What is teaching machines

What is belief carsWhat is belief apparatuss and Adaptive Learning pedagogics political machine is a device that presents series of problems and earmarks immediate reward or reinforcement to students when they give the localize answers to the constitute incertitudes (Holland, 1960). The first precept machine was invented by Pressey in 1925. It was a device that asked a single indecision to the student. If the student knows the answer, he moved to the next question. If non, the question was presented again on the screen until he found the correct answer. This machine awarded students to proceed at their own rate ( muleteer, 1958) and recorded their cash advance (Seattler, 1990). Although this machine was intentional for t each(prenominal)ing, it was draw against a minimise of psychological theory (Skinner, 1958). The main disadvantage of this machine was being against the psychological theory. Although he understood that students had variant abuse, he did non do an ything to change it. His device was intentional to avoid forgetting. They were rilling device, they should be used after the some amount of encyclopaedism had been taken surface of somewhere. (Skinner, 1958).The popularity of teaching machines was increased with programmed instruction movement proposed by Skinner (Saettler, 1990). ground on his experiments conducting in laboratory with animals, Skinner propsed an idea that by place appropriate contingencies of reinforcement, specific forms of behavior pot be set up and brought under the admit of specific classes of stimuli (Skinner, 1958).however, the reinforcement bring forth to be condition immediately to the students. Be courting, the delay among the response and reinforcement of a fewer second reduce the metier of the reinforcement. Moreover, it eliminates the undesirable forms of responses that would be successful in obtaining the right answer (Holland, 1960). It was difficult for teacher to provide reinforcement h onest after the correct responses were assumption. Thus some kind of machines was needed to facilitate the teachers. This machine is an attempt to obtain the kind of behavioral control shown realistic in the laboratory (Holland, 1960). Skinner describes the teaching machine incorporating the following principles of cultivationPractice of the correct responses, knowledge of results and reinforcement of the right answer, minumum delay of reinforcement, sequent sm every steps with hints (McKeachie, 1974) statement machines brought advantages to the educational environs. graduation exercise of every, it provided an opportunity for students to field of force at their own tempo (Skinner, 1958). agree to Skinner (1960), it inspired the students and gave high pointedness of competence and confidence. the students were provided buttons in terms of guessing, maybe, sure so by pressing those buttons after giving the answers, they estimated their level of confidence. By this method, they learnt to measure out their confidence and adopt a useful strategy. Thirdly, unlike the other media such(prenominal)(prenominal) as tv, students were active while they were using teaching machine during their study wait on (Skinner, 1960). It was such kind of private tutor which alert students and kept them busy during the attainment process (Skinner, 1958). Since it gave immediate feedback, students were able to look at where they stood without waiting for an hour test or final examination. Finally, teaching machines provided opportunity for teachers to canvas the responses of the students. By this, they see what students understand item by item (Skinner, 1960)Teaching machines also brought some disadvantages to the educational environment. First of all, they were inconvenient and poorly designed (McKeachie, 1974). They were designed in frames that all students had to go through in analogue sequence. (Seattler, 1990). The machine was designed in a way that the steps pla ce by the instructor were taken by students in a positive(p) order (Skinner, 1958). And it was assumed that for human being, just being right is the ample reinforcement (Holland, 1960). The machine did not motivate the students to go on studying. Teaching machines locked so that neither the students see the correct answer until he responded decent or altered his answer after he saw the correct answer (Calvin, 1969). For all of these reasons, most of the students found teaching machine windy and destructed their machine. In addition, it was seen that some of the students were unable to pass tests after successfully complete the program (Seattler, 1990). For teacher side, most of teaching machines were not readily man-portable and required maintenance (Calvin, 1969). Difficult to prep atomic number 18 programs, they ar time consuming thus, teacher must be clear what they want to teach at the beginning of the program preparation (Skinner, 1960). Due to these problems, by the la te 1960s, the popularity of teaching machines was decreased. Despite its problems, teaching machines had great contribution in educational environment. It revive the early ideas of individualizing instruction. Moreover, it fostered the growth of sounder engine room in the development f instructional programs and influenced number of programs in 1960s, 1970s. Finally, it promoted computer assisted instruction and carcass approach to instruction ( Saettler, 1990).Adaptive accomplishment is a usage of technology to help the students in their acquirement process (Francois, 2011). It provides content and services to go through individual or assort acquirement postulate with improved cultivation achievement and efficiency (Martine, 2003). Adaptability in encyclopaedism has became very important stuffisation in educational area. As stated by Nguen and Do, eruditeness environment is complex structure that includes many students who has variant characteristics. They physically and mentally are different, so their preferences are various. Thus, holdation in educational environment is necessary (Nguyen Do, 2008).With the help of technology, the adaptational learning environment have become much efficiently and effectively. Especially, development in computer hardware and software allow creating those kinds of adaptative environments. These computerized learning environments allow immediate feedback and adaptation to students learning curves. These programs pace curses using sophisticated tracking of skill development, instant feedback, and help levels establish on mastery of concepts by providing game like interface. (verilen makaleeee)The advantage of reconciling learning environment has taken the educators attention. Especially, e-learning professions have given their attention on adaptive learning and created adaptive e-learning environments. An adaptive e-learning environment is an interactive musical arrangement that personalizes and adapts el earning content, pedagogical models, and interactions mingled with participants in the environment to meet the individual unavoidably and preferences of exploiters if and when they arise(Stoyanov Kirschner, 2004 ). in that respect are separate of factors to contribute the popularity of adaptive e-learning the diversity in the access media and modalities that one can effectively utilize today in order to access, manipulate, or collaborate on, educational content or learning activities, alongside with a diversity in the context of use of such technologies, the anticipated proliferation of free educational content. (Paramythis, Loidl-Reisinger, tarihi bul)There are lack of question nigh adaptive learning. But according to there are lots of opportunities those environment provides twain students and teachers. They are cheap and can be given both online or blended form. The order of instruction is defined by the students not instructor. Everyone have different experience so the ir knowledge and needs are differentEspecially large classes prevent instructors from deviating much from the syllabus. congeal course to the studentPresent every topic, a series of skills and building block concepts. Animation, videos, interactive diagrams and other web base features entered while needed. synergistic tutor help students to master of each skill, give short quizzes, stigmatise them, and offer additional help. Software adapt, keep students personal profiles. Students do not move until develop proficiency. Instructor decides the proficiency level. Instructor weight the materialInstructors were informed about the students process. Increase motivationGame like enviroment informs what have left to do thus motivate to go on. Research shows students accurate the course in shorter , performed betterCons Few studies conducted to assess the outcomes Research problems effectiveness of these programs are not done in isolationResearchers examine the effects of multifeature d environment, not isolate one element. Are teaching machines and adaptive learning similar or different things? Teaching machines and adaptive learning are different things although they have similarities. Firstly, both of them carry to help students in their learning process. Furthermore, they acknowledge the fact that students have different pace and it was difficult to adapt traditional classroom environment to the pace of all students. Both of these sweat to create an environment in which students study at their own pace and be active during the learning process. In addition, both of them keep the students progress and inform the teacher about it. Teacher analyzes their progress and help students to lapse the desired goals. The first difference amongst teaching machine and adaptive learning is their technologies. Teaching machine was designed in 1920s and fan out out in 1950 when technology was not advanced as it is now. Thus, teaching machines was not portable and it was difficult to modify it for teachers. Thus teachers had to participate in the design process and decided what he wanted to teach at the beginning. In contrast, governing bodys in adaptive learning creates flexible environment for teachers. They can modify the system based on the needs that may not be predicted at the beginning of the course. The second and the main difference between teaching machine and adaptive learning was the learning theory implicit in(p) them. Teachingmachine usesbehavioristapproach whereas adaptive learning is more showcaseable for constructive approach. Teaching machine was designed for modifying the behaviors of the students. Although teaching machines was designed in 1920s, its usage in educational area was spread out by its modification by Skinner. Skinner designed the teaching machines based on the operant conditioning and its aim was to provide a small unit of information to the students and wanted their response. Since the instructional sequence is s o simple, the students hardly make a mistake (Saettler, 1990). Students responded to the questions posed by teaching machines and getting reinforcement, they gained the desired behavior such as pronouncing a word or saying the results of a mathematical equation. There is a logical order in the teaching machine and all of the students have to follow the analogous path. Although the students are active, the teaching machine decides what question is posed in which order. On the other hand, adaptive learning met the assumptions of constructivism. According to Ertmer and Newby (1993), constructivist learning environment emphasis on assimilator control and provides opportunities for savant to manipulate information. In addition, the information is presented in a variety of different ways in terms of its order, modes, perspectives etc. Adaptive learning does not aim to change the behavior of the students by giving reinforcement or force them to follow the start at the same where and fol low the same path. Instead, an adaptive learning provides a personalized learning environment for each learner, by both adapting presentation and navigation through the course materials (Retalis Papasalouros, 2005). It acknowledges the differences between the students and create learning environment based on these differences. It can dynamically reorganize learning resources in order to achieve specific learning objectives by analyzing learners profile or learning portfolio (Brusilovsky, 2001). It offers opportunity to uniquely manoeuvre the specific learning goals, prior knowledge and context of a learner so it improves learners satisfaction with the course and motivate them to complete that course (Dagger, Wade, Conlan, 2005). For all of these, adaptive learning systems are beyond the teaching machines. Strengths and weaknesses of technology support adaptive learningAdaptive learning environment provides opportunities for teacher to slang range of methods. Teacher can either us e problem based instruction, case reasoning etc. Moreover, it acknowledges the differences between the students. All students have different experience, background so their needs are different. Adaptive learning aims to notice these differences and offers personalized learning that is determined based on these differences. Students take the control of their learning process, access the resources appropriate to their needs and study them at their pace.Although the ideas understructure the adaptive learning systems are dream of all educators, the implementation of these ideas is difficult. part the idea adaptation based on individual differences is good, it may cause problems if these differences are not identified correctly. Nguyen and Do (2008) states that the system must assembly information and data about user and create a user model based on this information. But which information should be collected? Adaptive systems have to decide this. Moreover, it should decide what to ad apt. It has to identify the differences such as background, pre-knowledge about the content, learning style and offers a learning environment to suit these differences. The maintenance of these systems is additional weaknesses of adaptive system. Technological knowledge of the teachers may not adequate to maintain such kind of systems. For this reason, an expert should control the system and intervene if there is any problem. Finally, there is lack of research about the implementation of this system. What it offers and how it accomplishes this should be analyzed and the learning results should be investigated deeply. Moreover, it should be investigated what should be adapted, when and how it should be adapted and what should be kept constant in adaptive learning systems. Suggestions to instructional designers Adaptive learning is just includes system that create an effective and efficient learning environment. So without a good design, it get out not help either instructors or stud ents in the learning environment. First of all, the instructional designer should decide which learning theory he give apply in adaptive learning. Based on the learning theory, he needs to identify the overall goals of the course, which method he will use. Moreover, he needs to consider the possible needs of students from different backgrounds experiences and knowledge. To achieve this, he should get knowledge about his students. Since adaptive learning keeps the students progress, the instructor should monitoring device each students progress and see where they are, what problems they face etc. If adaptive learning is used by different instructor, instructional designer should inform the teacher about the benefits and weaknesses of it. Moreover, it provides guidance and help when needed and support the adaptation process of instructors to use adaptive learning. In addition, these systems are complex and should be designed carefully. There should be multiple modes of presentation s the resources should be prepared for different background information etc. Motivation components eklemeli1. Learner-led adaptation. Learners should be able to find both what they want to learn and how they want to learn it. 3. Learner self-management. They can see where they are in the curriculum or competence map and what learning task or activity to carry out next, consult course-tracking data, and monitor their learning. They have an opportunity to prebrowse and search for learning content. 5. Learner auditing.learners should have possibilities to test the level of their knowledge and learning styles, and to be able to see their learning results.Discussion 14. Learning communication. This second communication cluster emphasizes interactionbetween learners and instructors. An LMS should support instructor-learner, instructor instructor, and learner-learner communication.15. Collaboration. Instructors should be able to use different modes of chemical group discussion and be able to collaborate with learners synchronously on group learning tasks. Experts also emphasize the possibilities of peer learning.17. Socialization. Experts underline the need for an LMS to provide a social context for learning and professional socialization of learners.

