TECHNICAL, VOCATIONAL EDUCATION AND TRAINING (TVET) IN SOMALIA
EXECUTIVE SUMMARY
Somalia is one of the poorest countries in the world, a situation aggravated by the civil battle and the absence of a functioning nationwide federal government for over a decade. The impact of condition failure on human development in Somalia has been profound, leading to the collapse of political institutions, the devastation of public and financial infrastructure, and significant internal and external migrations. That is more pronounced in Central South Somalia where intermittent conflicts continue to destroy what has been remaining. Inside the more peaceful semi-autonomous parts of Puntland and Somaliland, well known progress has been recorded in public sector progress, albeit slowly and gradually. Even in these regions, the general public sector has very limited capacity to create occupations because of its own citizens. Providing employable skills is one of the alternatives assessed to obtain potential to create occupations for the children.
The level of monetary development notwithstanding, spouse governments in Puntland, Somaliland and Central South Somalia need to formulate and implement appropriate systems and guidelines that can effectively guide and facilitate the progress of the private sector within agreed national development priorities.
Still, regardless of the efforts of the international community, vulnerable coordination and fragmented execution of actions hasn't supported the effective development of the TVET sector. The decision of skills training is not always guided by the needs of the marketplace but by need to addresses all needs' by jobs whose scope is too small to warrant such undertakings.
Puntland, Somaliland and Central south Somalia don't have standardized curriculum or syllabi for TVET. Addititionally there is no standardized system for TVET evaluation, examination and documentation. The only real standardized curriculum available but not being found in the majority of the TVET centres is the UNESCO PEER developed curriculum[1]. It really is imperative that is considered in any future intervention.
Implementation of education programs in Somalia is coordinated through the training Sector Committee (ESC), yet there are many lovers with sub-programs slipping under this sector but subsumed under a different thematic area. In such situations, the TVET will not receive appropriate complex direction for its success.
The survey engaged performing a skills training market and opportunities analyze according of the vocational training leading to livelihoods opportunities of the unemployed youths in Somalia. The survey was likely to give a situational research on skills development by concentrating on opportunities and institutional preparations for skills development taking cognizance of the specific characteristics of the three different areas of Somaliland, Puntland and South Central Somalia.
The analysis would come up with advice on appropriate skills development to provide the target and suggestions on implementation construction of the abilities development strategy. Data was obtained using secondary options, key informant interviews, semi-structured interviews, emphasis group conversations, and direct observation. Excerpts of interviews with stakeholders by the first consultant were examined and relevant inferences made.
The survey found that skills market in Puntland, Somaliland plus some regions of South Somalia has potential due to private sector development, the high demand for specific skills, among other factors. The abilities in high demand include electric works, tailoring/dressmaking, solar PVC technology, plumbing related, shampoo/soap making, masonry, metal work, boot making, fabric design (tie/dye, printing, batik, and embroidery), secretarial, management and ICT.
Poverty, insecurity, low anticipations and an overall environment seen as a market flaws limit skills development and will be critical difficulties during project implementation.
Based on the conclusions, the survey recommends the following:
1. Financial support to lovers and institutions employing vocational training activities should demand a proportionate financial contribution from the partner government or establishments. This could take either or all the following forms: cost restoration through charging end user fees; federal part funding to the VTCs or public-private-partnership.
2. Capacity strengthening of MOEs set ups to execute a policy framework that may guide the product quality implementation of vocational training by consumer and private institutions.
3. Given the nascent/development degree of the management set ups of individual vocational training centers, it is critically important to teach and build the practical capacity of these institutions on the vocational skills training notion and Employment Advertising so that they can be more powerful in their role of building and execution of literacy and vocational trained in skills with economical and social relevance to the community.
4. Orientation of the vocational training instructors on adult education pedagogy/methodologies. Even if indeed they have been found qualified during recruitment, orientation is critically very important to consensus and solidifying their understanding on vocational and livelihoods skills training targets and goals as well as different stages in the learning process.
5. UNESCO needs to re/design modular training process entailing the next three areas:
(i) Basic functional literacy and numeracy skills.
