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UNITED NATIONS INDUSTRIAL DEVELOPMENT ORGANIZATION

Project document (draft for EB approval)

Project title:

Entrepreneurship curriculum programme for the youth of Sao

Tome and Principe (SAP ID 160101)

Starting date: As soon as possible

Duration: 4 years

Project site:

São Tomé and Principe

Government

Co-ordinating agency: Ministry of Education Culture and Science

Counterpart:

National Directorate for Secondary Education

Executing agency: United Nations Industrial Development Organization

Project Budget: USD 776,778 (including support cost)

Brief description:

The project aims at promoting entrepreneurial attitudes, skills and knowledge among the

youth of São Tomé and Principe by introducing entrepreneurship as a subject in secondary

schools of the country. Thus, the project contributes to the Government’s strategy to promote

an entrepreneurial culture in a cross-sectoral manner and to prepare youth better for the future

careers. The project approach is to create the institutional capacities required for the

development and the implementation of an Entrepreneurship Curriculum Program. The

expected numbers of final beneficiaries are at minimum 1,500 graduated students and 120

teachers, with a particular attention to gender mainstreaming and economic empowerment of

women and girls.

Approved: Signature Date Name & Title

On behalf of:

The Government of

São Tomé and Principe ----------------- -------------------- ---------------------

UNIDO ---------------- -------------------- - --------------------

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Contents

A. Context ............................................................................................................................... 4

B. Reason for UNIDO assistance ............................................................................................ 5

C. The Project .......................................................................................................................... 6

C.1. Objective of the project ...................................................................................... 6

C.2. UNIDO approach ............................................................................................... 6

C.2.1. Introduce entrepreneurship as a subject in secondary schools ................................ 6

C.2.2. Develop entrepreneurship competencies of the youth ............................................ 6

C.2.3. Promote practical and learner-centred teaching ...................................................... 7

C.2.4. Create national institutional capacities .................................................................... 7

C.2.5. Foster partnerships with private sector.................................................................... 8

C.2.7. Assess outcomes, impact and linkages .................................................................... 8

C.3. Direct and indirect beneficiaries ........................................................................ 8

C.4. Expected outcomes ............................................................................................. 8

C.5. Gender mainstreaming strategy .......................................................................... 9

C.5 Expected Components/Outputs and activities ................................................... 10

D. Inputs ................................................................................................................................. 13

D.1. Counterpart inputs ............................................................................................ 13

D.2. Project inputs .................................................................................................... 13

E. Risks................................................................................................................................... 14

F. Budget ................................................................................................................................ 15

G. Logframe ........................................................................................................................... 17

H. Monitoring, reporting and evaluation ................................................................................ 18

I. Prior obligations and prerequisites...................................................................................... 18

J. Legal context ...................................................................................................................... 18

K. Annexes ............................................................................................................................. 19

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ABBREVIATIONS AND ACRONYMS

AAP Annual Action Plan

ECP Entrepreneurship Curriculum Programme

FAO Food and Agriculture Organization of the United Nations

LDC Least Developed Countries

MECC Ministry of Education Culture and Science

STP São Tomé e Príncipe

TWG Technical Working Group

UNDAF United Nations Development Assistance Framework

UNDP United Nations Development Programme

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF United Nations Children's Fund

UNIDO United National Industrial Development Organization

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A. Context

São Tomé and Principe is a lower middle income, small island country located in the Gulf of

Guinea, with about 200,000 inhabitants. The weight of young people in the population

structure is significant, with the age group of 0 to 14 representing 42% of the population, and

the age group 0-25 represents 65.2% of the total population.

São Tomé and Principe’s economy has strengthened in recent years, with growth rates of

about 4 % in the past three years; inflation rates decreased from 26% in 2008 to 6 % in 2015,

but the country is heavily import-dependent and vulnerable to weather-related shocks. As a

small archipelago, São Tomé and Principe faces limited natural resources. The three

dominant sectors creating employment are cocoa, coffee and tourism. Tourist arrivals have

increased from 6,000 in 2005 to 15,000 in 2015. Prospects for oil production are uncertain,

considering fall in oil prices. The acceleration of growth has not been sufficient to address

the job challenge.

The unemployment rate remains high at 13.6%, with joblessness mainly affecting youth and

women: Among women, unemployment stands at 19.7 %, while it is 9.3% among men,

according to the 2012 national housing and population census. One-third of all households

are headed by women, with lower per-capita consumption than households headed by men.

Between 2008 and 2012 female youth literacy rate was 77,3%; while male youth literacy rate

was 83,1; Today the adult illiteracy rate is estimated at about 27% of which 3/4 are female.

Attendance in early childhood education 2005-2012* was 28.8 for male, 25.9 for female.