Realism And Grotesque In Gullivers Travels English Literature Essay

Realism And Grotesque In Gullivers Travels English publications EssayGullivers Travels is a pivotal plump in the history of the myth as it exhibits the ways the fable inherits and develops Menippean satire and atrocious aesthetics. Gullivers Travels has r arely been regarded as a proper early wise the the like Robinson Crusoe or Pamela for the roughly fracture due to two conventional thoughts of literary genre and aesthetics. The first common understanding is that the novel and Menippean satire are mutually exclusive genres. Critics sop up rancid to Menippean satire as if to argue that the genre of Gullivers Travels is kind of a prose fabrication that is not the novel. Northrop Frye, for instance, begins his discussion of Gullivers Travels by mentioning that nearly people would call Gullivers Travels manufacture moreover not a novel. It must then be early(a)(prenominal) form of fiction, i.e. Menippean satire (308). In turn, critics who claim Gullivers Travels a s a novel tend to ignore the Menippean tradition of the work Maximillian Novak asserts that once we consider Gullivers Travels as a work of fiction, we cannot shunt it off into a nonsensical social class such as anatomy or Menippean satire, in his reading of the work as a picaresque novel(35). The second conventional idea is that the tremendous and naturalism are as well two disparate aesthetic realms, and that grand aesthetics in Gullivers Travels- from its engage of the fantastic, metabolic process, or the mad man discipline to its excremental vision-does not fit into the realistic aesthetic of the novel. The pull inming generic dissymmetry of Gullivers Travels just aboutly come ups from our preconceived visual modality of the novel as a genre of probable realism with verisimilar characters and plausible plots. In fact, even the most acute critics of fleet are not entirely free from this preponderant given legal opinion of what the novel should be. Brean Hammond, who appropriates Bakhtins conception of novelization to explain the pagan shifts of the long eighteenth century toward a hybridization that breaks d accept traditionally observed generic boundaries, surprisingly turns to a conventional cipher of the novel when he argues that Gullivers Travels is not a novel like Robinson Crusoe partly because Gulliver is not a character like Crusoe, a character who is a presumable approximation of a gracious cosmos,-i.e. a verisimilar character- unless a ruse that can be exploited for satiric purposes(250, 270). Hammond is right that Gullivers Travels is ideologically argue to the set of attitudes and beliefs that was fuelling the development of the novel as a genre part of the intention of the work lies in the parody of Robinson Crusoe or the stuff of 1720s romanceby Haywood, as he remarks(270). That does not mean, however, that Gullivers Travels is not a novel. Swift might have intended his Menippean work partly as a Scriblerian satire tha t attacks ultramodern hack writings. Paradoxically, or according to the process of novelization, however, Gullivers Travels turned taboo to be a traitificant addition to the novelistic tradition the novelistic energies that Swift despised and denigrated boomeranged and inform his satire, and change it into a novel. Gullivers Travels is not exhaustively explained by our conventional notion of the novel, exactly it does not mean that it is not a novel. Rather, Swifts work characteristically challenges our common notion of the novel, and reveals the rich tradition of Menippean satire that is absorbed in the novel.In a similar vein, the antic aesthetics of Gullivers Travels belies our confined notion of realism, or realistic aesthetics. It manifests that (novelistic) realism is not limited to probable realism, a mixture of empirical episteme and the modern transformation of unsulliedal mimetic aesthetics, but alike assumes low realism-crudely put, an antonym of idealism or clas sicism. At a superficial level, the grand and realism could look like two unwrap or almost opposite notions. Geoffrey Harpham and Mikhail Bakhtin, however, illustrate that the tremendous and realism are compatible notions at a fundamental level, and that the history of the chimerical is also the history of the recognition of that compatibility. Harpham provides a useful account of the shift of the notion of the relation amongst the terrific and realism. According to him, while the spiritual rebirth regarded grottesche as pure fantasy, in the eighteenth and nineteenth centuries we find the grotesque associated with caricature in.. .Rowlandson, Hogarth, Goya, most of whom we would not associate with fantastic art, and by the beginning of the twentieth century.. .Thomas Mann commented.. .that the grotesque was properly something more than the truth, something real in the extreme. According to this narrative, the history of the grotesque is a gradual recognition of the fundamenta lly realistic characteristic of the Grotesque, which is unambiguous from the mimetic realism of the Classical (xviii-xix). Bakhtin offers another powerful narrative on the history of the grotesque, or the intricate relation of the grotesque and realism. The grotesque and realism are almost synonymous for Bakhtin, as is epitomized in his core barrier of grotesque realism. Grotesque realism, which lowers all that is full(prenominal), spiritual, ideal, abstract and is opposed to severance from the secular and visible roots of the orbit, is culminated in the literature of the metempsychosis after the chivalrous culture of folk humor(19-20, 32). As cuttingly opposed to classical aesthetics, grotesque realism is closely linked to some other primordial concepts of Bakhtin, like the carnival spirit, the material corporeal principle, folk humor, or the ambivalent and re-create laughter of the people. Bakhtin also historicizes the concept of the grotesque, confining grotesque reali sm to the Renaissance grotesque, although he underscores the living tradition of Renaissance grotesque realism in world literature. He explains that the Renaissance grotesque is rock-bottom and transformed in later periods, and thus the Romantic grotesque (and the modernist grotesque) is more like an item-by-item carnival, marked by a vivid sense of isolation, losing laughters regenerating power.(37). matchless notable element in Bakhtins historicization of the grotesque is, however, that the eighteenth-century grotesque is almost inconspicuous among the Renaissance grotesque and the Romantic grotesque. One reason would be, as Bakhtin implies, that the eighteenth century directly inherited the Renaissance grotesque but also embedded the elements of classicism or cold rationalism a time that the positive corporal hyperbole of Rabelais and the bourgeois disciplined remains were uncomfortably commingled and intensely struggled with each other. Thus the eighteenth-century grotesq ue was the space in which the Renaissance struggle between the Grotesque and the Classical was continued in a displaced form of the struggle between the lingering force of the Renaissance grotesque and now ascending bourgeois rationalism, classical bourgeois reason. The Augustan noble verse satire of Dryden, Pope, or Swift played out the unprecedentedly intense contention between the classical-rational and the grotesque through an nonpareil mixture of refined, sophisticated forms and disorderly, brimming-over contents. Swift also embodies the bitter conflict of the classical-rational and the grotesque through (the relation of) the Houyhnhnms and the Yahoos in Gullivers Travels, a Menippean satire and a novel, which unco debunks the peculiar characteristic of the eighteenth-century grotesque.Although critics have increasingly acknowledged that Gullivers Travels is a Menippean satire, thither are few detailed readings of the work in the Menippean tradition, particularly in relatio n to Bakhtins concept of the genre as an authentic precursor of the novel. magical spell scrutinizing the relation of the Houyhnhnms and the Yahoos as a privileged locus of the Swiftian grotesque, the political proportion of the grotesque will be revealed, which is embedded in the Yahoos as an allegory of the Irish, or colonial subjects, and then briefly examine the political property of (low) realism.The Menippean fantastic usually generates three effects, which are fully used in Gullivers Travels. First, the fantastic adventure provides a new, non-human linear perspective that defamiliarizes our ac exerciseed world, or debunks our habitual, humanitarian way of thin pouf. As Bakhtin describes, it provokees and tests a truth by using the observance from some unusual point of view, from on high-pitched, for example, which results in a alkali change in the scale of the observed phenomena of life(116). Secondly, the Menippean fantastic engages popular imagination or a comic, ca rnivalesque spirit the popularity of Gullivers Travels, particularly as a classic childrens book, is considerably indebted to this folkloric imagination embedded in the fantastic. Thirdly, the fantastic offers an creator to review article the authors (and the assumed readers) contemporary reality, usually by imagining an upside-down world or a Utopian society. In the imagined spaces of Lilliput, Brobdingnag, Laputa, or Houyhnhnmland (or Yahooland), Swift cuttingly criticizes the domestic policies of England as well as the overall imperialism of Europe.Gullivers first repast at the Brobdingnagian farmers house illustrates how the three levels of the fantastic-ultimate questions, popular laughter, and a critique of contemporary reality-are simultaneously generated in Gullivers Travels. When the farmers wife gave him something to eat and drink, Gulliver says he do her a low bow, took out my knife and complication, and fell to eat, which gave them exceeding make merry .1 took up the vessel with much difficulty in both hands, and in a most deferent manner drank to her ladyships health, expressing the words as noisy as I could in English, which made the company laugh so heartily, that I was almost deafened with the noise. (85).To imagine Gulliver taking out his sort out and knife from his magic pockets, in which he take cares to have anything necessary wheresoever he is stranded, is certainly hilarious. Apart from that, why is this scene full of humor, and why does the reader participate in the Brobdingnagians delight and laughter at Gullivers actions? To use knife and fork in eating is a common custom in eighteenth-century Europe, and to drink to her ladyships health in a most respectful manner is also a well-mannered behavior. Yet from the perspective of the Brobdingnagians, to whom Gulliver is like a small dangerous animal or a rummy animal at first (83, 90), his