(ii) Vocational and Livelihoods skills in discovered trade areas. Mix slicing issues such as HIV and FGM must be gradually performed into this component.
(iii) Simple business management or entrepreneurship skills on identifying and evaluating a viable business idea, market effect on skills demand, getting started and basic management and publication keeping, and customer care principles.
Continuous efforts should be made to note that livelihood and skill training is an activity and not an episodic event.
6. Given the panorama of insecurity and the concomitantly heavy investment in security, it is advisable to web page link vocational training with calmness and reconstruction initiatives. The example of Kosovo Enterprise Programme (KEP) in the collapsed USSR can be considered a learning model. The model is simple and workable in any society under reconstruction.
7. In order to improve the marketability and relevance of the skills, it is critical to support a study and marketing development device that regularly undertakes local Economic Development and Skills Market survey for awareness by VTCs in reviewing vocational skills curriculum. The training approach followed should be one that links center-based vocational training and apprenticeships in which those being trained can embark on practical use the neighborhood business/vendor community for purposes of making use of the knowledge attained and getting revealed in starting their own businesses. The capacity of the professional craftsmen to whom the trainees will be attached should be better through training and induction on regions of useful emphasis.
8. Address the poverty barrier that hinder usage of vocational skills training by applying competency/performance based bursary strategies for the trainees. Existing strategies pay the cost of training based on duration required to complete the training. It is a fact that not all are capable enough to produce quality products after concluding. A high high grade needs to be pegged on performance for both trainee and the expert trainer.
9. In just a wider appointment under the concept of Sector Wide Approach, rethink the motivation structure for coaches at vocational training centers to be able to attract and maintain qualified instructors.
10. Creating synergy with other vocational training programs carried out or being applied by other donors (STEO, VETAPE etc) in the same parts will fortify the sector growth by keeping away from wasteful duplication of attempts. This will be greatly achieved through the organisational platform of Somali Support Secretariat/Education Sector Committee and other coordination mechanisms in Puntland, Somaliland and Central South Somalia.
1 INTRODUCTION
Susceptibility of Communities to undesireable effects of poverty is basically contributed by insufficient appropriate skills to activate in useful and diversified income generation creation systems. In Somalia, unemployment creation is gradual and inadequate to absorb the high number of youngsters looking for occupations.
Livelihood skills that include specialized and vocational abilities impart the community with features, resources and opportunities for pursuing specific and household economic goals. Where this is lacking, poverty and insecurity surge by almost equivalent proportion.
Weak institutional structures limit the provision of skills creating individuals' ability to offer effectively with the requirements and troubles of every day life to be adversely influenced.
The political and public turmoil in Somalia provides many problems for young people, which could be potentially alleviated by providing them with opportunities to acquire appropriate employable skills. Consequently, UNESCO is assisting the development of a systematic, coordinated, needs-based and institutionalised provision of vocational, technological and livelihoods skills strategy in Somalia. By working with the local administrations, partners and institutions to create systems and expectations for skills development, UNESCO is aimed at strengthening vocational, specialized and livelihoods skills for development and participation of teenagers.
One of the major problems UNESCO will be handling is the necessity to increase opportunities for career and participation in income era activities for the children. As verified from different studies and studies, the youths are deficient in employable skills and have limited opportunities to develop themselves in today's situation.
In the previous 7 years, there's been increased attention by the international community to the revitalisation of the TVET sector. Unfortunately, the capacity of the Ministry of Education to coordinate and screen the execution of the TVET is weak boosting serious questions on quality and sustainability.
The effect has been training that is neither linked to the market nor designed with adequate factor of the capability of the trainees to uptake and practice the abilities effectively.
1. 1 BACKGROUND
With a human population of 7. 7 million in 2006[2], and money per capita estimated in 2002 to be $226 (in comparison to $515 in Sub-Saharan Africa), Somalia is one of the poorest countries on the planet. The UNDP's Individual Development Index placed Somalia 161 out of 163 countries in 2001. Extreme poverty (significantly less than $1 PPP) is estimated at 43 percent. It really is 10 percentage points higher for rural and nomadic populations. General poverty (less than $2 PPP) afflicts 73 percent of households, but gets to 80 percent in rural and nomadic populations.