(UNICEF 2013)

Despite persistent challenges, the country is making some progress in poverty reduction and

human development and performs higher than the Sub-Saharan Africa average. Still, about

47 % of the population lives in multidimensional poverty and the country ranks 142th in the

Human Development Index (UNDP 2014). A positive note is that education remained one of

the key priority sectors in the 2014 budget, accounting for 36% of expenditure. (Africa

Economic Outlook 2015).

The Government plans to implement an ambitious and comprehensive reform agenda,

summarized in the 2016-2018 National Strategy Document. Priority will continue to be

given to: (1) promoting good governance and public sector reform; (2) promoting sustainable

and inclusive growth; (3) strengthening human capital and social service delivery; and (4)

strengthening social cohesion and social protection.

Entrepreneurship development is one of the priority areas in this reform context, whereby

four ministries are implementing a national strategy to create wealth and address the needs of

the population through entrepreneurship: Ministry of Education, the Ministry of Youth, the

Ministry of Labour and Ministry of Economy.

As contribution to this initiative, the Ministry of Education (MECC) would like to strengthen

the entrepreneurial competencies of young people to better prepare them for their future

careers, improve their perspectives in employment, self-employment, and respond to the

needs of the economic system. This ambition is anchored in the 10 year Education Strategy1,

which emphasizes secondary education in order to improve the quality and efficiency of

1 Documento do Plano Decenal com base na Carta de Politica Educativa

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education in order to reduce the drop out and repeating rates. Only 13% of the enrolled youth

currently conclude their education, an indicator that needs to be improved urgently. The

objective for education until 2022 will be: to improve the access of young to secondary level,

establish one secondary school in each district, implement a curriculum and pedagogical

reform, improve the performance from 7º to 12º grades, introduce professional courses to

achieve a better absorption of students in the labor market, and to secure the distribution of

manuals and didactic materials. The development of capacities in technology and productive

systems is one target of the education sector to accelerate economic growth.

The education system has currently 10 secondary schools, of which of which six are covering

senior secondary teaching (i.e. 10 – 12th

grades) with about 4,500 students. (See also tables in

Annex 1.)

Against this context, the Government of São Tomé and Principe is planning to pilot an

Entrepreneurship Curriculum Program as part of the formal education system to develop the

competences of the country’s human resources, to foster entrepreneurial attitudes in young

generations and to create strong human resource base for a competitive private sector. The

expectation is to unleash the youth’ potential to find new solutions to support their live and

the community.

B. Reason for UNIDO assistance

The United Nations Industrial Development Organization (UNIDO) has been providing

technical assistance to a number of countries to develop and introduce entrepreneurship

curriculum into their education systems since 2000. As of date, countries like Angola, Cabo

Verde, Côte d’Ivoire, Liberia, Mozambique, Namibia, Rwanda, Sierra Leone and Uganda are

already implementing different forms of entrepreneurship curriculum.

São Tomé and Principe representatives participated in an international conference organized

by UNIDO with the support of Japan on “Fostering Entrepreneurial Youth” from 11 – 13

November 2014 in Vienna, Austria. As a follow up to this exchange and learning experience,

the Minister of Education, Culture and Science requested UNIDO on 13 January 2015 to

conduct an assessment mission to develop a strategy to introduce the ECP in São Tomé and

Principe. In response to this request an expert mission took place in from 26 March to 2

April 2015 resulting in a draft project to introduce entrepreneurship to the secondary

education system. In August 2015, the Minister of Education approved the concept for further

development. In the course of subsequent consultations, two officials from MECC were

invited by UNIDO to undertake a one week study tour to Cabo Verde in November 2015,

with a view to exchange and discuss their strategic options on how implement an

Entrepreneurship Curriculum Programme with their counterparts. As a result, the draft

project document was finalized with a view to introduce entrepreneurship to the secondary

education in the country.

The project is fully in line with the UNDAF 2017 – 2021, contributing to the objective to

promote a sustainable and inclusive growth, employment creation and competitiveness

through economic diversification, as well as to the objective to improve the quality of

education.

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C. The Project

C.1. Objective of the project

The project’s objective is to introduce entrepreneurship curriculum in general and technical

secondary education of São Tomé and Principe in order to:

→ promote a positive attitude towards entrepreneurship;

→ develop entrepreneurial competencies among the youth;

→ support the students in their learning process by offering them the

opportunity to apply the theory learned in class in practice;

→ contribute to the reform of the educational system in line with the Government’s

strategy to create conditions and new ways for fostering a sense of creativity and

innovation and prepare youth better for their future careers in response to economy’s

requirements.

