst the verification results in Kenya was 100% correct, in Ethiopia 83%
of the reported numbers were verified to be correct and in Tanzania 33% of the reported numbers were
verified to be correct.

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Draft
30
25 24
20 19
17
15
10 9 9 9
7
6 6 6
5
5
3
0
verification process, for which we sought explanation from the concerned RFTIs, included the following:
• General Wingate Polytechnic College (Reported: 1 vs. Verified: 0): No tracer study submitted as
evidence. The tracer study is currently in draft stage and the RFTI will share it once the validation
workshop is conducted along with the URL/website where it will be published. The study was
commenced late as graduation of students was pushed to March/April 2021 due to COVID19.
The following justifications were provided by the RFTIs that were not able to achieve their intended results:
• Meles Zenawi Memorial TVET Polytechnic College: RFTI has procured a consultant to conduct
tracer studies for Year 1 and Year 2. Studies are already underway and the RFTI expects these to be
completed in the coming 2 months. Thus, the results if completed accordingly will be counted towards
results for Year 4 of the project.
• Kombolcha TVET Polytechnic College: Due to long procurement process, including cancellation
and reissuing of the RFP to conduct a tracer study.
• Ethiopia Railway Academy (ERA): Per the justification provided for DLI2.1, the RFTI had no student
enrolment in Year 3. Thus, no tracer study was not conducted.

As per the PAD, the annual target for DLI 3.5 Year 3 (2021) was 16. The independent verification has
revealed that the actual number of tracer studies conducted in Year 3 was 17. The annual target was
therefore exceeded by 6%.

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Draft
17
17
17
17
17
16
16
16
16
16
16
15
Target Actual (Verified)
Verification Results of DLIs 4.1 – 7.4 implemented by

NPCUs
DLI 4.1: Occupational standards in the EASTRIP priority sectors
developed or updated
The PAD provides a baseline of 0 occupational standards and an intermediate target of 24 by end of Year 3
(2021). The NPCU in Kenya reported that 9 occupational standards were developed during the year, which
we verified to be correct. NPCUs in Ethiopia and Tanzania did not report any achievements under DLI 4.1.
Table 3.12 below provides details from the NPCUs.
Table 3.12: Verification Results for DLI 4.1: Occupational standards in the EASTRIP priority sectors
developed or updated
Country NPCU Target Reported Verified
Ethiopia Ministry of Science and Higher Education 11 0 0

Tanzania Ministry of Education, Science and Technology 6 0 0
Kenya Ministry of Education 7 9 9
TOTAL 24 9 9
The NPCU in Ethiopia indicated that the Ministry was in the process of procuring a consultant to
Develop/Revise Occupational Standards in EASTRIP priority sectors. There was a very long delay from the
Ministry’s side in approving committee members for the technical evaluation of proposals for this assignment.
Currently, the combined evaluation report is being reviewed by the World Bank for the final notification of the
consultant that has won the assignment.

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DLI 5.1: Model curricula with modern IT in EASTRIP priority

program developed
The PAD provides a baseline of 0 model curricula with modern IT and an intermediate target of 28 by end of
Year 3 (2021). The NPCU in Kenya reported that 9 model curricula with modern IT were developed during the
year, which we verified to be correct. NPCUs in Ethiopia and Tanzania did not report any achievements under
DLI 5.1. Table 3.13 below provides details from the NPCUs.
Table 3.13: Verification Results for DLI 5.1: Model curricula with modern IT in EASTRIP priority
program developed

TOTAL 28 9 9
The NPCU in Ethiopia indicated that the Ministry of Labour and Skills (where NPCU now sits) planned to
implement this DLI in FY 2021/2022 as per its approved annual work plan.
DLI 6.1: Mutual recognition of qualifications with other

countries agreed
The PAD provides a baseline of 0 mutual recognition of qualifications and an intermediate target of 15 by end
of Year 3 (2021). The NPCU in Kenya reported to have 1 mutual recognition of qualifications agreed during
the year, which we verified to be correct. NPCUs in Ethiopia and Tanzania did not report any achievements
under DLI 6.1. Table 3.14 below provides details from the NPCUs.
Table 3.14: Verification Results for DLI 6.1: Mutual recognition of qualifications with other countries
agreed

TOTAL 19 1 1
The NPCU in Ethiopia indicated that various workshops have been conducted at the regional level with the
IUCEA and all three participating countries (Ethiopia, Kenya and Tanzania) to align on the mutual qualification
framework. The final workshop is scheduled for November 2021.

