Situational Analysis
-2825753077210TECHNICAL & FINANCIAL FILE“Skilled Young Palestine” – Improving Resilience and Job opportunities for Youth”PALESTINEDGD CODE: NAVISTION CODE: PZA1804411Version 15 January 201900TECHNICAL & FINANCIAL FILE“Skilled Young Palestine” – Improving Resilience and Job opportunities for Youth”PALESTINEDGD CODE: NAVISTION CODE: PZA1804411Version 15 January 2019Table of contents TOC \o "1-2" \u Acronyms and abbreviations PAGEREF _Toc535352994 \h 2Executive summary PAGEREF _Toc535352995 \h 4Analytical reccord of the intervention PAGEREF _Toc535352996 \h 61Situational Analysis PAGEREF _Toc535352997 \h 71.1Youth under pressure in Palestine PAGEREF _Toc535352998 \h 71.2Unemployment among youth PAGEREF _Toc535352999 \h 71.3Employment policy and institutional setting PAGEREF _Toc535353000 \h 81.4Skills mismatch PAGEREF _Toc535353001 \h 121.5Technical Skills Development in Palestine PAGEREF _Toc535353002 \h 141.6Personals skills: a complex concept PAGEREF _Toc535353003 \h 172Strategic orientations of the intervention PAGEREF _Toc535353004 \h 272.1Guiding principles and approaches PAGEREF _Toc535353005 \h 272.2Geographical scope PAGEREF _Toc535353006 \h 282.3Intervention logic PAGEREF _Toc535353007 \h 292.4Beneficiaries PAGEREF _Toc535353008 \h 302.5Strategic partners PAGEREF _Toc535353009 \h 312.6Implementing Partners PAGEREF _Toc535353010 \h 312.7Other stakeholders PAGEREF _Toc535353011 \h 313Intervention Framework PAGEREF _Toc535353012 \h 333.1General objective PAGEREF _Toc535353013 \h 333.2Specific objective PAGEREF _Toc535353014 \h 333.3Expected results PAGEREF _Toc535353015 \h 333.4Activities PAGEREF _Toc535353016 \h 383.5Synergies with ongoing initiatives of Enabel PAGEREF _Toc535353017 \h 433.6Other relevant donor initiatives PAGEREF _Toc535353018 \h 443.7Transversal themes PAGEREF _Toc535353019 \h 443.8Sustainability PAGEREF _Toc535353020 \h 453.9Logical Framework PAGEREF _Toc535353021 \h 464Risk Analysis PAGEREF _Toc535353022 \h 495Execution modalities PAGEREF _Toc535353023 \h 525.1Legal Framework PAGEREF _Toc535353024 \h 525.2Duration PAGEREF _Toc535353025 \h 525.3Implementation and follow up structure PAGEREF _Toc535353026 \h 525.4Operational management PAGEREF _Toc535353027 \h 545.5Financial management PAGEREF _Toc535353028 \h 575.6Monitoring and Evaluation PAGEREF _Toc535353029 \h 596Resources PAGEREF _Toc535353030 \h 616.1Financial resources PAGEREF _Toc535353031 \h 616.2Human resources PAGEREF _Toc535353032 \h 636.3Material resources PAGEREF _Toc535353033 \h 637Annexes PAGEREF _Toc535353034 \h 647.1Annex 1: Work plan PAGEREF _Toc535353035 \h 657.2Annex 2: Analysis of other donor initiatives (source: EU database) PAGEREF _Toc535353036 \h 69Acronyms and abbreviationsAFDAgence Fran?aise pour le DéveloppementAMQFA.M. Qattan FoundationBC33rd Management ContractBMOBusiness Membership OrganisationsBSISBusiness Start-up Incubation SupportCBOCommunity Based OrganisationCVETContinuous Vocational Education and TrainingDigCompDigital Competence (Framework)EnabelBelgian Development Agency(F)CCI(Federation of) Chamber of Commerce and IndustryCNCComputer Numerical ControlCPCooperation ProgrammeD4DDigitalization for DevelopmentDAIDevelopment Alternatives Inc.DFIDDepartment for International DevelopmentDGDDirectorate-General for Development Cooperation and Humanitarian AidDFIDDepartment for International DevelopmentECIBEnhancing Capacities for Institution BuildingEJEast JerusalemEntreCompEntrepreneurship Competence (Framework)ETFEuropean Training FoundationEUEuropean Union FAOFood and Agriculture Organisation of the United NationsFPCCIAFederation of Palestinian Chambers of Commerce, Industry and AgricultureGSGaza StripGDPGross Domestic ProductGIZDeutsche Gesellschaft für Internationale ZusammenarbeitHR(M)Human Resources (Management)ICTInformation and Communication TechnologyILOInternational Labour OrganisationITAInternational Technical AdvisorIVETInitial Vocational Education and TrainingHCYS The Higher Council for Youth & Sport IRPALIslamic Relief Palestine (IRPAL)LET (councils)Local Employment and Training (Councils)MENAMiddle East and North AfricaMOLMinistry of LabourMOFPMinistry of Finance and Planning(M)SME(Micro-,) small and medium-sized enterprisesNEETNot in Employment Education or TrainingNGONon-Governmental OrganisationNPANational Policy AgendaNTANational Technical AdvisorOECDOrganisation for Economic Cooperation and DevelopmentOHSOccupational Health and SafetyPAPalestinian AuthorityPalTrade Palestinian Trade CentrePCBSPalestinian Central Bureau for StatisticsPFESPPalestinian Fund for Employment and Social Protection of WorkersPITAPalestinian Information Technology AssociationPMDPPalestinian Market Development ProgrammePPPPublic Private PartnershipPS(D)Private Sector (Development)PSUOPrivate Sector Umbrella OrganisationRiSEResilience in Schools in East JerusalemROFResults Oriented FrameworkRTCRegional Technological CentresSASpecific AgreementSDFSkills Development FundSTE(A)MScience Technology Engineering (Arts) and MathematicsTFFTechnical & Financial FileTdHTerre des HommesTFPTechnical and Financial Partner(T)VET (Technical and) Vocational Education and Training UNFPAUnited Nations Population FundUNICEFUnited Nations International Children's Emergency FundUNRWAUnited Nations Relief and Works Agency for Palestine RefugeesVTCVocational Training CentreWBWest BankWBLWork-Based LearningExecutive summaryThe intervention “Skilled Young Palestine – Improving Resilience and Job opportunities for Youth”, for an amount of 4 million euros and a scheduled duration of 36 months, aims to contribute to support Palestine in gaining economic autonomy and building up resilience among Palestinian youth.The private sector in Palestine is one of the key drivers for economic growth and vital for future job creation, but Palestinian enterprises face many restraints because of the political instability, unresolved conflict, and continued restrictions on movement, access to resources, services and trade. Mainly youth and women are strongly affected by unemployment and underemployment. The gap in the labour participation rate between men (72%) and women (19%) in Palestine remains the highest in the MENA region. Employers report a strong mismatch between the supply of skills and the demand on the labour market. Both technical and personal (key competences) are lacking.Estimates are that by 2050, the youth population in Palestine will more than double. Young people and adolescents are heavily influenced by the society they grow up in and the surrounding environment. This environment is marked externally by the forces of the Israeli occupation and internally by the Palestinian political fragmentation and a patriarchal society.The intervention aims to increase youth resilience in vulnerable areas in Palestine by improving the transition to employment and self-employment through improved skills and competences. This will be done through the provision of technical skills training on the one hand and entrepreneurship key competences, life skills and digital skills training on the other hand.As a starting point, productive sectors will make a self- assessment of the concrete technical and (inter-) personal entrepreneurial skills needed to reduce the particular skills mismatch in their sector existing in the Palestinian labour market. The intervention will then apply a dual track approach where young people will follow either an ‘employment track’ or a ‘resilience track’. A total of 1200 young people will embark in an “employment track” where they will be trained in vocational training centres and private companies in up to date technical skills. In addition, these youngsters will also receive additional training focused on 21st century skills which include entrepreneurship key competences, life skills and digital skills training. This part of the training will be offered in community-based centres where high-tech innovation labs will be installed. These innovation labs will also open their doors to 900 particularly vulnerable local youth wishing to develop their own 21st Century skills outside of school hours in a tailor-made ‘resilience track’.The proposed areas of intervention are the West Bank, Gaza and East Jerusalem. The specific locations will be selected, based on the activities of the selected private sector umbrella organizations and based on the vulnerable youth data from UNICEF and UNFPA. The intervention will build upon expertise from recent successful Enabel interventions and will seek close collaboration with other international donors, local actors and Belgian organizations. To assure a swift and agile implementation, funding and support schemes will be developed and mechanisms will be installed to enhance the sustainability of the skills development process.The rights-based approach is transversal in the whole intervention, allowing right holders to have easier access to quality services, and to claim their rights towards the different duty bearers. Specific attention will be given to young women and early school drop-outs to facilitate their integration and access to the labour market by assuring training for job profiles that are attractive to young women and by providing indirect incentives for companies to allow them to enter a Work-Based Learning scheme in their company as part of the training.The main institutional partner is the Ministry of Labour. As this intervention is essentially demand driven, and not a classical ‘sectoral and institutional support project’, it operates with and through a wide range of stakeholders and partners. The direct beneficiaries are Palestinian youth, especially vulnerable youth and young women. The main implementing partners are private sector umbrella organizations, vocational training centres, private enterprises and community-based organizations. Analytical reccord of the interventionName & codesIntervention name: “Skilled Young Palestine – Improving Resilience and Job opportunities for Youth”DGD code: NN xxxNavision code: PZA1804411Responsible InstitutionsMinistry of Labour and EnabelResults chainThe overall objective is to increase the resilience of Palestinian youth in vulnerable areas in Palestine. The specific objective is to improve the transition of youth to employment and self-employment through improved skills and competences. Result 1: Increased labour market opportunities for youth by supporting technical skills development demanded by the labour marketResult 2: Young people have gained 21st century skills necessary for work and life.Budget Belgian contribution is 4 million € Duration The implementation period of the intervention is 36 months. The duration of the Specific Agreement (SA) is 48 months. BeneficiariesDirect beneficiaries: Palestinian youth between 16 and 29, with a focus on vulnerable youth, including women, from disadvantaged areas.Implementing Partners: Private Sector Umbrella Organizations, Palestinian enterprises, TVET providers and Community Based Organizations.Strategic Partners: Ministry of Finance and Planning, Ministry of LabourIntervention zonesPalestine: West Bank, Gaza and East-JerusalemSituational AnalysisYouth under pressure in PalestineChildren and youth in Palestine under the age of 29 comprise over 50% of the population. Estimates are that by 2050, the youth population will more than double. In the West Bank, and East Jerusalem, young Palestinians are particularly under pressure by a severe lack of safe public spaces and high in -school violence rates. Enrolment rate for secondary education is currently at 68% which means that 32% of youngsters drop out of schools before obtaining their high school diploma. Particularly boys are affected by high violence rates and miss out on high school diplomas. Young people are also confronted with administrative detentions, arrests, restrictions on their freedom of movement by Israeli Defence Forces and, increasingly, assaults by Settlers in the West Bank and East Jerusalem according to OCHA, the United Nations Office for the Coordination of Humanitarian Affairs. The situation in Gaza is also highly problematic for young people. The amount of youth under 30 is even higher than the West Bank, consisting of 70% of the population. The blockade on Gaza is entering its 11th year with severe impacts on trade and access to goods, depriving youth of work and learning opportunities. Recently, a surge of protests is taking place in the context of the “Great March of Return” that started on the 30th of March 2018. Until November 2018, more than 171 Palestinians have died during the protests in Gaza, of which 41 boys and 2 girls. Out of the 24,362 injured, 2,274 were children. Likewise, a decrease in funding for the United Nations Relief and Works Agency for Palestine Refugees (UNRWA), which serves around 70% of the population in Gaza, has led to even worse health and educational service delivery, a collapsed infrastructure and decreased psycho social assistance and opportunities for youth to engage in constructive out-of-school activities. Young people and adolescents have been very much influenced by the situation and the coercive environment, externally by the forces of the occupation and internally, by the Palestinian Fragmentation, loss of identity and a patriarchal society. During youth and adolescence, human beings begin the transformation from childhood to adulthood, having to formulate their identities, beliefs and behaviour. Being exposed to high rates of violence and discrimination is extremely damaging during this formative part of life.Unemployment among youthPalestine has one of the highest literacy rates in the world amongst its population. Yet, young people are faced with high unemployment rates and youth unemployment is still on the rise. According to the Palestinian Central Bureau of Statistics (PCBS), youth unemployment rate increased in 2017 compared to 2007. The unemployment rate among individuals (15-29 years) in Palestine increased in 2017 as it reached 41.0% (33.7% among males and 66.7% among females) compared with 2007 where it was 30.5% (29.4% among males and 35.6% among females). Looking at the West Bank only, the unemployment rate among individuals in the age group increased slightly from 25.6% in 2007 to 27.2% in 2017, but it increased significantly in the Gaza Strip from 39.8% to 61.2% during the same period. The gender gap in the labour participation rate is significant between men (72%) and women (19%) in Palestine which is the highest gender gap of the MENA region.Looking at years of schooling, unemployment is particularly high among youth graduates, exceeding 55%. The rate of unemployment among graduates (15-29 years) holding intermediate diploma degree or higher was 55.8% during 2017 (37.8% for males and 72.0% for females) compared to 41.5% in 2007 (31.7% for males and 52.5% for females). Real GDP growth of the Palestinian economy reached 2% in the first half of 2018. This positive figure masks a steep deterioration of the economy in Gaza. While the West Bank’s economy grew with 5 percent, Gaza’s economy was kept afloat in recent years by large transfers including donor aid and spending of the Palestinian Authority (PA). Both sources recently declined significantly, resulting in a shrinking of 6 percent of the economic activity in Gaza. The private sector is one of the key drivers for economic growth and job creation, but Palestinian enterprises are facing the negative consequences of political instability, unresolved conflict, non-tariff trade barriers, imposed supplementary security checks, additional administrative burden and continued restrictions on movement, access to resources and trade. Allowing mobility and access to resources is crucial to building investor confidence and developing industry and high value-added service sectors that would support a prosperous Palestinian economy, generate employment, and protect against future violence. The complexity of the task of stimulating the growth of the private sector of an aid-dependent economy is aggravated by Israeli restrictions and the West bank / Gaza Strip divide.Additionally, it has been assessed that about 50% of Palestinian economy is informal and a significant part of the Palestinian working force is employed in Israel.Employment policy and institutional settingNational employment policiesAs a response to the main challenges for the period 2017 – 2022, the Palestinian Authority (PA) launched a new National Policy Agenda (NPA), with under the pillar of Sustainable Development, the 6th National Priority being ‘Economic Independence’ in which ‘Building Palestine’s Future Economy’ and ‘Creating Job Opportunities’ and ‘Improving Palestine’s Business Environment’ are national policies. The following policy interventions will need to help shape the ‘Economic Independence’ pillar: Rebuild Palestine’s productive sectors, focusing on manufacturing, agriculture, tourism and restoring Gaza’s industrial baseExpedite job creation through public-private partnershipDevelop job creation programmes for graduatesEnsure safe work environment through application of health and occupational safety standardsSupport and promote the digital economyEnhance ICT’s role as a business enablerThe 7th national priority is ‘Social Justice and Rule of Law’ for which ‘Gender Equality and Women’s empowerment’ and ‘Our Youth, Our Future’ are the national policies with the following planned interventions:Remove barriers that prevent the full participation of women in community and economic development and public lifeEmpower and equip Palestine’s youth to participate meaningfully in public life and state buildingEnsure that our youth are provided with opportunities for a successful futurePlace particular focus on assisting disadvantaged youth. The institution responsible for employment policies is the Ministry of Labour. It deals with the employment sector in close partnership with other stakeholders involved in TVET and employment such as the Ministry of Education and Higher Education and the Federation of Chambers of Commerce and Industry. Issues on the rights of employees and business owners remain important. Many of the micro and small enterprises are informal and issues arise with regards to the employee’s rights regarding decent work and decent pay, health and safety, insurance and social security, etc. Even in formal enterprises, not all employment is formal, and not all rules and regulations regarding minimum salary, insurance, and