- Address priority training areas identified in the needs assessment, such as procurement law and bid evaluation - Develop training materials and certify national trainers with endorsement from RPPA - Implement the strategic plan to continuously upgrade skills of procurement professionals through 2016

1. Twinning Arrangement to
Develop Capacity at SFB to meet
Rwanda’s Training Needs in
Procurement
Hisham Al Labadi
Hisham
February 2012
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2. Outline of the presentation
I. The Training Needs Assessment (TNA)
II. SFB strategic plan for procurement training 2012-2016
III. TOT REPORT
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3. The Training Needs Assessment
(TNA)
1. Introduction
2. Purpose and scope of the Training Needs
Assessment (TNA)
3. The spectrum of competencies/skills
surveyed
4. Methodology of TNA survey
5. Results of TNA survey
6. Recommendations
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4. TNA
1. Introduction
 Reform of national Public Procurement systems a
pre-requisite for the current modernization of state
functions. The pillars of such reform are:
 i) a sound and modern legal framework,
 ii) efficient management & oversight institutions
and
 iii) a critical mass of competent human
resources at the execution level set-up of a
national public procurement training system in Rwanda
through the twinning arrangement between SFB, ITCILO and
the University of Turin.
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5. 2. Purpose and scope of the TNA
 To carry out a survey for procurement TNA of both
public procurement personnel as well as the private
sector.
 The needs assessment report will be used as the basis
for the formulation of:
 (i) the strategic plan of SFB for HRD in the
procurement function over the next 5 years; and
 (ii) develop an immediate train-the-trainers
program;
 (iii) Recommend an integrated program for
different levels of certification in procurement with
courses at Certificate/ professional level and
Master’s Level.
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6. 3. The spectrum of competencies/skills
surveyed
1. Public Procurement: Legal, Regulatory and
Institutional Framework
2. Public Procurement Planning
3. Prequalification procedures
4. Management of the Tendering Period
5. Public Bid Opening and Evaluation of Bids
6. Contract Award and Administration
7. Receiving and Inspection of Goods, Works and
Services
8. Evaluation of Results and Performance Measurement
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7. 4. Methodology of the TNA survey
 Filling the questionnaires composed of the sets of
competences for a total of 76 questions.
 Evaluation of the activities according to three key
parameters:
 Frequency (of use),
 Importance (for institutional delivery)
 and Self-declared assessment of the Level of
Knowledge/Know-how of the incumbent by him/her
or his/her officer-in-charge.
 The scores for each parameter varied from 1 to 4 (1
being the minimal score, 4 being the maximal
one, with 2 and 3 in-between).
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8. Questionnaires
 Two similarly structured questionnaires were prepared, one for
procurement officers and the other for heads of departments;
 The only difference in the questionnaires are two questions
concerning number of staff involved in the procurement process
and the number of supervisors of procurement activities;
 Twenty five (25) institutions were given the questionnaires;
 Only nineteen (19) responded to the questionnaire. The
remaining institutions were reminded through emails and
telephone calls but were unable to respond within the timeframe
of the survey.
 In total, sixty five (65) procurement professionals and managers
responded to the questionnaire.
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9. 5. Results of TNA survey
 Deficit (Gaps) between the self declared level of
knowledge and the optimal desired level
The results have been analysed and then ranked in the
following categories:
 First Level Gaps (most urgent competencies) : difference
between Self-declared and Optimum ranks between 3 and
2,00
 Second Level Gaps (essential competencies) : difference
between Self-declared and Optimum ranks between 1,99 and
1,00
 Third Level Gaps : difference between Self-declared and
Optimum ranks between 0,99 and 0,25
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10. 5. Results of TNA survey (cntd)
 Criticality of the competences
 The results have been analysed and then ranked as
follows:
 First priorities ( average of Frequency/Importance ranks
between 3,00 and 4,00)
 Second priorities (average of Frequency/Importance
ranks between 1,50 and 2,99)
 Third priorities (average of Frequency/Importance ranks
between 0,25 and 1,49).
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11. 5. Results of TNA survey (end)
The summary of results is as follows:
 Frequency of use of all the skills identified
For most of the institutions, the frequency of use of the skills is about
average (corresponding to 15 to 50 % of activities or working time).
 Importance of the skills proposed in every day work
Most of the respondents indicated that the procurement topics
proposed were useful in the context of their procurement work. About
three institutions (RTDA, PSF & RDB) indicated that the topics were
very useful in the context of their work.