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DLI 6.2: Guideline on how to facilitate the regional students'

enrolment in EASTRIP developed
The PAD provides a baseline of 0 guidelines and an intermediate target of 3 by end of Year 3 (2021). The
NPCU in Kenya reported to have developed 1 guideline developed during the year which we verified to be
correct. NPCUs in Ethiopia and Tanzania did not report any achievements under DLI 6.2. Table 3.15 below
provides details from the NPCUs.
Table 3.15: Verification Results for DLI 6.2: Guideline on how to facilitate the regional students'
enrolment in EASTRIP developed

TOTAL 3 1 1
The NPCU in Ethiopia indicated that the national and regional guideline has been discussed and validated
with the IUCEA and the two other countries of EASTRIP. The final guideline on how to facilitate the regional
students’ enrolment in EASTRP has been developed and validated by all relevant stakeholders in Ethiopia.
However, the Minister is yet to approve this guideline to disseminate to RFTIs and finalise this DLI.
DLI 7.1: Developing sustainable TVET financing strategy (ET);

Establishing a national inter-institutional collaboration
framework for TVET (KE); Operationalizing National
Qualifications Framework (TZ)
The PAD provides a baseline of 0 and an intermediate target of 3 by end of Year 3 (2021). The NPCU in
Kenya reported to have 1 framework developed during the year which we verified to be correct. NPCUs in
Ethiopia and Tanzania did not report any achievements under DLI 7.1. Table 3.16 below provides the target
and actual values reported by the NPCUs.
Table 3.16: Verification Results for DLI 7.1: Developing sustainable TVET financing strategy (ET);
Establishing a national inter-institutional collaboration framework for TVET (KE); Operationalizing
National Qualifications Framework (TZ)

TOTAL 3 1 1
The NPCU in Ethiopia indicated that a consultant has been selected and contract negotiation finalised to
develop the TVET Financing Strategy. The leadership of the Ministry of Labour and Skills is yet to sign off on
the contract in order to commence the assignment and finalise this DLI.

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DLI 7.2: Establishment of TVET quality assurance agency (ET);

Development of a sustainable national financing strategy for
TVET (KE)
The PAD provides a baseline of 0 agencies and an intermediate target of 1 Quality Assurance Agency in
Ethiopia by end of Year 3 (2021) and 1 Sustainable National Financing Strategy in Kenya by end of Year 5
(2023). Whilst the NPCU in Ethiopia did not report any achievement under DLI 7.2; the NPCU in Kenya
reported to have 4 sustainable national financing strategies developed during the year. Through the
independent verification, we verified that the 4 financing strategies were actually developed in Year 3. Table
3.17 below provides the target and actual values reported by the NPCUs.
Table 3.17: Verification Results for DLI 7.2: Establishment of TVET quality assurance agency (ET);
Development of a sustainable national financing strategy for TVET (KE)

TOTAL 1 4 4
The NPCU in Ethiopia indicated that the procurement process to engage a consultant to undertake this
assignment failed due to exaggerated price submission which exceeded the approved budget by three times
the amount in the World Bank’s procurement system (STEP). Thus, the Ministry’s leadership has decided to
undertake this activity in-house and has completed two validation workshops thus far with respect to
Education Quality Assurance Agency. Construction of the building for the agency has reached the stage of
final World Bank review prior to notifying the winning contractor. Furthermore, according to the NPCU,
disbursement entitlement for this DLI should be due in FY 2021/2022.
DLI 7.3: Conducting national TVET skills mapping (KE)

DLI 7.3 is targeted to commence from Year 4 (2022) of project implementation and therefore the PAD does
not provide any targets for Year 3 (2021). The NPCUs also confirmed that no activities were undertaken for
DLI 7.3 and therefore there were no achievements to report by end of Year 3.
DLI 7.4: Developing a policy for regional TVET integration (KE)

DLI 7.4 is targeted to commence from Year 5 (2023) of project implementation and therefore the PAD does
not provide any targets for Year 3 (2021). The NPCUs also confirmed that no activities were undertaken for
DLI 7.4 and therefore there were no achievements to report by end of Year 3.

