Asia
1. Outline of the ProjectCountry:

Project title:

Malaysia

Course on Engine Electrical & Electronics System Services (EEESS)

Issue/Sector:

Cooperation scheme:
Third-Country Training

Division in charge:

Total cost:

Southeast Asia Division, Regional Department
I(Southeast Asia)

Period of Cooperation

Fiscal Year 1998 2003

Partner Country's Implementing Organization:
Vocational training instructors of the Ministry of Human Resources, Centerfor Instructor and Advanced Skills Training (CIAST)

Supporting Organization in Japan:
Related Cooperation:
Third Country Training Program; "Advanced Skill Training on Fuel Injection System Services

1-1 Background of the ProjectCenter for Instructor and Advanced Skills Training (CIAST) was established with the sponsorship of the government of Japan
under "the ASEAN Human Resource Development Project," which was initiated by former Japanese Prime Minister, ZenkoSuzuki. CIAST is a vocational training center under the Ministry of Human Resources in Malaysia. The Japanese government
has transferred techniques to CIAST through the dispatch of experts, provision of equipment, and acceptance of trainees.
In order to utilize the results of technical transfer and to promote South-South cooperation, CIAST implemented its first ThirdCountry Training Program (TCTP) entitled "Advanced Skill Training on Fuel Injection System Services" from 1992 to 1996. Dueto its positive achievements, the Malaysian government suggested continuing the course. However, this was not realized
because of the Asian Economic Crisis.
The Asian Economic Crisis acted as a turning point, and the project was selected as part of the urgent human development
support measures. It was initially designed for all ASEAN countries, and was to be continued for the duration of one year.
However, the Malaysian government requested to continue. Discussion on project design was held in August 1999 between theMalaysian and the Japanese governments. Upon consideration of the ripple effect of past technical transfers and the promotionof cooperation in the region, both governments signed the Record of Discussion (R/D) on August 24, 1999 to execute thetraining course. The target of the project was expanded to other developing countries in Asia-Pacific region.

1-2 Project Overview(1) Overall Goal
To provide participants from countries in the Asia-Pacific region with an opportunity to learn techniques in the field of electronicmechanical engineering as well as the Engine Electrical and Electronic System Services (EEESS).
(2) Project Purpose
1) To acquire the latest techniques in Engine E&E system relating to:Servicing various E&E devices related to the engine such as charging, starting and ignition system;
Handling engine electrical rewiring and fault finding;
Carrying out proper testing procedures;
Using correct tools and measuring instruments to determine measurements on clearance and limit required and specified 2) To
cooperate in strengthening Asia-Pacific network for the practice of advanced skill training on EEESS.

(4)Input
Japanese side: (at 2002)
Short-term Experts

3Equipment

5.82 Million ten (in 1999)

Trainees received

61

Local Cost

approx.21.6 million yen (70% of total)

Malaysian Side:Counterparts

4

Local Cost

RM 292,336.5 (approx. 9.28 million yen: 30% of total)

Others:Facilities, repairing equipment, management and development of training contents(5) Participating Countries
Cambodia, Laos, Indonesia, Malaysia, Philippines, Papua New Guinea, Thailand, Nepal, East Timor, Fiji, Kiribati, Tonga,Solomon, Vanuatu and Nauru

2. Evaluation Team
Members ofEvaluation TeamJICA Malaysia Office(Commissioned to: P.E Research Sdn Bhd)

Period of Evaluation

17 January 2003 - 17
March 2003

Type of Evaluation:
Terminal Evaluation

3. Results of Evaluation
3-1 Summary of Evaluation Results(1) RelevanceSeventy-seven percent (77%) of ex-participants who responded to the questionnaire mentioned that the acquired knowledge
and skills are related to their work, or they are being utilized at their respective working places. Hence, relevance of the training
was evaluated as high.
(2) EffectivenessEighty percent (80%) of the ex-participants responded that the contents of the training met their expectation and they have fullyutilized the skills and knowledge. Hence, the level of achieving the objectives of the project was high.
(3) Efficiency
As a result of losing experienced lecturers at CIAST and the appointment of new lecturers for 2000, the participants did not rate
the efficiency highly. The efficiency of input quality was also evaluated as being lower in the latter half of the project.
As for the contents of the training, 99% of the ex-participants who responded to the questionnaire indicated that the training wasefficiently managed as a whole, even though some complained that the time allocation on lectures and practices was not very
well managed. Therefore, the project was highly efficient as a whole.
(4) Impact
Eighty-five percent (85%) of the ex-participants responded that they transferred the acquired knowledge and skills at CIAST tothe colleagues and students through trainings and workshops in their respective countries. There was a machine workman (aparticipant in 1999) who was promoted lecturer. Judging from these facts, the training had substantial impact.

