Improving Youth Livelihood through Institutional Support

Improving Y show uph Livelihood finished Institutional SupportStrengthening technological, Vocational dissect and train Institutions for alter Livelihood SkillsACRONYMSANDP puzzle come forwardivists internet for Disabled PeopleAYODA Africa wee days Development AssociationCLHE Candle Light for wellness and statementCSS Central and South SomaliaDFID segment for multinational DevelopmentDRC Danish Refugee councilDRP Disaster Recovery PlanEBT Enterprise- Based increaseEC European CommissionIAS International Aid ServiceICRA Islamic Childrens pitch agencyIBT Institution Based fosteringIDPs Internally Displaced PersonsIICO International Islamic Charitable organisationILO International Labour physical compositionIOM International procedure of MigrationMOE Ministry of didacticsNFE Non egg EducationNGO Non-Governmental OrganizationPEER Regional Programme for Education in EmergenciesPIDAM Puntland give of Development Administration and counseling darmstadtium unbos om the Children, DenmarkSIDA Swedish International Development Cooperation AgencySOSTA Somali Skills Training AssociationSTEO Skills Training Employment OpportunityTVE Technical and Vocational EducationTVET Technical and Vocational Education TrainingUNCTAD United Nations Conference on Trade and DevelopmentUNDP United Nations Development ProgrammeUNESCO United Nations Educational, Scientific and pagan OrganizationUNHCR United Nations High Commissi wizr for RefugeesUNICEF United Nations Childrens FundVTC Vocational Training affectionWFL Water for LifeWFP World regimen ProgrammeWHO World Health OrganizationUS AID US Agency for International DevelopmentFact Sheet Somalia1Somalia is situated in a place where or so of the bordering countries argon perilous except Kenya which has also find post election violence in downslopeember 2007. It has border with Djibouti,Kenya, YemenandEthiopia. It has been in midst of a civil strugglefargon since early nineties, the civil war has disrupt ed livestock breeding and agriculture which argon the main stay of topical anesthetic economy. The major reason of civil war is ascribable to the hidden interests of note biotic community which is benefitting from the prevailing situation and opposite reason is clan solutiond negates which be also at large. There argon trinity 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 even so 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, equipage dried-out, 2% arable, 1.6% waterTotal irrigated land 2000 sq km in 2003Population 9,558,666 (85th2)Density 13/sq km (198th) 100% population be keen-sighteds to Sunni Muslim severalise 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, stay fish, hides/ strap frankincense (aromatic gum)) etcForeign Remittances US $ 2 billion/yearInternet usage summationd 44900% from year 2000 to 2007, grittyest in AfricaUrbanization 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 master(a) schools3Executive SummaryThere had been number of stakeholders work in the subject field of TVET in Somalia resulting in contrary policies and guide line of descents boundn by the state governments, different organizations and sponsor agencies according to their own mandate. There was no uniform approach cosmos fol upseted by different organizations working in the field of income generation and TVET activities. I mat up the take in 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, focussing model, a content analysis of UNESCO PEER assisted syllab employments and review of sparing sectors and recommendations made after individually(prenominal) set off of this thesis report on each of these thesis components. ,For this purpose I remained in Somalia from 12 Dec 2009 till 23 Dec 2009.Detailed meetings were held to discuss, evaluate and consolidate its finding after fundamental interaction with MOE officials, VTC managers, trainers, donors and experts from relevant skillful and vocational education sectors.The thesis also discussed in detail valuable contribution made in the TVET field by separate stakeholders in Somalia. The existing management system of VTCs was analyzed. A workable management model for a VTC has been worked out for uniform execution of instrument.The TVET course designed by UNESCO-PEER with the stand by of Italian Government has been recom mended 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 outperform 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 anticipate that ground on the thesis and the recommendations Somali Education Authorities and key capital punishment partners regarding the appropriate strategies to be implemented for addressing the most important areas in the field of TVET. dissolve I1. BACKGROUND TO THE THESIS AND VISITS TO technical foul AND VOCATIONAL EDUCATION AND TRAINING CENTRES1.1 INTRODUCTION AND BACKGROUNDTechnical and vocational education and preparation (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 aliveness skills results in battling poverty and social exclusion in favour of egotism- trading. This helps to reduce unemployment, among marginalized population in conflict and post conflict countries. TVET acts for creation of skilled men that becomes freelance and thereafter creates employment opportunities within their enterprises for early(a)s. It is within this framework that UNESCO PEER and separate 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 merchandise conduct, dressing of centre managers, instructors and provision of support materials and textbooks to vocational nurture centres (VTCs) and initiation of standardized appraisal 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 supporter 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, Kiswhitethornu, Bossaso, Burao and Hargeisa that specialized in a roll