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4. Financial Disbursements
EASTRIP Adopts Results-Based Financing Modality
The EASRTIP project adopts the principle of Results Based Financing (RBF) and is designed using the
financing modality of Disbursements Linked Indicators (DLIs) and Disbursements Linked Results (DLRs).
The Project Appraisal Document (PAD) indicates that “financing to the flagship TVET institutes will be
channelled through the RBF approach with DLIs linking the funding with a mix of output and process
indicators aligned with the objectives of access, quality, and regional integration”.
Our review of the EASTRIP Results Framework in the PAD indicates that:
1) The intermediate targets have been provided at DLI level for each of the six years duration of the
project but aggregated at project level i.e. targets are not provided by RFTI & NPCUs;
2) Financial disbursements are allocated for each DLI with a breakdown for each of the six years of
project duration;
3) Financial disbursements are further disaggregated at country and RFTI & NPCU level.
During the independent verification, we obtained copies of the Strategic Investment Plan (SIP) and the
Results Framework from each of the RFTI & NPCU that provides targets by DLI for each year of the project’s
duration.
Proposed Approach for Recommendation of Financial

Disbursement
Based on the information available, we have used the following approach in formulating our recommendations
for the financial disbursements:
i. Calculate a percentage weighting based on the total amount allocated to the DLI and the proportion of
the amount distributed to the six years of project duration as provided in the PAD (Pages 63 – 75)
ii. Distribute the financial allocations using the percentage weighting derived in (i) above to each of the
RFTI & NPCU by DLI for each year of project duration;
iii. Calculate the maximum disbursement by DLI for each RFTI and for each year of project
implementation based on the financial allocation derived in (ii) above.
iv. Calculate total disbursements under the DLI for the RFTI based on actual verified results and
apportioning it based on target values
v. Where a RFTI achieves or exceeds its annual cumulative target, the maximum allocation is
recommended as disbursement. Where the cumulative target is not fully achieved, an amount
proportionate to the achievement is recommended for disbursements. In the case of the latter, the
balance of the amount is carried forward to the next year and is added to the amount for
disbursements when the RFTI fully achieves the cumulative annual target for the previous year.
Table 5.1 below provides an illustration of how we have provided recommendations for financial
disbursements based on our understanding, assumptions and proposal above. We have used DLI 2.1 and
ATC as the RFTI in Tanzania in the illustration.

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Table 5.1: Illustration of Approach Used for Recommendation of Financial Disbursement
DLI 2.1: Number of Students Enrolled in BASELINE YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 TOTAL
Flagship TVET Institutes 2019 2020 2021 2022 2023 2024
Intermediate Targets - Cumulative
As per the Project Appraisal Document (PAD) 6,971 7,230 9,372 11,947 15,579 19,475 0 19,475
Intermediate Target - Per Year (Calculated) 259 2,142 2,575 3,632 3,896 0 12,504
DLI 2.1: Matrix Allocated Amount

As per the PAD 4,234,497.55 5,617,918.80 7,346,415.45 8,913,334.86 10,780,333.34 0 36,892,500
Percentage Allocation (Calculated) (A) 11.48% 15.23% 19.91% 24.16% 29.22% 0 100%
Ethiopia 2,099,601.45 2,785,546.65 3,642,591.44 4,419,520.98 5,345,239.48 0 18,292,500

Allocated Amount Per Country
TOTAL as per the PAD Kenya 929,712.82 1,233,452.39 1,612,955.62 1,956,983.46 2,366,895.71 0 8,100,000
Annual allocation calculated using the
percentage derived in (A) Tanzania 1,205,183.28 1,598,919.76 2,090,868.39 2,536,830.41 3,068,198.15 0 10,500,000
TOTAL 4,234,497.55 5,617,918.80 7,346,415.45 8,913,334.86 10,780,333.34 0 36,892,500
Percentage Allocation (Calculated) (B) 11.48% 15.23% 19.91% 24.16% 29.22% 0 100%
TANZANIA: Disbursements by RFTI

TOTAL as per the PAD
Annual allocation calculated using the
percentage derived in (B)
ATC (C) 279,775 371,178 485,380 588,907 712,260 0 2,437,500
DIT Dar 279,775 371,178 485,380 588,907 712,260 0 2,437,500
DIT Mwanza 279,775 371,178 485,380 588,907 712,260 0 2,437,500
NIT 365,859 485,386 634,728 770,109 931,417 0 3,187,500
Total 1,205,183 1,598,920 2,090,868 2,536,830 3,068,198 0 10,500,000