other employee’s rights are respected. Furthermore, the Israeli businesses established in the settlements can profit from large subsidies, tax breaks and lenient labour rights (minimum wages, working hours, safety, unions, …) and environmental regulation (pesticides, waste, …), leading to distorted competition. The Palestinian Decent Work Programme 2017–2020, jointly developed by the International Labour Organisation (ILO) and the Palestinian government, is therefore an important policy document that lays down objectives for economic development and employment. In 2018, the National Inter-ministerial Committee for Employment was established as a coordinating body between the Ministry of Labour, National Economy, Agriculture, Education and Higher Education, Social Development, and Finance and Planning. The secretariat of this committee is the Development Centre that was established under the Higher Council for TVET (see below). Data on the labour market are gathered mainly through two sources: labour force surveys carried out every six months by the Palestinian Central Bureau of Statistics and information gathered through the one-stop shops (see below). An information system was established in all active one-stop shops in 2012. But challenges in gathering labour market information and skills needs persist. Many organisations and research centres, such as the Palestine Trade Centre (PalTrade), carry out labour market studies to identify trends and help employers. EU policies on employment in PalestineThe EU Joint Strategy in Support of Palestine 2017-2020, serves as a strategic umbrella for European bilateral programming and implementation plans. The strategy is aligned with the NPA and consists of five pillars, including the pillar of ‘Sustainable Service Economic Development’ and three transversal themes of youth, gender and environment. For each pillar, a Results-Oriented Framework (ROF) has been developed to steer/formalise a more structured and coherent results-oriented policy dialogue, with a stronger monitoring and evaluation of the Palestinian Authority's achievements in key areas. The Results-Oriented Framework (ROF) offers a results chain at the impact and outcome level with indicators and yearly milestones for key areas in all pillars of which the ROF of Labour is the most relevant one for this project. Additionally, the EU also developed a ROF for transversal themes of youth, gender, and environment. The indicators in the logical framework of ‘Skilled Young Palestine’ are aligned with the ROFs of Labour and Youth (see Logical Framework).Private Sector Umbrella OrganizationsPrivate Sector Umbrella Organisations (PSUOs) provide a wide range of specialized services that benefit their members, support them in their business endeavours and carry the responsibility of representing their members in the administrative, technical and advocacy roles with the aim of improving the business enabling environment. The following PSUOs are active in Palestine: Federation of Palestinian Chambers of Commerce, Industry and Agriculture (FPCCIA)Palestinian Federation of Industries (PFI) Palestine Trade Centre – Paltrade Palestinian Federation of Businessmen’s AssociationsPalestinian Information Technology Association of Companies (PITA) Palestinian Banking AssociationPalestinian Contractors Union or Union of Insurance CompaniesAdministrative Services for Tourism IndustryShipper’s CouncilPrivate Sector Umbrella Organisations (PUSOs) play a vital role in supporting their members by providing them with technical and/or financial support which helps them to expand their markets and to be introduced to new markets. The Federation of Palestinian Chambers of Commerce, Industry and Agriculture (FPCCIA) has branches in all governorates in the West Bank as well as a branch in East-Jerusalem and Gaza. Together with the Ministry of National Economy, the FPCCIA, implemented the “Private Sector Development Cluster Project” (PSDCP) with the support of the Agence Fran?aise de Développement (AFD) aiming to achieve sustainable economic development by means of a cluster approach. These clusters comprise groups of companies in the same geographic regions that share local resources, use the same technology and form linkages or alliances with each other. Five such clusters were initiated in Furniture (Salfit), Tourism and Creative Arts (Jerusalem), Stone and Marble (Hebron, Bethlehem), Leather and Shoe (Hebron) and Date and Palm (Gaza). The AFD also introduced a skills development fund at the level of FPCCIA to increase ownership of the PSUOs and to assure the sustainability of funding. Skills development funds will be discussed later in this project document. Local Employment and Training Councils (LET)At the governorate level, the Local Employment and Training (LET) councils are non-formal bodies that contribute to identifying skills demand and to enhance TVET’s relevance to the local labour market. Four LET councils were established in the West Bank with the support of GIZ and with various degree of success. In Gaza, one LET council was established with close links to the Palestinian Fund for Employment and Social Protection of Workers (PFESP) (see below). To date, the LET councils have been very active in international initiatives (e.g. the EU-funded TVET support programme), in which they have been given a specific role (skills needs analysis, assessment of proposals, advisory role for the projects, etc.). Beyond the bounds of these donor initiatives, however, the councils have suffered from a lack of financial and human resources.Palestinian Fund for Employment and Social Protection of Workers (PFESP)The Palestinian Fund for Employment and Social Protection of Workers (PFESP) has the mandate to support economic development and combat poverty and unemployment. The PFESP is composed of representatives of the government, the employees and the employers, civil society, women and other national or corporate entities. The PFESP hosts One-Stop-Shop services to entrepreneurs and start-ups, business development services and lending services. Each sector fund in Gaza under this umbrella is connected to the PFESP.The Palestinian Fund for Employment and Social Protection is responsible for the different labour market policies: It assists with job placements for graduates in the private sector for six months of employment by subsidising 50% of their pay;It supports self-employment and micro-enterprise creation to integrate Palestinians from the settlements after the boycott of settlement work;It empowers female entrepreneurship in deprived and marginalised areas through business grants and support to cooperative associations;It implements self-employment and cooperative projects targeting people with disabilities, ex-detainees, settlement workers and vocational and academic graduates through cooperation with the Palestine Credit and Development Body.One-stop shops, initiated by GIZ and now integrated into the PFESP are replacing the old public employment offices and provide Palestinians with a range of services. One-stop shops deliver career guidance and counselling services encompassing vocational guidance, employment counselling, guidance on self-employment and small enterprise creation, industrial relations, and job placement for jobseekers, graduates, unemployed people, dropouts and others. The career guidance role is rather new and has been very much appreciated by the one-stop shops’ target group. National Entrepreneurship CentreA National Entrepreneurship Centre is being established by the Ministry of Labour with the construction of centre in Birzeit (north of Ramallah). The Entrepreneurship Centre aims to be a centre for state-of-the-art upgrading of vocational skills as well as a vocational self-employment hub. The Centre will primarily target graduates of vocational education, particularly those with a desire to start up their own business. A second target group will be unemployed graduates with a desire to change their career paths by gaining vocational skills and becoming self-employed. The Centre will offer technical training and life skills training, using student-centred learning methods. The Centre will become one of the Ministry of Labour’s VTCs. Skills mismatchThe economy of Palestine is widely dominated by small, family-owned businesses. Approximately 97% of enterprises employ fewer than 10 employees, negatively impacting the economy. Micro and small enterprises are more at risk during economic crisis linked to the political situation. The prevalence of micro and small enterprises affects skills development and employment opportunities, as majority look for unskilled and semi-skilled workers to pay lower wages.A significant share of these micro-small companies is informal. In 2015, 62% of total employment was informal. The figures decrease proportionally to increased educational attainment. This negatively impacts the development of appropriate skills needed by the labour market. Two big challenges are high unemployment for youth, and women.Regardless of a high unemployment ratio, business owners face problems in finding skilled labour for vacancies due to a skills mismatch between ‘demand and supply’, and tend to underinvest in continuous training of their employees. Through recent formal consultations held by Enabel, business owners and sector representatives reported a skills mismatch between their needs and the supply of competent candidates. This prevents companies from becoming more competitive and to be able to create more employment in Palestine. Indeed, a detailed 2015 Care report found that East Jerusalem employers particularly reported difficulties in filling job vacancies (88 percent of employers), followed by Gaza employers (69 percent) and West Bank employers (51 percent). Employers from all three regions equally believe that the skills gap problem is severe. A major factor for this skills mismatch is the fact that general education has always been preferred over technical education, resulting in a very low attendance rate in TVET programmes (see further) at all levels of initial and continuous vocational education and training. Apart from a strong preference for general education and for the humanities streams in higher education, particularly among women, the provision of a TVET programme lacks resources and is very gender stereotyped for women, with the programmes of ‘Beautician’ and ‘Fashion Design’ programmes making up for 49% of the students in all TVET offered at the level of secondary education for girls.According to the Care report, the most difficult sectors to fill in vacancies are the ICT sector, the agricultural and tourism sector and Industry sectors with both technical skills and personal skills lacking as shown in Figure 1. Figure 1: Percentage of employers finding it is very difficult to fill a job vacancy (by sector) (Care report 2015)When looking specifically at the three intervention areas (West Bank, Gaza Strip and East Jerusalem) and at the most needed skills identified by employers, the picture shows similarities and differences. Figure 2: Most needed skills for East Jerusalem employers (technical skills in yellow and personal skills in orange) (Care report 2015).Figure 3: Most needed skills for West Bank employers (technical skills in yellow and personal skills in orange) (Care report 2015).Figure 4: Most needed skills for Gaza employers (technical skills in yellow and personal skills in orange) (Care report 2015)From this analysis, it is clear that both technical skills and personal skills need to be strengthened and that the need differs according to the geographical area. The different types of skills and the provision of training for these skills will be discussed in the following sections. Technical Skills Development in PalestineOverview of technical skills developmentTechnical and Vocational Education and Training (TVET) offers programmes that are primarily designed to lead to a job in the labour market. A distinction is made between initial VET (IVET) and continuous VET (CVET). Initial VET (IVET) programmes are comprehensive programmes for young people before entering the labour market. It typically includes many upper secondary and tertiary (higher education) programmes. They usually have a long duration and lead to a diploma recognised by the Ministry of Education and Higher Education. Continuous VET (CVET) comprises of all sorts of non-formal training programmes, designed for those people who already have a first degree and/or are unemployed. The programmes can be provided by a wide range of institutions such as Vocational Training Centres (VTCs) that are public or private, or NGOs but also by enterprises or private sector umbrella organisations. They are typically short in duration, accredited by the Ministry of Labour and are targeting a skills level that is medium or lower, focussing on a more technical, operational skills set. The advantage of continuous VET is that these programmes are short and can be easily adapted to the changing needs of the labour market. TVET in PalestineHistorically, the attractiveness of TVET in Palestine has been very poor as parents and students aspire higher education opportunities, even though unemployment rate is very high among graduates in Palestine. This low attractiveness of TVET has resulted in only 2% of youth enrolled in upper secondary vocational education of which only 0.6% are female students. Data on attendance in TVET at the level of higher education and CVET are less reliable. Table 1 gives an overview of the estimated amount of TVET institutions and their respective number of students.Table 1: Number of students and institutions of public and private TVET providersWBGazanumber of institutionsstudentsnumber of institutionsstudentsTechnical colleges (IVET)14600047000Secondary TVET (IVET)1522597745Vocational Training Centres (Including NGOs and UNRWA) (CVET)885391102700Rehabilitation Centres (Incl. vocational centres for people with disabilities provided by NGOs) (CVET)82686651Total1391811096As stated above, the Ministry of Labour (MoL) and the Ministry of Education and Higher Education (MoEHE) are the main licensing bodies for TVET providers in Palestine. They can be public or private institutions. The Ministry of labour has 9 governmental Vocational Training Centres (VTCs) in the West Bank and 5 in Gaza. Besides these public centres, there are also 76 non-governmental organisations that offer trainings that are licensed by the Ministry of Labour. Finally, 16 rehabilitation centres offer vocational courses. The VTCs range from hosting 120 up to 310 students offering a wide range of short programmes in the industrial, ICT and commercial sectors, services and health sector. Finally, UNRWA has 4 TVET centres (Jerusalem, Ramallah and Khan Younis and Gaza City). TVET is not the core function of UNRWA and with the financial restrictions, the TVET centres are heavily under pressure.In order to increase the collaboration between the two ministries and the different TVET providers, a number of overarching management structures were set up at different levels, which is the Higher Council on TVET, and the Development Centre. Most donor funding for TVET in Palestine has historically been allocated to the MoEHE centres. The MoL reports a chronic underfunding of their vocational training centres. The ECIB project of Enabel however has proven that VTCs have the competences of providing quality short term trainings with the Work-Based Learning scheme (see infra). In recent year, support for the TVET sector has declined. The main donors were GIZ, EU and Enabel. Both GIZ and EU are currently finalizing their ongoing projects and will be mostly withdrawing from the TVET sector towards private sector development. Recently Canada and Turkey have expressed interest in supporting the TVET sector. Norway has also allocated budget for GIZ to do a punctual intervention in TVET. Finally, Islamic Relief is continuing its support for the TVET sector in Gaza. Work-Based Learning in TVETWork-Based Learning (WBL) is in many countries an essential element of TVET provision. It includes a diverse set of practices where part of the learning takes place in a company. It can range from brief periods allowing the learner to observe a workplace to structured long-term apprenticeships. WBL has four major advantages, according to the Organisation for Economic Cooperation and Development (OECD). First, WBL can offer a high-quality learning environment, allowing students to acquire practical skills on up-to -date equipment and under trainers familiar with the most recent working methods and technologist in a real-life environment. Second, it allows to connect potential employers and employees for later possible recruitment. Third, employer provision of Work-Based Learning provides a signal that TVET programmes are of market value and fourth, trainees in the workplace can make a significant and productive contribution.WBL was not yet integrated broadly in TVET in Palestine before 2014, apart from the long-term dual studies supported by GIZ and World Bank at the level of university colleges and universities. Enabel implemented a project between 2014 and 2018 called ‘Enhancing Capacities for Institution Building’ (ECIB) focused on the skills development of youth with the main aim to improve employment opportunities for youth in Palestine. ECIB introduced WBL in secondary schools, technical colleges and – to a lesser extent, Vocational Training Centres (VTCs). The introduction of WBL meant that institutional partnerships between TVET institutions and private sector companies were set up so trainees could practice their technical skills in the companies The WBL approach was more flexible than the dual study approach of Germany. The time spent in-company could range from 30% to 60% according to the specific needs of the job profiles. Between 2014 and 2019, ECIB trained a total of 2943 young people through the WBL approach of which only a pilot of 487 students were trained in VTCs. Additional to the training of young people, the ECIB programme also focused on capacity building: TVET institutions (including VTCs) and staff at local and national level were capacitated to implement WBL. WBL regulations were institutionalized through a WBL manual, WBL draft legislation and WBL strategy at national level. ECIB also successfully targeted vulnerable groups of young people by providing