Income inequality is significant with the poorest 10 % of the populace receiving only one 1. 5 percent of total income. The civil discord, continuing insecurity in many parts of the country, and poor access to services and infrastructure have made conditions worse than these were prior to the civil warfare. Absent or vulnerable administrative constructions provide minimal interference with trade or private sector activities. As a consequence, the private sector has flourished, trading with neighbouring and Asian countries, processing agricultural products and production on a little size, and providing services previously monopolized or dominated by the general public sector.
There has been significant (but unmeasured) private investment in commercial projects, including in trade and marketing, money transfer services, transport, communications, airlines, telecommunications, engineering and hotels, education and health, and fishery equipment, largely funded by the large remittances from the Diaspora. THE ENTIRE WORLD Bank Country simple for Somalia (2009) assesses that remittances, amounting to about $1 billion per calendar year, have partially offset a larger drop in per capita output for Somalia. However, continual insecurity threatens further development of the private sector and the absence of provision of key general public goods is hurting both rural and urban homeowners and the private sector.
The macro-economic situation offers opportunities as well as obstacles in the promotion of vocational and livelihoods skills. The flourishing private sector, offers diverse opportunities for skills to operate a vehicle the progress of the different enterprises. A number of the skills aren't readily available in Somalia and are frequently sourced from Diaspora or neighbouring countries, the key reason being that we now have not satisfactory Vocational Training Institutions that provide quality trainings to meet the skills demand of the local market.
On the other hand, the weak administrations have resulted to growth of the private sector, like the vocational training under an insurance plan vacuum. Even where it prevails in Somaliland, enforcement is weakened resulting in major challenges on quality control. In an environment where the private sector is considerably prior to the regulatory functions of the federal government, it might be more wise to pursue the dual an eye on strengthening the government's capacity to implement policy guidelines alongside capacity development of the private vocational training establishments and organisations to use demand powered quality skills training and self applied regulate.
Male and feminine Gross Enrolment Rates was projected by UNICEF to be 37 percent and 25 percent respectively in 2006/2007 college time[3]. Since 2000, the number of children enrolled in grades 1-8 has increased roughly by 300%, from an estimated 150, 000 to over 467, 780[4]. There is a very high disparity between male and female learners, administrative regions, and various public and economic groups. Extra enrolment rates are even lower, estimated by UNESCO[5] to stand of them costing only 6%. Those signing up for Institutional Structured Vocational Training are even lower as the facilities only can be found in major towns of Puntland, Somaliland and Central South Somalia. Even where they exist, their capacity to soak up the growing quantity of school dropouts and the ones who complete quality 8 and form 4 for vocational training is bound.
It is approximated that about 65. 5% of the urban youth are unemployed. The physique is lower on the list of rural and nomadic areas where it is approximated to be 40. 7%[6]. This is expected, considering that in rural areas, over 75% of the areas is projected to be employed within the agricultural and livestock sector- their main source of livelihoods. Overreliance on traditional farming systems in conjunction with extreme climate have been outlined as significant reasons of poverty in the rural areas.
A feasibility study conducted by the EC in June 2004 in Puntland and Somaliland discovered that there is a very high rate of unemployment among adults, and subsequently resulted to prone livelihoods and popular poverty of the target groups. The problem is worse in Central-South Somalia where in fact the civil war ruined the entire financial and cultural infrastructure resulting in missed opportunities, disruption of the social order, poverty and vulnerability.
Based on available insurance policy paperwork, strategies and study studies available in the three different parts major problems identified on usage of TVET include: threat to traditional livelihoods sources, Structural constraints on job creation, limited supply of individuals with employable skills and basic education and, high population of disadvantaged people. Among the strategies suggested to address these problems include: provision of money to bolster TVET construction; Institutional and organisational development for sustainability of TVET, raising quality levels and relevance of skills to increase employability; insurance plan dialogue with lovers; Increase and optimise capacity through better management and utilisation of facilities; increased provision and retention of certified trainers and the execution of employment campaign to improve rural livelihoods.