socially tailored and overly accomplished behaviors could look affected or ridiculous most ly because of the incongruity between a strange animal and his pretense to be a absolutely civilized man. Their giant perspective makes us see Gullivers rob in his being a gentleman who acts according to the social code, and by extension, the pride of all humankind in his or her exclusive claim to high civilization. Moreover, a non-human view renders the European manner of using knife and fork or making a gallant compliment on the hostess not so much absolute social etiquette but adept cultural custom among many cultural possibilities. To Brobdingnagians, it makes little difference whether a small animal like Gulliver uses knife and fork (as in Europe) or his fingers (as in some other cultures), although using fingers for solid food is an unequivocal sign of barbarism from a European perspective. Likewise, a humble showing of gratitude for food would be as good as a showy display of a toast for the hostess in a Brobdingnagians view.The Olympian perspective of the Brobdingnagians, which almost innocently exposes the limited view of human beings, also serves as a device of a severe attack on human folly or pride. When Gulliver finished his talking ofhis own beloved country, the Brobdingnagin king could not forbear taking Gulliver up in his right hand, and stroke him gently with the other, after an hearty fit of laughing, asked him whether he was a Whig or a Tory. Then turning to his first minister he observed how pathetic a thing was human grandeur, which could be mimicked by such piddling biting louses as I (100). What makes the kings rhetorical question incisive does not derive from any political considerations but from the sheer size difference between the king and Gulliver the kings gesture of stroking Gulliver gently with his left hand nullifies a pressing problem in eighteenth-century England into a trivial or meaningless one. The exorbitant pride and atrociousness of earthly concern, which the king points out repeatedly, looks more foolish in the frame where giants are human and Gulliver is a diminutive insect. We humans become the most pernicious race of little odious varment or an impotent and groveling an insect (123, 125) from a Brobdingnagianss view. Laughter is reduced to the level of bitterness here.The fantastic convention of Menippean satire is entangled with another main convention of the genre metamorphosis. Gullivers travels into fantastic lands are coextensive with his experiences of metamorphosis into a strange, monstrous, unnatural or grotesque being. Metamorphosis, like the fantastic, holds a formal generic significance as opposed to the classical aesthetics of high genres. It destroys the epic and tragic wholeness of a person and his fate the adventure of another person and another life are revealed in him he ceases to coincide with himself, as Bakhtin notes. To compare Gullivers fantastic travels and Odysseuss epic journey some their encounter with a monster and its effect on their identities is illumina ting. When Odysseus confronts a wildcat well monster, Polyphemus, it is his fate and his character to defeat the Cyclops by using his wiles, as is evidenced in Polyphemus later recall of the prophecy. Throughout his long journey, Odysseuss personal identity never changes, despite his varied disguises, with any encounters with monsters, like Charibdis, Scylla, or Circe. The frontier between a hero and a monster, or the self and the other, cannot be blurred in Odysseus. In contrast, Gullivers encounters with giant Brobdingnagians, which he understandably regarded as monsters at first (seven monsters like himself came toward him 82), shakes his identity to the core. While the Brobdignagians regard themselves as humans, it is Gulliver who becomes a monster, or an unnatural anomaly among those humans. The scholars of Brobdingnag unanimously conclude that Gulliver is Lusus Naturae, or a freak of nature (98). Metamophorsis assumes a permeating line between a hero and a monster, and Gul livers experience of being transformed into a monster among the pigmy Lilliputians or the giant Brobdingnagians (as far as to see himself as a freak) manifests a different concept of self and the other in Menippean satire from that in high genres like The Odyssey. While Odysseus unfailingly defeats various monsters in his way home to reestablish his (social) identity, Gulliver suffers being transformed into grotesque figures in his fantastic adventures only to be mad when he is back home.Gullivers experience as a grotesque being is not only significant in the frame of the fantastic but also holds a strong social resonance-to people in the margin or periphery, a metaphoric transformation into a grotesque being is uncomplete rare nor bizarre, anyway. Gullivers odd trials in Brobdingnag or Lilliput not only involve becoming a symbolic monster, like a diminutive insect or Man-Mountain, but also signify being thrown into a socially abject, precarious position, like a slave or a highly v ulnerable courtier. In Brobdingnag, Gulliver has to go through the ignominy of being carried about for a monster, till he is half dead with weariness and temper since now he is his masters slave (92, 93, 95). Likewise, despite the high entitle of Nardac in Lilliput, Gulliver is notified of his friends generous proposal to get him blind and eventually famished to death as an alternative to capital punishment, on which Gulliver says having never been designed for a courtier either by my birth or education 1 could not discover the lenity and favor of this sentence (69).Gullivers self-renunciation of his own identity, or the disaffirmation of his monstrosity among the normal inhabitants of Brobdignag, certainly anticipates his total rebirth in Houyhnhnmland, his ardent wish to be like the Houyhnhnms and the insistent denial of his Yahooness. And as much as the fantastic lands are overlapped with the real world, Gullivers denial of his abject, grotesque identity so as to be like hi s preponderant masters comes to signify the split identity of a colonial subject. In fact, Gullivers shifting and conflicting subject positions (as a colonized and a colonizer) throughout the whole narrative prepares him for his ultimate madness, a total split identity between his Yahooness and his desire to be a Houyhnhnm.The eventual madness of Gulliver, who endlessly keeps his nose well stopped with rue, lavender, or tobacco leaves to avoid the offensive impression of a Yahoo (271), or converses with his horses at least four hours every day to improve his virtue (266), reflects not so much Swifts stark misanthropy but a common Menippean experiment with a split self. As is typical of Menippean satire, Gullivers madness contains a comic element. Even the most ripe reader would smile at the moments like as soon as I entered the house, my wife took me in her arms, and kissed me, at which having not been used to the blot of that odious animal for so many years, I fell in a swoon for almost an hour (265), or I impression my spirits revived by the smell the groom contracts in the stable (266). illogical throughout Bakhtins works, we can find references to Swift as a central author in the eighteenth century, who inherited and developed the Renaissance grotesque and Menippean imagination the contents of the carnival-grotesque element were preserved in the work of Swift this line of experimental fantasicality continues in Rabelais, Swift, Voltaire and others. Yet there seem to be some notable differences between the Renaissance or Rabelaisian grotesque (that Bakhtin stresses) and the Swiftian grotesque. A conspicuous example of this difference is the peculiar image of the frame in Swift, his excremental vision, or the hallmark of his scatological imagery. Bakhtin explains that in Rabelaiss grotesque realism, the tangible element is deeply positive it is opposed to severance from the material and bodily roots of the world (19). As any reader would remark, howe ver, the body image in Gullivers Travels is hard to be described as deeply positive. Swifts body is rather full of filthy, despicable, ugly, burdensome, obscene, or scatological images. Gullivers description of the monstrous disparager of a nurse in Brobdingnag ( the hue both of the nipple and the dug so varified with spots, pimples and freckles, that nothing could appear more nauseous 87), or of a fair sex beggar in the country with a cancer in her breast, self-aggrandising to a monstrous size, full of holes (105), is only a couple of memorable examples that display negative images of the body in Gullivers Travels. Swifts body also does not involve the image of brimming-over, ambivalence, or regeneration, which Bakhtin asserts are the core principles of the material bodily lower stratum in the Renaissance grotesque. In Gullivers Travels the exaggerated bodily image becomes deplorable repletion, from which all diseases arise (233), or the ultimate perpetrator of bodily diseases. Human beings are sick because we eat when we were not hungry, and drank without the excitation of thirst (233), as Gulliver mentions to his master Houhynhnm.Gullivers Travels embodies the intimate relation of the grotesque-allegorical and realism in its own peculiar manner.Gullivers Travels is a polar work in the discussion of realism in the novel partly because it illustrates how grotesque aesthetics, a crucial part of low realism, positively invokes the authors bad contemporary reality. If realism lock up matters, one reason lies in that it evokes the embroiled relation between textual matter and world, the real world in which all kinds of oppression, constraints, or injustice-i. e. the objects of Swifts satire-are still happening. It is not surprising that the definition of realism is so various as to seem nearly meaningless, for the definition of reality is so much different as that of realism, depending on each individual or each period impairment like psychological realis m, fantastic realism, or historical realism, already think what the user of the term thinks is the fundamental reality-psychology, fantasy, or history. The political dimension of realism constitutes an integral part of it since realism involves an inevitable question of whose reality is at stake. Houyhnhnmland is also Yahooland, according to whose reality is dominant. The Houyhnhnms have had debates for ages about the extermination of the Yahoos, but the Yahoos in turn seem to be ready to have revolt or mutiny, given a provocation, like the inhabitants of Lindalino. Swift gives a most horrible form to the Yahoos, and even does not give a component to them they only howl. However, he makes the reader see that Houyhnhnmland is also Yahooland, not explicitly nevertheless, but still powerfully and disturbingly.