additional grants. Throughout the intervention, 45% trainees coming from a poor background, 35% trainees were female and 49% trainees came from a disadvantaged area (19% Gaza, 17% Area C, 4% East Jerusalem, 4% seam zone and 5% refugee camps)Digital transformation and TVETThe digital transformation of the labour market has a profound impact on the VET sector, with implications at the level of the curricula in terms of content, methods of delivery and assessment, on the infrastructure needed to provide the training, on the training of trainers and on quality assurance. In Palestine, the education sector has invested heavily in the digital transformation of the general education system, but TVET has not benefited from this integral approach. Continuous TVET and the digital transformation is largely dependent on more isolated initiatives with the support of donors, but has not benefited yet from an integrated approach. Personals skills: a complex conceptAs the Care report on skills mismatch showed, employers in a variety of sectors have difficulties finding skilled labour. Employers say that applicants not only lack the technical skills required for the job, but they also lack key personal skills. Personal skills have been extensively researched for decades and different frameworks have been developed to classify them. Classification of skillsAccording to the OECD in its recent report on the Future of Education and Skills, Education 2030 report, “students who are best prepared for the future are change agents. They can have a positive impact on their surroundings, influence the future, understand others' intentions, actions and feelings, and anticipate the short and long-term consequences of what they do”. For this, they need a broad range of skills, including cognitive and meta-cognitive skills (e.g. critical thinking, creative thinking, learning to learn and self-regulation); social and emotional skills (e.g. empathy, self-efficacy and collaboration); and practical and physical skills (e.g. using new information and communication technology devices).” A multitude of concepts have been developed in the past decades to describe the skills that are needed to effectively cope in a fast changing and digital society. Where previously attention in education, but also in TVET was focused on cognitive abilities, knowledge and technical competences, a lot of research has shown that by enhancing these transferrable competences, youth will have a higher change of successful participation in society as active citizens and better manage their lives in an increasing complex world. These transferrable competences have been called Life Skills or 21st Century Skills. These are skills needed both in private and social life but also in working life. Increasingly in Palestine, employers are looking for transferrable skills and labour attitudes besides the technical competences, particularly in younger employees.21st Century skills have been grouped into three main areas:Learning and innovation skills: critical thinking and problem solving, communications and collaboration, creativity and innovationDigital literacy skills: information literacy, media literacy, Information and communication technologies (ICT) literacyCareer and life skills: flexibility and adaptability, initiative and self-direction, social and cross-cultural interaction, productivity and accountabilitySimilarly, the European Commission developed the Entrepreneurship Key Competence Framework (Entrecomp) to establish a common reference framework for entrepreneurship as a competence to help citizens to develop their ability to actively participate in society, to manage their own lives and careers and to start value-creating initiatives. The Entrecomp framework is also used by the European Training Foundation (See figure 5).Figure 5: The Entrecomp Framework (European Commission)The Entrecomp framework sees entrepreneurship as a competence that applies to all spheres of life. It enables citizens to nurture their personal development, to actively contribute to social development, to enter the job market as employee or as self-employed, and to start-up or scale-up ventures which may have a cultural, social or commercial motive. The EntreComp conceptual model is made up of two main dimensions: the 3 competence areas that directly mirror the definition of entrepreneurship as the ability to turn ideas into action that generate value for someone other than oneself; and the 15 competence that, together, make up the building blocks of the entrepreneurship as a competence for all citizens.Each of the different competences that make up the framework have several descriptors and the model is built up progressively with descriptors at four levels: Foundation, intermediate, advanced and expert. The framework can be a guiding tool in a training context. Parallel to the EntreComp framework, the European Commission developed a competence framework for digital skills which was last updated in 2017, called DigComp. The framework consists of 5 digital competence areas with 21 competences. It has been used by European Training Foundation (ETF) to evaluate digital competences in EU neighbouring countries such as Palestine. However, only data for Palestine on digital skills can be found in the education sector. Figure 6: The DigComp Framework (European Commission)Digital skills are generic skills that all young people should acquire in order to function in the society of today and these skills are complementary to the above-mentioned entrepreneurship key competences. In TVET however, the digital dimension of technical skills pertaining to a job profile should also be strengthened as more and more professions require digital skills. In the sector of agriculture for example, more and more aspects are becoming digitalized like the fertilization patterns for crops, the geo-referencing of plots of land, measuring the fertility of soils, receiving real time information on weather, location of animals etc. Enabel’s E-learning project in PalestineEnabel implemented a six-year programme between 2009 and 2015 with the Ministry of Education and Higher Education. The aim of the e-learning project was to introduce the use of ICT in 288 pilot schools in the West Bank in order to enhance student-centred learning and to allow Palestinian students to acquire digital skills. In 2011, when the e-learning project just started, Palestinian schools almost did not use ICT at all. The following main results were attained throughout the project:Teacher training: Over 1,200 teachers were trained on student-centred learning through the use of ICT. A training manual was developed and became the national reference in Palestine; the training effort was later scaled up to 14,000 teachers. Bottom-up approach through school-led initiatives: a total of 1,600 learning objects were developed by teachers in a successful bottom-up approach, and uploaded to the digital teacher web portal developed by the Ministry of Education where teachers can share their learning objects with each other. In 2016 these numbers were 31,200 active users, 5,400 Learning Objects and more than 3.5 million hits. Policy advice: Six policy papers that were published in December 2015 and disseminated to a wide group of stakeholders to fuel the Palestinian policy on digitization in education. Mobile learning & apps: in 53 schools training sessions were organized to show how to use mobile devices (tablets) as a tool for new active teaching & learning methods. Moreover, 500 students developed mobile applications under guidance of 25 trained ministry experts. These mobile apps were exhibited during a mobile app fairs under UNESCO’s ‘Youth Mobile’ flag where prizes were awarded to the best application. LEGO robotics: the project also provided training and equipment to pilot the use of LEGO robotics for STEM education (science, technology, engineering and mathematics). The use of LEGO robotics not only allowed for genuine student-centred learning in STEM, but it also boasted the motivation of the students and teachers that were using the robots. The first Technology labs in schools were constructed under the project. This e-learning project was a pioneer project for Palestine and has proven to be very successful overall. Because of its integral approach, the intervention received the first D4D prize in 2016. It also enhanced efforts to integrate digital skills and technological skills into a more holistic approach in education with the first technology labs being constructed towards the end of the project and then with the support of Belgium, through the Joint Financing Arrangement. This integration of ICT with STEM is important as it strongly links to the development of 21st century skills and also requires new pedagogical approaches to properly integrate different disciplines. Considering all the different concepts that are overlapping and that refer to personal skills, the term ‘21st Century skills’ seems to be the best concept as it integrates Learning and innovation skills: Digital literacy skills and Career and life skills. It is therefore that the term ‘21st century skills’ will be used throughout this documentPhysical spaces where 21st century skills are developedDuring the E-learning project, the first technology labs were designed and piloted in schools to provide the appropriate physical space to combine digital training and STEM training. Older computer labs were renovated and equipped with technological equipment and spaces for experimentation and group work. The introduction of technology labs is an evolution that can also be seen outside of the education system as well. To encompass a wide range of possible labs, the term “innovation labs” will be used. Globally, an innovation lab (also called “Fab Labs” or “makers labs”) is a platform for learning and innovation: a place to play, to create, to learn, to mentor and to invent. This also means connecting to a global community of learners, educators, technologists, researchers, makers and innovators.” Innovation labs are a physical space equipped with industrial-grade computer-controlled fabrication and electronics tools (such as 3Dimensional (3D) printers, laser cutters, Computer Numerical Control (CNC)-milling and router machines, circuit-makers), computer hardware and software (to programme the tools and to support access to networks – generally using open-source), plus educational approaches and processes (training courses, management systems to open the space to innovators, peer to peer learning models.).An innovation lab can be used to make things, but also to create parts of machines, or even machines that self-reproduce, to build with digital materials, or create materials that are programmable and can turn themselves into parts. These spaces allow the design, prototyping and production of a great variety of highly customized physical products combining different materials (wood, metal and plastic), scales (from micro-electronics to large pieces of furniture) and technologies (including custom-made electronic components and high-speed microcontrollers)Users learn by designing and creating objects of personal interest. Empowered by the experience of making something themselves, they both learn and mentor each other, gaining deep knowledge about the machines, the materials, the design process, and the engineering that goes into invention and innovation and at the same time the participants work on vital life and entrepreneurial skills such as collaboration, critical thinking, self-reflection, and communication.Innovation labs across the world are increasingly being adopted by schools and community centres as platforms for project-based, hands-on STEM education. Users learn by designing and creating objects of personal interest or import. In educational settings, rather than relying on a fixed curriculum, learning happens in an engaging and personal context in which students go through a cycle of imagination, design, prototyping, reflection, and iteration as they find solutions to challenges or bring their ideas to life. Because they focus on cutting edge yet easily accessible digital technologies and support creativity in a flexible and adaptable manner, these labs offer a great potential of targeting adolescents and youth, a target group which is both frequently at risk and difficult to reach, and to adapt to a variety of individuals with fluctuating interests, capacities, and needs.Overview of providers of 21st Century skills training in PalestineThis section will elaborate on non-governmental and non-profit organisations in Palestine that offer support and trainings to youth focused on entrepreneurship, STEM, digital, and/or life skills, so 21st century skills.Entrepreneurship training is offered by multiple providers in Palestine in various formats and levels of quality. More classic entrepreneurship programmes in Palestine are provided by private institutions, NGOs, incubators, and universities. In the last years, Community Based Organisations (CBOs) have come more on the forefront in offering entrepreneurship skills trainings, incubation services and co-working spaces. Some prominent non-profit, non-governmental organizations that offer these entrepreneurship services include: Table 2: Organisations offering entrepreneurship trainingREFORM “Innovation Hub”The Innovation Hub by the Palestinian Association for Empowerment and Local Development (REFORM) aims to bridge the gap between different groups of Palestinian youth by offering an interactive platform for social dialogue, incubation services, community actions, income generating activities, workshops, and exhibitionsSmall Enterprise Centre (SEC)A non-profit organisation offering business development services such as capacity building, start-up facilitation, market assistance, micro-finance advisory services etc. SEC was initiated by GIZ, but now exists independently.LeadersOriginally a provider of capacity development and training services to young Palestinians, the Leaders organization has grown to implement many different projects with regards to start-up development, incubation and acceleration services, including the BSIS project by B&S and Enabel. Through this project several active incubators are now functional in Bethlehem, Jerusalem, Ramallah, Hebron and Gaza.Palestine Techno Park/uMake/Working Factory Co-working, innovation and entrepreneurial spacesDigital skills training and STEM training for youth are offered in a variety of NGOs and local community-based organisations and the demand for this kind of training is increasing. In the last few years, a number of organisations started to focus on providing activities for youth aimed at developing their digital skills, creativity and broader Scientific, Technological, Engineering and Mathematical (STEM) skills using innovative pedagogical methods such as design thinking and instruction design. Some of the following organisations were identified with particularly relevant expertise.Table 3: Organisations offering digital skills and STEM trainingGaza Sky Geeks: Gaza Sky Geeks is non-profit founded in 2011 by Mercy Corps as the first tech hub in Gaza. GSG provides a modern, safe and female-friendly co-working space for (1) digital work, (2) online freelancing and (3) start-up acceleration. GSG hosts programmes such as the pre-seed start-up acceleration programme (GeeXelerator) and the Code Academy, which provides their participants with practical technical skills. They are currently funded by Google, PalTel, Canada,?Sweden and the Netherlands, but in the future, they aim to become self-sufficient by renting out their co-working spaces. As a main player in the field with good results, Gaza Sky Geeks has strong local and international networks. Additionally, they recently started a kids/adolescent coding academy after school and organized through local community organisations where they work with Technovation (), a global competition where they combine coding skills with finding solutions for real life local problems (similar to the Enabel Hackaton.) ?GSG want to expand this part of their activities and a possible partnership will be investigated, particularly combining this in partnership with MolenGeeks from Brussels. They have their main hubs in Gaza and Ramallah and are working on expanding their expertise to Khan Younis and Hebron. A.M. Qattan Foundation (AMQF) ?Science Studio? Since October 2017, A.M. Qattan hosts an interactive well-equipped science studio in Ramallah. The studio mainly aims to spark people’s interest in sciences and support inquiry-based teaching in science education. The studio offers an interactive and creative space for scientists, educators, engineers and creators, but also for children, youth and the general public through its exhibitions and workshops.A.M. Qattan Foundation Gaza ?Child Centre ? Parallel to its Science Studio, in Gaza, the A.M. Qattan foundation founded a Child Centre, which hosts ST(R)EAM activities for primary school children and their familiesAl Nayzak “Science and Technology House”Al Nayzak is a Palestinian non-profit organization operational in Nablus, Ramallah, Jerusalem and Gaza that supports young talent in the fields of STEM (Science, Technology, Engineering, Math), by providing educational as well as entrepreneurial opportunities for young Palestinians. The Al Nayzak “Science and Technology House” offers a space for interactive exhibition of scientific instrumentsSave Youth Future Society (SYFS) SYFS is a community-based non-profit youth organization with as main aim the strengthening of youth and youth organizations in Palestine. Their thematic areas are (1) civic participation, (2) economic empowerment, (3) education, (4) capacity development. Here SFYS has interesting programmes on supporting entrepreneurs in the field of green technology; supporting youth tech hubs and a digital training programme with Gaza Sky Geeks; supporting the linking of youth with employers within their network including individualized on-the-job training with the support of the Catholic Relief Services (CRS); and supporting and building the capacities of young entrepreneurs in both traditional and innovative sectors.Terre des Hommes Lausanne (TdH) TDH is in the process of establishing the first Fab Lab in Gaza in one of the most vulnerable localities in the Northern area of Gaza; Beit Lahia. Within the CBO “ Beit Lahia Development Association” TDH