Financial support towards development of TVET sector by EC, Italian Co-operation, UNDP and other international development partners have resulted to improved institutional framework for execution of vocational training. In particular, capacity has been developed in the ministries of Education in Puntland and Somaliland bringing on the establishment of TVET units, given under the NFE department headed by the Director. TVET policy developed under the EC funded PETT job has already been approved and followed by MOE, Somaliland. In Puntland, the draft insurance plan developed under the same task is not finalised for adoption by the council of ministers and parliament. However, characteristics of it are well captured in the Puntland Education Insurance policy Paper (PEPP), 2007.
Personnel employed in Vocational Training Organizations have benefited from capacity building programs carried out under the PETT and STEO tasks funded by EC and UNESCO support. The vocational training centers in Kismayo, Mogadisho, Berbera, Burao, Hargeisa, Galkaio, Garowe and Bosaso have received support by means of equipment. The Kuwait federal contributed equipment towards Garowe Complex and Vocational Training middle. However, anticipated to low pay, the institutions have not had the opportunity to retain all the trained staff.
However, as captured by End of Job evaluation[7] report of PETT (Promotion of Career Through Training) job, there a wide range of gaps that the current grants are not able to completely address owing to the large number of men and women who need the skills.
The vocational training guides produced by UNESCO for 11 crafts and trade skills covering levels 3 & 2 will be the only coherent guides that exist. The manuals have been good recommendations materials for vocational training programs carried out from different funding sources in Somalia.
Several studies undertaken by international development lovers indicate that almost all the 14-20 calendar year age group is out of university and with very limited access to education and skills training. Among the list of urban, rural and pastoral families, lack of job and poverty are consistently ranked the most typical problems and potentially the most common causes of other sociable problems.
The institutional construction for employing TVET in all the three areas (Puntland, Somaliland and South Central Somalia) is poor and currently not able to offer tech support team that would assure quality control, sign up and certification of all the companies providing vocational training.
The situation in south central Somalia is different; Coverage of Ministry of Education as an implementing spouse is limited to small pockets of Mogadisho; No recognizable central power for liaison purposes; Wide-spread devastation of facilities that could create demand for more capital specifically for institutional based intervention (IBTVET); substance security situation pitting the armed groups up against the Transitional Federal Government and intimidating to lead to full blown turmoil.
The Techie, vocational and livelihood skills development envisaged by UNESCO is at tandem with the Treatment and Development priorities for Somalia that can partially be pursued through assisting lasting livelihoods improvement via provision of employable skills to the junior. Currently the majority of the young ones have limited knowledge and skills to enhance their employability (self applied or paid) and efficiency. It is identified that chances of gainful job are improved by acquisition of employable skills.
The Tech and Vocational Education and Training (TVET) in Somalia is not a lot of due to insufficient enough infrastructure and systems to use the activities falling under the sector. Trainings are given by private vocational training centers and the few general public training centers funded by the international community. As institutionalised training is limited, most trainees acquire their skills through apprentice training. In place the quality of skills acquired is dependent on the capability of the trainee and the grade of the instructors/craftsmen to provide training. TVET must be expanded in order to create skilled artisans and middle level technicians who'll eventually fortify the Somali economy, which may then increasingly rely independently domestic workforce. Consequently, the MoEs need support in order to broaden their capacities by conditioning the TVET construction.