C.2. UNIDO approach

C.2.1. Introduce entrepreneurship as a subject in secondary schools

Entrepreneurship will be introduced as a practical subject in 10th

and 11th

grades of secondary

schools, with 2 hours teaching per week. At this age, students prepare for their future to

assume new responsibilities with their families, in their community, in the job. For example:

They will need to make decisions by applying critical thinking and creativity. They will need

to collaborate with others and manage uncertainty. They will need to understand private

sector and mobilize resources. The objective of a new subject “entrepreneurship” is to

strengthen the profile of graduates with a set of knowledge, skills and attitudes in response to

the needs of the economic sectors. The subject will be introduced in 20 classes of six schools,

and gradually expand to reach all classes by the end of the project. It will be a stand-alone

and compulsory subject. The decisions will be subject to reconfirmation by ministerial

communication at the start of the project, amending decree 27/2010. Throughout the project

duration, a process of analysis, feedback and review will ensure continuous improvement of

the quality.

C.2.2. Develop entrepreneurship competencies of the youth

The entrepreneurship teaching in the 10th

and 11th

grades based on a syllabus specific to the

São Tome and Principe context and with a strong practical character, will allow the students

to undergo self-discovery processes and accumulate valuable experiences that will help them

to realize their activities responsibly within and outside the school context. The ECP

promotes the development of competencies, composed of attitudes, knowledge and skills,

such as:

Positive attitude towards work & valuing ideas

Creativity

Observation and identification of opportunities

Self-confidence to apply knowledge and skills in their careers in private sector

Planning and resource management

Tolerance and teamwork

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Critical thinking

Problem-solution and perseverance

Financial and economic literacy

Understanding production and quality management

The students acquire new attitudes, and will apply their entrepreneurial competencies within

their communities and families to improve the life quality and identify solutions, participate

effectively in the productive sectors, and create self-employment.

C.2.3. Promote practical and learner-centred teaching

Entrepreneurship teaching places the student in the center, who would take an active role to

build and apply his/ her knowledge and to build his/her own vision of the world around. The

teacher is a facilitator creating different pedagogical opportunities to develop student

competences. To realize this effect, the ECP increases participation of the students through

tools like team work, debates, role play, interview resource person, meet local entrepreneurs,

etc. The methodology is oriented towards problem solution and learning by doing and

mistake, as well application of knowledge and skills in real situation in the community

context. The ECP will facilitate the application of other subjects such as mathematics or

languages, or the application of technical skills in different life situations.

C.2.4. Create national institutional capacities

a) Technical Working Group

The MECC will establish a Technical Working Group (TWG) with representatives of all

departments that are involved in the development and implementation of the ECP, including

from curriculum development, planning and finance and assessment. They will be leading

the process of policy decisions to be taken, material development, planning and coordination

efforts, support to schools for the ECP teaching and partnership building. The project will

conduct training workshops and study tours for the TWG members in order to ensure their

full ownership and technical capacities to take the leadership and supporting roles.

b) Teacher training

Lessons learned from international experiences highlight the importance of teacher training.

The project will conduct a total of three teacher training workshops of each 80 hours, with a

flexibility to adapt to prevailing conditions. The number of trained teachers will thus

increase to 120 by the end of the project. School director and pedagogical directors will be

included in the training program to facilitate the planning and start up implementation of

ECP. Teaching materials. In 2018, an analysis of the teacher programme will be conducted

and a proposal to transfer the teacher training to the University of São Tomé be prepared.

c) Curriculum materials

The project will provide the technical assistance to the Technical Working Group to develop

all required regulations and curriculum materials, by drawing on international and national

experiences and expertise. All materials will be customized to the realities of São Tomé and

Principe and be guided by the Governments’ policies and programmes. They will clearly

relate to the economic sectors in the country, and reflect the consultation process with

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cooperating ministries in order to contribute with national agenda in the promotion of

entrepreneurial young generation. Following materials will be produced:

o Entrepreneurship syllabi for 10th

and 11th

grades, with competencies and performance

indicators, contents, pedagogical guidance, time allocation.

o Teachers’ guides, and students’ textbooks.

The content will be in enriched and revised throughout the project duration through

structured consultation processes with schools, teachers and local private sector to secure the

development of the desired competencies.

C.2.5. Foster partnerships with private sector

The implementation of entrepreneurship as a new practical subject requires activities outside

of the school and interactions with the private sector. Business people will share their

experiences on entrepreneurial concepts and enterprise management, host visits and

apprenticeships. The success of the partnerships relies on the awareness of the programme,

understanding and acceptance of respective roles and identification of synergies and mutual

benefits. The project will therefore endeavor to conduct regular information and

consultations with the private sector and other partners.

C.2.7. Assess outcomes, impact and linkages

During the M&E process after collect information and results each year the project will

organize a workshop to share the information and take measures to address any deviations of

the program.