has taken the responsibility to design, equip and furniture the Fab Lab in collaboration with the Fab Lab Academy of Switzerland. The target group of the project are vulnerable children and adolescents and unemployed youth. ?The project follows an integration approach between Juvenile Justice Rehabilitation Programme and the fab lab.Life skills training is provided by a number of specialized organizations such as Norwegian Refugee Council (NRC and UNICEF, often focusing on a combination with psycho-social support and physical activities (sports). UNICEF has an extended programme, particularly in East Jerusalem where they work with various local youth partners such as Burjlaqlaq Youth Centre in the old city.Table 4: Organisations offering life skills trainingBurjlaqlaq Burjlaqlaq is a non-profit social community centre based in Jerusalem supporting a range of educational, cultural, youth, sport and entertainment activities in Jerusalem. With regards to youth, Burjlaqlaq currently has several programmes on youth development and identity, focusing on enhancing communication and leadership skills and strengthening cooperation. Shareq Youth Forum Shareq Youth Forum is a prominent youth forum in Palestine focusing on the development of young Palestinians into engaged and employable citizens. They have programmes on Economic Empowerment where a mix of entrepreneurship and employability trainings, experiential learning and career guidance is given with the aim of building capacity, supporting entrepreneurship and innovation and gaining access to employment. Another initiative of Shareq is the Youth Village where environmental and cultural education is given to young Palestinians. Project Hope Project Hope is a grassroots organisation in Nablus that aims to create safe and supportive spaces for educational, recreational and artistic programmes for children, youth and other community members. Project Hope is mainly supported by Palestinian and international members and volunteers. They have workshops on language, technology and computer, art and sport education, all offered in their community education centre. Shiam Shiam is a spin-off organisation of the Palestinian Youth Local Councils (YLCs) started by Global Communities and founded by youth advocates. The organisation works on several levels. First to develop youth leadership and identity and create space to identify and solve community problems. Second, Shiam focuses on economic engagement and employment where they support vocational trainings and internship programmes. Third, Shiam supports private sector partnerships and grant funding for youth. Shiam supported and co-organised the Enabel’s Hackathon in the West Bank in 2018. Al Muntada - The Young Scientists Club Al Muntada “The Young Scientists Club” is a non-profit, non-governmental Palestinian organisation that covers the West Bank and the Gaza strip. Its main aim is to contribute to Palestinian civic society by enhancing critical thinking among children and youth in education by offering them the right tools, space and freedom of thinking through summer camps and Think-shops as well as offering trainings to school teachers to cultivate this critical thinking. From these lists, it becomes clear that entrepreneurship, digital, STEM and life skills for youth often fall under the same umbrella of “21st century skills” with different organisations already addressing the main needs of youth in Palestine (employment, critical thinking and leadership). These concepts are linked to the end goal of building the resilience of Palestinian youth. These skills can successfully be combined when using appropriate pedagogical methods in a stimulating environment. According to ETF, organizations supporting entrepreneurship still focus too much on technical entrepreneurial skills such as accountancy, developing business plans, marketing plans and not enough on entrepreneurship key competences such as financial literacy, leadership and critical thinking. When 21st century skill training is combined with technical skills training (TVET), young people will be given the opportunity of a more holistic training of both personal and technical skills that employers are looking for.Strategic orientations of the interventionGuiding principles and approachesThe overall vulnerable situation of youth in Palestine, the context of youth unemployment, particularly for young women and the skills mismatch that persists in the labour market set the contextual framework for the intervention of “Skilled Young Palestine”. Broadly, the intervention will aim to enhance job opportunities for youth in Palestine and to strengthen their overall resilience with a specific attention for young women. The project also aims to reduce the skills mismatch that employers are experiencing.The following key principles will define the intervention: To effectively reduce the skills mismatch, skills needed in the labour market, should be primarily be defined by the private sector Youth needs to strengthen both their technical skills on the one hand and 21st century skills on the other hand. Technical skills need to be provided as short term qualitative TVET trainings in order to address fluctuating needs. Vocational Training Centres are the most appropriate provider for short term training in Palestine.21st Century skills are also highly relevant for general resilience building among youth and should be offered in institutions that are easily accessible for the most vulnerable youth. Community Based Organisations (CBOs) generally have a better outreach to vulnerable people.In addition to the above-mentioned principles, the following approaches will apply in order to reach the most vulnerable youngsters and to assure sustainability of the intervention: Social targeting. Both male and female youth are affected by the situation in different ways and will need a targeted approach. Particular attention should be given to attract young women. Different strategies can be developed throughout the different phases of the project ranging from advocacy strategies to attract young women to enter skills training, to the inclusion of selection criteria to assure a minimum number of female trainees or the provision of particular grants. To motivate particularly vulnerable youth, often young out of school males, in the most problematic areas of Palestine, mechanisms should be put in place to increase their overall resilience and motivation through the provision of stimulating activities while working on 21st century skills.A human rights-based approach to the intervention means that social and labour rights should receive particular attention in any training that is provided. Safety standards and training on safety should form an integral part of training.To ensure sustainability, particular attention should be paid to the setup of sustainable and efficient public private partnerships and capacity building strategies of any training provider should be an integral part of the interventionTo successfully implement the above-mentioned principles and approaches, the intervention needs to have a swift and agile implementation modality, allowing to: Mobilize expertise in-country or abroad. E.g. in-country expertise should be mobilized to the maximum extent: identified expertise in TVET technical skills training and in digital skills training and entrepreneurship key competence training, curriculum development, Work-Based Learning, needs analysis of the provide sector, entrepreneurship and digital training, and, to some extent- in the set-up of youth skills development fund mechanisms. If in-country expertise is not available, Belgian – or international- expertise will be mobilized Increase initiatives through competitiveness. Throughout the identification phase of this intervention, different expert organizations have been identified who could implement specific parts of the intervention (e.g. curriculum development of TVET of entrepreneurship key competences and/or digital skills training; TVET training providers; CBOs able to host the innovation labs etc.). Because there is good local expertise available, a competitive process will be launched through calls for proposals to identify interested beneficiaries and competent providers of expertise. Belgian procedures will be applied for grants and procurement. Rationalize the means available. Skills development in TVET and for 21st Century skills can have a large cost in terms of equipment and infrastructure. The intervention should look for rational ways to organize the funding of training. Where infrastructure and/or equipment is available, this must be used and not duplicated elsewhere. A maximum number of stakeholders should be able to make use of what is (made) available. Additional, co-financing mechanisms will be investigated to increase sustainability. It will be explored how the private sector can contribute to the skills training of young people. The type of support offered in the intervention should be differentiated and tailor made according to the concrete needs of the sector and according to the area of intervention. The private sector is differently organized in Gaza than in the West Bank. The demands for skilled labour vary extensively across the areas and all operate in a different legal system in which they function, which has repercussion on how the private sector operates, and also how necessary equipment can be imported. Finally, the great diversity between West Bank, East Jerusalem and Gaza will also have an effect on the selection of human resources that will be made available for this project.Geographical scopeThe main strategic orientations will be valid for the whole Palestinian Territory, but specific activities and partnerships will be developed according to each area. The exact choice for the precise intervention areas will largely depend on what selected private sector umbrella organizations (PSUOs) will define as their skills needs and where their member private companies’ activities are based. However, the intervention does aim to ensure a geographical spread of the activities. Broadly, the project aims to cover at least three localities in the West Bank, at least three localities in Gaza and at least one locality in East Jerusalem.Intervention logicBased on the above-mentioned principles and approaches, the following graph shows the broad intervention logic that will be followed in order to reach the objectives of the intervention. As a starting point, the private sector defines their skills needs. These will entail both technical skills and 21st Century skills. Two tracks will be provided for two target groups of beneficiaries: (1) The ‘employment track’. The primary beneficiaries for the “employment track” are youth looking for training that leads to a concrete employment opportunity. For this group, training in technical skills will be provided by VTCs and other not for profit CVET providers and this group will also follow training in 21st century skills provided in innovation labs in a CBO. (2) The ‘resilience track’. Young vulnerable people living in the vicinity of the CBOs that will be equipped with an innovation lab, will follow a ‘resilience track’. The objective for this “resilience track” is to provide them with stimulating activities to work on their 21st century skills through a coaching trajectory, rather than a fixed training with scheduled attendance hours. These local vulnerable youth will follow this coaching trajectory in the same innovation lab of the local CBO where the youngsters of the employment track follow their 21st century skills training.Schematically the intervention logic can be presented as follows:Figure 7: Schematic representation of the intervention logic of Skilled Young PalestineBeneficiariesThe intervention will be targeting youth, which in Palestine is defined as persons between the ages of 16 and 29. The final beneficiaries of this programme are vulnerable youth, including young women, from disadvantaged areas. Among these youth, two specific groups will be targeted: ? Youth in the “employment track”: the primary target group of this track will be young adults that have obtained a secondary education diploma and that are not working (the so-called NEET group- Not in Employment, Education or Training). This group will therefore be aged mostly between 18 – 29 years. These youth will follow a specific training programme comprised of TVET training on technical skills and 21st century skills training. A second group of beneficiaries will join the so called “resilience track”. The target group for this track are particularly vulnerable local adolescents and young adults (in- or out-of-school youth) targeted ideally between the age of 16 to 20 years. Similarly, a number of indirect beneficiaries of the programme can be identified. Indirect beneficiaries are defined as persons or organisations that have no direct contact with the intervention, but are affected by it through the direct beneficiaries (World Vision, 2015)Strategic partners The main institutional partners will be the Minister of Labour (MoL). The MoL will be the representative of the project to the Inter-ministerial High Committee for Employment and to the Higher TVET Council. Other main stakeholders that will be involved and consulted on a regular basis such as: The Ministry of National EconomyThe Higher Council for Youth & Sport The Higher Council of Innovation and ExcellenceLET councilsImplementing PartnersThe private sector umbrella organisations (PSUOs): These PSUOs will receive capacity building and coaching to define the precise labour market needs in specific sectors and they will be a crucial partner to implement a financing scheme called ‘Skills Development Fund’ (see below) that aims to enhance the sustainability of the training offered. Palestinian enterprises: These private sector companies, which will be member of a PSUO, will be able to define their precise need for skills through their memberships of a selected PSUO. They will be receiving young trainees as part of a Work-Based Learning trajectory in their companies and ultimately will be able to hire a qualified young ET providers: Public and private not for profit Vocational Training Centres will be able to provide high-quality TVET training focussed on technical skills. They will receive support to develop new curricula or update current ones, to acquire new equipment if needed, and to train young adults in labour market relevant training programmes. Community Based Organisations (CBOs): Because of their outreach to vulnerable youth, CBOs will be selected to provide all the 21st century skills training. Innovation labs will be installed in the CBOs to provide an adequate environment for the training. Temporary staff will be provided and existing staff will be trained to organise the trainings. Other stakeholdersInternational and multinational institutions will be approached as experts with regards to skills development, improving entrepreneurship, job creation and private sector development, including support to entrepreneurial and labour rights. The following partners were identified:International Labour Organisation (ILO) on Decent work agenda and safe work environmentFood and Agricultural Organisation (FAO) on analysis of value chains and agriculture, fisheries and (solar) energy programme in GazaWorld Bank on their co-financing schemes for skills developmentUNFPA on Youth Peer networks and mobilising youthUNICEF on their work with youth in East Jerusalem Mercy Corps on their expertise in training on digital competences (cfr. Gaza Sky Geeks)A.M. Qattan Foundation on their innovative pedagogical approaches and their science studio. GIZ and their LET councils and experience with one stop shops and career guidanceIslamic Relief Palestine (IRPAL) on their support to VTCs in Gaza.European Training Foundation (ETF) on the Torino Process, the Small Business Act in Palestine, the EntreComp and DigiComp frameworksBelgian Sector funds and Regional Technological Centres for the exchange of know-how and the establishment of sectoral skills development facilitiesSTEM academies and Tech hubs in Belgium or Europe for installation of Innovation hubs, training on digital and Entrepreneurship key competences such as Belgian Makers labs, Technopolis and MolenGeek, The precise collaboration modalities will be defined throughout the project according to the established Belgian procedures. Calls for proposals for grants or processes for procurement will be launched when the expertise is available in different organisations. With the Belgian partners and ETF, MoU’s will be signed to define the precise collaboration. With ILO, the existing MoU with Enabel can be used to specify specific the collaboration. Intervention FrameworkGeneral objectiveThe overall objective is to increase the resilience of Palestinian youth in vulnerable areas in PalestineSpecific objectiveThe specific objective is to improve the transition of youth to employment and self-employment through improved skills and competences.Expected resultsThrough developing technical skills and 21st century skills, needed to work and to live in a fast-changing society, young people become change agents. The results of the intervention are divided by the kind of competences to be acquired (technical skills or 21st century skills) and the type of providers that will provide the training. Result 1: Increased labour market opportunities for youth by supporting technical skills development demanded by the labour marketThis result aims at supporting companies in Palestine to recruit young people with the required and up-to-date skills, needed in their sector. This will help the private sector to reduce the existing skills mismatch. It starts from the principle that the private sector is best placed to determine those needs.The private sector in the driving seatPrivate Sector Umbrella Organizations (PSUOs) will play a key role in this result. They are not-for-profit entities that have a role of providing services for their members (private sector companies). PSUOs will be asked in first instance to determine their skills needs in particular sectors. The PSUOs will be selected through a call for proposals on the basis of the following criteria: The quality of the proposal for particular skills needsThe gender-neutrality of the proposals and/or potential to attract female traineesThe number of participating member companies that would benefit from new skilled labourThe absorption capacity of companies to take in trainees under a Work-Based Learning systemThe capacity of the PSUO to manage a skills development fund (see below). Once the PSUOs are selected, skills needs of their members will be further analysed in terms of the technical skills and the 21st century skills that are related with the selected profession. The result of this analysis will be a proposal for a TVET training that will focus on the technical aspects and this will be the focus of result 1. The 21st century skills will also be translated into a training programme that will be developed under result 2 (see below). Quality TVET programmesFor the technical skills training (TVET training), the intervention will build upon the successful experience of the ECIB programme of Work-Based Learning (WBL). The WBL method will be integrated in all trainings. The intervention will make use of the existing materials that were developed under ECIB in order to train all participating TVET providers and companies that will be receiving trainees. An additional element to all training programmes will be added to ensure digital elements are systematically integrated in the curriculum of each training provided. Finally, each training programme will also need to include a module on social and labour rights connected to the Decent Work Agenda and Occupational Health and Safety (OHS). The pilot of the ECIB programme with VTCs has shown that even a short introduction on OHS during the training can make companies and trainees aware of the importance of a safe working environment. In order to respond to the changing needs of the labour market in a flexible way, and to offer the training in a short timeframe, Vocational Training Centres (VTCs) and other not for profit CVET providers, accredited by the Ministry of Labour will develop and provide the training programmes using Work-Based Learning (WBL) in all the trainings. The trainings cannot exceed 640 hours of trainings (approx. 