Non â Formal TVET Mapping Survey Supported by Edukans ...

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Non – Formal TVET Mapping Survey The case of Amhara, Oromia and Addis Ababa Within the framework of the Education and Training Policy the first, second and third Education Sector Development Strategies have been developed and implemented since 1997. This has enabled to offer formal and non-formal technical and vocational education. Formal Technical vocational Education and Training is offered to school leavers from grade 10 running parallel to the regular education system. Certificates and diplomas are awarded to those who complete the one to three years of program. The TVET fields of specialization have reached to 25 and the number of increased enormously. ESDP I focused on providing quality primary education with the ultimate aim of attaining universal primary education in 2015. It was ESDP III that gave better emphasis in particular to non-formal education. The adult and Non-Formal education program includes a range of basic education and training components for children and adults who are out of school age children of 7-14, a literacy program for youth and adults who are older than 15, and basic skills training to youth and adults in the community skill training center. The national education and training policy and the strategies are highly interrelated to the statements made in the Dakar Framework for Action. The points remotely connected to Non Formal TVET are the following. Achieve a 50% improvement in levels of adult literacy by 2015 especially for women and equitable access to basic and continuing education for all adults. Improve and ensure excellence in all aspects of the quality of education, so that recognized and measurable learning outcomes are achievable by all especially in literacy and numeracy, numeracy and life skills. These points have been taken bases .for strengthening, designing and implementing Non- Formal TVET programs and projects. Non-formal TVET is taken as an organized training given to the unemployed, the poor, youths and adults for a period less than six months. Its prime objective is alleviating poverty and promoting development. Although there are experiences of providing Non-Formal TVET programs in the country there is very little documented information regarding details of conditions of trainings given and success stories. 3.3. The Indian experience Thom (2007) asserts that training given has to be related to locally available resources and market opportunities. Areas of training could be: Using available plots of land for agriculture and horticulture-growing vegetables, fruits, flowers, etc. Small animal rearing – chicken, rabbits, guinea pigs, sheep goats, pigs, etc. Local craftwork – bamboo work, beadwork, choir work, etc. He further states that training given for 14- 18 year olds has to lead for self- employment that enables them to be able to earn substantial income on sustainable basis. In contrast to training given for wage employment, training imparted for self-employment has to be: Education Expertise Center Feb 2008 17
Non – Formal TVET Mapping Survey The case of Amhara, Oromia and Addis Ababa Very flexible and related to market opportunities. Both trainees and the training center relate to the market on a day - to - day basis. Focus of training is to help the trainee focus on utilizing opportunities to make a profit. Making money is "the name of the game". The entire training is built around job orders. No orders no training is the philosophy of training. Trainees share the profit and are encouraged to focus on maximizing profit. Developing right attitudes and imparting life skills is an important part of training. This is integrated within the curriculum and is not taught as one of the subjects. The entire subject methodology in the center is around developing the person. Linking the trainee with an appropriate support structure is a very important task of the training center. This is best done as a process and starts from the pre training stage. The major areas of Skill training could be trading, service giving and production and the models could be any one of the following six models: 1. Community based training: Training given at community level by organized community group. The group facilitates the training opportunity on the felt needs of trainees. It could be starting and operating small business. The community involves itself in identifying trainees and supporting he trainees during and after training. Self-help groups are given as good examples. The advantages mentioned include: Young people see livelihood options within the community. Goods and services needed by the community are met. Economic development of the community takes place The overall development of the community is decentralized and not urban focused. 2. Mobile training: In this case instead of the trainees coming to a center the trainer goes around to cluster of trainees who have registered for a training program at different locations. The trainees will have the opportunity of applying their training on their agricultural activities or other areas. The trainer comes and goes in the 6- 12 months of training period. Trainees are learning in their environment. Trainees are continually in touch with the local market. The whole community learns from the trainees. Large number of trainees is covered at a reasonable cost. 3. Apprenticeship: Trainees with an aptitude for a particular skills/enterprise are enrolled and are placed with a master craftsman or a business house, which is using a particular skill for business. In this regard, the trainee acquires the skill in real life situation. The advantages are: It is cost effective; no capital costs or set up costs involved. The trainees acquire skill in the market place, which is a real life situation. Education Expertise Center Feb 2008 18
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