Improving Youth Livelihood through Institutional Support

Improving Y breakh upkeep through on a lower floorstructureal abet modify technical foul, vocational statement and breeding Institutions for Improved nutrition SkillsACRONYMSANDP Activists Net fix for alter PeopleAYODA Africa Y poph emergence AssociationCLHE see Light for health and groomingCSS telephone exchange and S erupth SomaliananaDFID De casement for global cultureDRC Danish Refugee councilDRP Disaster Re masky PlanEBT Enterprise- ground fosteringEC European CommissionIAS external Aid ServiceICRA Muslim Childrens Rescue assuranceIBT Institution Based groomingIDPs Intern totallyy Dis valued PersonsIICO outside(a) Islamic freehearted OrganizationILO International Labour OrganizationIOM International Office of MigrationMOE Ministry of resumeNFE Non Formal reproductionNGO Non-Governmental Organization equal regional syllabus for dominance in EmergenciesPIDAM Punt priming coat be of ripening establishment and cargon darmstadtium thrust the Child ren, DenmarkSIDA Swedish International growth Cooperation AgencySOSTA Somali Skills knowledge AssociationSTEO Skills information Employment fortuneTVE Technical and vocational genteelnessTVET Technical and vocational precept formulationUNCTAD fall in Nations crowd on Trade and DevelopmentUNDP United Nations Development ProgrammeUNESCO United Nations knowledgeal, Scientific and Cultural OrganizationUNHCR United Nations graduate(prenominal) Commissi one and only(a)r for RefugeesUNICEF United Nations Childrens lineVTC vocational formulation digestWFL Water for livelinessWFP World pabulum ProgrammeWHO World Health OrganizationUS AID US Agency for International DevelopmentF ferment cruise Somalia1Somalia is situated in a built in bed where most of the b influenceing countries be unsettled except Kenya which has a alike observed rank election violence in declineember 2007. It has echo with Djibouti,Kenya, YemenandEthiopia. It has been in midst of a courtly str uggle since early nineties, the cultivated war has disrupted livestock breeding and factory far-offm which argon the briny stay of topical anaesthetic anaesthetic economy. The major former of civil war is cod to the hidden hobbys of origin community which is benefitting from the prevailing touch and whatever former(prenominal)(a) reason is clan ground involutions which argon as hearty at large. There atomic number 18 three chief(prenominal) clans Daroud, Ha fashiona and Issak .Somalia had an invasion from Ethiopian forces in December 2006 precisely now they hand over also evacuated only if the fighting is tacit sack on surrounded by Al-Shabab and political relation forces. Puntland and Somaliland regions vex declare themselves to be self-governing of the federal political science at Mogadishu. Important statistics are as underArea 637,667 sq km 246,201 sq miles, semi desiccate, 2% arable, 1.6% pissTotal irrigated land 2000 sq km in 2003Population 9,55 8,666 (85th2)Density 13/sq km (198th) hundred% tribe belongs to Sunni Muslim branch of Islam.GDP-PPP US $ 5.575 billion (153rd)GDP Per Capita US $ 600 (222nd)Livestock and floriculture 65 %, Industrial welkin 10% devise Sector 25 % exports 65% Livestock, remaining fish, hides/ slash frankincense (aromatic gum)) etc ir pertinent Remittances US $ 2 billion/year net usage change magnitude 44900% from year 2000 to 2007, highest in AfricaUrbanization 8% increase per year, one of the highest in Africa, currently34 % population lives in cities.Literacy phallic 24%, egg-producing(prenominal) 36%, 14%, 22% of Somali children are enrolled in autochthonic naturalises3Executive SummaryThere had been fig of stakeholders operative in the knit stitch of TVET in Somalia resulting in disparate policies and guidelines ante upn by the state governments, different organizations and conferrer agencies jibe to their own mandate. There was no uniform preliminary being followed by diff erent organizations manoeuvreing in the heavens of income contemporaries and TVET activities. I felt the remove to start out a warningized accession for relegate deli genuinely(prenominal) in the TVET sector.An in-depth analysis was carried out on Over suck in of TVET watchfulness in Somalia, pick out of TVET institutions, attention manakin, a sate analysis of UNESCO companion assisted syllabuses and fall over of scotch sectors and recommendations made later on each part of this thesis report on each of these thesis components. ,For this enjoyment I remained in Somalia from 12 Dec 2009 till 23 Dec 2009.Detailed meetings were held to converse, adjudicate and consolidate its finding after interaction with MOE officials, VTC managers, trainers, donors and experts from applicable technical and vocational culture sectors.The thesis also discussed in stop valuable contrisolelyion made in the TVET air field of operation by a nonher(prenominal) stakeholders in S omalia. The existing oversight clay of VTCs was analyzed. A workable forethought model for a VTC has been worked out for uniform execution of instrument.The TVET computer chopine designed by UNESCO- ally with the help of Italian Government has been recommended to all stakeholders to be adopted as standard syllabi for built-in Somalia.Finally overall analyses of the TVET none in Somalia make been carried out to give recommendations for best practical way for improvement in this field. The contain to rescue overall coordination amongst all stakeholders for TVET has been highlighted to make every intervention meaty and effective.It is expect that cornerstone on the thesis and the recommendations Somali commandment government activity and key execution of instrument partners regarding the appropriate strategies to be apply for addressing the most pregnant areas in the field of TVET. vary I1. punctuate TO THE THESIS AND VISITS TO good AND vocational EDUCATION AND TRAINING CENTRES1.1 INTRODUCTION AND dry landTechnical and vocational education and formulation (TVET) in difference and post conflict areas is a critical component of the socio-economic emergence frolics as wellspring as a fundamental component of reintegration. Acquisition of animation skills results in battling poverty and br another(prenominal)ly exclusion in favour of self-employment. This helps to reduce unemployment, among marginalized population in conflict and post conflict countries. TVET acts for creation of skilled work force that becomes self-employed and thereafter creates employment opportunities within their enterprises for others. It is within this framework that UNESCO PEER and other stakeholders like Diakonia and SCD has been seeing TVET projects in Somalia with the fiscal obligate of partners principally the EC, SCIDA, Italian and Norwegian Governments. TVET curriculum/syllabi according to the food market beg, knowledge of rivet managers, instru ctors and provision of support materials and textbookbooks to vocational formulation centres (VTCs) and initiation of standardized perspicacity and certification are examples of activities under taken by UNESCO-PEER in Somalia. The syllabi and support materials so far genuine have been popular with the users and a number of countries have shown interest to adapt them through the assistance of UNESCO-PEER.Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Merka, Biadoa, Galkayo, Wajid, Kismayu, Bossaso, Burao and Hargeisa that specialized in a range of technical hightail its and traditional trades at craft and artisan trains. These fleshs were properly managed by government and the junior joined these institutions and specialized in non-homogeneous courses that enabled them to earn a living. about of these institutions were, notwithstanding destroyed or run down duri ng the civil war period. Consequently, the offspringfulness who dropped out of school or were never enrolled in schools at all, name themselves helpless without about(prenominal) aliveness skills. This problem was aggravated by returnees who also had no skills.The Ministries of Education in Puntland, Somaliland and primeval South Somalia in collaboration with international agencies have played signifi mountaint rolls in catering for the tuition demand of the youth and other vulnerable groups.1.2 PURPOSEThe main purpose is to identify and apprise the best options in terms of breeding of youth for improving their livelihood skills through institutional development and income generation activities. The deficiencys mind of the VTCs was carried out to propose new skills according to the market demand.1.3 OBJECTIVESi. To review the current get to delivery of TVET and provide policy adviceii. manoeuvre service line studyiii. To Conduct ingests judgment and skills gap analy sisiv. retrospect existing syllabuses developed by various stakeholdersv. To study the management of the one Technical and vocational Education sum and on the basis of the findings recommend, the model to be utilize to other TVET institutions.1.4. SCOPEI planned to cover the whole of Somalia for my thesis but take upible to in security department in the fundamental South Somalia, I was not cleared to go there. The reoceanrch took place in the Puntland defer of Somalia (PSS) and Somaliland. The research faged the Non Formal and technical and vocational Education sub-sector using the IDPS, Refugees, Returnees, bucolic communities and ex militia as research subjects.1.5 entailmenti. It leave act as a catalyst for streamlining the TVET sector in Somalia.ii. The need to have better understanding of the ground realities was brought out in the study for better decision qualification.iii. The requirement to have a arrange strategy in TVET field has been highlighted. Better coor dination between various stakeholders give contribute to optimal utilization of for sale resources.iv. Will act for cognitive content building of MOE, VTCs and other stakeholders.1.6. METHODOLOGYA number of meetings and twaddles were held with different stakeholders, NGOs and UN agencies working in the field of TVET. This was done in close collaboration with the Somali Ministries of Education at various levels, and other stakeholders involved in vocational Education. Vocational Training Centers were visited and interaction was carried with their managers, students and trainers to find out their potential, weaknesses and requirement for upgrading and other Livelihood Skills opportunities An assessment of the job market was carried out to find out the livelihood skills infallible in Somalia.1.7 VISITS TO TRAINING CENTRES AND MEETINGS WITH STAKE HOLDERSSite visits were arrange by the field round of UNESCO PEER in consultation with the Ministries of Education in both Somaliland and Puntland. My movement was however, hampered by the adverse security purlieu, making it difficult to visit much(prenominal) places as Galkayo, in Puntland and Berbera and Burao in Somaliland. purport in Central South Somalia remained restricted.Site visits were exonerateed in Bossasso, Hargeisa and Borama as shown in the table at a lower placeVISITS AND MEETINGS WITH STAKEHOLDERSREGIONPLACEDATESINSTITUTIONS VISITEDGAROWE13-15 Dec 2009Ministry of EducationGarowe VTCPUNTLANDBOSSASSO16-18 Dec 20091. PIDAM- Puntland Institute of Development, validation and Management2. Dan Door VTC3. Bossasso College of Health Sciences4.East Africa Fishing Factory, Tannery, piano tuner and Electronic remedy shops5. Telecommunications offices6. Puntland HospitalSOMALILANDHARGEISA18-20 Dec 20091. Hargeisa Training Institute2. HAVOYOCO3.FAO4.I LO5. Save the Children Denmark6.ANDP( Activist vane for Disabled People)7.ICRA( Islamic Children Refugee AgencyBORAMA20-22 Dec 20098.AYODA (AfricaYouth De velopment Association9.SOSTA( Somaliland Skills Training Association)10 Dalphis Furniture Workshop callable to security constraints the future(a) institutions which allow for technical and vocational courses could not be visitedi. SIITCO(Scientific Institute and Information engineering College)ii. BVTC( Burao Vocational Training Centre)iii. Candlelight for Health Education and Environment,iv. GAVO NGO BerberaThe meeting, which took place with handler of Non Formal Education (NFE) and other officials from the Ministry of Education in Puntland4 to discuss the TVE, was very productive. The key issues like weft criteria for the trainers and trainees, toleration of standardized curriculum developed by UNESCO-PEER through out Puntland were discussed at length. It was apparent that the government was committed to get the TVET Policy in place, it had commissioned Save the Children Denmark which had developed a TVET policy for Puntland and Somaliland and once established, future back ing by donors would need to be channeled through the MOE for effective planning and fibre take care by the governments.A similar visit and discussion with the aged(a) management of the Ministry of Education in Somaliland5 cover the strategy, policy and future planning. conflicting in Puntland, the management of TVET was being managed within institutional framework.In the course of these visits and meetings with other stakeholders, I gained detailed prevailing knowledge about the TVET and Livelihood skills among other aspects of the TVET final result of Field Visits to Puntland and Somaliland. It was felt that the MOE officials need more talent building out front they can effectively handle or deliver. in addition the VTC managers and trainers though very keen would benefit from additional develop