4 months full time training). The VTCs will be financially supported through the skills development funds as explained below.Funding mechanism: Skills Development FundsLearning from the experience of the ECIB programme, public VTCs cannot legally manage funds as they do not have an own bank account. The management of the training during the ECIB programme therefore was entirely done by Enabel which was not only cumbersome but also not sustainable. To address these challenges, the concept of Skills Development Funds (SDF) will be developed and implemented. Skills development funds are funds that are most often managed in a country by the Ministry of Labour and/or (in collaboration with) the private sector or private sector umbrella organisations. The fund is usually used to provide training for employees or job seekers to tackle the mismatch between demand for and supply of skilled workers. In the framework of ‘Skilled Young Palestine’, the precise modalities of this type of fund will be elaborated in full detail in the first months of the project by a consultancy in collaboration with Belgian partners. It should take into account Belgian procedures and legislation on the provision and management of grants, and it will assure an appropriate financial and quality control mechanism from the part of Enabel to follow up on the funds. It is envisaged that these Skills Development Funds will have the following characteristics: They should be based at sectoral level because PSUOs are well structured and mature organisations and already have strong links with different TVET providers such as VTCs. The fund should be used for skills development of young jobseekers in a particular sector, the so-called candidates for the technical TVET training in the ‘employment track’. The fund should be able to pay for the trainers and equipment in the VTCs, safety material for trainees in the workplace during their WBL training, transportation of trainees to companies, and scholarships for particularly vulnerable youth…. The fund will have a defined set of criteria to determine the size of the grants for each Skills Development Fund. Enabel already has successful experiences with the introduction of a Skills Development Fund in the TVET programme in Uganda. The difference with the fund envisaged in Palestine is that the Ugandan Skills Development Funds are not sector based, but regionally based, that they are still managed to a great extent by Enabel and that they are solely donor funded funds. In Palestine, Enabel seeks to go further: to set up SDFs that are to a great extent managed by PSUOs themselves, but with the appropriated control mechanisms by Enabel, that are sector based and that have a system of co-financing by the private sector. In Palestine, World Bank and AFD have also been experimenting with skills development funds but they are focused on upgrading skills of existing employees in companies. In Belgium there is also a large experience with skills development funds or ‘Sector Funds’. Each sector in Belgium has a ‘Sector Fund’, which is managed by a board of directors with representatives of employers and labour union representatives from a particular sector. This fund is used, amongst others, for skills development and is financed by contributions of the private sector. In Flanders, the sector funds are also subsidized by the Flemish Government in order to provide incentives to train the most vulnerable youth in their member companies. Regional Technological Centres (RTCs) are Centres, funded by the Flemish Government that also help to implement the skills development needs of the Sector Funds, by bringing together all TVET providers in a particular region and the members (companies) of a particular sector. The Sector Funds and the collaboration with the Regional Technological Centres have proven to be highly effective in tackling skills gaps in a particular sector. As stated above, in result 1 of this intervention at the start of the project, missions from Sector Funds and a Regional Technological Centre from Belgium will be conducted and a consultancy will be launched, in order to define a blue print for a Skills Development Fund mechanism that serves as a financing mechanism for supporting the technical training provided by VTCs or other CVET providers and for incentivizing vulnerable youth to follow the training as part of their ‘employment track’. Through the mechanisms of the skills development funds, VTCs will be selected by the PSUOs that host the SDF. VTCs will provide the TVET training and they will receive financial support from the SDF to be able to conduct the training. Up-to-date equipment for the training courses will be provided through the skills development fund. However, to increase sustainability and cost of maintenance, maximum use will have to be made of existing infrastructure and equipment in the companies. Finally, particularly vulnerable youth should be supported through the skills development fund by providing scholarships to be able to attend the trainings as was already applied in the ECIB programme. Result 2: Young people have gained 21st century skills for work and lifeThis result aims to strengthen the resilience of youth and increase their 21st century skills as defined by the labour market through sectoral analyses. Accessible and attractive places for 21st century skills trainingAs elaborated in result one, PSUOs will be selected through a call for proposals where they will define specific skills development needs for their respective sector; and TVET providers are selected to organise the technical TVET training. In this second result area 21st century skills training will be provided by Community Based Organisations (CBOs) that are based in the same locality as the TVET providers and enterprises. The reason to embed the 21st skills training in CBOs is that they are usually centrally located in a city or town and have a strong outreach to vulnerable youth. As described in the context analysis, 21st Century skills are not only relevant for finding jobs, but they are also necessary to strengthen resilience in youth. The CBOs will therefore not only cater for the youth that participate in 21st century skills training as part of their “employment track” but the CBOs will also open their doors for particularly vulnerable local youth that can follow a tailor-made coaching trajectory to develop 21st Century skills. In the building where the CBOs are housed, innovation labs will be installed with support of the project. Innovation labs prove to be highly motivating places where young people can train their 21st century skills while being in a creative environment with modern digital and technological equipment. The innovation labs will be equipped with digital and technological equipment that connects to the world and interests of youth. Innovation labs will be designed and installed using national and Belgian expertise that is widely available in the STEAM Academies, fab-labs and other initiatives. Particular attention will be paid to make sure they can provide for both male and female at the same time in Gaza, in the West Bank and in East Jerusalem. Many educational spaces for adolescents and other experiences, like Gaza Sky Geeks, have learned that open spaces with large windows allow for natural social control which helps acceptance among parents to have mixed-gender spaces. A maximum of 7 innovation labs will be installed: 3 in the West Bank, 1 in East Jerusalem and 3 in Gaza.Innovation labs – works and equipmentThe transformation works necessary to create an innovation lab in an existing building will of course vary depending on the space which is chosen: its configuration, its current use and age. This will depend on the proposals made by the organizations applying to the call for proposals. The works will thereafter have to be custom-designed by an architect, who will also estimate the required budget and prepare the tender documents. To determine the budget required, it is assumed that the innovation labs will be created in existing buildings and need only maintenance and/or limited transformation works. It is therefore assumed that the structure, walls, roof and windows are existing, and that the works would mainly encompass, on average: re-tiling of the floor, creating simple drywall partitions, create an opening in an existing wall to connect two spaces, repaint all walls, the ceiling and the potential steel protections of windows, maintenance of existing windows, install a new multi-lock door to secure the entrance and the equipment from theft, install a wash basin with appropriate water adduction and drainage, and, most importantly, completely renew and develop the electrical installation, with a new electrical board and computer data rack, plenty of power sockets and network sockets, new lighting and a fire alarm system with smoke detectors.In terms of equipment, it is estimated that all of it will be purchased. The list of the required items is based on the current average equipment list of Fab-Labs around the world, and includes twelve computers, digital fabrication tools (a laser-cutter/engraver machine, a CNC router, and a small and a medium 3D printer), power tools (drills, chop saws, jigsaws and router), electronics tools (soldering stations, oscilloscopes, electronic components), hand tools (screwdrivers, wrenches, cutters, chisels, etc...) and electronic programming equipment. Consumables for the 3D printers, CNC machine and electronics have been calculated on the assumption of what each student could produce in one week.Quality training and coaching provision for 21st century skillsAs there are two target groups within result 2, two different programmes will be developed on 21st century skills. Both programmes will be implemented in all 7 selected CBOs. As is clear from the Care report on skills mismatch, it is expected that there will be an overlap of the kind of skills that will be identified by different PSUOs, which justifies the development of one single curriculum to be implemented in the 7 CBOs All 1200 youngsters of the ‘employment track’ that entered the short term TVET training scheme under result 1 will also follow a 21st century skills training in the CBO. The 21st Century skills training programme for the trainees in the “employment track” should focus on a selection of digital skills and entrepreneurship key competences as defined by the PSUOs needs analysis, in addition to providing career guidance. The training programme should take an estimated 60 hours. Attending these 60 hours together with completing the TVET technical training should result in a certificate, recognized by the Ministry of Labour. A second group of beneficiaries will join the so called “resilience track” The objective for this “resilience track” is to target particularly vulnerable local youth to which the CBO can reach out and provide them with stimulating activities to work on digital, technological and life skills through a coaching trajectory, rather than a fixed training with scheduled attendance hours. In collaboration with the Youth Peer Networks of UNFPA and the local community, wider communication and awareness campaigns will be launched to attract young people to participate in the resilience track. Particularly vulnerable youth will be identified using pre-set criteria in concertation with UNFPA. Parents also constitute an important target group for advocacy to ensure their children attend the trainings. In the “resilience track”, the 21st century skills that will be developed will focus primarily on real life challenges, motivational activities, in combination with digital and technological skills and life skills. It will be offered in a less formal setting, with a coaching trajectory that allows for individual coaching or group activities. No prescribed set of hours will be allocated but activities will be prepared by qualified coaches. Both programmes will be developed in collaboration with the European Training Foundation, and make use of the European Entrecomp and DigiComp framework, making a selection of the relevant skills in each framework. The training or coaching trajectories should make maximum use of innovative pedagogical approaches such as design thinking, problem-based learning and instructional design.Enabel’s e-learning project with MoEHE showed the importance of innovative pedagogical methods. As a result of the programme, the Ministry of Education developed a training for teachers using the innovative method of instructional design. Instructional design is a method that promotes the acquisition of specific knowledge and skills by students. It is a step by step approach that starts from the needs of the students. All technology teachers are now receiving training with this approach. Other organizations are experimenting with innovative pedagogical methods such as: Problem-Based Learning: Problem-Based Learning (PBL) is a student-centred pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. This is a pedagogical method that is already well-established but particularly useful to deal with real life challenges and to foster collaboration and self-steering skills. Design thinking: Design thinking is a method that designers use in ideation and development. The method describes a human-centred, iterative design process consisting of 5 steps: Empathize, Define, Ideate, Prototype and Test. Design thinking is useful in tackling problems that are ill-defined or unknown and lead to concrete solutions. A combination of these pedagogical methods will be used to design the trainings. Finally, all youth attending the innovation labs, and that show a particular potential or motivation to develop innovative entrepreneurship ideas, will be oriented to the many start-up initiatives that exist in Palestine so they can enter an incubation process such as provided by Enabel’s upcoming EU SAWA project in Gaza (see below).Sustainability of the innovation labsThe capacity of the CBOs to host these innovation labs will need to be strengthened. CBOs will be coached and by the end of the project, all CBOs should have a business plan developed to ensure sustainability of the activities.The possibility to attract external sponsoring and collaboration from Hi-Tech Private companies and their foundations (Google, Microsoft, Intel, Nasa, ESA etc.) will be explored and wherever needed also supported, to enhance the sustainability of the innovation labs. ActivitiesThe following activities are defined per result and are described to the extent possible in chronological order.Result 1: Increased labour market opportunities for youth by supporting technical skills development demanded by the labour marketactivities for selection of PSUOs and for implementation of skills development fundsThe elaboration of the concept of skills development funds will be done through an (international) consultancy following procurement procedures. As a result, a blue print for a skills development fund will be elaborated that can be adjusted to the specific needs of the sector taking into account the legal frameworks of Enabel, a solid control mechanism, and the specific characteristics of the intervention zones of the project (West Bank, East Jerusalem, Gaza Strip). Through an introductory mission at the start of the project followed by annual support missions, representatives of Belgian sector funds and a Regional Technological Centre in Belgium will help to explore ideas for the establishment of sectoral skills development funds aimed at training young people. Their findings will be integrated in the blueprint as defined by the consultant.A Call for proposals will be launched for the selection of Private Sector Umbrella Organizations (PSUOs) for further implementation of the Skills Development Fund; and to define skills needs in their respective sectors. In a number of sectoral PSUOs a needs analysis have already been done, with the support of International Organisations or donors such as FAO for the agricultural sector, AFD for the leather and furniture industry. Maximal use will be made of these existing analysis. The selected PSUOs will be validated by the Steering Committee according to predefined criteria. A minimum of 2 PSUOs for West Bank, minimum 1 PSUO for East Jerusalem, minimum 2 PSUOs for Gaza will be selected. A PSUO can propose different skills profiles needed in a