• Providing transferable skills to support occupational mobility and lifelong learning through apprenticeship programs that would meet enterprises immediate needs.
• Selecting 221 eligible and potential returnees, IDPs, and Host community members for apprenticeship training.
• Identifying and selecting the most eligible, well-equipped, and potential enterprises for conducting apprenticeship training in five targeted provinces.
• Engaging systematically with entrepreneurs, trade unions, local government directorates/entities and other key stakeholders to implement apprenticeship training based on criteria, supported by strengthened quality assurance.
• Ensure up to 90% of trained apprentices successfully completed the apprenticeship training in targeted provinces.
• SEO would like to assure apprentices meet the final goal of the program to create job sustainability for the apprentices in the job market.

• Providing transferable skills to support occupational mobility and lifelong learning through apprenticeship programs that would meet enterprises immediate needs.
• Identifying and selecting 420 eligible and potential returnees, IDPs, and Host community members for apprenticeship training.
• Identifying and selecting the most eligible, well-equipped, and potential enterprises for conducting apprenticeship training in five targeted provinces.
• Engaging systematically with entrepreneurs, trade unions, local government directorates/entities and other key stakeholders to implement apprenticeship training based on criteria, supported by strengthened quality assurance.
• Engagement of enterprises, VET unions and other stakeholders to strengthen linkages between vocational programs and labor market needs.
• Ensure up to 90% of trained apprentices successfully completed the apprenticeship training in targeted provinces.
• SEO would like to assure 80% of apprentices completed the salaried employment period and closely work with enterprisers and apprentices to meet the final goal of the program and to create job sustainability for the apprentices in the job market.

• Conducting technical and vocational education and training (TVET) to returnees, IDPs and host community.
• Market demand driven skill based training and competency based training to returnees, IDPs and host community.
• Curriculum Development and adaption for Competency-based training.
• Competency-based training design and delivery to returnees, IDPs and host community.
• Pre-Employment, literacy and numeracy training.
• Providing employment related services.

• Market demand driven skill based training and competency based training to Job Seekers.
• Curriculum Development and adaption for Competency-based training
• Competency-based training design and delivery to private sector
• Pre-Employment Training to Job Seekers
• Providing Employment related Services and Career counseling to both job seekers, employs
• Job matching and Job Placement Services

• Market demand driven skill based training and competency based training to Job Seekers.
• Curriculum Development and adaption for Competency-based training
• Competency-based training design and delivery to private sector
• Pre-Employment Training to Job Seekers
• Providing Employment related Services and Career counseling to both job seekers, employs
• Job matching and Job Placement Services

• Market demand driven skill Based training and competency based training to Job Seekers
• Curriculum Development and adaption for Competency-based training
• Competency-based training design and delivery to private sector
• Pre-Employment Training to Job Seekers
• Providing Employment related Services and Career counseling to both job seekers, employs
• Job matching and Job Placement Services

• MoU signed with the MOHE allowing SEO and universities to start project activities, an initial consent of MOHE to the project is achieved.
• Practical guidelines will be drafted in accordance with the credit hours system regulation.
• Guideline for Schedules of subjects will be developed by assigned Committees contemplating categorization of subjects to the professional, basic, pre requisite and university inclusive subjects.
• Total 300 people of faculties’ administrative staff, professors, and students trained by new guidelines about the implementation of credit hour system.
• Practical approaches regarding the implementation of credit system will be highlighted.
• Curriculum of both faculties will be reviewed by a joint committee to categorize the subjects.
Credit system will be implemented thoroughly in the law and Sharia faculties.

• A comprehensive document has been developed that explains the rule of credit system implementation in the unification of law and Sharia faculties’ curriculum.
• Practical ways of credit system has been identified and proposed for implementation.
• Potential barriers, gaps, challenges and problems with regard to existing system and the new credit system have been identified.
• Legal requirements for the implementation of credit hours system has been reviewed and documented

• Conducting base-line assessment/survey of the communities
• Increase community participation in the formal courts system
• Promote greater transparency and accountability among formal justice actors
• Improve trust between communities and judiciary system and empower communities to observe and monitor judicial proceedings on community level.
• Improve performance by formal justice actors and institutions
• Enhance community awareness about judiciary proceedings.

• Review the compliance by the Afghanistan Second Skills Development Project (ASDP II) on two Disbursement Linked Indicators (DLIs)
• Verify and validate the operationalization of TTTI with adequate institutional, technical, and managerial capacity based on the developed strategic plan for TTTI.
• Verify and validate the selection of 4 ‘lead institutes’ based on objective criteria, to oversee the delivery of up to two priority trades per lead institute and to ensure compliance with initial selection criteria.
• Verify and validate the number of assessments conducted for existing technical teachers in the priority trades.
• Based on the result of teacher assessment and existing TVET curriculum, a gap analysis report will be produced by SEO-TPV project for each priority trades of TVET.
• Present the draft verification report for review and feedback by the TVET/MOE and World Bank.
• Provide the final verification report incorporating feedback from the DMTVET/MOE and the World Bank.

