Expression of Interest for Research for Evidence-Based Planning, Mapping, Improvement, & Development of IIPs of ITIs 1.1. Maharashtra has 419 Government ITIs and 574 private ITIs providing skill training programs in 83 trades 18 one-year programs in engineering, 37 two-year programs in engineering, and 28 one-year programs in non-engineering trades. Total available seats are about 200,000 and admission rate is about 60%. Out of this, about 120,000 enrolment capacity is in government institutions and their admission rate is more than 70%. However, the institutions have significant variance in both capacity as well as utilization. To improve the quality and relevance of training at all the government ITIs, while also improving the resource efficiency, the government plans to reorganize the network of government ITIs into Skill Hubs strategically located and connected to all other government ITIs as spokes. The government plans to invest significantly in upgrading the infrastructure and the resources at the hub ITIs to drive the sector transformation in the state. One of the pre-requisites for the infrastructure investment is to have an Institutional Infrastructure Plan (IIP) for each skill hub detailing the infrastructure improvements and resource requirements. 1.2. To support the World Bank Task Team to provide appropriate technical assistance and advice to the Department for the successful implementation of the DAKSH Maharashtra program, the International Bank for Reconstruction & Development (IBRD) has received a grant from the Korea - World Bank Group Partnership Facility (KWPF). IBRD plans to utilize a part of this grant to develop a globally informed and locally contextualized toolkit and research report for development of IIPs for ITIs. This toolkit and research report is also expected to be generalizable to TVET/skilling institutions in low- and middle-income countries. 1.3. The scope of this assignment is to develop a research report and toolkit which will include approaches, tools, methods, processes, and innovations for development of IIPs for ITIs, through (including but not limited to) secondary, primary and action research. For the purposes of demonstration and proof-of-concept of the toolkit, this will include development of such plans for select 36 ITIs in Maharashtra, India. 2. Rationale and Objectives 2.1. Industrial Training Institutes (ITIs) across the country are increasingly expected to plan and implement, in collaboration with various government departments and industries, infrastructure and academic development projects aligned with emerging technologies, industry needs, and sustainability goals. However, many institutions lack systematic frameworks for needs assessment, infrastructure mapping, and data-driven Detailed Project Report (DPR) formulation. To partly address this gap, the selected Consulting Firm will work with a sample of 36 government ITIs in Maharashtra to jointly develop the research report and toolkit containing approaches, manuals, tools, methods, processes, and checklists to develop IIPs. This toolkit will be designed for adaptation by other TVET/skilling institutions in similar contexts. 2.2. The engagement will entail joint data collection, analysis, and capacity enhancement activities, with active participation from ITI staff, students, industry representatives, and other stakeholders. To ensure true proof-of-concept, the IIPs should be comprehensive and realistic, i.e include detailed architectural and engineering designs, cost estimates, equipment specifications, implementation plans, procurement, and possible strategies for resource mobilization. The research toolkit and manual will reflect all the technical, environmental, and social requirements, including climate resilience, energy efficiency, universal access, and gender and social inclusion. Institutional ownership is a key principle: the toolkit will be designed to foster ownership and capacity within ITIs, enabling them to independently develop, implement, and update their plans. As proof-of-concept, the research report must include evidence that the selected ITIs demonstrate ownership and active engagement in developing and implementing the demonstration plans. 2.3. The following are the primary objectives of this research engagement: Ø To map the existing infrastructure, resources, academic strengths (skills set of teachers and instructors, industry alignment, and post-training employment outcomes, etc.), and stakeholder perspectives of the selected ITIs. Ø To identify infrastructure needs - including but not limited to built environment, needs of persons with disabilities, gender sensitive infrastructure, machinery, equipment, tools, technology, based on institutional vision and stakeholder input. Ø To prepare each IIP in collaboration with each selected ITI. Ø To develop a research report and toolkit for evidence-based, inclusive and sustainable planning that can be applied in similar contexts by World Bank Task Teams and public and private TVET/skilling institutions. Ø To develop a framework for ongoing maintenance and operations of upgraded infrastructure, including budgeting, staffing, and training mechanisms to ensure sustainability of investments. 