particular sector. The selected PSUOs will be hosting the skills development funds as defined in the second activity.The selected PSUOs are coached by Enabel project staff to elaborate into detail their skills development needs including the definition of technical and 21st century skills. The proposal contains :a detailed needs analysis for skills training the definition of the technical skills and 21st century skills neededthe number of students to be traineda gender analysis of the chosen professional profilesSkills development funds are established in the selected PSUOs : Budget allocation. The budget is estimated based on the projected number of students to be trained, on the potential for co-financing, on the number of vulnerable youth that need a scholarship, on the number of companies that are needed to train all the students, on the kind of equipment needed for a VTC to implement the training and other criteria as defined in the blueprint.Based on previous experience in Palestine (ECIB programme) and the experience with a skills development fund in Uganda (Support to Skilling Uganda), an average cost per student per hour of training was estimated at 1.2€ (see budget). A work plan for the SDFs will be developedA management structure/steering committee is set up for management and follow upAn agreement will be signed determining all criteria and procedures necessary for the implementation of the fund. The following activities will ensure the quality TVET provision including WBL.A number of materials was already developed in the ECIB programme (manuals, guidelines and training programmes for mentors in companies). VTCs and private sector companies will be capacitated on how to implement WBL within TVET training programmes. The capacity development activities will aim at a broader audience than only the TVET providers and companies that will ultimately take part in ‘Skilled Young Palestine’. Other providers and companies interested in WBL will also be able to attend. The capacity development activities will also elaborate on how to include human right aspects related to decent work in TVET programmes. VTC or other non-profit TVET providers accredited by the MoL will be selected by the PSUOs for training provision. The selected TVET providers will first develop the curriculum of the technical training taking into account WBL, occupational health and safety standards, gender neutrality and digitalisation aspects. An appropriate evaluation system needs to be elaborated, where the mentor of WBL in-company also needs to contribute to the evaluation of the trainee. The development of the training curriculum is not budgeted within the skills development fund. A separate budget was allocated for this activity. The curriculum and training proposal will need to be validated by the PSUO and the Ministry of Labour in order to count towards a certificate recognized by MoL.The provision of training in the VTC will be financed through the skills development fund as defined above in. A budget request will be made to the PSUO in terms of needed equipment in the VTC. Trainees are selected. Advocacy campaigns will be launched through the PSUOs to attract candidate trainees from particularly vulnerable backgrounds and young women. A selection process of trainees will take place at the level of the PSUOs. Table 5 shows the estimated number of trainees per area and per year.Table 5: Estimated number of trainees by area and per yearWest BankEast JerusalemGaza StripTotal traineesYear 2250100250600Year 32501002506005002005001,200Note: The average cost of a theoretical and practical training has been estimated @ Euro 1.2€/individual/hour of training. This cost per individual is based on data from similar training activities organized by other international actors and previous experiences of Enabel in Palestine and Uganda.For reasons of cost-effectiveness and limitations due to availability of vacancies for in-company assignments, the minimum and maximum for different trainings will be determined for each specific training. The trainings are implemented in the VTC and the companies. WBL contracts between the trainee, the VTC and the companies will be signed. The VTCs are responsible for the follow up of the trainee also in-company. M&E activitiesSatisfaction surveys will be conducted throughout the implementation of the trainings. Graduated trainees will be followed up via a tracer study, 6 months after graduation. Result 2: Young people have gained 21st century skills for work and lifeThis result aims to strengthen the resilience of youth in Palestine through the training of 21st century skills. The following activities will be conducted, largely in chronological order to implement the objective of result 2. Curricula for the training and coaching on 21st century skills are developedThe development of curricula can already take place while the activities of result one will determine the exact locations of the innovations labs in the CBOs. As mentioned above, two programmes will be developed: one training programme as part of the employment track, which entails 60 hours of training. One coaching trajectory will be developed for young people entering the resilience track. A call for proposal will be launched for the curriculum development of both the training programme on 21st skills for the ‘employment track’ and the coaching trajectory for the ‘resilience track’. Additionally, for both curricula, a train the trainer programme needs to be developed. NGOs are able to apply and a grant will be allocated. An NGO will be selected by the Steering Committee to develop both curricula and a train the trainer programme The curricula for the employment track and the resilience track are developed and include a train the trainer programme. The curricula will focus on the development of the 21st century skills as defined by the PSUOs. The pedagogical approach must be student-centred and appropriate to the target groups. For the training programme of the employment track, an evaluation method should be developed. The curricula are validated by the Steering Committee and the programme of the employment track also needs to be validated by the Ministry of Labour. Combined with the TVET programme developed under result 2, this will lead to one certificate recognized by the Ministry of Labour. Activities to establish the innovation labsThis set of activities will be done in close collaboration with the RiSE project to be signed in the coming months. This EU funded project is a rehabilitation project in East Jerusalem where STEAM labs, similar to the concept of innovation labs, will be constructed. The knowledge and expertise will be shared. Exchange with Belgian FabLabs or Maker Labs will be organised each year to share experience of similar Belgian initiatives and partner up for the establishment of the innovation labs in Palestine. Locations for the innovation labs will be determined. This will largely depend on the selected PSUOs and the location of their companies’ activities. Another criterion will be the extent to which a CBO has available space and a good outreach to vulnerable youth since they CBO needs to be centrally located in a city of town and easily accessible. 7 CBOs will be selected. A maximum of 3 locations will be selected in the West Bank, 1 in East Jerusalem and 3 in Gaza. This will be done through a call for proposal. CBOs will be able to apply to host these innovation labs.For each locality, a process for procurement of design and supervision of works for an innovation lab will be launched in collaboration with the RiSE project of Enabel. Two tenders will most likely be launched, one for West Bank and East Jerusalem and one for Gaza. Through a process of procurement, the rehabilitation works are executed in the 7 CBOs. Equipment is acquired and installed and consumable materials are bought.Training & coaching programmes in innovation labs for employment and resilience tracksFor each locality, a trainer will be selected and trained through the train the trainer programme.In collaboration with the CBOs, and the youth peer networks of UNFPA, a communication and awareness campaigns are launched to attract young people to participate in the resilience track (the selection of the youth for the employment track was already done in result 1). Particularly vulnerable youth will be identified using pre-set criteria used in the ECIB programme and/or set by UNFPA. Parents will also be an important target group for awareness campaigns. The training programme for 1200 youth in the employment track is implemented in the innovation labs. The coaching trajectory for 900 youth in the resilience track is implemented in the innovation labsParticipating CBOs will be coached on how to manage innovation labs and to write a business plan to ensure sustainability of these labs. The coaching to develop business plans will be done through a procurement process to attract business experts.Sponsoring and collaboration from Foundations of Hi Tech Private companies (Google, Microsoft, Intel, NASA, ESA, Technovation etc.) will be investigated throughout the programme to enhance the sustainability of the innovation labs. M&E activitiesMonitoring activities will be implemented. A satisfaction survey will be conducted of the 2100 youth making use of the innovation labs and the staff and trainers of the CBO. The 1200 students of the employment track will be followed up through a tracer study (see result 1). Synergies with ongoing initiatives of EnabelEnabel’s past experiences in Palestine show a long and broad expertise in working with youth and skills development and pathways to employment as explained above for the programmes of ECIB and the E-learning project. Skilled Young Palestine will also be able to create productive synergies with ongoing interventions of Enabel such as: The upcoming EU RiSE project introduces in one of its results artistic projects for youth in combination with life skills and STEM training and the setup of STEAM (Science Technology Engineering Arts and Mathematics) labs in secondary schools in East Jerusalem. The intervention of Skilled Young Palestine will work closely together with the RiSE initiative through linking the school-based STEAM labs with the youth centre-based innovation labs.In the ongoing BSIS EU programme (Business Start-up Incubation Support), the creation of Micro Small and Medium- sized Enterprises (MSMEs) is facilitated through incubation and enhancing their skills in becoming more competitive and financially sustainable. BSIS will be possibly followed by the ‘SAWA’ programme, funded by the EU and scheduled to be signed in the first half of 2019. Like BSIS, the programme will focus on start-ups but exclusively in Gaza. The capacity of selected Community Based Organizations and Private Sector Umbrella Organizations will be strengthened to be able to select and coach aspiring entrepreneurs in Gaza towards viable start-ups. Young people in Gaza exiting the training programme under ‘Skilled Young Palestine’ and have an interest in becoming self-employed will be directed to the SAWA programme. The Skilled Young Palestine intervention will guide aspiring young talents to the incubator programmes of SAWA. A new intervention of Enabel on Human Rights Protection Interventions will initiate in the beginning of 2019 with three results: Service delivery for child protection, implemented with UNICEFSexual and reproductive health service delivery, implemented with UNFPA and its youth peer network, through which vulnerable youth can be identified and selected. The youth peer networks will be used to identify participants for the programme and to create nexus with other life skills youth projects. Digitalization for development (D4D) initiative (Wehubit) through calls for proposals to scale up digital solutions for human rights-based organisations. Wehubit will also be used to implement an additional D4D call specifically focused on digital transformation and private sector development in Palestine. It will be analysed if a link can be made for the participating PSUOs in the ‘Skilled Young Palestine’ intervention with one of the calls for proposals.Other relevant donor initiativesFor a detailed analysis of the most relevant past and present initiatives of donors in skills development, we refer to Annex 3. Overall, donor led initiatives are moving away from technical and vocational training and are increasingly oriented towards private sector development and the upscaling of the workforce and towards start-ups and their access to financing. This while the provision of skills development in view of renewing the workforce remains highly relevant and in combination with the training on entrepreneurship key competences and digital skills, the intervention of Skilled Young Palestine seems to be in a small niche of initiatives. At the same time, Skilled Young Palestine will be able to can benefit or be connected with other initiatives. Of particular relevance are the initiatives of the French Development Agency (AFD) with their precious cluster project and the current project called PUMP (Palestinian Upgrading and Modernisation Programme). Also the World Bank is developing highly relevant experience with the Development Impact Bonds for Skills Development and Employment and the Investment Co-financings Facilities. Additionally, the Palestinian Market Development programme of DFID and EU and Germany’s different programmes on training and the installation of one stop shops can be complementary to this initiative. There are relatively few donor initiatives to support the 21st skills training, other than life skills. A number of donors such as Norway, the Netherlands, Canada, and previously USAID do support smaller related local initiatives such as Al Nayzak, Gaza Sky Geeks, Injaz, etc. and some international NGOs are working on the subject, particularly Mercy Corp and Terre des Hommes Lausanne.Transversal themes Human Rights Based ApproachThe Rights-based approach is fundamental to the intervention of Skilled Young Palestine, allowing right holders to have an eased access to quality services. A particular effort will be made in the “employment track” where trainees will receive awareness raising activities as part of their training programmes on their labour rights and health and safety standards. This awareness raising was already successfully implemented in the ECIB programme in close collaboration with the ILO and will be continued in this programme. Gender perspectiveAs most of women are never entering the labour market, specific actions will be developed throughout the intervention to: Facilitate the transition from education to work through the implementation of a Work-Based Learning approach that proved to be successful in the ECIB programme as young women get into contact with real work experience in a company and employers are more confronted with female trainees. This gives women the confidence to enter a work environment, and convincing and reducing the barriers for employers to recruit female employees. One of the most important criteria in the selection of the training proposals of the PSUOs will be the gender check to assure that the profiles envisaged are gender neutral or stimulating female employment. Additionally, a criterion that 40% of all trainees should be female will be set. For the access of women to the innovation labs, which will be mixed gender spaces, an analysis has been done in Gaza on the initiatives to take in order to allow women to access the spaces. The construction of open spaces and the installation of windows increase the feeling of social control. Also, through advocacy campaigns, parents will be particularly targeted in order to remove reservations. Regarding digitalisation, digital skills will be a priority key competence throughout the intervention. Digital skills will be crucial in the TVET trainings targeting specific job-related digital skills and generic digital skills training will also be provided in the innovation labs. These trainings will make use of available and free user-friendly software so the skills can be further developed at home. Digital solutions for project management and implementation will also be developed, such as on-line application for students, virtual exchange of expertise with expertise with Belgian organizations and enterprises, digitalized tracer system for follow up with graduates.Sustainability As this intervention is mainly demand driven, and not a classical ‘sectoral and institutional support project’, it operates with and through a wide range of stakeholders and partners. As a consequence of the intervention design, different measures are incorporated to ensure sustainability of the intervention:VTCs and companies will be capacitated on the implementation of WBL in TVET programmes and the integration of labour rights and health and safety standards in the programme. This capacity building will be opened wider than the companies or VTCs that will eventually be participating in the project. The design of the Skills development fund, will build in a process of acquiring increasing additional co-financing. The experience of operating these support instruments in PSUOs will feed in to the next generation of competitive funds or similar facilities. The fund could – as proven in Uganda with the Skills Development Fund – also evolve to a pooled funding instrument attracting other donors and eventually evolve to a national owned facility. Personnel in the selected CBOs where innovation labs will be installed, will be coached from the outset in the management of the innovation labs. Additionally, every CBO will be coached to develop a business plan to assure sustainability of the activities of the innovation labs. For the innovation labs, Foundations from high tech companies such as Google, Intel, NASA, Lego will be approach to seek additional funding. They are known to already be funding similar labs. Logical FrameworkRisk Analysis?RisksLikelihoodImpact?Mitigating measuresRisks linked to the specific objective: improved transition of youth to employment and self-employment through improved skills and competencesMacro-economic situation worsens, leading to budget constraints and austerity policy HighLow Demand driven approach will generate success on the individual levelWeak business climate, rendering costs of doing business less competitive and diminishing prospect of