and upgrading courses. The VTCs need to be better in every manner, from refuges of buildings to provision of prep equipment. The trainee students particularly the girls are very keen to proceed with TVET and would like diploma and layer courses to begin as soon as possible. The UNESCO-PEER worked curriculum has been adopted by Somaliland with Puntland taking magazine to implement it due to various constraints.Trainees eager to take care new skillsPART II2 OVERVIEW OF THE MANAGEMENT AND DELIVERY OF TVET2.1 interpretation OF TVET AND BENEFICIARIESAccording to the Guidelines issued con collectively by UNESCO and ILO and adopted by UNESCO popular convention at its 31 Session in 2001 and recommended for implementation by countries according to their socio-economic situation, 6TVET (Technical and vocational education and instruct) is defined accordingly as a study of technologies and related sciences, and the attainment of knowledge, skills and attitudes related to occupation in various sectors of economic and social life.It approaches the target beneficiaries to gain superior genteelness which can contain stability and successfulness in their lives t hrough income generation activities.In the Somalia context, the beneficiaries of readying for occupational fields, rest of poverty and empowerment include out of school youth due to drop out, demobilized soldiers, returnees, disabled persons, young adults of 18-24 years, girls and women heads of households whose husbands have each fled the country or killed in civil strive, refugees and secondary school leavers. These categories of Somali nationals benefit from interventions create by international and local non governmental organizations, UN agencies and donor communities2.2 INSTITUTIONAL exemplar IN THE MANAGEMENT OF TVETOrganizationally, in both Somaliland and Puntland, TVET is regarded as part and component of Non Formal Education and is headed by a Director of Non Formal Education in the same way Formal Education is headed by a Director. It was not possible for me to establish whether similar accord exists in Central South Somalia. The TVET institutions in both Somalilan d and Puntland are understaffed. by means of National and Regional Councils for technical and vocational education instruct, the units are expected toi) Plan and organise TVE Programmes, monitor furnish and demand for goods and services, knowledge and skills in demand and revere new TVE Programmes,ii) Provide a sound financial framework in which TVE hails are shared among the government, industry, community and the traineesiii) form a caliber assurance mechanism that should enable the units to direct the followers aspects of the TVET programme smell admission criteria and standards which should be reviewed and evaluated periodically Acceptable quality of curriculum and inform materials Acceptable ratio of teaching and training staff to learners Staff qualifications physiological facilities and layout Quality and type of equipment Trainee qualification requirementA theoretical organisational frame work is reflected in the organizational chart down the stairs source MINI STRY OF EDUCATION IN SOMALILAND7The units are constrained by the avocation factors* Understaffing of the units makes implementation of the above functions difficult* Management and implementation of TVET is decentralized and left in the hands of various stakeholders including UN agencies, NGOs and Government institutions. The State Governments do not have the resources to run these institutions in an efficient manner. This state of personal way outs makes the management and control of standards difficult in a situation where implementation may be resolute by donor interest. The institutions lack strategies for sustainability.2.3 interjection STRATEGIESFrom the discussions held between me and the Ministries of Education, few UN agencies and international and local NGOs, the sideline intervention strategies in Somalia were mentioned8Programme proposals are developed by UN agencies and other stakeholders and their viability discussed with the local political science who sign g arner of agreement with the stakeholders defining their respective responsibilities Multi-sectoral approach, where organizations form themselves into a consortium to implement certain programme activities or UN agencies in strategic partnerships Area-based approach in which local administrators are beneficiaries and act as beneficiaries and implementing partners at the same snip Specific talent building activities with local institutionsDuring the various meetings and discussions, it was observed that no home grown interventions initiated by local government activity and implemented jointly with willing donors.2.4 TVET DELIVERY STRATEGIESThe methods of delivery of TVE in Somaliland and Puntland are still predominantly either IBT, Institutional based training, through intact time training in establishments or EBT, Enterprise based training, in business establishments. The main differences being as shown in the table down the stairs evade 3 COMPARISON OF IBT AND EBT TRAINING MOD ELSCentre-Based Training ModeEnterprise-Based Training Mode1. enlisting of Trainees2. Training in theory, practical and entrepreneurship (6 Months)3.Industrial attachment (2 months) and contracts4. opinion of skills and products5.Centre-based witness1. Conducting Training ask assessment2.Designing appropriate syllabus3. Recruitment and selection of trainees4. Identification recruitment of host trainers5. Training (8 Months)6. Work-based self employment programmes7. Enterprise-Based Assessment and Certification quotation Summarized from discussions with training managementDiscussions with some stakeholders and previous studies by UNDP9 cited the future(a) constraints in the EBT mode of training* It takes too long to orchestrate involve assessment and design orientate made courses for enterprise-based training* hold in resources and lack of program sustainability on the part of EBT due high cost of machines* Conflict between trainee needs and customer needs, the latter tend t o command priority* limit training capacity in the both violence and learning space by traineeWhile institutional based training organized on integral time basis requires a serve up of resources and may get wind quality training, EBT comes in handy due to tailor made course. full time institutional training may mesh out young adults and working populations that need to study part time.RECOMMENDATIONSI. As a matter of policy , it is recommended that training institutions and the governments in Somalia consider adopting elastic modes of delivery based on part time participation, involving work and training as followsa) day release dodging-in which workers attend an educational or training establishment for concur period in a weekb) machinate system where learners-alternate between educational institution and firm, factory or other establishmentc) belt up release workers are released to attend a particular programme for a contract period.d) Open and distance education pr ogramme by counterpoise1. Local authorities in Somalia should be actively involved in designing home grown projects that address local need.2. The governments and other agencies should work closely with host trainers for better standard of training through financial and material support including training and certification personnel.3. Due to possible conflict of interest, local personnel who are identified beneficiaries should not act as implementing partners at the same time.PART III3.0 knowledge OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRESIn order to conduct a base line study of the institutions visited and those which were not visited, a questionnaire was use and covered the by-line aspects. There was another detailed questioner of 15 pages which was used to collect the data and was sent to Prof Kim for review shout out of the institution depend of trainees enrolled in each course Number of instructors in each course Qualification of instructors in each course. Machines available Training aids available New trades in demand New training aids / machines necessitate? Trainees ending the course The employment status of former trainees Water, electricity, Toilets Overall environment of education within the institutions Political stability, law order and other conditions requisite for educationThe majority of TVET centres did not provide the study required partly due to the limited time available to me necessitating obtaining some of the information online. Most of the information put across was not available online from most of the TVET centres but it was possible to obtain the information in the table on a lower floor on the trades offered in the following institutionsTABLE 3 TVET COURSES OFFEREDTVET CENTRE course of study FOUNDEDOWNERSHIPTRADES OFFEREDHavoyoco VTC1998NGO-Horn of Africa freewill Youth Committee formed in 1992 (Havoyoco)Centre- Based Vocational skills training ini) woodwork (joinery and fitting)ii) electricityiii) coat workiv) Masonryv) estimator Studiesvi) dress makingvii) Office Management grassroots Literacy and NumeracyEnterprise-Based Vocational Training.Amoud Vocational Centre for Agricultural Technology and Environment (AVOCATE)1998Government- Ministry of Educationi) familiar agricultureii) physical Husbandryiii) Food Processingiv) MarketingBurao Vocational Training Centre1998NGO-Candle Light for Health and Education (CLHE)i) billii) electronic computer Studiesiii) Typingiv) secretarial Studiesv) plumbvi) radical Literacy and NumeracyBerbera manner Vocational Training Centre1996Government-Port place/ UNDPPort Related Technical Skillsi) Cargo discussion equipmentii) Power supply and illuminationiii) Diesel mechaniciv) Machinist courseOther Technical coursesi) Motor vehicle mechanicii) Plumbing and tobacco pipe fitting/ joiniii) simple machine Mobile electrician courseiv) General Electrician (house wiring)v) Woodworkvi) data processor hardware and maintenanceOffice-related Skillsi) secretarial Studiesii) force-out Managementiii) problem Accountingiv) be Accountingv) pipeline Managementvi) Computer ApplicationsDan Dor Vocational Training Centre2001NGO-Dan Dor (Direct Aid to Nature Development Organization)i) Woodworkii) electrical energyiii) surface workiv) Garment makingv) Auto MechanicsBossasso Port Training Centre1996Government in confederacy with Bossasso Port allowancei) Financial Accounting Iii) Financial Accounting IIiii) Cost accounting IIiv) Management Accountingv) crinkle Mathematics and Statisticsvi) work Lawvii) Basic Economics IVviii) Computer Applicationix) Management PrinciplesSource Information gathered from the field10The trades offered in the following established training centres are analyzed to illustrate vocational demand for some of the courses offered.TABLE 3.1 SKILLS OFFERED IN HARGEISA AND BOSSASO TECHNICAL INSTITUTESHARGEISA T IBOSSASSO TISkills offeredSkills requestedSkills offeredSkills requestedSyllabuses developed by UNESCOElectricity automobile repair trainingElectricity and cooling systemNursing and MidwiferyAgriculturePlumbingMetal work fabricationFisheriesBeauty SaloonBasic Accounting IIwoodworkingElectronic equipment repairPlumbingMasonryBasic Accounting IMasonryCarpentryComputer Studies IIComputer/IT photograph and ArtComputer Studies I vocationBuilding and constructionCarpentry and JoinerySecretarial StudiesElectrical InstallationLogistics and Store chargeGarment MakingICThospitality Operations IIGarment makingHospitality OperationsMasonryMetal FabricationPlumbing IIPlumbing IIISource information collected during the field visitsUNESCO PEER developed syllabuses to meet demand but the following can be observed from this table1. According to the need of the market following subjects were developed in the two training institution not covered by UNESCO11a) Automobile repairb) Commercec) Electricity and cooling systemd) Fisheriese) Painting and Art2. There is demand which has not been met in the following fieldsa) Nursing and midwiferyb) Beauty Salooning3. In the UNESCO PEER study of 200212 demand was expressed for the following fieldsa) Business adminstrationb) Import exportation managementc) Vetrinaryd) Well Engineeringe) Salesmanshipf) Natural resources management4. Demand is determined by the following factorsa) Environment activity pastorists need vetrinary services, communities near the sea and river valleys require fishing techniques and those in dry and arid areas require well engineering while farming communities will go for Agriculture.b) Skills in the market for formal employmentc) Skills for self employment.d) Traditional trades such as carpentry, masonry,electrical knowledgeableness and garment making seem to enjoy popularity but the new ones are yet to have a foothold in livelihood skills.5. From the service line study information received and discussions with stakeholders analyzed, the following situation still prevails in the Sub-sectora) Somalia is fit for intervention in almost all fields of livelihood and skills development. The best way to intervene is through development of skills through TVET. This is the shortest way to both becoming self earning or getting a job opportunity.b) The TVET centres still lack qualified trainers, training equipment and text books in relevant TVET programmes approximately of the available text books are still written in English and due to the low