C.3. Direct and indirect beneficiaries

Estimated 5,000 students of 10 º-11 º grades

Families of students

Estimated 120 teachers (in-service) and university instructors

MECC technician from department of Planning and Curriculum Reform

Private sector

C.4. Expected outcomes

- Students and graduate from ECP can demonstrate and apply entrepreneurial attitudes,

skills and knowledge.

- Students have more start up and employment opportunities.

- Families can develop community project with the skill of the young students

- Teachers are able to transmit entrepreneurship concepts and knowledge in a learner-

centered methodology.

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- The Ministry of Education, Culture and Science is able to manage the continuation of

the entrepreneurship curriculum and have the capacity to monitor, evaluate and revise

the ECP, with the necessary rules and regulations and partnerships in place.

- The private sector benefits from more qualified work force.

C.5. Gender mainstreaming2 strategy

This project takes into account the objective of gender equality that the government outlined

in its National Plan of Education 2002 – 2015, the National Strategy from Equality and

Gender Equity (2007) and the Poverty Reduction Strategy 2012-2016. Through this project,

young women will be encouraged to take entrepreneurial initiative, which would challenge

the stereotypes of the society and develop a positive attitude towards entrepreneurship,

business and self-employment. In order to contribute to provide equal opportunities to all

students regardless of gender, the project will promote gender equality and empowerment of

women through promoting girls access to entrepreneurship education, creating gender-

sensitive teaching materials, and women’s socio-economic improvement. Following

measures will be implemented:

- Share of adolescent girls’ enrolment in secondary schools participating in the project

and graduates girls are at least 45%,

- At least 40% of teachers are female and take part in the programme;

- Directors and teachers will encourage the parents to have their daughters participating

through schools meetings;

- Raise parents’ awareness of their rights and responsibilities in education and of the

importance of schooling for boys and girls;

- Partnership with the private sector is sought to provide scholarships to students from

disadvantaged backgrounds, with equal share of boys and girls

- All curricula, textbooks, training material and teachings methods are gender

sensitive3;

- 100% of teachers trained with increased knowledge about gender-responsive

treatment of boys and girls (i.e. challenging stereotypes, not reinforcing gender roles);

- Successful women entrepreneurs are identified in the country to speak with students

as part of the training programmes;

- Women and men (e.g. teachers, students and parents) are represented in a gender-

sensitive way in all communication measures (e.g. website, radio, shows, events,

articles);

- To improve women´s socioeconomic participation trough education (learning

outcomes, life and work opportunities).

2 Gender mainstreaming is a strategy for making the concerns and experiences of women, as well as of men, an integral part of the design, implementation, monitoring and evaluation of policies and programmes in all political, economic and societal spheres so that women and men benefit equally and inequality is not perpetuated. The ultimate goal of mainstreaming is to achieve gender equality. 3 Gender sensitive: considers gender norms, roles and relations but does not address inequality generated by unequal norms, roles or relations. While it indicates gender awareness, no remedial action is developed.

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C.5 Expected Components/Outputs and activities

Output 1: Entrepreneurship Curriculum ready to be implemented in the second cycle of

general and technical secondary education, covering 10th

and 11th

grades.

Indicators

Technical Working Group members trained to develop and implement ECP

Entrepreneurship syllabus ready and approved for piloting in 10th

and 11th

grades

Entrepreneurship teachers guide, assessment guidelines and student textbooks ready

for piloting in 10th

and 11th

grades

Monitoring and evaluation tools

Activities

Activity 1.1 Establish the Technical Working Group at the MECC, with Terms of

Reference, work plan and working modalities with collaborating institutions

and district authorities

Activity 1.2 Build consensus with national and district education authorities on necessaries

regulation reform to implement ECP.

Activity 1.3 Carry out baseline national survey on student’s entrepreneurship competencies

and ability to respond to private sector expectations, with particular attention to

gender aspects.

Activity 1.4 Design ECP performance, outcome and impact indicators and M & E system,

with sex-disaggregated data and gender-sensitive qualitative information.

Activity 1.5 Prepare and conduct am awareness training programme for TWG members on

ECP concepts and their role in the development and implementation, through

workshops, study visits and continuously provide technical expertise and

experiences.

Activity 1.6 Conduct awareness workshops to familiarize school directors, teachers,

parents, private sector and students with the concepts of entrepreneurship

education and seek their collaborative support.

Activity 1.7 Conduct curriculum development workshops with TWG members to review

the motivation of current secondary curriculum for promoting live

competencies and existing entrepreneurship training materials from the

country, entrepreneurship curricula from other countries and define outline of

materials required in São Tomé and Principe.