(5) Sustainability
Judging from the results of the survey, the acquired skills and knowledge in the training was shared among those who worked
with ex-participants to some degree. Moreover, the target fields were directly connected to the business of private companies,
and the demand for the training was high. Hence, the sustainability of the knowledge and skills acquired through the training
was high. As for the sustainability of CIAST in the target fields, its sustainability of techniques and knowledge was evaluated as
somewhat low because CIAST had not actively gathered enough information on the rapidly progressing techniques in the target
fields.

3-2 Factors that promoted realization of effects(1) Factors concerning Planning
There was a need from the participating countries to master the skills and knowledge in maintaining and repairing automobiledevices.
(2) Factors concerning the Implementation Process
Experience and capacity of the participants were appropriate for the course.

3-3 Factors that Impeded Realization Effects(1) Factors Concerning the Planning
N/A.
(2) Factors concerning the Implementation Process
1) Factors concerning Japanese side:
There were some difficulties in conducting lectures in English.
2) Factors concerning Malaysian Side:
There was a tendency among experienced technicians to move from the public to the private sector in Malaysia. The sametendency was also observed in CIAST.
Know-how gained through the training was not accumulated in CIAST.
Visual-aid equipment was rarely used in lectures. Due to this, more time had been spent in explanation thus resulting in reduced
time for practical sessions.
The efforts of CIAST were insufficient to improve the knowledge level of lecturers.

3-4 Recommendations(1) Recommendations for government and implementing agency of the recipient country (Malaysia)
1) It is necessary to prepare for the possibility of losing experienced lecturers and to foster the successors.
2) The contents of the training should always reflect the real needs of the current market, and the teaching materials andequipment should be upgraded accordingly.
3) A comprehensive course report should be prepared by gathering documents related to the training appropriately in order toaccumulate the know-how for training.
4) It is necessary to enhance the effectiveness of delivering lectures by utilizing visual-aid equipment and gathering necessarymaterials for lectures.
5) The training curriculum should include on-the-job training at related organizations or companies for a short period in order toacquire practical working experience.
6) An evaluation by the implementing organization should be completed at the completion of the course in order to improve thecourse.
(2) Recommendations for JICA
1) Although this may be beyond the scope of this evaluation, the burden on the implementing organization was extensive, due tothe wide target country for the training. As for the invitation fee, which accounted for a large portion of the budget, the gap wastoo wide between the estimated budget and the actual total expense. In some cases, this large gap may become an obstacle inimplementing the course. In order to prevent these risks in implementing cooperation, it may be desirable to reduce the numberof invited countries by being more regionally focused.
2) Upon acceptance of the project, JICA should explain clearly to the implementing agency that it is very important to conduct acomprehensive evaluation and to provide feedback.

3-5 Lessons Learned(1) Matters related to the host country and the target fields (policy, technical level, society/culture/custom, organizational system,economy/politics, etc.)
Malaysia is a preferred choice for a partner country of JICA's South-South cooperation because Malaysia will be committed inplaying a more positive role towards building South-South ties. This is emphasized in the Eighth Malaysia Plan settled in FY
2001.
(2) Matters relating project operation and management1) Due to wide disparities among various implementing agencies to conduct courses, a thorough survey must be carried out on
the organizational structure of the implementing agency at the commencement of a project.
2) There are substantial hidden costs inherent in the program (including unexpected transportation and communication costs,electricity, invitation fee, etc.) which must be taken into account to ensure that the real expenses will not exceed the estimatedamount.
3) The implementing agency frequently had communication troubles with the contact agencies of external assistance anddispatch agencies of the invited countries, which hampered the acceptance process of trainees. It is necessary to improve thecommunication network for smoother acceptance process of trainees.