The Summary of Terminal Evaluation
1. Outline of the ProjectCountry: Islamic Republic of Pakistan

Project title: Project for Development of Center of
Excellence (CoE) for Technical Education
and Cooperation scheme：Technical Cooperation

Issue/Sector: Education-TechnicalVocational Education and Training
Division in charge: Technical and Higher Total cost (at the time of evaluation study)：4.2million yen
Education
Division,
Human
Development Department
Partner Country’s Implementing Organization:
Periodof (R/D)
Cooperatio 15 December 2008 – 14 Technical Education and Vocational Training Authority(TEVTA)
December 2013 (5 years)n
Government College of Technology Railway Road Lahore(GCT R.R.)
Supporting Organization in Japan: Related Cooperation: The Project for Strengthening of DAE
Mechanical & Architecture Departments in GCT Railway
Road of Punjab Province (Grant Aid)
1-1 Background of the Project
The Government of Islamic Republic of Pakistan has envisaged the share of the manufacturing sector
to increase from current 18 percent of GDP to 30 percent by the end of the period of the national
development plan, Vision 2030. In order to achieve it, the manufacturing sector has been growing
annually by about 10 percent. Meanwhile, the flexible, skilled and innovative technical personnel are
required to develop, in addition to upgrading technical, legal and physical infrastructure. Lahore, the siteof this Project, is the second largest industrial city in the country after Karachi, with growing various
types of engineering industries which demand technicians in mechanical and architecture fields.
Particularly the demand for middle-level technicians who can link the construction/manufacturing sites
and management is growing fast.
The Government is reforming the system of Technical and Vocational Education and Training (TVET),
by establishing National Vocational and Technical Training Commission at the federal government leveland by developing “The National Skill Strategy (2009-2013)” which aim to implement different reforms
including establishment of Center of Excellence.
The Government College of Technology Railway Road (GCT R.R.) is a leading training institute in
Punjab. However, it faced various problems such as an outdated curriculum which had not been revisedfor more than 10 years, insufficient number and quality of trainers, unavailable placement service, weaklinkage with industrial sectors, etc.
The Project for Development of Center of Excellence (COE) for Technical Education started in
December 2008 for the period of five years, with an official request from the Government of Islamic
Republic of Pakistan to the Government of Japan, in order to address these problems, and eventually toenhance the capacity of GCT R.R. to provide quality education in Mechanical and Architecture courses
based on industrial needs as COE.
The Terminal Evaluation Team for the project is implemented by the representatives of Pakistani sideand JICA in order to evaluate the achievements of the Project and to derive lessons from the Project.
1-2 Project Overview(1) Overall Goal
Acquired knowledge of the project, which provides technical education to fulfill industrial needs, isapplied into other institutes (Mechanical and Architecture) in Punjab.

