The program is expected to have the following overall impact: Increased income due to employment and self-employment for disadvantaged young women and men due to inclusive, relevant and well-coordinated VET and labor market insertion. To achieve this overall impact two outcomes were defined, one focusing on access and productive work level and the other focusing on the systemic level:

1. Gainful employment or self-employment through quality VET, labor market insertion and certification for rural disadvantaged young men and women:
2.  A sustainable and inclusive VET system, oriented towards regional inte-gration (within the Great Lakes Region and EAC), delivers high quality, relevant and accessible VET to all.

Risultati principali attesi:  

• At least 8’000 persons are trained in apprentice-ships and STT by June 2022, 1’600 in Rwanda, 2’600 in Eastern DRC and 3800 in Burundi. At least 50% of them will be women.
• Four TVET schools in Rwanda equipped with boarding facilities.
• 20 curricula developed for apprenticeship and dual apprenticeship, 8 gender neutral trade curricula developed jointly with private sector
• 130 trained teachers effectively provide professional orientation in secondary schools (RW:50; BU:30 DRC:50)
• 6.500 disadvantaged men and women (50% female-3.200) have been assessed and certified through Recognition of Prior Learning (RPL) (RW: 1.200; BU: 3200; DRC: 2.100)
• EAC Technical Committee on TVET meets regularly and works towards regional harmonization and recognition of certificates

Risultati fasi precedenti:  

• Access to TVET was enhanced via constructing and equipping of 6 TVET centers in Rwanda (phase I), and organizing short-term trainings and apprenticeships in all three countries.
• 95% of 8300 beneficiaries of phase II belong to the most vulnerable. 40% of beneficiaries are women.
• 80% in Rwanda, 68% in Burundi and 44% of people trained in phase II are employed.
• 639 new microenterprises were created in phase II
• 699 craftsmen were trained to train apprentices in phase II
• New trades were introduced and curricula developed, p.e. photovoltaics, boatbuilding, fishnet repairs, hairdressing
• Quality assurance and accreditation of TVET providers were reinforced. In South Kivu (SK) a framework describing the roles and responsibilities in the TVET sector was developed.
• To promote the transition from TVET training towards income and employment, the program developed business development and entrepreneurship tools in order to equip and capacitate TVET graduates.