academic level of trainees, they cannot use books effectively while Somali translation versions do not existc) The standard curriculum developed by UNESCO-PEER needs to be adopted in all VTCs in order to have a normal syllabi. It will also help to determine a common grading system and the quality of the grading system will improve.RECOMMENDATIONS1. readying for higher levels courses needs to be done for enhancing management, administrative and technical skills of the VTC managers and business executives by stakeholders.The following subjects which have been identified as creating skill gaps and which by their very character should be used in regular full time training institutions be developed by UNESCO PEER which has pile up experience in this areaa) Business Administrationb) Import Export Managementc) veterinaryd) Natural Resources Managemente) Well Engineeringf) Automobile repairg) Commerceh) Salesmanship3. Issues related to management and inadequate facilities are taken up by institutional managers, who should develop master plans for these institutions with a view to making them sustainable.4. TVET managers should work out a mechanism for getting some of the textbooks in specified courses translated to facilitate their use by traineesPART IV4. INVOLVEMENT OF STAKEHOLDERS IN CAPACITY BUILING AND OTHER ACTIVITIES IN SOMALIA.A number of donor organizations, UN agencies and local and international non governmental organizations are active in supporting capacity building and other activities in Somalia. The information sum marizes interventions and achievements. Some of the agencies may entreat to partner with others for implementation of programmes.Due to time constraint, and hazard mainly in Central south Somalia, this information was obtained partly online in order to image accuracy of what is reported. These activities for these organizations are summarized in the table below and reported in detail after the table.TABLE 4 ORGANIZATIONS vigorous IN TVET IN SOMALIAORGANIZATIONPROGRAMMELOCATIONTARGET stemRESULTSPresent statusUNDPRecovery and sustainable livelihood program- agriculture based skillsCSS in nerve ShabelleIDPS3300 trained in Agriculture and book keeping skill1350 are in gainful employmentConsortium headed by SCDPETT exteriorizeNorthern SomaliaYouth, girls, women and other vulnerable groups5500 trained in various vocatioImproving Youth Livelihood through Institutional SupportImproving Youth Livelihood through Institutional SupportStrengthening Technical, Vocational Education and Tra ining Institutions for Improved Livelihood SkillsACRONYMSANDP Activists Network for Disabled PeopleAYODA Africa Youth Development AssociationCLHE Candle Light for Health and EducationCSS Central and South SomaliaDFID Department for International DevelopmentDRC Danish Refugee councilDRP Disaster Recovery PlanEBT Enterprise- Based TrainingEC European CommissionIAS International Aid ServiceICRA Islamic Childrens Rescue agencyIBT Institution Based TrainingIDPs Internally Displaced PersonsIICO International Islamic Charitable OrganizationILO International Labour OrganizationIOM International Office of MigrationMOE Ministry of EducationNFE Non Formal EducationNGO Non-Governmental OrganizationPEER Regional Programme for Education in EmergenciesPIDAM Puntland Institute of Development Administration and ManagementSCD Save the Children, DenmarkSIDA Swedish International Development Cooperation AgencySOSTA Somali Skills Training AssociationSTEO Skills Training Employment OpportunityTVE Technic al and Vocational EducationTVET Technical and Vocational Education TrainingUNCTAD United Nations Conference on Trade and DevelopmentUNDP United Nations Development ProgrammeUNESCO United Nations Educational, Scientific and Cultural OrganizationUNHCR United Nations High Commissioner for RefugeesUNICEF United Nations Childrens FundVTC Vocational Training CentreWFL Water for LifeWFP World Food ProgrammeWHO World Health OrganizationUS AID US Agency for International DevelopmentFact Sheet Somalia1Somalia is situated in a place where most of the bordering countries are unstable except Kenya which has also observed post election violence in December 2007. It has border with Djibouti,Kenya, YemenandEthiopia. It has been in midst of a civil war since early nineties, the civil war has disrupted livestock breeding and agriculture which are the main stay of local economy. The major reason of civil war is due to the hidden interests of business community which is benefitting from the prevailing situation and other reason is clan based conflicts which are also at large. There are three main clans Daroud, Hawaya and Issak .Somalia had an invasion from Ethiopian forces in December 2006 but now they have also evacuated but the fight is still going on between Al-Shabab and government forces. Puntland and Somaliland regions have declared themselves to be autonomous of the federal government at Mogadishu. Important statistics are as underArea 637,667 sq km 246,201 sq miles, semi arid, 2% arable, 1.6% waterTotal irrigated land 2000 sq km in 2003Population 9,558,666 (85th2)Density 13/sq km (198th) 100% population belongs to Sunni Muslim branch of Islam.GDP-PPP US $ 5.575 Billion (153rd)GDP Per Capita US $ 600 (222nd)Livestock and Agriculture 65 %, Industrial Sector 10% Services Sector 25 %Exports 65% Livestock, remaining fish, hides/leather frankincense (aromatic gum)) etcForeign Remittances US $ 2 billion/yearInternet usage increased 44900% from year 2000 to 2007, highest in Afri caUrbanization 8% increase per year, one of the highest in Africa, currently34 % population lives in cities.Literacy Male 24%, Female 36%, 14%, 22% of Somali children are enrolled in Primary schools3Executive SummaryThere had been number of stakeholders working in the field of TVET in Somalia resulting in different policies and guidelines given by the state governments, different organizations and donor agencies according to their own mandate. There was no uniform approach being followed by different organizations working in the field of income generation and TVET activities. I felt the need to have a standardized approach for better delivery in the TVET sector.An in-depth analysis was carried out on Overview of TVET management in Somalia, study of TVET institutions, Management model, a content analysis of UNESCO PEER assisted syllabuses and review of economic sectors and recommendations made after each part of this thesis report on each of these thesis components. ,For this purpos e I remained in Somalia from 12 Dec 2009 till 23 Dec 2009.Detailed meetings were held to discuss, evaluate and consolidate its finding after interaction with MOE officials, VTC managers, trainers, donors and experts from relevant technical and vocational education sectors.The thesis also discussed in detail valuable division made in the TVET field by other stakeholders in Somalia. The existing management system of VTCs was analyzed. A workable management model for a VTC has been worked out for uniform implementation.The TVET curriculum designed by UNESCO-PEER with the help of Italian Government has been recommended to all stakeholders to be adopted as standard syllabi for entire Somalia.Finally overall analyses of the TVET situation in Somalia have been carried out to give recommendations for best possible way for improvement in this field. The need to have overall coordination between all stakeholders for TVET has been highlighted to make any intervention meaningful and effective. It is expected that based on the thesis and the recommendations Somali Education Authorities and key implementation partners regarding the appropriate strategies to be implemented for addressing the most important areas in the field of TVET.PART I1. BACKGROUND TO THE THESIS AND VISITS TO TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES1.1 INTRODUCTION AND BACKGROUNDTechnical and vocational education and training (TVET) in conflict and post conflict areas is a critical component of the socio-economic development programmes as well as a fundamental component of reintegration. Acquisition of livelihood skills results in battling poverty and social exclusion in favour of self-employment. This helps to reduce unemployment, among marginalized population in conflict and post conflict countries. TVET acts for creation of skilled manpower that becomes self-employed and thereafter creates employment opportunities within their enterprises for others. It is within this framework that UNE SCO PEER and other stakeholders like Diakonia and SCD has been implementing TVET projects in Somalia with the financial support of partners mainly the EC, SCIDA, Italian and Norwegian Governments. TVET curriculum/syllabi according to the market demand, training of centre managers, instructors and provision of support materials and textbooks to vocational training centres (VTCs) and initiation of standardized assessment and certification are examples of activities undertaken by UNESCO-PEER in Somalia. The syllabi and support materials so far developed have been popular with the users and a number of countries have shown interest to adapt them through the assistance of UNESCO-PEER.Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Merka, Biadoa, Galkayo, Wajid, Kismayu, Bossaso, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft an d artisan levels. These courses were properly managed by government and the youth joined these institutions and specialized in various courses that enabled them to earn a living. Most of these institutions were, however destroyed or run down during the civil war period. Consequently, the youth who dropped out of school or were never enrolled in schools at all, found themselves helpless without any livelihood skills. This problem was aggravated by returnees who also had no skills.The Ministries of Education in Puntland, Somaliland and Central South Somalia in collaboration with international agencies have played significant rolls in catering for the training needs of the youth and other vulnerable groups.1.2 PURPOSEThe main purpose is to identify and propose the best options in terms of training of youth for improving their livelihood skills through institutional development and income generation activities. The needs assessment of the VTCs was carried out to propose new skills accor ding to the market demand.1.3 OBJECTIVESi. To review the current approach to delivery of TVET and provide policy adviceii. Conduct baseline studyiii. To Conduct needs assessment and skills gap analysisiv. Review existing syllabuses developed by various stakeholdersv. To study the management of the one Technical and Vocational Education Centre and on the basis of the findings recommend, the model to be applied to other TVET institutions.1.4. SCOPEI planned to cover the whole of Somalia for my thesis but due to insecurity in the Central South Somalia, I was not cleared to go there. The research took place in the Puntland State of Somalia (PSS) and Somaliland. The research targeted the Non Formal and technical and vocational Education sub-sector using the IDPS, Refugees, Returnees, pastoral communities and ex militia as research subjects.1.5 SIGNIFICANCEi. It will act as a catalyst for streamlining the TVET sector in Somalia.ii. The need to have better understanding of the ground reali ties was brought out in the study for better decision making.iii. The requirement to have a coordinated strategy in TVET field has been highlighted. Better coordination between various stakeholders will contribute to optimum utilization of available resources.iv. Will act for capacity building of MOE, VTCs and other stakeholders.1.6. METHODOLOGYA number of meetings and visits were held with different stakeholders, NGOs and UN agencies working in the field of TVET. This was done in close collaboration with the Somali Ministries of Education at various levels, and other stakeholders involved in Vocational Education. Vocational Training Centers were visited and interaction was carried with their managers, students and trainers to find out their potential, weaknesses and requirement for upgrading and other Livelihood Skills opportunities An assessment of the job market was carried out to find out the livelihood skills required in Somalia.1.7 VISITS TO TRAINING CENTRES AND MEETINGS WITH STAKE HOLDERSSite visits were arranged by the field staff of UNESCO PEER in consultation with the Ministries of Education in both Somaliland and Puntland. My movement was however, hampered by the adverse security environment, making it difficult to visit such places as Galkayo, in Puntland and Berbera and Burao in Somaliland. Movement in Central South Somalia remained restricted.Site visits were conducted in Bossasso, Hargeisa and Borama as shown in the table belowVISITS AND MEETINGS WITH STAKEHOLDERSREGIONPLACEDATESINSTITUTIONS VISITEDGAROWE13-15 Dec 2009Ministry of EducationGarowe VTCPUNTLANDBOSSASSO16-18 Dec 20091. PIDAM- Puntland Institute of Development, Administration and Management2. Dan Door VTC3. Bossasso College of Health Sciences4.East Africa Fishing Factory, Tannery, Radio and Electronic repair shops5. Telecommunications offices6. Puntland HospitalSOMALILANDHARGEISA18-20 Dec 20091. Hargeisa Training Institute2. HAVOYOCO3.FAO4.I LO5. Save the Children Denmark6.ANDP( Activ ist Network for Disabled People)7.ICRA( Islamic Children Refugee AgencyBORAMA20-22 Dec 20098.AYODA (AfricaYouth