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Presentation by Shamit Chakravarti
Social Sector Economist, SAHS
ADB Gender Workshop
Manila6 August 2014
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Structure of presentation
I. Meghalayabrief socio-economic context
II. ADB Loan and piggy-back TA: Structure/Components
III. Gender and social inclusion
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MeghalayaSocio-economic Context
Land-locked and hilly state (Garo, Khasi, and Jaintia ranges)in north-east India with population of 3 million; more than70% forest cover, mineral reserves, and plentiful rain
Poor infrastructure and narrow manufacturing base; a
special category state dependence on central assistance
86% tribal population (Khasis56%, Garos34%; plussmaller tribesHajongs, Koch, Rabha etc); 90% Christian
Population grew at 27.8% during 20012011 as compared toall India average of 17.8. Fertility rate of 4.1highest in India
56% of Meghalayas population is under 25 years versus49% for Indiafocus on human capital development is critical
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MeghalayaSocio-economic Context (contd)
Literacy rates (2011 census): Total (74.4); Female (72.9);Male(75.9)
Gross Enrolment ratios (2011): Secondary (49% boys and49.9% girls) and HS (13.7% boys and 17.3% girls)
Selected health indicators: IMR as per SRS 2012 (49); MMRas per NRHM in 2010-11 (239.3)
In 2012, 56.5% of Meghalayas workforce was in agriculture,
31.6% in services, and only 11.8% in the secondary sector
In 2011-12 about 65.4% of the workforce was self-employed,16.6% were casual laborers, and only 17.9% was employedin the formal sector (regular salaried jobs)
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Gender Context
Meghalayas tribes are matrilineal
Even though indicators such as female literacy, enrolment, andsex ratio are sound, females face several barriers
Low representation of women in the village/tribal councils andother bodies such as school management committees and
legislative assembly Fair representation of women in the Meghalaya State Civil
Services and amongst teachers
Poor infrastructure and teaching in schools, outdated vocational
training programs, and narrow economic base of the stateconstrains both, females and males
Additional constraints for females (lack of proper toilets, poortransport connectivity, few job opportunities, difficulty inmigrating out of the state for jobs)
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Meghalayaschools / vocational training
Of the 961 secondary and higher secondary (SHS) schools, 591
(62%) are government-aided schools where 71% of thestudents (all from poor households) study
Aided schools are not eligible for infrastructure support fromGOM and only receive limited grant funding; schoolinfrastructure is poor
15,000 untrained primary school teachers, and 5700 plusuntrained SHS teachers
Only one higher secondary (grades 11 and 12) school for everyfive secondary schools (up to grades 9 and 10)
High drop out rate, no career counseling at the school or collegelevel, and poor learning outcomes
Government-dominated vocational training system
Low employabi li ty of youth / high unemploym ent and
al ienation 6
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Supporting Human Capital Dev. In Meghalaya
ADBs first loan to India in education and skill development
Indias first external loan support for integrated secondaryeducation and skill development
Gender is not treated as a separate stand-alone
component, but it permeates through the entire design of
the loan and its implementation
NGO-led focus group discussions covering ALL districts andrepresentatives of ALL tribal groups during loan design
Detailed Indigenous Peoples Plan, Gender Action Plan,Communication Strategy, and Consultation & Participation Plan
Positions for gender specialists in the JFPR funded capacitybuilding firm (British Council) and project managementconsulting firm (Accenture)
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Part II: ADB Loan - Structure
/Components
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Country India
Loan No. 3033-IND
Project Title Supporting Human Capital Development
in MeghalayaBorrower India
Executing Agencies DoF, GOM
Implementing Agencies PIU 1: Department of Education
PIU 2: MSSDS/Department of Labor
Loan Amount $100.00 million
Loan Data
Fact-Finding Mission 12 to 19 November 2012
Loan Negotiations 23 July 2013
Date of Board Approval 27 September 2013Date of Loan Agreement 23 January 2014
Date of Loan Effectiveness
In Loan Agreement
Actual
28 April 2014
07 March 2014 ahead of time)
Closing Date 31 March 2019
BASIC
DATA
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Impact: Enhanced Employabilityof Meghalaya's Youth
Outcome: Improved quality and deliveryof secondary and higher secondary (SSand HS) education and skill developmentprograms in Meghalaya
Output 3:Increasedawareness andparticipation
Output 1: Improvedteaching and learning ingovernment-aided SSand HS schools