PwC 53
Draft
DLI 2.1: Number of Students Enrolled in BASELINE YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 TOTAL
Flagship TVET Institutes 2019 2020 2021 2022 2023 2024
Targets As Per RFTI Results Framework
ATC Cumulative 74 125 245 385 500 643 0 643
DIT Dar Cumulative 896 896 1,700 2,550 3,400 4,250 0 4,250
DIT Mwanza Cumulative 81 150 380 450 620 700 0 700
NIT Cumulative 400 477 610 730 762 818 0 818
Total Cumulative Targets 1,451 1,648 2,935 4,115 5,282 6,411 0 6,411
Financial Disbursement: ATC Year 1 (2019) Year 2 (2020)

Actual Cumulative Achievement (including Baseline) (D) 122 244
Target (E) 125 245
Disbursement (C/E)*D 273,060 369,663
Maximum allocation 279,775 371,178
Balance Carried Forward 6,715 1,515
Recommended for Disbursements 273,060 369,663
Add Balance Brought Forward
Where cumulative targets for the previous year has been achieved - 6,715
TOTAL Recommended for Disbursements 273,060 376,377

PwC 54
Draft
5. Conclusions and
Recommendations
The IVA successfully conducted the independent verification of DLIs/DLRs for Year 3 (2021) implemented by
the 16 RFTIs and the 3 NPCUs under the EASTRIP project. In this section, we provide a summary of
achievements under the various DLIs/DLRs, a comparison with the targets and conclusion on the variance
between the targets and actual achievement.
We have used a performance rating system to indicate overall performance on the DLIs/DLRs. Table 5.1
below provides the ratings and the description. It should be noted that:
• DLIs/DLRs with Leading or Strong Performance should be considered for some financial and/or
non-financial incentives or other rewards and recognition.
• DLIs/DLRs with Good Performance should be continuously monitored to ensure they are
progressing towards Strong Performance.
• DLIs/DLRs with Weak and Critical Performance require immediate attention and should be provided
with the required interventions to bring them on track towards Good Performance.
Table 5.1: DLIs/DLRs Performance Ratings
Overall achievement of target Performance Rating
100% and over Leading Performance ⚫

76% - 99% Strong Performance ⚫
50% - 75% Good Performance ⚫
25% - 49% Weak Performance ⚫
0% - 24% Critical Performance ⚫
Thereafter, based on the approach provided in Section 5, we provide a recommendation for the financial
disbursements based on the achievements under each DLI/DLR.
Detailed results by RFTIs and NPCUs are provided in Volume II – Appendix A.

PwC 55
Draft
Conclusion
DLI 2.1: Number of student enrolment at RFTIs in programs aimed at meeting skills
needs of priority sectors
Overall achievement of DLI 2.1

Performance Rating
at the end of year 3
93% Strong Performance ⚫
At the end of Year 3 (2021), the total number of students enrolled was 11,148, i.e., the target of 11,947
students was not met by 7%. RFTIs did not achieve the target for students on short-term programs by 46%;
however, RFTIs exceeded the target for student enrolment on long-term programs by 39%. Furthermore, the
achievement of female students on short-term programs was 64% of the target and on long-term programs it
was 136% of the target. However, the enrolment rate of regional students on short-term programs was only
4%. It is noteworthy that none of the RFTIs enrolled any regional students on long-term programs.
Table 6.1: PAD Target Vs. Actual Achievement for DLI 2.1
Short- Term Program Long- Term Program

Total Female Regional Total Female Regional
Total
Students Students Students Students Students Students
Target 11,947 6,407 1,512 278 5,540 1,609 280
Actual Verified 11,148 3,434 973 11 7,714 2,184 0
(Under)/Over
Achievement (799) (2,973) (539) (267) 2,174 575 (180)
Percentage
Achievement
Actual Vs Target 93% 54% 64% 4% 139% 136% 0%
DLI 3.1: Number of demand driven programs developed and accredited by National
TVET accreditation agencies or certified by industries

Performance Rating
115% Leading Performance ⚫
At the end of Year 3 (2021), the total number of demand driven programs developed by RFTIs and accredited
by National TVET accreditation agencies or certified by industries were 233 (Baseline + YR1 actual
achievement + YR2 actual achievement + YR3 actual achievement). The achievement was 15% above the
target of 203.
The target was surpassed mainly because of increase in development of long-term demand driven programs
by RFTIs which totalled 143 at the end of Year 3, thus surpassing the target by 115%.