• Market demand driven skill Based training and competency based training to Job Seekers and Employee
• Curriculum Development and adaption for Competency-based training
• Competency-based training design and delivery to private and semipublic sector
• Pre-Employment Training to Job Seekers
• Providing Employment related Services and Career counseling to both job seekers, employs and students
• Job matching and Job Placement Services

• Market demand driven skill Based training and competency based training to Job Seekers and Employee
• Curriculum Development and adaption for Competency-based training
• Competency-based training design and delivery to private and semipublic sector
• Pre-Employment Training to Job Seekers
• Providing Employment related Services and Career counseling to both job seekers, employs and students
• Job matching and Job Placement Services

• Market demand driven skill Based training and competency based training to Job Seekers and Employee
• Curriculum Development and adaption for Competency-based training
• Competency-based training design and delivery to private and semipublic sector
• Pre-Employment Training to Job Seekers
• Providing Employment related Services and Career counseling to both job seekers, employs and students
• Job matching and Job Placement Services

• To technically assist the stakeholders to improve the existing version of code of professional conduct of lawyers by transfer of some rules of developed countries such USA necessary to the context of Afghanistan, which will regulate defense lawyers' duties towards clients.
• To study the barriers that Afghan defense lawyers face in seeking to comply with the professional code of conduct.
• To improve the capacity of Afghan defense lawyers to perform their duties in the justice and rule of law sector professionally and efficiently to fill the existing gaps and inefficiencies.
• Improved performance by formal justice actors and institutions.
• Enhance community awareness about judiciary proceedings.
• To help the AIBA, legal aid department of MOJ and lawyers in private sector gain the confidence and respect of the Afghan communities.

• Market demand driven skill Based training and competency based training to Job Seekers and Employee
• Curriculum Development and adaption for Competency-based training
• Competency-based training design and delivery to private and semipublic sector
• Pre-Employment Training to Job Seekers
• Providing Employment related Services and Career counseling to both job seekers, employs and students
• Job matching and Job Placement Services

• Market demand driven skill Based training and competency based training to Job Seekers and Employee
• Curriculum Development and adaption for Competency-based training
• Competency-based training design and delivery to private and semipublic sector
• Pre-Employment Training to Job Seekers
• Providing Employment related Services and Career counseling to both job seekers, employs and students
• Job matching and Job Placement Services

• Market demand driven skill Based training and competency based training to Job Seekers and Employee
• Curriculum Development and adaption for Competency-based training
• Competency-based training design and delivery to private and semipublic sector
• Pre-Employment Training to Job Seekers
• Providing Employment related Services and Career counseling to both job seekers, employs and students
• Job matching and Job Placement Services

• Market demand driven skill Based training and competency based training to Job Seekers and Employee
• Curriculum Development and adaption for Competency-based training
• Competency-based training design and delivery to private and semipublic sector
• Pre-Employment Training to Job Seekers
• Providing Employment related Services and Career counseling to both job seekers, employs and students
• Job matching and Job Placement Services

• Assess the legal education curriculum to find out the level of its compliance with the requirements of our judiciary system.
• Develop and print casebooks to familiarize the students with both the theoretical and practical parts of the legal system during their university studies.
• Conduct Seminars focusing on professors and students to create and enhance awareness about the need, importance, and use of such improved legal educational material.

• Employment Related Services including Vocation Training, BDS training and Income generation improved
• Curriculum Development and adaption according to market needs/demand
• Training design and delivery to local community and IDPs
• Placement Service and income generation.
• 95% of trained trainees were placed.

• Conduction of Election Awareness Program for 2500 local community and families.

• Conduction of Human Rights Awareness training, discussion session, awareness campaign for local community and families.

• 75% of those returnees selected for self-employment training are operating profitable small businesses within six months of project commencement.
• 75% af those returnees selected for waged employment training have accessed worthwhile employment six months after completing market-informed training.
• Employment Related Services including Vocation Training, BDS training , SHGs and Income generation improved
• 95 % completed the program and 85% started Business setup with 75 % income generation during first three months

• 75% of those returnees selected for self-employment training are operating profitable small businesses within six months of project commencement.
• 75% af those returnees selected for waged employment training have accessed worthwhile employment six months after completing market-informed training.
• Employment Related Services including Vocation Training, BDS training , SHGs and Income generation improved
• 95 % completed the program and 85% started Business setup with 75 % income generation during first three months

• Work with local Shuras and CDCs in identifying and selection of project potential beneficiaries
• Identified qualified trainers for each vocational trades
• Establishing linkage between trainees and market
• Conducting business development, carpet weaving and marketing training who will go to self-employment.
• Conducting 2 -6 month center based training
• Procure and distribute toolkits for graduated trainees
• Conduction of on the job training and refresher training
• Direct support to trainee for the purpose of Placement/ self-employment

• Conduction of Basic literacy and numeracy training for the local communities’ key individuals, tribal leaders, malik and arbab to facilitate the daily activates of Shuras, CDCs and DDAs.
• 100 % Project beneficiaries were place in governmental and International donor’s construction project were implemented in community level.