of technical crosss and traditional trades at craft and artisan levels. These ancestrys were properly managed by government and the youth joined these institutions and specialized in assorted courses that enabled them to earn a living. intimately of these institutions were, however destroyed or locomote down during the civil war period. Consequently, the youth who dropped out of school or were never enrolled in schools at all, raise themselves helpless without any supporting skills. This problem was aggravated by returnees who also had no skills.The Ministries of Education in Puntland, Somaliland and Central South Somalia in coaction with multinational agencies have played signifi quite a littlet rolls in catering for the training need of the youth and other(a) vulnerable groups.1.2 PURPOSEThe main purpose is to account and jut out the crush options in terms of training of youth for improving their nourishment skills through institutional development and income generation activities. The postulate assessment of the VTCs was carried out to advise new skills according to the market demand.1.3 OBJECTIVESi. To review the current approach to delivery of TVET and go out policy adviceii. Conduct service line studyiii. To Conduct needs assessment and skills gap analysisiv. Review existing syllabuses developed by miscellaneous 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 t o danger in the Central South Somalia, I was not cleared to go there. The research as well ask 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 realities was brought out in the study for better decision qualification.iii. The requirement to have a coordinated schema in TVET field has been highlighted. Better coordination between variant stakeholders will contribute to optimum utilization of available resources.iv. Will act for capacity construction 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 coll aboration 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 denotation with the Ministries of Education in two Somaliland and Puntland. My movement was however, hampered by the adverse security environment, making it difficult to visit such(prenominal) places as Galkayo, in Puntland and Berbera and Burao in Somaliland. faecal matter in Central South Somalia remained restricted.Site visits were conducted in Bossasso, Hargeisa and Borama as shown in the table downstairsVISI TS 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( Activist 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 crack technical and vocational courses could not be visitedi. SIITCO(Scientific Institute and selective 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 theater 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 erst established, proximo funding by donors would need to be channeled through the MOE for effective planning and type control by the governments.A similar visit and sermon with the higher-ranking 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 inst itutional framework.In the course of these visits and meetings with other stakeholders, I gained detailed prevailing companionship 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 beforehand 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 alter 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 pre displacely as possible. The UNESCO-PEER worked curriculum has been adopted by Somaliland with Puntland taking measure to implement it due to various constraints.Trainees eager to learn new skillsPART II2 OVERVIEW OF THE focusing AND DELIVERY OF TVET2.1 DEFINITION O F 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 place, 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, juvenile adults of 18-24 years, girls and women heads of households whose husbands have either fled the rustic 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 selfsame(prenominal) way Formal Education is headed by a Director. It was not possible for me to establish whether similar arrangement exists in Central South 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 co urts are shared among the government, industry, community and the traineesiii) set in motion 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 speculative organisational frame work is reflected in the organizational chart below ancestor MINISTRY OF EDUCATION IN SOMALILAND7The units are constrained by the following factors* Understaffing of the units makes implementation of the preceding(prenominal) 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 pretermit 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 sign 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 partne rs at the same cartridge clip 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 even 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 Training 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. I dentification 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 military unit and schooling space by traineeWhile institutional based training organized on full time basis requires a lot of resources and may reckon 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 t ime.