Output 2:Increasedcapacity andresponsiveness oftechnical andvocational education
Output 4:Improvedproject managementand monitoring andevaluation (M&E)
i. Upgrading 117 government-aidedprivate schools to RMSA standards
ii. Promoting interactive teachingand learning tablets with educationand career counseling modules andbuilt-in solar panels
iii. Training of 3500 secondary levelteachers
iv. Upgrading 6 teacher trainingcenters
i. Skills Challenge Fund underMSSDS to catalyze private
and public skills trainingproviders
ii. Upgrade training equipment,curriculum, and deliverymethods of selected publictraining providers andMeghalaya-based VTPs
i. Enhancing
awareness andparticipation throughstate-widecampaigns
ii. Livelihooddevelopmentsupport / careercounseling
i. ProjectManagement
Consultantsii. Design andSupervisionConsultants
iii. NGO (forawareness building)iv. Firm for doing skill-gap analysis andM&E
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Progress to Date British Council (Capacity building), Accenture (Project
Management Consulting - PMC), LEA Associates (Design andSupervision - DSC), and Institute of Applied ManpowerResearch (for skill gap analysis and M&E) engaged
Civil workscontracts of $3.6 million for 5 out of 10 lots for 15
schools in East Jaintia, Khasi, and Ri-bhoi districts awarded.
Remaining 5 lots for 15 school buildings for about $3.6 millionexpected to be awarded by early Sept 2014
LEA Associates working closely with PWD to initiate design of
remaining schools with focus on Garo Hills
Total con tract awards - $12.3 m il l ion; imprest advance of
$5.5 mi l l ion o r (Rs33 crores) to GOM w ithin 4 mon ths o f
loan effect iv i ty thanks to advance act ion !
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Part III: Gender and social inclusion
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Gender and Social InclusionCivil Works
Gender questions included in the structural conditionassessment of schools to be upgradedinvaluable source ofgender-disaggregated data
Improved toilets and school facilities; rain-water harvesting;and access for physically challenged
GOM requested to improve access roads to schools
Education
Factor in gender sensitization modules into teacher training
Tailor career counseling modules to meet the different needsand aspirations of females and males
MOUs signed between DOE and selected schools to includeprovision for encouraging representation of women in theSMCs and monitoring drop out rate
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Gender and Social Inclusioncontd
Vocational Training Current government run industrial training institutes (ITIs) only
offer courses such as welding, fitting, electrical, and plumbingwhich do not attract females
25% reservation of seats for women in General ITIs
Only 1 womens ITI in Shillong offering courses such as hair &skin care and dress making. To be revamped (in terms of courses,instructor training, and equipment)
Total number of women trained during 2012-13 is 180 against atarget of 268
Engagement of private skills providers under the Skill ChallengeFund for the Meghalaya State Skill Development Society willenable widening of relevant vocational choices for females
Formal sector employment opportunities for women to be exploredoutside Meghalaya too. Large trainers such as IL&FS are seeingan increase in women candidates willing to go out of the state
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Gender and Social Inclusioncontd
Communication and Outreach
NGO to be engaged - local Khasi and Garo resource persons tobe recruited for outreach, counseling, addressing school drop-outs, and mobilizing youth (females and males) for skills training
Brochures and pamphlets will be prepared in the local Khasi,Garo, and Jaintia languages in addition to English and Hindi.
Gender specialists engaged under PMC and capacity buildingfirm will help design the outreach material
Community mobilizers to be based in each of the 11 districts
Anthropologists, livelihood development specialists, andcommunity mobilizers to ensure that the benefits reach thewomen / different tribes in remote parts as well
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Gender and Social Inclusioncontd
Surveys and M&E
Gender related issues included in the needs analysis surveysand skill-gap surveys that are being undertaken
Strong M&E component and tracer studiesfocus on results
All results to be presented in gender-disaggregated manner
Strengthen the socio-economic and employment data base forentire statewill help in evidence based planning to meet thedifferential needs of females and males
Administration Project Director and Deputy Directors will be assisted by the
Social Safeguards/ Gender Specialists in handling outreachactivities, and redress grievances
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M h l Aid d S h l
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MeghalayaAided-Schools
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MeghalayaSkills Training
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