PwC 56
Draft
Table 6.2: Target Vs. Actual Achievement for DLI 3.1
Short-Term Long-Term
Total
Programs Programs
Target 203 106 100
Actual 233 90 143
(Under)/Over Achievement 30 (16) 43
Percentage Achievement Actual
Vs Target 115% 65% 143%
DLI 3.2: Number of teaching staff in regional flagship TVET institutes who have
industrial attachment

Performance Rating
86% Strong Performance ⚫
At the end of Year 3 (2021), the total number of teaching staff in RFTIs who had industrial achievements was
182, i.e., the achievement was 14% below the target of 212.
DLI 3.3: Number of teaching staff who undertake exchanges in TVET institutes in
another country

Performance Rating
4% Critical Performance ⚫
At the end of Year 3 (2021), the total number of teaching staff in RFTIs who had undertaken exchanges in
TVET institutes in another country was 5, i.e., the achievement was 96% below the target of 129.
DLI 3.4: Number of MOUs signed with industries and partner institutions

Performance Rating
At the end of Year 3 (2021), the total number of MOUs signed by RFTIs was 199, i.e., the achievement
exceeded the target of 145 by 37%.
MOUs signed with Partner Institutions exceeded the target by 17%; whilst those signed with Partner
Institutions were 9% below target.

PwC 57
Draft
Table 6.3: Target Vs. Actual Achievement for DLI 3.1
Total MOUs MOUs signed MOUs signed with

Signed with Industries Partner Institutions
Target 145 84 58
Actual 199 98 53
(Under)/Over Achievement 54 14 (5)
Percentage Achievement Actual
137% 117% 91%
Vs Target
DLI 3.5: Tracer studies conducted annually

Performance Rating
At the end of Year 3 (2021), the total number of Tracer Studies conducted by RFTIs was 17, i.e., the
achievement was 37% above the target of 16.
DLIs 4.1 – 7.4 Implemented by the NPCUs
DLI Overall achievement of

Performance Rating
DLI the end of year 2
4.1 Occupational standards in the

EASTRIP priority sectors developed or 38% Weak Performance ⚫
updated
5.1 Model curricula with modern IT in

EATRIP priority program developed
32% Weak Performance ⚫
6.1 Mutual recognition of qualifications
with other countries agreed
5% Critical Performance ⚫
6.2 Guideline on how to facilitate the
regional students’ enrolment in EASTRIP 33% Weak Performance ⚫
developed
7.1 Developing sustainable TVET

financing strategy (ET); Establishing a
national inter-institutional collaboration
framework for TVET (KE);
33% Weak Performance ⚫
Operationalizing National Qualifications
Framework (TZ)
7.2: Establishment of a TVET quality

assurance agency (ET); Development of a
sustainable national financing strategy for
TVET (KE)

PwC 58
Draft
The NPCU in Kenya achieved and or exceeded its targets under DLI 4.1, DLI 5.1, DLI 6.1, DLI 6.2, DLI 7.1
and DLI 7.2.
However, NPCUs in Ethiopia and Tanzania did not achieved any targets under any of the DLIs from 4.1 to
7.2. The NPCU in Kenya also did not achieve the target under DLI 6.1.
Targets under DLIs 7.3 and 7.4 were not achieved as these DLIs were targeted to commence from Year 4
(2022) onwards.
Recommendations for Financial Disbursements

Based on the approach provided in Section 5 and the performance of the RFTIs and NPCUs and their
achievements under the various DLIs/DLRs, our recommendation for the financial disbursements for Year 3
are indicated in Tables 5.6 and 5.7 for RFTIs and NPCUs respectively.
Detailed calculations of the financial disbursements are provided in Volume II – Appendix C.
Table 5.6: Recommendation for Financial Disbursements for RFTIs Year 3
YEAR 2 DLI 2.1 DLI 3.1 DLI 3.2 DLI 3.3 DLI 3.4 DLI 3.5 Total
Hawassa TVET
162,326 579,437 217,321 0 621,208 618,552 2,198,844
Polytechnic
Kombolcha
TVET
134,887 312,585 63,308 0 172,347 400,423 1,083,550
Polytechnic
College
Meles Zenawi
Memorial TVET
276,276 433,483 365,805 0 418,259 0 1,493,823
Polytechnic
College
General Wingate
Polytechnic 272,782 200,069 365,805 0 464,733 462,746 1,766,135
College
Ethiopia Railway
0 0 0 0 40,214 0 40,214
Academy
Holeta TVET
Polytechnic 308,196 521,851 538,238 0 683,798 0 2,052,083
College
Ethiopian
Technical
337,799 574,268 568,414 135,798 777,684 774,359 3,168,322
University
Institute
TOTAL
1,492,266 2,621,693 2,118,891 135,798 3,178,243 2,256,080 11,802,971
ETHIOPIA
Arusha Technical
485,380 338,822 400,292 0 508,546 506,372 2,239,412
College