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 give ear 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 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 a re 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 selective learning 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 spot 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 r equired 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 FOUNDED willpowerTRADES OFFEREDHavoyoco VTC1998NGO-Horn of Africa spontaneous Youth Committee formed in 1992 (Havoyoco)Centre- Based Vocational skills training ini) Woodwork (joinery and fitting)ii) Electricityiii) Metal workiv) Masonryv) information processing system Studiesvi) clothe makingvii) Office Management fundamental Literacy and NumeracyEnterprise-Based Vocational Training.Amoud Vocational Centre for Agricultural Technology and Environment (AVOCATE)1998Government- Ministry of Educationi) General agricultureii) Animal husban juicelessiii) Food Processingiv) MarketingBurao Vocational Training Centre1998NGO-Candle Ligh t for Health and Education (CLHE)i) Accountingii) Computer Studiesiii) Typingiv) Secretarial Studiesv) quantifyvi) basal Literacy and NumeracyBerbera porthole Vocational Training Centre1996Government- manner Authority/ UNDPPort Related Technical Skillsi) Cargo handling equipmentii) Power supply and illuminationiii) Diesel auto-mechaniciv) auto-mechanic courseOther Technical coursesi) Motor vehicle mechanicii) bathymetry 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) speak to Accountingv) Business Managementvi) Computer ApplicationsDan Dor Vocational Training Centre2001NGO-Dan Dor (Direct Aid to Nature Development Organization)i) Woodworkii) Electricityiii) Metal workiv) Garment makingv) Auto chemical mechanismBossasso Port Training Centre1996Government in conjunction with Bossasso Port A uthorityi) Financial Accounting Iii) Financial Accounting IIiii) Cost bill 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 UNESCOElectricityrailway car repair trainingElectricity and cooling system nurse and tocologyAgriculturePlumbingMetal work fabricationFisheriesBeauty SaloonBasic Accounting II woodworkElectronic equipment repairPlumbingMasonryBasic Accounting IMasonryCarpentryComputer Studies IIComputer/ITpainting and ArtComputer Studies ICommerceBuilding and constructionCarpentry and joinerySecretarial StudiesElect rical InstallationLogistics and StorekeepingGarment MakingICTHospitality Operations IIGarment makingHospitality OperationsMasonryMetal parablePlumbing 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) nurse and midwiferyb) Beauty Salooning3. In the UNESCO PEER study of 200212 demand was expressed for the following fieldsa) Business adminstrationb) Import Export managementc) Vetrinaryd) Well engineeringe) Salesmanshipf) indwelling 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 acad emic 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 familiar 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 experience in this areaa) Business Administrationb) Import Export Managementc) ex-servicemand) inseparable 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 Somalia, this information was obtained partly online in order to ensure accuracy of what is account. 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 GROUPRESULTS redeem 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 vocatioImproving Youth Livelihood through Institutional SupportImproving Youth Livelihood through Institutional SupportStrengthening Technical, Vocational Education and Training 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 Bas ed 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 Technical 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 Age ncy 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 unde rArea 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 AfricaUrbanization 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 manda te. 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 purpose 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 contribution made in the TVET field by other stakeholders in Somalia. The existing management system of VTCs was analyzed. A wo rkable 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 UNESCO 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 a re 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 and 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 aggra vated 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 according 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 realities 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 wor king 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( Activist 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)i ii. 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 BENEFIC IARIESAccording 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 s econdary 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 South 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, indu stry, 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 organizational 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 ma nner. 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 sign 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 insti tutionsDuring 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 Training 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 em ployment 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 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 S TUDY 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. M ost 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 Por t 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 ApplicationsDan 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 fabricationFisheriesBeauty 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 colle cted 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 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 employmen tc) 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 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 textb ooks 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 Somalia, 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 Agricul ture and book keeping skill1350 are in gainful employmentConsortium headed by SCDPETT ProjectNorthern SomaliaYouth, girls, women and other vulnerable groups5500 trained in various vocatio