Activity 1.8 Conduct socio-economic surveys of the country and target districts, including

major products, quantities, qualities, access to markets, business associations

and infrastructures, around the schools where ECP will be implemented, and

analyze barriers to entrepreneurship differentiated by gender and age, in order

to incorporate practical pedagogical suggestion in manuals.

Activity 1.9 Consult private sector on their expectations on youth competencies and collect

country case studies, including female role models.

Activity 1.10 Conduct writing workshop to prepare draft entrepreneurship syllabus, teachers’

guides, textbooks and assessment guidelines that are gender-sensitive.

Activity 1.11 Conduct technical editing of the ECP teaching materials prepared.

Activity 1.12 Print and distribute teaching materials for pilot phase.

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Output 2 Entrepreneurship Curriculum introduced in general and technical secondary

schools

Indicators:

In-service teacher training programme designed and implemented.

About 120 entrepreneurship teachers will have been trained and are teaching

entrepreneurship with quality

6 secondary schools will have conducted a three year ECP pilot phase.

About 1,500 students will have completed the two years entrepreneurship learning

Private sector participates in ECP pilot school activities

Monitoring and entrepreneurship assessment reports.

Activity 2.1 Select a sufficient number of pilot teachers based on a previously agreed set of

criteria, tentatively 120.

Activity 2.2 Prepare in-service teacher training programme and manual.

Activity 2.3 Train in-service teachers through training workshops (two weeks) and on-the-

job training on entrepreneurship concepts and teaching.

Activity 2.4 Start implementation of ECP in grades 10 and 11 sequentially in six secondary

schools.

Activity 2.5 Establish M&E systems at schools to monitor performance and outcomes, and

train MECC staff, to include in the normal monitoring process of Curriculum

Development department, with gender- and age-sensitive indicators

Activity 2.6 Conduct three monitoring and coaching exercises per year/school to collect all

information on schools preparedness, teaching practices and challenges,

results and provide technical guidance and corrective measures.

Activity 2.7 Promote private sector participation in ECP pilot teaching.

Activity 2.8 Document the practical experience in the application of knowledge in

activities in the community, and the results.

Activity 2.9 Conduct regular consultation process with district and national level on

results, regulations and mechanisms available to support of student’s activities

link with local and national private sector

Activity 2.10 Assess outcomes of ECP in terms of changes in students’ attitudes,

development and application of entrepreneurship competencies and the impact

on job creation and improvements in the family live, with particular

consideration of gender issues.

Activity 2.11 Prepare a technical report on the ECP pilot teaching experience, with all

relevant materials and regulations.

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Output 3: Entrepreneurship Curriculum Programme ready for roll out

National policy to introduce ECP, including budgetary provisions and regulations.

Public university of São Tomé and Principe incorporates ECP in their teachers'

training.

10 University professors trained

Activity 3.1 Conduct consultation with schools, statistic department, finance planning

department for the preparation of annual expansion of ECP teaching to cover

all classes.

Activity 3.2 Prepare a technical proposal for full roll out of ECP in the system as of 2019,

including regulations required, and based on lessons learned.

Activity 3.3 Organize a technical workshop on the lessons learned from the experiences of

the pilot operation, and agree on the plan for the full-scale introduction of ECP.

Activity 3.4 Evaluate the capacity of STP university to introduce ECP on initial teacher

training program & design the pre-service teacher training programme

accordingly.

Activity 3.5 Train university teachers on ECP modules.

Activity 3.6 Facilitate exchange and partnerships with resource institutions in other

countries and international institutions.

Activity 3.7 Design and presenting technical proposal for nationwide expansion in 2019.

Activity 3.8 Confirm the national policy on introducing the ECP, including budgetary

provisions.

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D. Inputs

D.1. Counterpart inputs

During the project implementation, the MECC will facilitate their budget, staff and logistics

required for the successful implementation of the project, in particular:

1) ECP Focal point and sufficient number of qualified technical personnel for the Technical

Working Group and their respective personnel costs;

2) The personnel costs of the school teachers and national and provincial government

officials involved in the project;

3) Printing and distribution of textbooks, teacher’s manual and other teaching materials for

the roll out;

4) Costs of participation of government officials and teachers in the training including

travel costs, accommodation, fuel

5) Installation, maintenance and use of utilities such as water, electricity and

telecommunication;

6) Consumable office supplies of the counterpart institutions;

7) Office furniture such as desks, chairs, storage etc.;

8) Budget for monitoring visits for the personnel of MECC.

9) Driver

D.2. Project inputs

International staff Work months

International entrepreneurship training expert (split missions) 15

International short-term consultants (industrial engineering) 2

National staff Work months

National entrepreneurship expert 48

National consultants (gender)

Professional/administrative assistant 45

Travel

Project and UNIDO HQ travel

Training and meetings

In-service training, Workshops and meetings

Equipment

Office equipment : 2 computers (project office), 1 copier, 1 set of phone/fax,

Office furniture; 1 vehicle

Miscellaneous

Fuel and maintenance of equipment, Consumable supplies, communication,

translation, document production, promotion, miscellaneous.