Development Association9.SOSTA( Somaliland Skills Training Association)10 Dalphis Furniture WorkshopDue to security constraints the following institutions which offer technical and vocational courses could not be visitedi. SIITCO(Scientific Institute and Information Technology College)ii. BVTC( Burao Vocational Training Centre)iii. Candlelight for Health Education and Environment,iv. GAVO NGO BerberaThe meeting, which took place with Director of Non Formal Education (NFE) and other officials from the Ministry of Education in Puntland4 to discuss the TVE, was very productive. The key issues like selection criteria for the trainers and trainees, adoption of standardized curriculum developed by UNESCO-PEER through out Puntland were discussed at length. It was apparent that the government was committed to getting the TVET Policy in place, it had commissioned Save the Children Denmark which had developed a TVET policy for Puntland and Somaliland and once established, future funding by donors would need to be channeled through the MOE for effective planning and quality control by the governments.A similar visit and discussion with the senior management of the Ministry of Education in Somaliland5 covered the strategy, policy and future planning. Unlike in Puntland, the management of TVET was being managed within institutional framework.In the course of these visits and meetings with other stakeholders, I gained detailed prevailing knowledge about the TVET and Livelihood skills among other aspects of the TVETOutcome of Field Visits to Puntland and Somaliland. It was felt that the MOE officials need more capacity building before they can effectively handle or deliver. Similarly the VTC managers and trainers though very keen would benefit from additional training and upgrading courses. The VTCs need to be improved in every manner, from repairs of buildings to provision of training equipment. The trainee students particularly the girls are very keen to proceed with TVET and would like diploma and degree courses to begin as soon as possible. The UNESCO-PEER worked curriculum has been adopted by Somaliland with Puntland taking time to implement it due to various constraints.Trainees eager to learn new skillsPART II2 OVERVIEW OF THE MANAGEMENT AND DELIVERY OF TVET2.1 DEFINITION OF TVET AND BENEFICIARIESAccording to the Guidelines issued jointly by UNESCO and ILO and adopted by UNESCO General Conference at its 31 Session in 2001 and recommended for implementation by countries according to their socio-economic status, 6TVET (Technical and vocational education and training) is defined accordingly as a study of technologies and related sciences, and the acquisition of knowledge, skills and attitudes related to occupation in various sectors of economic and social life.It approaches the target beneficiaries to gain quality training which can bring stability and prosperity in their lives through income generation activities.In the Somalia context, the beneficiaries of training for occupational fields, alleviation of poverty and empowerment include out of school youth due to drop out, demobilized soldiers, returnees, disabled persons, young adults of 18-24 years, girls and women heads of households whose husbands have either fled the country or killed in civil strive, refugees and secondary school leavers. These categories of Somali nationals benefit from interventions organized by international and local non governmental organizations, UN agencies and donor communities2.2 INSTITUTIONAL FRAMEWORK IN THE MANAGEMENT OF TVETOrganizationally, in both Somaliland and Puntland, TVET is regarded as part and parcel of Non Formal Education and is headed by a Director of Non Formal Education in the same way Formal Education is headed by a Director. It was not possible for me to establish whether similar arrangement exists in Central Sout h Somalia. The TVET institutions in both Somaliland and Puntland are understaffed.Through National and Regional Councils for technical and vocational education training, the units are expected toi) Plan and coordinate TVE Programmes, monitor supply and demand for goods and services, knowledge and skills in demand and approve new TVE Programmes,ii) Provide a sound financial framework in which TVE costs are shared among the government, industry, community and the traineesiii) Establish a quality assurance mechanism that should enable the units to direct the following aspects of the TVET programme Quality admission criteria and standards which should be reviewed and evaluated periodically Acceptable quality of curriculum and teaching materials Acceptable ratio of teaching and training staff to learners Staff qualifications Physical facilities and layout Quality and type of equipment Trainee qualification requirementA theoretical organizational frame work is reflected in the organizatio nal chart belowSource MINISTRY OF EDUCATION IN SOMALILAND7The units are constrained by the following factors* Understaffing of the units makes implementation of the above functions difficult* Management and implementation of TVET is decentralized and left in the hands of various stakeholders including UN agencies, NGOs and Government institutions. The State Governments do not have the resources to run these institutions in an efficient manner. This state of affairs makes the management and control of standards difficult in a situation where implementation may be determined by donor interest. The institutions lack strategies for sustainability.2.3 INTERVENTION STRATEGIESFrom the discussions held between me and the Ministries of Education, some UN agencies and international and local NGOs, the following intervention strategies in Somalia were mentioned8Programme proposals are developed by UN agencies and other stakeholders and their viability discussed with the local authorities who s ign letters of agreement with the stakeholders defining their respective responsibilities Multi-sectoral approach, where organizations form themselves into a consortium to implement certain programme activities or UN agencies in strategic partnerships Area-based approach in which local administrators are beneficiaries and act as beneficiaries and implementing partners at the same time Specific capacity building activities with local institutionsDuring the various meetings and discussions, it was observed that no home grown interventions initiated by local authorities and implemented jointly with willing donors.2.4 TVET DELIVERY STRATEGIESThe methods of delivery of TVE in Somaliland and Puntland are still predominantly either IBT, Institutional based training, through full time training in establishments or EBT, Enterprise based training, in business establishments. The main differences being as shown in the table belowTABLE 3 COMPARISON OF IBT AND EBT TRAINING MODELSCentre-Based Tra ining ModeEnterprise-Based Training Mode1. Recruitment of Trainees2. Training in theory, practical and entrepreneurship (6 Months)3.Industrial attachment (2 months) and contracts4.Assessment of skills and products5.Centre-based Certification1. Conducting Training needs assessment2.Designing appropriate syllabus3. Recruitment and selection of trainees4. Identification recruitment of host trainers5. Training (8 Months)6. Work-based self employment programmes7. Enterprise-Based Assessment and CertificationSource Summarized from discussions with training managementDiscussions with some stakeholders and previous studies by UNDP9 cited the following constraints in the EBT mode of training* It takes too long to conduct needs assessment and design tailor made courses for enterprise-based training* Limited resources and lack of program sustainability on the part of EBT due high cost of machines* Conflict between trainee needs and customer needs, the latter tend to command priority* Limited training capacity in the both personnel and learning space by traineeWhile institutional based training organized on full time basis requires a lot of resources and may ensure quality training, EBT comes in handy due to tailor made course. Full time institutional training may lock out young adults and working populations that need to study part time.RECOMMENDATIONSI. As a matter of policy , it is recommended that training institutions and the governments in Somalia consider adopting flexible modes of delivery based on part time participation, involving work and training as followsa) Day release system-in which workers attend an educational or training establishment for agreed period in a weekb) Sandwich system where learners-alternate between educational institution and firm, factory or other establishmentc) Block release workers are released to attend a specific programme for a specified period.d) Open and distance education programme by correspondence1. Local authorities in Somali a should be actively involved in designing home grown projects that address local need.2. The governments and other agencies should work closely with host trainers for better standard of training through financial and material support including training and certification personnel.3. Due to possible conflict of interest, local personnel who are identified beneficiaries should not act as implementing partners at the same time.PART III3.0 STUDY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRESIn order to conduct a base line study of the institutions visited and those which were not visited, a questionnaire was used and covered the following aspects. There was another detailed questioner of 15 pages which was used to collect the data and was sent to Prof Kim for reviewName of the institution Number of trainees enrolled in each course Number of instructors in each course Qualification of instructors in each course. Machines available Training aids available New trades in demand New training aids / machines required? Trainees ending the course The employment status of former trainees Water, Electricity, Toilets Overall environment of education within the institutions Political stability, law order and other conditions required for educationThe majority of TVET centres did not provide the information required partly due to the limited time available to me necessitating obtaining some of the information online. Most of the information requested was not available online from most of the TVET centres but it was possible to obtain the information in the table below on the trades offered in the following institutionsTABLE 3 TVET COURSES OFFEREDTVET CENTREYEAR FOUNDEDOWNERSHIPTRADES OFFEREDHavoyoco VTC1998NGO-Horn of Africa Voluntary Youth Committee formed in 1992 (Havoyoco)Centre- Based Vocational skills training ini) Woodwork (joinery and fitting)ii) Electricityiii) Metal workiv) Masonryv) Computer Studiesvi) Garment makingvii) Office ManagementBasic Literacy and NumeracyEnterprise-Based Vocational Training.Amoud Vocational Centre for Agricultural Technology and Environment (AVOCATE)1998Government- Ministry of Educationi) General agricultureii) Animal Husbandryiii) Food Processingiv) MarketingBurao Vocational Training Centre1998NGO-Candle Light for Health and Education (CLHE)i) Accountingii) Computer Studiesiii) Typingiv) Secretarial Studiesv) Plumbingvi) Basic Literacy and NumeracyBerbera Port Vocational Training Centre1996Government-Port Authority/ UNDPPort Related Technical Skillsi) Cargo handling equipmentii) Power supply and illuminationiii) Diesel mechaniciv) Machinist courseOther Technical coursesi) Motor vehicle mechanicii) Plumbing and pipe fitting/weldingiii) Auto Mobile electrician courseiv) General Electrician (house wiring)v) Woodworkvi) Computer hardware and maintenanceOffice-related Skillsi) Secretarial Studiesii) Personnel Managementiii) Business Accountingiv) Cost Accountingv) Business Managementvi) Computer Applications Dan Dor Vocational Training Centre2001NGO-Dan Dor (Direct Aid to Nature Development Organization)i) Woodworkii) Electricityiii) Metal workiv) Garment makingv) Auto MechanicsBossasso Port Training Centre1996Government in conjunction with Bossasso Port Authorityi) Financial Accounting Iii) Financial Accounting IIiii) Cost accounting IIiv) Management Accountingv) Business Mathematics and Statisticsvi) Business Lawvii) Basic Economics IVviii) Computer Applicationix) Management PrinciplesSource Information gathered from the field10The trades offered in the following established training centres are analyzed to illustrate vocational demand for some of the courses offered.TABLE 3.1 SKILLS OFFERED IN HARGEISA AND BOSSASO TECHNICAL INSTITUTESHARGEISA T IBOSSASSO TISkills offeredSkills requestedSkills offeredSkills requestedSyllabuses developed by UNESCOElectricityAutomobile repair trainingElectricity and cooling systemNursing and MidwiferyAgriculturePlumbingMetal work fabricationFisheriesBea uty SaloonBasic Accounting IICarpentryElectronic equipment repairPlumbingMasonryBasic Accounting IMasonryCarpentryComputer Studies IIComputer/ITpainting and ArtComputer Studies ICommerceBuilding and constructionCarpentry and JoinerySecretarial StudiesElectrical InstallationLogistics and StorekeepingGarment MakingICTHospitality Operations IIGarment makingHospitality OperationsMasonryMetal FabricationPlumbing IIPlumbing IIISource Data collected during the field visitsUNESCO PEER developed syllabuses to meet demand but the following can be observed from this table1. According to the need of the market following subjects were