3. Scope of Work and Tasks To Be Performed: 3.1. Inception and Preliminary Planning: This step will result in an Inception Report (including stakeholder mapping, work plan, and data collection protocols), and a Norms and Standards Compendium. a) Institutional Collaboration and Onboarding: Conduct an onboarding workshop with select stakeholders, such as officials of relevant agencies and institutions. b) Data and Information Collection: Collect data, documents, and information on institutional profile, programs, faculty, infrastructure, R&D, innovation, industry linkages, infrastructure inventory, needs mapping, funding sources, DPRs (if available), and planning mechanisms for each of the ITIs. c) Norm Development: Establish norms from review of international/ national/ state skill development policies and building codes, such as World Skill Center Standards, DGT norms, India Building Code, Urban Development Department Guidelines, Fire Safety Measures, Universal Access Guidelines, Skill India Mission, NSQF alignment, etc. Benchmark international TVET infrastructure standards and practices, including but not limited to UNESCO-UNEVOC Greening TVET guidelines, World Skills Center models, and examples from countries such as Singapore, Germany, and South Africa. Incorporate relevant lessons into the Norms and Standards Compendium and toolkit. The goal is to upgrade the ITIs to modern, industry-linked, smart learning environments. Identify any requirements for approvals/ permits/ consents from various authorities. d) Site Reconnaissance: Preliminary visits to 53 selected ITIs, to assess existing infrastructure and spatial constraints and needs that also considers the needs of persons with disabilities and women to ensure workplace safety. 3.2. Baseline Assessment / Situational Analysis: This step will result in a Diagnostic Research Report (institution-wise for 53 ITIs and system-level analysis), that will contain the technical survey results (topographical, geotechnical, building condition, utility, environmental/social screening). a) Institutional Assessment: Review current facilities, workshops, labs, classrooms, hostels, staff quarters, utilities, etc. Conduct equipment inventory and functional adequacy checks and assessments of space utilisation and land availability. Assess the current status and alignment with DGT guidelines and best practices of selected ITIs. Assess the compliance and gaps/variance against DGT Framework. Conduct a strategic review of ITIs compliance, capacity, and pathways for reform. b) Technical Surveys: Conduct topographical survey to capture contours, boundaries, access roads, drainage patterns, etc. Conduct geotechnical investigation and soil testing for foundation design. Conduct a building condition survey to assess the structural health of the existing buildings, if they are going to be renovated. Conduct a utility survey of existing electrical, water, sewerage, and communication networks. c) Environmental and Social Screening: Assess land ownership and encumbrances. Assess environmental sensitivities (trees, water bodies, environmental hotspots, etc.) and accessibility. Assess universal design features for barrier-free movement and needs of varies categories of persons with disabilities recognised by country law and inclusive infrastructure. d) Diagnostic Report: Prepare a Diagnostic Research Report summarizing institution-specific diagnostics and system-level trends. 3.3. Conceptual Planning and Visioning: This step will result in a forward-looking Campus Master Planning Framework Report, with both system- and institution-level sections. The objective of this step is to develop a modern vision for re-imagined ITI campuses, including but not limited to sector-wide standards for campus design, climate-smart infrastructure, needs of various categories of persons with disabilities, gender sensitive infrastructure, classification of institutions by type and specialization to guide differentiated investments, and optimal, flexible space utilization models that maximize resources and foster collaboration across all campuses. The report will include a Standard Environment and Social Management Plan (S-ESMP). a) Campus Master Planning Framework: For an innovative space utilization and functional zoning (academic, workshop, administration, hostel, green spaces, etc.) consider innovative measures, including but not limited to the following: a. Multi-functional learning spaces. b. Shared Tender Link : https://wbgeprocure-rfxnow.worldbank.org/rfxnow/public/advertisement/6261/view.html