ix

(2) Project Purpose
Mechanical and Architecture courses of GCT R.R. provide quality in technical education based on
industrial needs as CoE.
(3) Outputs
1) Management system of GCT R.R. is strengthened as a CoE which can offer technical education
relevant to industrial needs.
2) Training Management Cycle (TMC) of Mechanical and Architecture courses is strengthened.
3) Placement support of GCT is strengthened.
4) Knowledge and experience of GCT R.R. is shared with other courses in GCT R.R. and other TVET
institutes.
(4) Inputs (at the time of evaluation)
Japanese Side:No. of long-term experts:
4
Equipment:
109,105,402.80 PKRs
No. of short-term experts:
3
Operational costs: 44,870,449.23 PKRs
No. of personnel trained in Japan: 18
Pakistani Side:No. of Counterparts: Main C/Ps (36), Mechanical(35), Architecture (12)Office and facilities: Office for experts
Operational costs 18,145,577 PKRs
2. Evaluation TeamJapanese side1) Leader: Mr. Tsutomu TANAKA, Director, Technical and Higher Education Division,
Human Development Department, JICA
2) Cooperation Planning: Mr. Keiichiro TANIGUCHI, Special Advisor, Technical andMembers ofHigher Education Division, Human Development Department, JICA
Evaluation
3) Evaluation Analysis: Ms. Yuko OGINO, Senior Consultant, KRI International Corp.
Team
Pakistani side1) Mr. Irfan Ali, Chairperson, TEVTA
2) Lt Col (R) Hamid Ghani Anjum, TI (M), GM-Operations/Project Director, TEVTA
3) Engr. Arif Ali Nadeem, Principal/Project Manager, GCT R.R.
Period of
8 - 21 September 2013
Type of Evaluation: Terminal Evaluation
Evaluation
3. Results of Evaluation
3-1 Project Performance(1) Output
Output 1 is achieved in light of all PDM indicators including use of computerized data for
management (Indicator 1-1), participation from significant market players in IMCs and working
groups (Indicator 1-2), conducting various collaborative activities with industries (Indicator 1-3),
organizing working group meetings for promotion of college-industry linkages (Indicator 1-4) andpublic relations through newsletters and Webpage (Indicator 1-5).
Output 2 is achieved in light of all PDM indicators covering whole process of TMC including TNA(Indicator 2-1), revising curriculum based on industrial needs (Indicator 2-2), which have been
officially approved at both provincial and federal levels. The project has trained master trainers(Indicator 2-3) and teachers (Indicator 2-4), revised teaching materials and examination papers(Indicator 2-5), completed installation of equipment and maintenance activities (Indicator 2-6) andxconducted M&E (Indicator 2-7), which are all incorporated in TMC Manual (Indicator 2-8).
Output 3 is overall achieved (achieved in Mechanical and in the process of being achieved inArchitecture) in light of PDM indicators including computerized data on placement, internship andopportunities (Indicator 3-1) managed by Career Section and both Departments. Career Counseling(Indicator 3-2) as well as students’ and employers’ satisfaction on job placement (Indicator 3-3 and3-4) were achieved for Mechanical and are planned to be conducted for Architecture. Appropriate
support for Architecture is to be discussed in consideration of different employment trends from
Mechanical.
Output 4 is achieved in light of all PDM indicators for holding seminars (Indicator 4-1), participation
rate of institute (Indicator 4-2) and rate of understating of the participants (Indicator 4-3) in both
departments.
(2) Project Purpose
Project Purpose is likely to be achieved in light of PDM indicators for Mechanical and Architecture
courses as follows:
Employers’ satisfaction (Indicator 1): For Mechanical, 72% of employers are satisfied withperformance of 2012 pass outs3 compared with other pass outs who graduated before year of 2011.
For Architecture, 80% of employers are satisfied with performance of the pass outs, but not in thequestion of before-after comparison and the number of eligible respondents were limited. An
additional survey for Architecture is scheduled to be conducted for more coverage of employers.
Graduates’ satisfaction (Indicator 2): For Mechanical, 95% of the 2012 pass outs is satisfied with newcourse contents compatible to industrial needs, and for Architecture, satisfaction rates are 95% for
curriculum and 100% for equipment.
Passing examination rates (Indicator 3): For both courses, passing examination rates (%) of students
under revised curriculum have increased by approximately 20 to 30 points as compared to those before
the curriculum revision.
(3) Overall Goal
Overall Goal is likely to be achieved. Following the Pakistani system on DAE curriculum, the revised
curriculum for mechanical technology has been adopted by all GCTs in Punjab (19 colleges including
GCT R.R.) For architecture technology, the revised curriculum is adopted by private colleges that have
DAE Architecture course across the Punjab Province4 The introduction of the project outputs has assuch already in progress, but sufficient support is required for proper introduction and implementation of
the revised curriculum such as 1) trainer training, and 2) curriculum compliant labs and equipment.
3-2 Summary of Evaluation Results(1) Relevance
Relevance is high. The project is in line with the needs of Pakistan and Punjab that promote skill
development in middle level technical personnel, and the needs of relevant target groups of GCT R.R.,
TEVTA, NAVTTC, industries in Punjab and students. The project is consistent with policies inPakistan and Japan. In National Skills Strategy (NSS) 2009-2013 as TVET policy in Pakistan, 20
reforms are proposed including establishing industry specific Centers of Excellence. In the latest
Japan’s Country Assistance Program for Pakistan (2012), assistance to TEVT sector through3
4

Pass outs are graduates of GCT R.R., and 2012 pass outs are the 1st batch of graduates under the revised curriculum.
Among GCTs in Punjab, only GCT R.R. has Architecture Department.

xideveloping CoE is clearly positioned in one of the 3 priority pillars. The project strategy is concluded
to be appropriate in terms of project approach (output 1~4) and other aspects such as selection of GCT
R.R., 2 departments, and target groups. There have also been linkages with TVET Reform Support
Programme (2011-2015) assisted by other development partners, and synergy effects with the Grant
Aid supported by the Japanese Government for GCT R.R. under which new building for Architecture,various equipment items necessary for both Mechanical and Architecture Departments have been
provided based on the needs of revised curriculum. Due to the election in May 2013, new Government
administration took the office. The present Government also strongly supports the development of
TVET Sector.
(2)

Effectiveness
Effectiveness is high because the Project Purpose is achieved in light of PDM indicators as well asother evidences such as increased merits of admissions and accreditation results of Mechanical
Department. All such achievements have been contributed by Outputs of the Project.