co-financing of skills development fundMediumMediumDifferent modalities and sources of co-financing will be analysed and adapted according to situation and region. In Gaza co-financing will be more likely through other donors rather than the private sectorLack of control and enforcement of national and international legislation on decent work and economic rights, particularly in E-Jerusalem and Gaza, can impact negatively the socio-economic situation of employees. MediumLow The intervention will instigate enterprises in respecting legislation and providing safe and healthy work environments. Access to information and rights for employees will be strengthenedPolitical tensions escalate in West Bank, Gaza, East Jerusalem, restricting movementHighMediumHuman resources are allocated per area with two field officers, 1 for Gaza and 1 for West bank and East Jerusalem. Generally international staff (Intervention Manager) has no restrictions. In case West bank Field officer cannot receive permit for East Jerusalem, then Intervention Manager will implement activities in East JerusalemReputational risksThe relationship with the Ministry of Education and Higher Education remains suspended. The MoEHE is part of the coordinating mechanisms of TVET. LowLow The Ministry of Labour is the institutional partner. TVET providers are only recognised by the Ministry of Labour. The Ministry of Labour can represent the project in the different institutional settings of the Higher TVET Councils and the Development Centre. There will be no direct contact with these entities and Enabel. Implementing organisations go against no contact policy in Gaza LowHighAll organisations in Gaza will be strongly vetted, making use of the systems used by other international donors, UNICEF and UNFPA. These organisations will be responsible for the selection of trainers. The implementation office of Enabel will assure very close follow up. Operational risks Result 1. Increased labour market opportunities for youth by supporting technical skills development demanded by the labour marketLack of interest of Belgian sector fundsMediumMediumThe intervention will broker through Enabel HQ with Belgian Sector Funds to ensure framework agreements. In case no Belgian partners are interested in collaborating, expertise from Uganda can be mobilized and collaboration with AFD and World Bank can be set up to capitalize on their experiences on skills development funds. A consultancy will also be hired to develop the blue print for a skills development fund.Delays in establishing skills development fundsLowLow training will take priority over the establishment of skills development funds and can function temporarily under the same direct financing scheme of the ECIB programme, while work continues on the Skills development fundWeak management capacity of Private Sector Umbrella OrganisationsMediumMediumAdditional coaching will be foreseen throughout the initial stages of the self-assessment of the skills needs and the start-up phase of the skills development fundLegal framework restricts functioning of youth skills development fundsMedium MediumEnabel legal restraints will be taken into account from the outset. A period of three months will be taken to investigate thoroughly all implementation aspects of the youth skills development funds and a blue print will be made available suiting the characteristics of the different localities (West Bank, Gaza and East Jerusalem)Result 2. Young people have gained 21st Century skills for work and lifeDelays in rehabilitation works for innovation labs due to delays in procurement. HighMediumProcurement is in direct management using Belgian procedures for design and works. Trainings in the innovation lab can be concentrated in the last year of the project making use of both the weekend and week days, working with different trainers at the same timeRestrictions to import equipment and construction materials, particularly to GazaHighHighThe bill of quantities is already prepared. From the start of the project, the import procedures will be examined. If restrictions persist, the trainings will be more focussed on digital skills rather than technological skillsSafety incidents during trainingsMediumLowAll trainees will be insured. CBO staff and trainers will be trained on safety procedures with the technological equipment; Safety material is foreseen in the bill of quantitiesParents might have reservations against mixed gender spaces, particularly in GazaMediumMediumAdvocacy campaigns will target parents as well as youngsters. The space will be constructed as open planning (open spaces, windows) so social control is present. Youth CBOs lack the HR capacity to sustain the innovation hubsMediumHighTraining will be foreseen for personnel to update equipment and organise the training. The trainer role will be primarily coaching and the training will be designed to be self-directing for participants with manuals and tools available to follow pre-designed process.Execution modalitiesLegal FrameworkThe Indicative Cooperation Programme (2012-2015) between the Belgian Government and the Palestinian Authority was signed on 23 November 2011.The present Technical and Financial File (TFF) is part of the Specific Agreement signed between the Palestinian Authority and the Kingdom of Belgium, determining the legal framework of the intervention.For the Palestinian Party: Ministry of Finance and Planning is the Authorising Officer of the project. The Ministry of Labour (MoL), is the Palestinian administrative body responsible for the implementation of the project. It designates a high official from the Directorate for TVET of the MoL as the technical focal point of the project.For the Belgian Party: The Directorate-General for Development and Humanitarian Aid (DGD), under the “Federal Public Service Foreign Affairs, Foreign Trade and Development Cooperation” of the Government of Belgium is the Belgian administrative entity responsible for the financial contribution to the project. The Belgian Development Agency (Enabel) is the Belgian entity responsible for the implementation of the project. Enabel will hire an International Intervention Manager for the project.DurationThe duration of the Specific Agreement is 48 months within which the project implementation period is 36 months. The project starts within 6 months of the date of signing the Specific Agreement. Implementation and follow up structureSteering Committee (SC)Given the crosscutting character of the intervention, the management of the intervention should remain at high level between the Belgian Development Agency, the Ministry of Finance and Planning, and the Ministry of Labour, representing both parties in the Steering Committee. The Ministry of Labour will represent the project in the Inter-Ministerial High Committee for Employment and the TVET Higher Council. The Steering Committee (SC) represents the highest strategic management level of the project. It is responsible for providing the necessary strategic guidance to all implementers and assures that project objectives are timely achieved according to the defined quality standards.The SC is created at project start-up. It meets at the onset of the project to discuss the action plan for the first year of implementation. Within the limitations imposed by the Specific Agreement signed between the Palestinian Authority and the Kingdom of Belgium, the SC also shall lay down its own internal rules of organization (IRO) and take it decisions by consensus of the members.The composition of the Steering Committee is the following:The Minister of Finance and Planning or his/her representative (chair)The Enabel Resident Representative (co-chair)The Director of the Directorate General of Training, of the Ministry of Labour (MoL)A Representative of Higher Youth Council (no voting right)The Project Unit (see below) operates as the secretariat of the SC. Any additional expert, observer, informer can be invited when necessary, however with no voting right.The SC decides by consensus. The SC members may designate a delegate to the SC in case they are not able to attend the meeting. The delegate must be fully mandated to take decisions. The SC meets twice a year, and in an extra-ordinary session if required. Minutes of the SC will be signed by the SC members.The SC is responsible for:Providing strategic guidance to the project implementation;Approving the state of progress of the project and the achievement of its specific objective on the basis of the progress reports;Approving the work plan of the project, including the financial planning;Approving the proposals to adjust or modify the project (such as the financial modalities, the budget revisions and reallocations between budget lines, the expected results and planned activities, the indicators at specific objective and result level), as long as those revisions do not affect the project specific objective, the approved budget and the duration of the intervention;Approving the changes of the composition and responsibilities of the PSC and the mechanism to change the Technical and Financial File (TFF);Identifying any problem relating to the management of the resources (human, financial or material) or the interpretation of the Specific Agreement or to the TFF, which may pose a threat to the smooth course of the Programme, and inform both Governments;Approving the monitoring and evaluation reports;Approving the financial audits and the monitoring reports;Formulating recommendations on possible necessary changes in the project components, budgets and future directions;Validating and following up the project closure processApproving the final report and closing the programme.Project Unit A project unit will be established to facilitate the daily management and coordination. It will report to the Steering CommitteeThe project unit is in charge of:Preparing the overall planning of the project activities (activities and budget estimation per school) and adjustments on a quarterly basis;Supporting the organization, coordination and supervision of the implementation of project activities in accordance with the approved project work plans;Establishing the project work plan and budget that will be presented to the SC during the first 3 months of the project start-upUpdating work plans on a quarterly basis (operations, procurement and financial planning);Using Enabel templates in order to provide consolidated reporting on the whole project;Compiling information conform Enabel’s digital data management and reporting system;Compiling the projects annual reports and final report at the end of the project;Ensuring the good management of the project resources;Coordinating the reporting, treasury and budget management;Supervising of the preparation and tendering of contracts for procurement of goods and services;Providing high level technical guidance on project methodology and strategy;Enabling good communication between and with the various stakeholders;Acting as the secretariat of the SC, ensuring timely and accurate dissemination of reports, proposal of agenda, drafting of minutes of SC meetings, …;Motivating and requesting to change the TFF if necessary and submit the file to the SC for approval; Close the project following Enabel’s guidelineThe project management unit will consist of the Intervention manager, a national Skills Development Expert for the West Bank, a national Skills Development Expert for the Gaza Strip, an admin/fin officer, and admin/com officer and support staff (driver and cleaner).Operational managementHuman resourcesHuman resources will be allocated to the project unit as described in the previous section and consists of: 1 International Intervention Manager for a period of 30 months, with an expected starting date on 1 July 2019. 2 National Skills Development Experts, one for West Bank and East Jerusalem, and one for the Gaza Strip. They will be employed for a period of 36 months, with an expected starting date on 1 July 2019. 1 part-time (50%) ADMIN/FIN officer for a period of 36 months, with an expected starting date on 1 July 2019. 1 part-time (50%) ADMIN/COM assistant for a period of 36 months, with an expected starting date on 1 July 2019. 1 part-time (50%) Driver for a period of 36 months, with an expected starting date on 1 July 2019. 1 part time Cleaner (30%) for a period of 36 months, with an expected starting date on 1 July 2019. Table 6: Overview HR set-upFunction Fulltime / part-timeDuty StationDesired starting dateInternational Intervention ManagerFull time (100 %)Ramallah1 July 2019TVET Expert (West Bank & East Jerusalem)Full time (100 %) Ramallah1 July 2019TVET Expert (Gaza)Full time (100 %) Gaza city1 July 2019ADMIN/FIN OfficerPart time (50%)Ramallah1 July 2019ADMIN/COMM assistantPart time (50%)Ramallah1 July 2019DriverPart time (50%)Ramallah1 July 2019CleanerPart time (30%)Ramallah1 July 2019The choice for Skills Development Experts per geographical area is due to the movement restrictions of national staff and the great diversity between West Bank, East Jerusalem and Gaza.The recruitment of the project unit staff will be done by Enabel in accordance to the applicable rules and regulations (Belgian labour law for international expertise, National labour law for national expertise).Figure 8: Governance structure & organogramPlanning and reportingPlanning and reporting will be in line with the 3 phases of the project namely, set-up, implementation and closing. An initial planning will be proposed and a set-up report will be prepared and submitted to the SC for approval at the end of the set-up phase.An annual report shall be prepared, approved by the SC and available no later than end of February every year for official submission to the Ministry of Finance and Planning.At the end of the project, a final report shall be prepared and submitted to the SC for approval.Apart from the above-mentioned project report and programming exercises, no additional reporting is foreseen for the SC.An external Mid-Term Review shall be carried out. It shall assess the overall state of implementation of the project. Moreover, an external Final Evaluation shall be conducted before the end of the Specific Agreement to evaluate the achievements of the project and whether the beneficiaries are benefiting from the results and services of the project. The reports of the evaluation missions will be presented to the SC that will take timely and be submitted to the approbation of the Partner Committee.Financial managementThe Belgian contribution will be managed in Enabel direct management (régie).Bank accounts and authorizationsEnabel will open a specific account named “Enabel project – Own management – Skilled Young Palestine in EURO at Deutsche Bank in Brussels. The signatories being the Enabel Resident Representative and the Intervention Manager. Another bank account in local currency will be opened in a Commercial bank in Ramallah. The signatories are the Intervention Manager and the Financial Officer. This account serves for expenses under the threshold of 25,000 €. The local bank account that will be opened for the project will serve both West Bank and Gaza.The bank accounts opening, mandates and related processes will follow the Enabel’s internal rules and regulations.Request for funds For the main accountsFrom the moment an implementation agreement is signed between the Belgian State and Enabel, a first request for funds can be done. The requested amount should correspond to the financial needs of the first three months and will follow the Enabel’s internal procedures. The following requests will follow Enabel’s internal guidelines and procedures.The transfer of the funds is done only if:the accounting for the previous quarter has been transferred to the Enabel representation in JerusalemAn updated financial planning of the current quarter was transmitted to and validated by Enabel Representative;the amount of the requested transfer is not higher than the available budget; action plan related to audit has been made or updated.For the project accounts The project accounts will be replenished by the main accounts on a regular basis, according to the needs (see reporting hereafter). Financial reportsBudget follow-up reports The project budget indicates the financial constraints. The project will follow the Enabel’s internal procedures. Financial planning Every quarter, the PSU will prepare a financial planning for the current quarter and upcoming quarters of the current year and the future years.The financial planning must be done in accordance with the Enabel’s internal procedures.Accounting The accounting of the project must be elaborated and approved following the Enabel’s internal procedures.Other financial reports At the SC meetings, Enabel will present the following financial information:Budget monitoring reportsUpdated financial planningsList of the main commitmentsBudget change proposal if neededAction plan related to audit requirementsBudget ManagementThe budget of the project gives the budgetary constraints in which the project must be carried out. Each change of budget must be approved by the SC on the basis of proposal worked out by the SU. The possible budgetary changes are:Change of the budget structure;Transfer of resources between existing budget lines which exceed 10% of the budget line or 50.000€;Use of the reserve (the budgetary reserve can only be used for activities of project and after agreement of the PSC. Its use must always be accompanied by a change of the budget.); Reallocation of funds between different financial modes.Financial closureFinancial balanceSix months before the end of the project a financial balance must be elaborated by the project management (PSU) according to Enabel procedures. The financial balance that is presented to the closing PSC must first be verified by Enabel.BalancesAfter financial closing of the project, unused funds will be transferred back to the Belgian Government.Expenses beyond the agreementAfter the end of the Specific Agreement it is not allowed anymore to make any expenses unless they are related to commitments made before the end of the Specific Agreement that have been officially endorsed in the last PSC minutes.AuditProject auditThe project must be audited. The most suitable periods would be after one year of activity and during the third year of activity. The period will be chosen according to the effective pace of expenditures and