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E. Risks

The implementation of the project outputs and achievements of the outcomes depend on

political stability in the country, and Government policies and programmes for infrastructure

and institutional development as well as reforms in education to be implemented. The project

was prepared on the basis of extensive consultations with the government representatives,

private sector and communities including youth, presenting strategic options and a road map

towards introducing and ECP within the country conditions, resources and plans. On that

basis, the risks that conducive conditions would not remain are considered low.

Particular attention is drawn to the fact that the ECP requires institutional arrangements in the

Ministry such as a Technical Working Group to be established and in the schools (teachers

plus one coordinator). Furthermore, the policy decisions regarding the final modalities of the

entrepreneurship subject and its final assessment require ministerial instructions.

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F. Budget

Total 2016 2017 2018 2019 2020

Budget

Line Description w/m US$ w/m US$ w/m US$ w/m US$ w/m US$ w/m US$

11-02 International entrepreneurship training expert 23 256,000 2 25,000 6 66,000 6 66,000 6 66,000 3 33,000

11-03 Short-term consultants: Industrial engineer 2 24,000 0 2 24,000 0 0 0 0

Sub-total International Experts 25 280,000 25,000 90,000 66,000 66,000 33,000

15-00 Project staff and counterpart Travel 20,000 2,500 5,000 5,000 5,000 2,500

16-00 UNIDO HQ and field office monitoring 20,000 2,500 5,000 5,000 5,000 2,500

Sub-total Travel 40,000 5,000 10,000 10,000 10,000 5,000

17-01 National entrepreneurship training expert 48 120,000 6 15,000 12 30,000 12 30,000 12 30,000 6 15,000

17-02 National gender expert 2 5,000 1 2,500

1 2,500

17-03 Professional/administrative assistant 42 45,000 0 3,000 12 12,000 12 12,000 12 12,000 6 6,000

Sub-total National experts 134 199,400 20,500 - 50,400 - 52,900 - 50,400 - 25,200

21-01

Content and language editing, communications materials,

printing 30,000 0 10,000 10000 5000 5000

Sub-total Sub-contracts 30,000 0 10,000 10,000

5,000

5,000

33-01

Teacher Training, workshops and meetings, communication

materials 45,000 7,500 7,500 7,500 7,500 15,000

33-02 Training workshops M&E results 10,000 2,000 2,000 2,000 2,000 2,000

33-03 Strategy consultation meeting 7,500 1,500 1,500 1,500 1,500 1,500

Sub-Total Training 62,500 11,000 11,000 11,000 11,000 18,500

45-01 Equipment (1 vehicle and office equipment) 60,000 60,000

Sub-Total Equipment 60,000 - 60,000 - - - - - - - -

51-02 Fuel and Maintenance 11,000 1,000 3,500 3,500 2,000 1,000

51-02 Supplies & misc. 11,000 3,000 3,000 2,000 2,000 1,000

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51-03 Communication 17,000 5,000 5,000 4,000 2,000 1,000

51-04 Translations and document reproduction 5,914 1,000 1,000 2,000 1,000 914

Sub-Total Operations 44,914 - 10,000 - 12,500 - 11,500 - 7,000 - 3,914

99-99 Project Total 159 687,414

131,500

183,900

161,400

149,400

90,614

UNIDO support cost (13%)

89,364

Grand Total

776,778

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G. Logframe

Intervention logic Objectively verifiable indicators Sources of verification Assumptions

Development objective /

Impact Young people acquire entrepreneurship

competencies and apply entrepreneurial

concepts and skills in their day-to-day life or business activities.

Thus the government lays thus the human resource foundation for an

entrepreneurial society and private

sector development.

Number of young entrepreneurship graduates who

demonstrate entrepreneurship competencies as per approved syllabus and who apply entrepreneurship

in practical activities.

Startup rates and success rates of young

entrepreneurs who studied entrepreneurship will be

higher than of other youth (post project).

MECC monitoring system, gender

sensitive Entrepreneurship examinations

Immediate objectives/

outcomes The MECC is able to introduce and

implement the subject of

entrepreneurship in general and

technical secondary education.

About 2,000 to 3,000 youth of São Tomé and

Principe will study annually, i.e. on sustainable basis, entrepreneurship as a subject based on

approved syllabus and curriculum materials for

grades 10 and 11.