(3)

Efficiency
Efficiency is fairly good. Output 1, 2 and 4 have been overall achieved as planned. Output 3 is achievedin Mechanical and in the process of being achieved in Architecture. Institutionalization of Career Section
within GCT R.R. management system needs to be improved for sustainability. Equipment have beenpurchased, delivered, and installed as planned but it was time consuming at an initial stage of the Project
because of long procedures and there was a shortage of teachers of Architecture Department at the time ofevaluation. Inputs from Japan and Pakistan have been mostly appropriate and efficiently utilized except forsome issues: delay in fielding Japanese experts in some posts and frequent changes of C/Ps in the 1st halfof the Project.

(4)

ImpactImpact is potentially high if TEVTA continues its commitment to sustain and disseminate theproject outputs. The Overall Goal is likely to be achieved because the introduction of the project
outputs has already in progress, but sufficient support is required for proper introduction andimplementation of the revised curriculum. No hampering factors for achieving Overall Goal isidentified concretely as yet, but for wider dissemination throughout to Punjab, huge resources are
required particularly for replacing latest machines and providing teachers training. As a ripple effect,
introduction of co-education in Architecture Department is first-ever achievement at DAE level of
GCT, and giving a notable impact. The first batch of female students (21 graduates) successfully
graduated in 2013.

(5)

Sustainability
Sustainability is potentially high but subject to TEVTA’s commitment.
Policy and institutional aspect: Policy environment/institutional settings are likely to continue favourably
both at federal and provincial levels, as mentioned in the Relevance.
Organizational and financial aspect: Organizational development of management aspects of GCT R.R. has
been steadily progressing including the development of various data base and creating Career Section etc.
However, the position of Career Section is still not fully institutionalized under TEVTA/GCT R.R.
including staffing and budget appropriation. It is necessary to define the roles and responsibilities, scope ofwork, personnel and budgets for sustainability of Career Section and job placement services by GCT R.R.
In addition, TEVTA's organizational capacity strongly affects the sustainability of GCT R.R. as well as forother TVET institutions to adopt good elements of the Project, and therefore capacity building of TEVTA
is further required. On financial aspect, according to the past 5-year budget records of GCT R.R. theamounts from TEVTA have been steadily increasing. In addition to such TEVTA budget, GCT R.R. hasxiiInstitute Own Funds which can be used at Principal's discretion. Considering such budget status, it is mostprobably that necessary costs after the Project will be met by Pakistan Side.
Technical aspect: Overall, C/Ps at GCT R.R. have been developed to be able to conduct the courses of therevised curriculum. They have become technically independent in this regard. For maintenance ofequipment in Mechanical Department, local agents are available for all the newly introduced equipment,
and they are usually introduced in the local industries. Therefore, maintenance can be done locally without
technical problems. For maintenance of equipment and facility in Architecture Department, technicalcapacity of teachers is sufficiently developed to be able to maintain.
Dissemination mechanism: Dissemination into other institutions in Punjab is primarily the TEVTA’s
responsibility. TEVTA is preparing a plan of actions. Dissemination at federal level is beyond projectpurview and Pakistan side will take care. Since the curriculum developed under the Project has become
national curriculum, NAVTTC is in a position to be responsible for proper dissemination.
3-3 Contributing Factors(1) Factors related to planning1) Completing Training Management Cycle (TMC): Completing the whole Training Management Cycle(TMC) for three years has been effective in terms of assuring quality and relevance of the revised
curriculum as well as enhancing capacity development of teachers and C/Ps, and organizations.
2) Comprehensive project design: The inter-related three components of the project, such as college
management including industries linkage, TMC, and the job placement support, which provides acomprehensive project design for strengthening GCT R.R. as CoE, have a synergy effect toprovide quality technical education.
3) Good Training Needs Assessment (TNA) and Plan of Operations (PO): Conducting ahigh-quality training needs assessment has provided a good picture of industrial needs and has
promoted college-industry linkages. Making a feasible and detailed plan of operation in the
beginning of the project has also been effective in terms of project management. All these aspects
have accelerated the proper implementation in the later project period.
(2) Factors related to implementation process
1) Consistency at GCT R.R. and TEVTA: Project Focal Person in TEVTA has remained the same
throughout the project period, and the present Principal (PM) has been in the office for the last 3
years. At departmental level, TEVTA has complied with a basic policy not to transfer teachers who
got trained under the Project in principle. All such arrangements have maintained consistency of the
project management and implementation particularly for the 2nd half of the project.
2) Regular Meeting on Project Management: Communication with regards to project management has
been improved compared to the time of MTR by establishing monthly meetings chaired by
GM-Operations (PD) with attendance of Principal (PM), TEVTA relevant staff and Japanese Expert
Team.
3) Commitment and ownership of Pakistan side: Strong commitment and cooperation from authority of
TEVTA as well as strong ownership of concerned C/Ps personnel is a contributing factor.
3-4 Hampering Factors(1) Factors related to planning
Fixing discrepancies between planning and implementation regarding curriculum revision: In the earlystage of the Project, the most critical discrepancy was related to the system of curriculum revision in
Pakistan. First, curriculum revision is not done at GCT level but at TEVTA which is a primarily
responsible organization. Second, DAE curriculum is common all over the country in Pakistan.
Completely aligning with the formal system was required accordingly.