PwC 59
Draft
DIT Dar es
Salaam Main 0 189,740 320,233 0 635,351 506,372 1,651,696
Campus
DIT Mwanza
485,380 0 0 177,603 508,506 0 1,171,489
Campus
National Institute
634,728 429,441 287,902 0 354,678 662,178 2,368,927
of Transport
TOTAL
1,605,488 958,003 1,008,427 177,603 2,007,081 1,674,922 7,431,524
TANZANIA
Kenya Coast
National 322,591 0 266,040 0 337,987 336,542 1,263,160
Polytechnic
Kenya Institute of
Highway and
146,015 0 6,651 0 337,987 336,542 827,195
Building
Technology
Kisumu National
273,557 0 266,040 0 139,171 336,542 1,015,310
Polytechnic
Meru National
322,591 0 266,040 0 337,987 336,542 1,263,160
Polytechnic
KenGen
Geothermal 15,281 275,853 236,480 0 337,987 336,542 1,202,143
Training Center
TOTAL KENYA 1,080,035 275,853 1,041,251 0 1,491,119 1,682,710 5,570,968
GRAND TOTAL 4,177,789 3,855,549 4,168,569 313,401 6,676,443 5,613,712 24,805,463
Table 5.7: Recommendation for Financial Disbursements for NPCUs Year 3
DLI DLI
7.3 7.4
NPCU Ethiopia 0 0 0 0 0 0 0 0 0
NPCU Tanzania 0 0 0 0 0 0 0 0 0
NPCU Kenya 1,500,000 1,500,000 900,000 600,000 375,000 3750,000 0 0 5,250,000
TOTAL NPCUs 1,500,000 1,500,000 900,000 600,000 375,000 3750,000 0 0 5,250,000

PwC 60
Draft
Recommendations for Improvements on the Programme

In the following table, we provide findings in areas that we have noted to be at risk of being implemented in a
timely manner or targets that will not be achieved altogether. We also provide implications and
recommendations for mitigation of the identified challenges.
Findings Implications Recommendations

There is still a major 13 out of the 16 RFTIs To enhance exchange programs, RFTIs need to work more
concern on DLI 3.3: are at a critical level closely with industry in a way that does not make the staff
Number of teaching and at a risk of not the centre of research and learning dissemination. The
staff who undertake achieving the target RFTI and the Industry may agree to a direct exchange of
exchanges in TVET under this DLI over the expertise.
institutes in another next two years.
For instance, a faculty member is exchanged to the local
country
Industry while a staff member of that Industry is
simultaneously exchanged to the RFTI’s flagship program.
There is therefore an urgent need to review the make of this
DLI and assess specific challenges faced by DLIs in
implementation of activities linked with the DLI.
The IVA can assist in conducting a rapid assessment and
propose mitigating measures that will see the DLI come
back on track.
The Ethiopia Railway ERA is currently at a The IVA can assist in conducting a rapid institutional
Academy (ERA) critical level with a assessment covering the capacity and systems in place at
seems to be struggling possibility that it might the RFTI to understand what the challenges relate to.
with implementation of not be able to achieve
Thereafter, interventions can be developed that would
activities across the targets under all the
assist in mitigating the challenges and bringing the RFTI
programme DLIs by close of the
back on track for meeting the targets under the programme.
programme
Many RFTIs are One of the PDO level RFTIs need support in planning and undertaking of Tracer
struggling with DLI 3.5 indicators is ‘graduate Studies on an annual for each graduating cohort/year after
Tracer Studies employment rates six a few years and not immediately after graduation and not
months after combining several years at once. The different cohorts may
graduation’. In have experienced different learning/training thus differences
absence of tracer in outcomes/success for each cohort. Similarly, the ultimate
studies, the impact of the trainings may not be known until a very long
programme will not be time. The IVA can support the RFTIs with this initiative.
able to meet a core
objective of students’
employability
NPCUs in Ethiopia and Both the NPCUs are There is a need for NPCUs to undertake curriculum review
Tanzania are currently at a critical and redevelopment that would enhance student learning,
struggling with level with a possibility engagement, experience and outcomes. The IVA can
implementation of that they might not be support NPCUs in conducting diagnosis of the problems at
activities under DLIs able to achieve targets subject or year-group level and involving the key
4.1 – 7.2 under all the DLIs by stakeholders before planning any curriculum changes.
close of the
Additionally, the IVA can also support NPCUs in assessing
programme
the strength of their internal teams and ways to speed up
implementation on different targets including for example,
working closely with the RFTIs and national TVET
Councils/Authorities in swift development of key
documentation; timely hiring of external experts to facilitate
development of key guidelines; and learning from each
other.