developed in the two training institution not covered by UNESCO11a) Automobile repairb) Commercec) Electricity and cooling systemd) Fisheriese) Painting and Art2. There is demand which has not been met in the following fieldsa) Nursing and midwiferyb) Beauty Salooning3. In the UNESCO PEER study of 200212 demand was expressed for the following fieldsa) Business admi nstrationb) Import Export managementc) Vetrinaryd) Well Engineeringe) Salesmanshipf) Natural resources management4. Demand is determined by the following factorsa) Environment activity pastorists need vetrinary services, communities near the sea and river valleys require fishing techniques and those in dry and arid areas require well engineering while farming communities will go for Agriculture.b) Skills in the market for formal employmentc) Skills for self employment.d) Traditional trades such as carpentry, masonry,electrical installation and garment making seem to enjoy popularity but the new ones are yet to have a foothold in livelihood skills.5. From the baseline study information received and discussions with stakeholders analyzed, the following situation still prevails in the Sub-sectora) Somalia is fit for intervention in almost all fields of livelihood and skills development. The best way to intervene is through development of skills through TVET. This is the shortest way to both becoming self earning or getting a job opportunity.b) The TVET centres still lack qualified trainers, training equipment and text books in relevant TVET programmes Some of the available text books are still written in English and due to the low academic level of trainees, they cannot use books effectively while Somali translation versions do not existc) The standard curriculum developed by UNESCO-PEER needs to be adopted in all VTCs in order to have a common syllabi. It will also help to determine a common grading system and the quality of the grading system will improve.RECOMMENDATIONS1. Planning for higher levels courses needs to be done for enhancing management, administrative and technical skills of the VTC managers and business executives by stakeholders.The following subjects which have been identified as creating skill gaps and which by their very nature should be used in regular full time training institutions be developed by UNESCO PEER which has accumulated experienc e in this areaa) Business Administrationb) Import Export Managementc) Veterinaryd) Natural Resources Managemente) Well Engineeringf) Automobile repairg) Commerceh) Salesmanship3. Issues related to management and inadequate facilities are taken up by institutional managers, who should develop master plans for these institutions with a view to making them sustainable.4. TVET managers should work out a mechanism for getting some of the textbooks in specified courses translated to facilitate their use by traineesPART IV4. INVOLVEMENT OF STAKEHOLDERS IN CAPACITY BUILING AND OTHER ACTIVITIES IN SOMALIA.A number of donor organizations, UN agencies and local and international non governmental organizations are active in supporting capacity building and other activities in Somalia. The information summarizes interventions and achievements. Some of the agencies may wish to partner with others for implementation of programmes.Due to time constraint, and insecurity mainly in Central south Somal ia, this information was obtained partly online in order to ensure accuracy of what is reported. These activities for these organizations are summarized in the table below and reported in detail after the table.TABLE 4 ORGANIZATIONS ACTIVE IN TVET IN SOMALIAORGANIZATIONPROGRAMMELOCATIONTARGET GROUPRESULTSPresent statusUNDPRecovery and sustainable livelihood program- agriculture based skillsCSS in middle ShabelleIDPS3300 trained in Agriculture and book keeping skill1350 are in gainful employmentConsortium headed by SCDPETT ProjectNorthern SomaliaYouth, girls, women and other vulnerable groups5500 trained in various vocatio

Price Inflation of the Acai Fruit

Price Inflation of the Acai FruitT suitable of Contents (Jump to)1. Introduction2. Overview of Acai merchandise3. Relevant Economic Model4. Critical Analysis5. Conclusion bring up1. IntroductionThe Acai is a species of palm tree, its product generally known as Acai Berry. It grows in the main in the river side of Amazon of brazil nut. The growth is rich in calories, calcium, vitamin A, C, amino acid, antioxidant and some much important nutritious contents. This come exit show the sparing reason behind the steep wrong hike and what measures thunder mug be taken to set upon against this bell hike. I will also try to explain the rationale behind the proposed measures. partition two of this exercise will describe the grocery scenario of Acai output in Brazil, percentage three will contain relevant economic model, section four will depict critical analysis of key arguments and lastly a conclusion will be drawn.2. Overview of Acai MarketThe Acai payoff mainly grows in t he Brazilian ara of Amazon River basin. Traditionally the fruit occasion to cover major portion of diet of indigenous Amazon good deal. It was traditionally a food item for poor tribe. Due to its steeper nutrient value the fruit has caught epochal attention of International consumers. As a result the fruit has establish a super food in US and international grocery store in recent days. From a giffen ethical Acai Berry has now become a super food. The miraculous food of Acai fruit consumption in last three decade named opportunities for immature product pathways and transformation industries.Sharp rise of this product price is explained by the conjecture of request. Due to Acai berrys nutrient values, higher demand by Brazilian consumers and international demand Acai price has gone up significantly in past a few(prenominal) years. Even after significant price augment demand for Acai berry did not decrease. This is may be the reason of its nutrient value. As the willi ngness to pay did not decrease price of this product is continually increasing.Figure-1 Increase in Price due to growing in demandTable-1 Per capita GDP (PPP) of Brazil and the USACountry treasureBrazil$ 12,100USA$ 52,800Source The World Fact Book, CIAAcai Roots, a Brazilian company based in California, estimates the size of the US retail market for acai products to range between USD70 million to USD100 million. (Goddard, P. 2010)Acai trees usually produce fruit in three to five years of plantation. Trees produce fruit twice in a year. As Acai can be save produced in a specific climate (climate like river basin of Brazilian Amazon). It has a control supply against the rising demand.Acai is now also growing in labor union Queensland of Australia, tropical forest of Malaysia, South Florida, Puerto Rico, and Hawaii.A survey by JD billet and Associates late last year (2013) found that American consumers are Optimism, they plain seek value for their money, Brand conscious, Au where foreticity-seekers, Purpose-driven, and Mature.Currently Brazil is experiencing a consumer look that America experienced post-WWII period of the 1950s and 1960s. Brazilian sales are growing four times faster than the U.S. Retail sales in the emerging market nation are increasing at 7 to 8% a year. At the same time America is only experiencing retail sales growth of about 2%. Result is summarized from a inquiry report of Boston Consulting Group (BCG)3. Relevant Economic Model change magnitude demand for Acai berry has created economic opportunity for umteen economic agents. As a result of increased demand Acai cultivation has now become commercial and umteen big commercial producers has now entered in to the market to raise the supply of Acai berry. tiptopior technology and cultivation process has been diligent to increase the supply of Acai berry. No doubt that supply of Acai has increased in recent past but demand for this product has increased many folds than the supply. As a result supply force failed to bring atomic pile the price of Acai. Figure-2 Increase in Price due to greater increase in demand than increase in supplyDue to Acai fruits global increased demand topical anaesthetic producers of Brazil are now under presser of increasing the supply of this fruit. As this fruit requires a specific environment to grow, local producers are not being able to match with the demand of this product. As a result as theory of supply suggests price of Acai fruit has gone up significantly (prototype scenario is depicted in figure-2).Because of its higher demand producers now can change high price for the product hence higher profit margins for the local producers and separates. supposition of completion suggests super principle profit attracts more new entrants into the market. Super normal profit attracted many new producers and some corporations in to Acai work and processing patience. However, as described in figure-2, demand has increase more than t he increase in supply. As a result price of Acai is politic in climbing stage. barely superior technology, mitigate scientific fruit process can atomic number 82 to a greater supply of Acai fruit which may create downward pressure on price.As transnational companies are now a player in Acai fruit industry they can exclude the small local producers from the industry. MNCs can do so because they piddle better supply-chain management, they can enjoy economies of scale hence put down cost of production.4. Critical AnalysisExclusion of local small producers will have a negative effect on Brazilian economy. virtually of the producer may need to switch from Acai production to some other(a) crops. As a result their household income may fall. If their household income waterfall then the overall level of welfare of the local people will also decrease due to fall in income. On the other hand, engagement of grand corporations and MNCs into the Acai production and processing industry m ay lead to economic development of the local community as well as Brazil overall. This is a paradox.One negative effect has stroked already that is riddance of local poor indigenous people from the consumption of Acai fruit. Acai fruit employ to be a major part of the local indigenous people is past, but increased price of Acai fruit has cut down those local indigenous people as its consumers.To me, this is a great paradox whether elimination of small local producers of Acai will have negative effect on Brazilian economy or not. If the economic benefit of inclusion of large and multinational corporations in to Acai production suppresses the negative effect only then the welfare state of local small producers will not hamper.The brass of Brazil may take some remedial measure to combat against the increase price of Acai and work toward supply enhancement. Some of the suggestions areTo tug against price hikeTariff on Acai fruit exportQuota agreementThese trade barrier will lead t o less export of Acai from Brazil and local customer can enjoy Acai fruit will lesser price. Usually trade barriers used to protect local producers and local customers. But use of trade barriers to protect local consumers and producers is a negative slit in todays free gentleman economy.For increasing supplyBrazilian giving medication can come up with few projects which will work for inventing better technology and production process so that the local producers can use superior production and processing system at lower price. These types of projects can lead to increase in Acai fruit supply, which will definitely create downward pressure on Acai fruit rising price.5. ConclusionAcai fruit is a rainforest fruit that grows in river basin of Brazilian amazon. By the last decade the fruits demand has gone significantly producers have failed to catch adequate supply. Price of raw materials has gone up by many folds, suitable lands for growing Acai fruit is now becoming scares, increas ing solid ground demand for its nutrient value have led to enormous price hike. As the industry is not perfectly competitive, a super normal profit is exist in the industry. And economies of scale, higher raw materials price have excluded some small local producers from Acai production. Subsequently local indigenous people have lost their major diet which is beyond their reach. Increasing world demand, shortage of supply, and abnormal price hike in last few years, all these are now debatable issues, and prime policy concern.ReferencesBrasileiro, A. 2009, Superfood Promoted on Oprahs Site Robs Amazon Poor of Staple. Retrieved from http//www.bloomberg.comGoddard, P. 2010, Brazil fruit juice production fuels drinks export. International News ServicesHepburn, C. 2006, Regulation by prices, quantities of both a review of instrument choice. Oxford Review of Economic policyKrugman P. Obstfeld M., 2008, International Economics Theory and Policy, 8th edition, Pearson International Edition Menezes, E., Deliza, R., Chan, H. L., Guinard, J.-X. (2011). Preferences and attitudes towards aa-based products among North American consumers. Food Research InternationalMuniz-Miret, N., Vamos, R., Hiraoka, M., Montagnini, F., Mendelsohn, R. (1996). The economic value of managing the aa palm (Euterpe oleracea Mart.) in the floodplains of the Amazon estuary, equivalence, Brazil. Forest Ecology and ManagementSamuelson A P Nordhaus D Wiiliam, 2010, Economics, nineteenth edition, McGraw-HillWord Count 1295 excluding table, graph and reference