xiii

(2) Factors related to implementation process
1) Shortage of Teachers and staff: At Architecture Department, there are 8 teachers at the time ofevaluation out of 13 sanctioned posts and no lab technician is employed. From the both aspectsof teacher workload as well as subject coverage, number of teachers is in short.
2) Frequent changes of C/Ps: Frequent changes of C/Ps in the 1st half of the Project, together withthe problem of recruitment and deployment of trainers (short staffing, transfer and workload) arehampering factors for smooth implementation of the project.
3) Delay in fielding Japanese experts: First Chief Advisor was appointed 4 month after the Projectcommencement, and expert of Architecture was appointed after the 1st year revision of
curriculum. Timing of fielding TMC Expert (Apr.-May 2012) would have been done earlier inorder to maximize the effectiveness and efficiency of their services.
3-5 Conclusions
Based on the evaluation results, the project purpose is likely to be achieved although there are someefforts to be made continuously towards the end of the Project. It is appropriate to complete the project asscheduled. The Team would like to acknowledge tremendous efforts made by those who have been
involved in the Project for the last five years. In the 1st half of the Project, there were lots of groundworks to get all the mechanisms on board, particularly to the curriculum revision based on the industrial
needs as it was central to the Project design. Based on such foundation, the 2nd half of the Projectextended its focuses on strengthening linkages with industries and job placement support which areparticular features of the Project. In view of such achievements, sustainability is a next agenda for allconcerned to confirm. TEVTA is fully aware of their responsibility. Details are given in therecommendations.
3-6 Recommendations(1) Recommendations for the rest of the project period1) Integrating Website of Architecture Department into College Website;
2) Establishing gender-wise data management for students in Architecture Department;3) Completing and disseminating TMC Manual for relevant users;
4) Strengthening Career Section, including defining roles and responsibilities, scope of work,
necessary staffing and budget;
5) Promoting services by Career Section for students of Architecture Department.
(2) Recommendations for the period after the termination of the cooperation
Regarding the sustainability of achieving the Project Purpose
1) TEVTA / GCT R. R. are expected to have and implement a teacher recruitment plan on the basisof the age structure of the college;
2) TEVTA / GCT R. R. are expected to make efforts on raising the quality of education under thetwo shift teaching system, especially improving the quality of the afternoon session;3) TEVTA / GCT R. R. are expected to continue implementing the industrial linkage activities withhaving an annual plan;
4) TEVTA / GCT R. R. are expected to continue holding dissemination seminars regularly, so thatthe knowledge and experiences of GCT R.R. are shared within other courses of the college andother GCTs in Punjab;
5) TEVTA / GCT R. R. are expected to strengthen support system for female students in
Architecture, including the job placement support;
6) TEVTA / GCT R. R. are expected to secure the necessary budget on promoting the quality ofeducation of GCTs.

xiv

Regarding the sustainability of achieving the Overall Goal
1) TEVTA / GCT R. R. are expected to strengthen the Career Section in the college and other
GCTs in Punjab, including deployment of the full-time counselor;2) NAVTTC/TEVTA are expected to start preparing for the next curriculum revision timing from2014;3) TEVTA is expected to evaluate the situation of the adopted revised curricula among the other
GCTs and take necessary actions based on the result of evaluation;4) TEVTA is expected to identify the fields and skills of other GCTs in Punjab for expanding theknowledge and experiences of the Project gained in GCT R.R.5;
5) The Pakistan side is expected to strengthen PR activities to disseminate lessons learnt of theGCT R.R. among other parts of Pakistan.
3-7 Lessons Learnt
The following findings within the project can be utilized for the similar projects in the future:1) Completing the whole Training Management Cycle (TMC) for three years enhances capacity
development of teachers and C/Ps, and organizations;2) The inter-related three components of the project, such as college management including
industries linkage, TMC, and the job placement support, have a synergy effect to provide
quality technical education;3) Conducting a high-quality training needs assessment and to make a feasible and detailed plan ofoperation in the beginning of the project accelerates the proper implementation in the later
project period.
4) In revising curriculum, the formal system of curriculum development and revision of the partnercountry needs to be well confirmed in advance, and accordingly organizes the implementation
structure completely aligning the system.

5

The Chairperson of TEVTA requested for further cooperation when the mission members visited his office on 16th of
September 2013.

xv