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