activities’ implementation on the field. The audit will encompass financial and systems aspects. The Enabel auditing framework contract will be used. The Terms of references will be presented to the PSC as well as the reports.The project unit will draft the action plan and takes adequate corrective actions to bring the risks to acceptable level. The action plan and its updates will be presented to the SC. The SC may ask for additional audits if it considers them necessary.Enabel auditEvery year, a board of auditors audits the accounts of Enabel. In this context, they can also conduct project audits. The audit committee of Enabel can also ask that the internal Enabel auditor audit a project.ProcurementPublic procurementAll budget lines will be managed in direct Enabel own management according to the Belgian procurement regulations.Nevertheless, the procurement of works, supplies and services in Enabel direct management will be conducted in close collaboration with the Palestinian counterpart.Fraud, Coercion and Corruption: All procuring entities as well as bidders and service providers, i.e. suppliers, contractors and consultants, shall observe the highest standard of ethics during the procurement and execution of contracts financed under the programme.Monitoring and EvaluationAn external Mid-Term Review shall be carried out 18 months (halfway) after the signature of the Specific Agreement. It shall assess the overall state of implementation of the project The MTR will be submitted to the SC that will take timely and appropriate decisions on the proposed recommendations to be submitted to the approbation of the Partner Committee.An external Final Evaluation shall be carried one year before the end of the Specific Agreement to evaluate the achievements of the project and whether the beneficiaries are benefiting from the results and services of the project. It will perform a check of compliance with the expected results proposed in the TFF and propose lessons learnt. The final evaluation report will be submitted to the SC that will draw lessons for any future similar project.Yearly backstopping missions will be carried out by Enabel HQ during the course of the project. These missions may coincide with and contribute to the SC. The Terms of Reference of these missions will be prepared by the project unit in close collaboration with Enabel Representation in Jerusalem. If necessary, the yearly backstopping missions may be outsourced. The project may also benefit from additional technical backstopping carried out by external consultants.Monitoring and evaluation of result 1Satisfaction levels of all stakeholders in result 1 will be monitored throughout the programme. A robust tracer system of the trainees will be set up to follow up how many trainees were eventually hired/promoted and for the tracer study, it is very important to use definitions for employment and unemployment as agreed by international donors and official Palestinian instances. This was reflected in the log frame (see below).Monitoring and evaluation of result 2The tracer study in result one will follow up on the youth entering the employment track. The satisfaction of youth over the services of the innovation labs will be measured throughout the project. Additionally, a questionnaire to measure resilience, used by organisations such as NRC will be used at the beginning as a baseline study and towards the end of the project to measure the improvement in youth resilience. Resources Financial resourcesThe programme will be implemented over a 3-year period within the budget framework provided by Belgium. The detailed budget is presented below.Human resourcesSee section 5.4.1. Material resourcesThe material resources for the project will be determined after a detailed needs assessment in the set-up phase. 1 vehicle will be purchased to facilitate movement during the implementation of the project. Office equipment will be required for the Project Support Unit.AnnexesAnnex 1: Work plan??????Year 1 Year 2Year 3?Activity ?Subactivities DescriptionTargetQ1Q2Q3Q4Q1Q2Q3Q4Q1Q2Q3Q4?Result 1: Increased labour market opportunities for youth by supporting technical skills development demanded by the labour market????????????1.1PSUOs are selected and Skills Development Fund is put in place 1.1.1Belgian sector funds and Regional Technical Centre conduct missions Belgian sector fund and Regional Technical Centre conduct missions to support the development of a blue print for the Skills Development Fund (SDF)Mission is conducted????????????1.1.2Blue print for SDF is developedThrough local consultancy, a blue print for an SDF is developed in collaboration with the Belgian experts that can be adjusted to the specific needs of the sector. Blueprint for Skills Development Fund created ????????????1.1.3Call for proposals for PSUOs to propose skills development needsAdvocacy workshops are organised, preparation and launch of call for proposals for PSUOs to set up SDF to tackle sectoral skills development needs call for proposal is launched????????????1.1.4Selection of PSUOs by steering committee Selection of PSUOs by steering committee: minimum 2 sectors for West Bank, minimum 1 sector for East Jerusalem, minimum 2 sectors for Gaza5 PSUOs are selected (2 in WB, 1 in EJ and 2 in Gaza)????????????1.1.5Coaching and further elaboration of the SDF and the training proposals for PSUOs is organisedCoaching of proposals for skills need by PSUOs is organised. Proposals are prepared (including detailed needs analysis, gender analysis, budget, work plan and management structure) Coaching is organised in each PSUO (5 coaching sessions per PSUO). Proposals are developed in each PSUO. ????????????1.1.6Set-up of SDF in PSUOs The SDF are put in place in the selected PSUOs. One SDF can offer more than one training programme. An MOU is signed and a budget is allocated.5 Skills Development Funds are set-up (2 in WB, 1 in EJ and 2 in Gaza)???????????1.2TVET trainings are implemented 1.2.1General capacity building of vocational training centres, PSUOs and companies on WBL TVET training providers and companies are capacitated to implement WBL through workshops companies (180), VTCs (50)????????????1.2.2VET training providers are selected by PSUOs based on locality and sector Non-governmental, non-profit TVET training providers are selected by PSUOs based on locality and sectordependent on needs for training and locality of private sector activities????????????1.2.3Curricula WBL TVET trainings are developedDifferent curricula are developed for the different TVET raining initiatives min. 14 curricula are developed????????????1.2.4Trainees are selectedadvocacy activities are organised, particularly oriented towards vulnerable youth and young women?????????????1.2.5Trainings are implementedTrainings are implemented by TVET providers minimum 20 different training programmes are offered at least 2 times (8 in WB, 4 in EJ and 8 in GS), 1200 youth trained????????????1.3Monitoring activities are implemented1.3.1Satisfaction survey TVET trainees is conducted Satisfaction survey is conducted of TVET training among at least 90% of the 1200 trainees that followed the training Survey is conducted for at least 90% of the 1200 trainees that followed the training ????????????1.3.2Tracer study on employment situation of graduated TVET youth is conducted 6 months after graduationTracer study is conducted of 1200 trainees in "employment track" with at least 80% participation rate Tracer study is conducted of 1200 trainees with at least 80% participation rate ?????????????Result 2: Young people have gained 21st Century skills for work and life.2.1curricula are developed2.1.1Call for proposals: curriculum development is prepared and launched Call for proposals for the innovation labs l is prepared and launched to CBOsCall for proposals is launched????????????2.1.2NGO is selected to develop the 2 curricula (employment track and resilience track)The Steering Committee selects organisation(s) to develop 2 curricula and 2 train the trainer programmesConsultant is selected ????????????2.1.3Curricula for 'employment track' and 'resilience' track are developed + train the trainer programmesCurriculum is developed on entrepreneurship key competences and digital skills, both for the trainees of ‘employment track' as the participants in the 'resilience track'Curricula are developed ????????????2.1.4curriculum for employment track is validated by MoL?curriculum employment track validated???????????2.2innovation labs are installed2.2.1.CBOs are selectedThe Steering Committee selects 7 CBOs in locations that are accessible to youth in accordance to the selected PSUOs activities from result 1. Selection will be done through a call for proposal based on a number of criteria. CBOs, and NGOs will be able to apply to host these academies7 CBOs are selected (3 in WB, 3 in Gaza and 1 in EJ) ????????????2.2.2.Missions from Belgian FabLabs are organised Experience exchange with existing Belgian Fablabs is organisedExchange is organised????????????2.2.3.Procurement design innovation labs is initiated Procurement will be initiated concerning the design of the innovation hubs Designer(s) is selected ????????????2.2.4.Design of innovation labs For each locality, a design for an innovation lab will be prepared in collaboration with the RiSE project of Enabel.7 innovation labs designed????????????2.2.5.Procurement rehabilitation of innovation labs is initiated ?procurement launched????????????2.2.6.rehabilitation of works for innovation labs are executed Execution of works to establish innovation labs through tendering.Innovation hubs are finalised and accessible????????????2.3.Trainings in innovation hubs are implemented 2.3.1.CBOs are coached and business plans are developedCBOs are coached and supported in the organisation of the innovation hubs and the development of their business plans. 7 business plans are developed in each CBO3 in WB1 in EJ3 in GS????????????2.3.2.Trainers are selectedselection of trainers by CBOs?????????????2.3.4.Train the trainerCapacity building is organised for trainers in each locality At least 7 sessions (1 per innovation lab) for at least 7 trainers ???????????2.3.5.Promotional events are organised to attract vulnerable youthIn collaboration with the Youth peer networks of UNFPA, a communication and awareness campaign are launched to attract young people to participate. Particularly vulnerable youth will be identified using pre-set criteriaAt least 1 in WB, 1 in EJ, 1 in Gaza????????????2.3.6.Media articles are published Media articles are published offline and online to promote innovation hubs (and WBL courses) and spread information on its success 30 (around 10 per year)????????????2.3.7.1200 youth follow "employment track" 60 hours of training1200 trainees "employment track" follow extracurricular activities1200 trainees????????????2.3.8.900 youth follow "resilience track" 900 trainees "resilience track" follow coaching trajectories900 trainees????????????2.4.Monitoring activities are implemented2.4.1.Satisfaction survey vulnerable youth in innovation labs is conducted Satisfaction survey is conducted of training among at least 90% of the 2100 trainees that followed the extra-curricular activities Survey is conducted for at least 90% of the 2100 trainees that followed the extra-curricular activities ????????????Annex 2: Analysis of other donor initiatives (source: EU database)Project nameDonor (s)DurationImplementing AgencyDescription of projectFinance for Jobs Projects (I and II)World Bank1/12/2016 - 1/12/2021MoFP; DAIThe objective of the Finance for Jobs project is to test the effectiveness of selected financial interventions in incentivizing private sector investment and job creation. There are three main components to the project, 1. Development Impact Bond (DIB) for Skills Development and Employment. The DIB will focus on enhancing the skills of the Palestinian workforce in a more market-driven way to foster improved job outcomes. 2. Investment co-financing facility. This component entails providing a risk-sharing grant in support of commercially sound, job-creating private sector investments (ICF subprojects) through an investment co-financing facility instrument. 3. Entrepreneurship ecosystem matching grants. This component entails provision of matching grants to beneficiaries to build their business development capacity and their business advisory capacity.Palestinian Market Development Programme (PMDP)DFID; EU01/10/2013 - 01/11/2019DAIObjective: To strengthen the competitiveness of the private sector in Palestine and create jobs with 3 main targeted outputs:- Improved private sector skills and innovation: addresses the need for business skills development;- Market system failures addressed in specific sectors: uncovers and addresses the root causes of ineffective market behaviour;- Strengthened trade and investment linkages with international markets: addresses the need for investment promotion, supporting Palestinian diaspora and commercial representation abroad.Main areas of operations:1. Provision of matching grants and technical assistance to Palestinian businesses to mitigate risks associated with doing business in a fragile context2. Carrying out market analysis to identify and address market failures in key economic sectors3. Strengthen inward investment and commercial linkages with Diaspora Palestinians and enhance know-how of Palestinian institutions in the area of trade and investmentMore Job Opportunity for Palestinian YouthGerman Federal Ministry of Economic Cooperation and Development (BMZ)01/01/2015 - 30/06/2021GIZ in cooperation with Al-Quds university and different PSOsOverall Objective: Palestinian youth and young adults find increasingly employment after the completion of their labour market oriented trainingResults:1- set up the structure and organization of courses for dual studies at al Quds university. 2- implement the studies programmes for the dual study courses which oriented toward the private sector.3- supply the prerequisites for financial sustainability of dual courses4- improvement of the offer of the labour market -oriented non-formal short-term trainings for in-employed and low skilled Palestinian youth and young adultsSocial Enterprise Accelerator (SEA)Olof Palme International Centre01/01/2017 - 31/12/2017Leaders OrganizationSupport social enterprises that impact their communities, and engage youth at all levels of society to ensure a prosperous and peaceful future in Palestine. This project goes further in promoting engagement; where women and youth from marginalized communities with potential identify issues are assisted to develop their own social enterprises focusing on different areas such: society, politics, economics and the environment.Private Sector Development Programme PSDP German Ministry of International Cooperation (BMZ) 01/08/2014 GIZ GmbHObjective: The competitiveness of small and medium-sized enterprises (SMEs) in selected regions and sectors is enhanced in regional and international markets.The project operates in three fields of activity: (i) promotion of sectors with potential for creating employment; (ii) local economic development (LED) and (iii) business and investment climate for SMEs. It adopts a multi-level approach: firstly, enterprises in selected sectors are assisted in developing sector strategies and are provided with business services in order to make progress with the modernisation required in the SME sector and to make the SMEs more competitive in regional and international markets. Secondly, targeted, demand-driven LED approaches are supported in selected regions. At macro level, efforts to create more conducive conditions for SMEs are also supported.Palestinian Upgrading and Modernisation Programme (PUMP)AFD1/1/2016 - 31/12/2019Palestinian Federation of Industries (PFI);Paltrade;Federation of Palestinian Chambers of Commerce, Industry and Agriculture (FPCCIA)The overall objective of the Palestinian Upgrading and Modernisation Programme (PUMP) is the improvement and sustainability of the competitiveness of Palestinian industrial enterprises through building their capability and capacity in different fields including technical, managerial, financial and marketing.The project specific objectives are: (1) To enable a sample selection of fifty Palestinian industrial enterprises to gain a deeper understanding of their strengths and weaknesses, through a diagnosis process, and define an operational roadmap (modernisation plan) to increase their competitiveness and enhance their marketing positioning; and (2) To support the implementation of the modernisation plans by using a co-financing fund in specific and previously identified area (productivity, quality, technology transfer, human capital, marketing, access to funding).TVET and Employment PromotionGIZ, EU and SDC01/10/2011 - 30/09/2019GIZ Young People in the West Bank, including East Jerusalem, and in Gaza, who have participated in an integrated labour market and TVET programme, are in skills-related employment or self-herlands' Senior Experts' Programme (PUM)Dutch Government/PUM/Nether-lands Senior Experts Demand driven open-ended business to business programme;Private sectorThrough PUM, 3,750 Dutch entrepreneurs, managers and specialists are gathered in a database keen to help you shape businesses in developing countries. ? During short projects of 2-3 weeks experts help to improve - depending on the needs as formulated by the applying company - the quality or profit margins of products, streamline production costs or logistics, enhance management knowhow, human resource policy. Tech UP - Technology Enabled Careers Harnessing Untapped PotentialGlobal Affairs Canada 03/31/2018 - 03/31/2022Mercy CorpsTechnology Enabled Careers Harnessing Untapped Potential TECH-UP project is a four-year Cdn$10M project implemented by Mercy Corps that will engage women and youth in technology-enabled careers by addressing key barriers to employment, connecting them with virtual employment opportunities, and facilitating the growth of viable start-ups. It will improve both soft and technical skills of women and youth, and improve their ability to earn income through tech-enabled employment. It delivers technical and soft skills training through national university platforms and other institutions (integrated into Gaza Sky Geeks). ................
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