Ministry’s monitoring and

evaluation system, work plan and budget

A conducive environment will prevail to allow youth to put into practice the entrepreneurship

concepts they will have learnt

Outputs 1.Entrepreneurship curriculum ready to be implemented in the second cycle of

general and technical secondary

education, i.e. in 10th and 11th grades

Technical working group established by Ministry and trained to initiate the introduction of the subject

of Entrepreneurship in Secondary education

Syllabus, Teachers Guides, Student Textbooks Assessment guidelines and monitoring tools

completed for 10th and 11th grades.

Project M & E system and technical reports

Ministry’s monitoring and

evaluation system

Entrepreneurship Curriculum Programme continues to be a priority of the government and will be

appropriately supported with human, financial and logistical resources.

Local business communities will participate in teaching of entrepreneurship to the learners, either

as resource persons or by availing their businesses

to act as laboratories.

2.Entrepreneurship curriculum introduced in general and technical

secondary schools, in 10th and 11th

grades

6 schools implement entrepreneurship in 10th and 11th grades.

About 1,500 graduates and 3,000 enrolled in

entrepreneurship in pilot schools.(40%female)

About 120 teachers trained. (40% female)

3. Entrepreneurship curriculum ready for roll out

National policy to introduce ECP, including

budgetary provisions and regulations. Public university of São Tomé and Principe

incorporates ECP in their teachers' training.

10 University professors trained

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H. Monitoring, reporting and evaluation

Key indicators for this project are defined in the logframe. These will be detailed with the Technical Working Groups, who will organize and monitor the progress of implementation in coordination with the UNIDO project office. The UNIDO project team leader will coordinate the reporting process and information to delegates, coordinators and school directors and the TWG. The outcomes in terms of development and application of entrepreneurship competencies in graduate students will be measured through the formal assessment process and specific surveys. The project will ensure the collection of baseline and sex -disaggregated data and qualitative information. The project will establish a project M& E system, and training TWG members as well as school directors and teachers in the use. UNIDO will prepare yearly reports on the process of technical assistance activities and submit to government authorities and donors prior to organising a project review meeting. The project review committee will be composed of MECC, the donor and UNIDO, and invite other partners such as cooperating ministries, bilateral and UN agencies and private sector.

I. Prior obligations and prerequisites The success of this project requires the effective coordination by the MECC and its Technical

Working Group to ensure the active participation of the schools, communities, private sector

and other parties. It also requires the availability of the counterpart inputs defined in D.1.

J. Legal context The Government of São Tomé and Principe agrees to apply the present project, mutatis

mutandis, the provisions of the Standard Basic Assistance Agreement between the United

Nations Development Programme and the Government, signed on 26 March 1976 and

entered into force on 26 March 1976.

19

K. Annexes

Table 1: List of schools and students in São Tomé and Principe

School Geographical location

District Cycle - Class Classification

Liceu Nacional Agua Grande 7 – 8 – 9 – 10 – 11 –

12

Urban

Maria M. Margarido Mé - zochi 9 – 10 – 11 - 12 Rural

Algés Cantagalo 10 – 12 Rural

Bom Bom Mé - zochi 7 – 8 – 9 Urban

Santana Cantagalo 7 – 8 – 9 – 10 – 11 Urban

Angolares Caué

9 – 10 – 11 Urban

Desejada Lobata

7 – 8 – 9 Rural

Guadalupe Lobata

7 – 8 – 9 Urban

Neves Lemba 7 – 8 – 9 – 10 Urban

Príncipe RAP 7, 8, 9 – 10 – 11 – 12 Urban

Total

Table 2: Students statistics, update December 2015

School 10ª Classe 11ª Classe 12ª Classe Students Class Students Class Students Class M/F Class

Liceu

Nacional 1489 23 1456 24 721 13 2945 47

Maria M.

Margarido 331 7 422 10 1022 20 753 17

Algés 665 11 -------- --------

- 332 7 --------

- --------

- Bom Bom ------- --------- ------- ------- ------- ------- ------- --------

- Santana 199 4 178 4 ------- -------- 377 8 Angolares 67 2 28 1 95 3 Desejada --------- ---------

- --------- -------- -------- -------- ------- -------

Guadalupe --------- ---------

- --------- --------

- ------- --------- ------ --------

- Neves 160 3 -------- ------- -------- ---------

- --------

- --------

- Príncipe 165 5 130 4 97 3 295 9 Total 3076 55 2214 43 2172 43 4465 84

20

Table 3: From ECP pilot to roll out – scenario of classes to be covered

2016/2017 2017/2018 2018/2019 2019/2020 Total

Pilot Pilot Pilot Roll out

Liceu Nacional

10th 5 10 15 23 23

11th 0 5 10 24 24

Maria M. Margarida

10th 3 5 7 7 7

11th 0 3 5 10 10

Algés

10th 5 7 9 11 11

Santana

10th 3 4 4 4 4

11th 0 4 4 4 4

Angolares

10th 2 2 2 2 2

11th 0 1 1 1 1

Principe

10th 3 5 5 5 5

11th 0 4 4 4 4

Total 21 50 66 95 95

Teachers to be trained 30 30 30 30 120

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Table 4: Output-based budget:

BL Description 2016 2017 2018 2019 2020 Total

Output 1:

11 International experts 25,000 90,000 - 115,000

15 Project travel 2,500 5,000 7,500

16 Staff travel 2,500 5,000 7,500

17 National experts & admin staff 20,500 42,000 62,400

21 Subcontracts -

30 In-service training, conferences, workshops 11,000 11,000

35 International Meetings -

43 Premises -

45 Equipment 20,000 20,000

51 Miscellaneous 10,000 5,000 15,000

Sub-Total Output 1 91,500 147,000 - - - 237,500

Output 2:

11 International experts 66,000 66,000 132,000

15 Project travel 5,000 5,000 10,000

16 Staff travel 5,000 5,000 10,000

17 National experts & admin staff 44,500 42,000 86,500

21 Subcontracts 10,000 10,000 5,000 25,000

30 In-service training, conferences, workshops 11,000 11,000 11,000 33,000

35 International Meetings -

43 Premises -

45 Equipment 20,000 20,000

51 Miscellaneous 7,500 11,500 7,000 26,000

Sub-Total Output 2

20,000 28,500 153,000 141,000 - 342,500

22

.

Output 3

11 International experts 33,000 33,000

15 Project travel 2,500 2,500

16 Staff travel 2,500 2,500

17 National experts & admin staff 21,000 21,000

21 Subcontracts 5,000 5,000

30 In-service training, conferences, workshops 18,500 18,500

35 International Meetings -

43 Premises -

45 Equipment 20,000 20,000

51 Miscellaneous 3,914 3,914

Sub-Total Output 3 20,000 - - - 86,414 106,414

TOTAL 131,500 175,500 153,000 141,000 86,414 687,414

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Table 5: Tentative Work plan

Nº Description of activities 2016 2017 2018 2019 2020

Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

OU

TPU

T 1

1.1. Establishment of the Technical Working Group at the MECC, work plan and working modalities

X

1.2 Meeting with national and district education authorities on necessaries regulation reform to implement ECP

X

1.3 Realization of a baseline national survey X

1.4 Design ECP performance, outcome and impact indicators and M & E system

X

1.5 Preparation and realization of an awareness training programme for TWG members

X

1.6 Implementation of an awareness workshops to familiarize with the concepts of entrepreneurship with the direct and indirect beneficiaries

X

1.7 Implementation of curriculum development workshops with TWG members

X

1.8 Implementation of socio-economic surveys of the country and target districts

X

1.9 Consult private sector on their expectations on youth competencies

X X

1.10 Implementation of writing workshop X

1.11 Technical editing of the ECP teaching materials prepared.

X

1.12 Production and distribution of teaching materials for the pilot phase.

X

OU

TPU

T

2

2.1. Selection of a sufficient number of pilot teachers X

2.2. Preparation of in-service teacher training programme and manual.

X X

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Nº Description of activities 2016 2017 2018 2019 2020

Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

2.3. Training of in-service teachers through training workshops

X

2.4 Implementation of ECP in grades 10 and 11 X X X X X X X X

2.5 Establishment of M&E systems at schools X X

2.6 Implementation of three monitoring and coaching exercises per year/school

X X X X X X

2.7 Promotion of private sector participation in ECP pilot teaching.

X X X X X X X

2.8 Documentation of the practical experience in the application of knowledge in activities in the community

X X

2.9 Regular consultation process with district and national levels on results, regulations and mechanisms available to support student’s activities

X X X X X X X

2.10 Assessment of the outcomes of the ECP X

2.11 Elaboration a technical report on the ECP pilot teaching experience

X X

OU

TPU

T 3

3.1

Conduct consultation with schools, statistics department, finance planning department for the preparation of annual expansion of ECP teaching to cover all classes.

X X

3.2 Preparation a technical proposal for full roll out of ECP in the system as of 2019

X X

3.3

Organization of a technical workshop on the lessons learned from the experiences of the pilot operation, and agreement on the plan for the full-scale introduction of ECP.

X

3.4 Evaluation of the capacity of STP university to introduce ECP

X

3.5 Training university teachers on ECP modules. X

25

Nº Description of activities 2016 2017 2018 2019 2020

Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

3.6 Facilitation of exchange and partnerships with resource institutions in other countries and international institutions.

X

3.7 Design and presentation of the technical proposal for nationwide expansion in 2019.

X

3.8 Approval of the national policy on introducing the ECP, including budgetary provisions.

X