 Knowledge level in the topics proposed
Most of the respondents indicated that they do not possess proficient
knowledge in the procurement topics proposed. Out of a total score of
4, most were below a score of 2.5. This implies that all the respondents
need training in the procurement topics proposed in the survey.
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12. 6. Recommendations
 Based on analysis of the survey data, the following
“procurement training needs” are recommended or
assessed as “priority”:
1. Procurement Law and Regulations;
2. Procurement planning;
3. Prequalification process;
4. Preparation of technical specifications and
terms of references;
5. Procurement of works;
6. Procurement of services;
7. Preparation of bidding documents;
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13. Recommendations ctd
8. Bid opening and evaluation;
9. Procurement audit of public institutions;
10. Training of Trainers;
11. INCOTERMS;
12. Procurement Performance evaluation;
13. Contract negotiations and contract
management;
14. World Bank and EU procurement procedures;
15. Procurement of pharmaceutical/health related
products;
16. Management of bidder’s complaints.
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14. 6. Recommendations (cntd)
 Competency-based training materials for each of the above
topics are needed. All the competencies outlined in the TNA
questionnaires and identified by all respondents as urgent, need to be
covered by the Project-produced training materials
 In addition to the above and in order to comprehensively cover the
above needs, ITCILO recommends that the following additional
modules be developed:
1. Advanced contract management for Works and Services
2. Advanced Logistics, INCOTERMS and Insurance policies
in public procurement
3. Procurement Audit for public institutions
4. Project management for efficient Procurement
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15. 6. Recommendations (end)
 Specific follow-up of the recommendations:
 Special emphasis should be placed on the procurement of services and
works.
 RPPA endorsement of the training materials and certification of the
national trainers is essential for authoritative delivery of downstream
training.
 SFB’s strategic training plan in the area of procurement training
should consider continuous upgrading of the skills of procurement
professionals in the country, both in public and private sectors, as well
as journalists, staff from control bodies and anti-corruption agencies;
 SFB to quickly gears-up for the delivery of requested training at the
required frequency that is necessary to respond to the scale of demand
as earlier assessed in this Report.
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16. SFB strategic plan for
procurement training 2012-2016
1. Proposed Training delivery strategy by SFB
2. Proposed structure of department
3. Courses arrangement and department
activities
4. SFB proposed Annual procurement training
plan (for years 2011-2015)
5. Evaluation and control
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17. II. SFB strategic plan for procurement training
2012-2016
1. Proposed Training delivery strategy by SFB
Three parameters dominate the “go ahead” decision:
 i) the magnitude of demand for procurement training,
 ii) themes of required training have been identified and,
 iii) lack of real competition.
Solid support for launching such procurement training
program by the RPPA and Ministry of Finance and the
technical backing provided by the Twinning arrangement
with ITCILO and the University of Turin
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18. II. SFB strategic plan for procurement training
2012-2016
 The procurement training program is composed
of:
 Seven short professional courses of one week
duration with titles as identified in the TNA study
(plus one for the private sector already developed
by the Project);
 Tailor-made short courses and advisory services
based on specific demand;
 A Master program in Procurement Management.
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19. 2. Proposed structure of department
1. SFB Rector and Vice Rector
2. Board members (Steering Committee): adopt the content
of short and master programs
3. Technical working group: Master graduates who will
prepare courses material and deliver sessions
4. Chief of Unit: will manage daily marketing and delivery
activities
5. Lectures: international plus national and regional
6. Secretariat: administrative support
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20. 3. Courses arrangement and department activities
As per the results of the TNA survey the following 7 short
professional courses will be offered regularly by SFB:
1. Procurement of Goods
2. Procurement of Works
3. Procurement of Consultancy services
4. Advanced contract management for Works and Services
5. Advanced Logistics, INCOTERMS and Insurance policies in
public procurement
6. Procurement Audit for public institutions
7. Project management for efficient Procurement.
In addition, a course for private sector economic operators
can be offered upon request.
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21. 3. Courses arrangement and department activities
(end)
 The parameters for course deliveries take into
consideration 4 aspects:
1. Content of the course: The master program will be accredited
by university of Turin and recognized at international level.
2. Financial support: The course must be profitable by itself and
marketable according to its nature to ensure the sustainability.