PwC 61
Draft
Findings Implications Recommendations

Sustainability of the Lack of sustainability The IVA can support RFTIs in the development and
TVET institutes awareness resulting in implementation of green strategies that will enable them to
targeting industrial amongst others: transform the leaning and training environment to fully
linkages need to be inappropriate decision realise the objective of skilling learners and upskilling
carefully addressed making, teaching and professionals in green job sectors. Through targeted
implementation in technical assistance to RFTIs will enable them to increase
practice; shortages in the institutional capacity to develop and effectively
skills resulting in implement green action plans.
unmet labour market
demands;
unsustainable patterns
of consumption and
production; lack of
targeted engagement
with key stakeholders
including youth,
community and
enterprises

PwC 62

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Inter University Council for

East Africa (IUCEA)

Independent Verification of DLIs/DLRS

For the Attention of: Cosam Joseph and Hailemichael Asrat

PricewaterhouseCoopers Limited. PwC Tower, Waiyaki Way/Chiromo Road, Westlands

Inter University Council for East Africa (IUCEA) November 2021

Inter University Council for East Africa (IUCEA) November 2021

AVR Annual Verification Report

DLI Disbursement Linked Indicator

DLR Disbursement Linked Result

IUCEA Inter University Council for East Africa

IVA Independent Verification Agency

M&E Monitoring and Evaluation

MoSHE Ministry of Science and Higher Education

MoEST Ministry of Education, Science and Technology

MoU Memorandum of Understanding

NPCU National Project Coordination Unit

PAD Project Appraisal Document

PDO Project Development Objective

PID Project Information Document

PIU Project Implementation Unit

PwC PricewaterhouseCoopers Limited

RBF Results Based Financing

RFTI Regional Flagship TVET Institute

RFU Regional Facilitation Unit

RSC Regional Steering Committee

SPSS Statistical Package for Social Scientists

TVET Technical and Vocational Education and Training

VETA Vocational Education and Training Authority

Inter University Council for East Africa (IUCEA) November 2021

Approach and Methodology

Inter University Council for East Africa (IUCEA) November 2021

Agreements amongst others; development of the independent verification framework, methodologies,

Verification Results for Year 3

Inter University Council for East Africa (IUCEA) November 2021

DLI 3.5: Tracer Study Conducted Annually

Verification Results of DLIs 4.1 – 7.4 implemented by NPCUs

DLI 6.1: Mutual recognition of qualifications with other countries agreed

Inter University Council for East Africa (IUCEA) November 2021

Approach for Recommendations for Financial Disbursements

Conclusions and Recommendations

Inter University Council for East Africa (IUCEA) November 2021

Overall achievement of target Performance Rating

DLI/DLR Baseline Intermediate Actual Value End % of Performance Rating

Inter University Council for East Africa (IUCEA) November 2021

Performance Rating System Overview (DLI 2.1- 3.5)

Hawassa TVET Polytechnic ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Meles Zenawi Memorial ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

General Wingate Polytechnic ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Ethiopia Railway Academy ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Holeta TVET Polytechnic ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Arusha Technical College ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Kenya Coast National ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Meru National Polytechnic ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Inter University Council for East Africa (IUCEA) November 2021

Recommendations for Financial Disbursements

RFTIs / NPCUs Total

Inter University Council for East Africa (IUCEA) November 2021

Figure 1.1: Implementation and Institutional Arrangements for EASTRIP