3. Human resources: A total of almost 20 lectures will be available
to provide service. In addition, the course will still need to hire
external consultant with high experience to ensure not only the
quality of the program but also the level of sharing experience at
international level..
4. Facilities: For the master program, two buildings are in
construction and SFB expect to get keys in July 2012.
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22. 4. SFB proposed Annual procurement training plan (for
years 2011-2015) Program
 SFB can deliver the 7 short courses twice a year
plus the Master program on yearly basis;
 SFB can deliver a training of trainers program if
demand arises;
 Delivery of consultancy assignments and tailor-
made activities.
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23. 5. Evaluation and control
Short Professional courses:
 A robust system for evaluation of the quality of the
delivery of this course will be put in place in line
with ITCILO system.
 SFB may also work closely with RPPA and Office
of Auditor General to assess the improvement of
procurement management in different institutions
after short training courses.
 The Board will review the results of the evaluation
on quarterly basis.
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24. 5. Evaluation and control (end)
Master program
 The evaluation will be based on assignment, test
and exams for each module and presentation of
thesis at the end of the program. The ranking
system will be in line with the requirements of SFB
and the University of Turin.
 At the end of each training session, participants
may assess also lectures by filling an evaluation
form in order to show the level of appreciation.
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25. TOT REPORT
1. Beneficiaries
2. Structure of the TOT in Public Procurement in
Rwanda
3. Course outline and Topics covered
4. Assessment of the overall results for the final
exam
5. Summary of the Results
6. Recommendations by International Training
Center
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26. 1. Beneficiaries
The TOT in public procurement in Rwanda took place from 5
to 23 December 2011.
 The beneficiaries of the training were mainly candidates
from the public sector
 A certain number of candidates from private sector and
Universities were also considered.
 The final number of participants was 29.
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27. IV. TOT REPORT (cntd)
2. Structure of the TOT in Public Procurement in
Rwanda
The TOT program in public procurement in Rwanda
is composed of:
 3 week-classroom learning including training delivery
“practice sessions” and a “written examination”.
 Subsequently, successful performance as a provisional
trainer or co-trainer for approximately 15 days
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28. IV. TOT REPORT (cntd)
3. Course outline and Topics covered
The training was organized in five dual purpose (learning
modules and trainer’s guides) modules as follows:
1. Module 1: INTRODUCTION AND PRINCIPLES OF PUBLIC
PROCUREMENT & LEGAL AND INSTITUTIONAL
FRAMEWORK OF PUBLIC PROCUREMENT IN RWANDA.
2. Module 2: PUBLIC PROCUREMENT MANAGEMENT FOR
GOODS, WORKS, PHYSICAL AND CONSULTANCY
SERVICES.
3. Module 3: CONTRACT MANAGEMENT.
4. Module 4: PUBLIC PROCUREMENT FOR ECONOMIC OPERATORS &
ANTICORRUPTION MESURES.
5. Module 5: TRAINING METHODOLOGIES+ DEMONSTRATING
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29. IV. TOT REPORT (cntd)
4. Assessment of the overall results for the final exam
To qualify as a trainer in any of the three main categories
(goods, works and services), candidates need to achieve:
 A minimum of 58% in the overall assessment (written
Exam + presentation skills & attendance and
Participation).
 A minimum of 60% in the written exam for goods and
services or 70% for works.
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30. IV. TOT REPORT (cntd)
5. Summary of the Results
 Five (5) participants qualified for all three Categories
(Goods, works and Services)
 Thirteen (13) participants qualified in two categories.
 Seven (7) participants qualified only in one Category
(goods).
 Twenty (20) participants passed the TOT and nine (9) failed.
 The nine (9) participants failed the exam
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31. IV. TOT REPORT (cntd)
6. Recommendations by the ITCILO
 ITC-ILO recommends to proceed with the
implementation of the follow up activities as
planned including the launching of the Short
Term Courses with the participation of the
“provisionally” certified Rwandan TOT graduates
including those who may stand in need of
remedial actions recommended in this regard.
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32. IV. TOT REPORT (end)
6. Recommendations by the ITCILO
 The remedial actions are as follows:
 Participants who failed to achieve the “passing
threshold”, will need to re-sit for the exam in early
May 2012;
 Participants who achieved less than 60% in the
training methodology will need to enhance their
capacity in training delivery;
 Participants who failed a certain category and want
to redo the exam should attend additional training in
the short course intended to be carried out starting
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33. THANK YOU FOR YOUR
ATTENTION !
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