The increased initiatives by the international community to provide increased technology (eg motorised water pumps, grain milling machines, tractor hire, and upgraded livestock management systems) are designed to raise efficiency and value addition to cushioning people's livelihood activities from the consequences of extreme weather habits. Due to limited technical skills, the uptake and sustainability of the technology has been discouraging. The reduced unemployment in the rural areas by itself is deceiving as there is enough of disguised unemployment. Many implementing partners (IPs) have activities under the broad category of livelihoods development. These entail beekeeping, tailoring and dressmaking, soap making, sesame olive oil extraction and flour milling. By funding livelihood activities, Employing partners plan to graduate the areas from emergency to development status. But regardless of the increased programming about the livelihoods development activities, beneficiaries aren't being linked to vocational training companies to obtain the relevant skills; in other locations, skills training opportunities are completely lacking. Evaluation reports of many of these interventions present an extremely grim picture of the sustainability of provided systems. The primary objective in providing the technology was to increase efficiency that was to result to increased income and occupations for the many unemployed young ones in the metropolitan and rural areas.
As poverty and unemployment are the major drivers of turmoil in Somalia, job creation for the children isn't just a public and economic necessity but also a political imperative.
The study is dependant on the info needs by UNESCO to guide in planning interventions in TVET and livelihoods Skills Development in Somalia. The study aims at analysing the status of Technical Vocational Education and livelihood skills Development (TVELSD) in Somalia to map out current interventions and spaces in the sector. In addition, it aims to examine the insurance policy and source capacity of the respective MOEs to use a lasting TVET. The review is evaluated against the existing policies by the federal government in the respective regions.
The broad countrywide development study in Somalia is well documented in the Joint Needs Diagnosis (JNA) record and the Reconstruction and Development Program (RDP) article.
A previous survey undertaken by UNESCO PEER[8] in 2002 disclosed that a amount of the establishments providing TVET lacked proper management structures, standardised curriculum and analysis system. Also, they lacked adequate equipment, instructing and learning materials, and qualified and motivated workers.
A countrywide market feasibility study conducted by European Payment[9] in 2004 re-confirmed this situation by citing the following constraints in the TVET sub-sector.
* Weaknesses in the management of TVET activities;
* Problems of quality assurance for TVET, especially limited availability of course syllabi and lack of qualified technical coaches;
* Limited volume of standardized TVET classes;
* Insufficient standardized analysis and recognition services;
* Urban bias of TVET opportunities and limited benefits to rural areas;
* Problems of sustaining TVET interventions;
* Lack of strategic planning TVET by local authorities;
* Limited capacity of local specialists to manage TVET
Prior to the civil war that culminated in the collapse of the federal government in 1991, Somalia had functioning technical and vocational companies in Mogadishu, Kismayu, Burao and Hargeisa that specialised in a range of technical training and traditional investments at build and artisan levels. Youth joined these institutions to acquire specialized skills that subsequently enabled them to become listed on the occupation sector, either as employees or self employed persons.
Most of the corporations were however ruined or run down through the long period of civil. As a result, these situations resulted to high drop out of junior from schools to add to the amount of unskilled youngsters that been around even before the civil war. With limited skills no performing education system, the youth had limited livelihood options.
In apparent response to the demand for education and vocational skills training, the international community through UN, INGOs, LNGOs have recognized the treatment and or engineering of vocational training centers in major cities of Somaliland (Hargeisa, Berbera and Burao), Puntland (Bosaso, Garowe, Gardo and Galkaio) and Central South Somalia (Mogadishu, Merka, Baidoa). Most of the functioning organizations are managed by local Corporations and governments through the support of the International Community.
Several skills provided in these establishments include: garment making, soap making, tie and dye, carpentry, computer technology, masonry, electric powered installation, domestic plumbing and material fabrication.
UNESCO PEER through Tech and Vocational Education projects funded by the Italian Government initiated several interventions to revitalize complex and vocational education in Somalia at the grassroots level. Some of these interventions include: development of curricula/syllabi in preferred marketable and demand powered trade areas, training of teachers and center professionals, provision of course materials and books to vocational training centres and initiation of standardized evaluation and recognition.
This analysis commissioned by UNESCO PEER attracts lessons from past and current activities on TVET in Somalia.
1. 2 OBJECTIVE ON THE STUDY
According to the TOR, the analysis will identify dimensions of technical and vocational education training (TVET): Skills Development and issues of economical relevance, cultural relevance, and management models efficiency. Predicated on this; make suggestions for increased and upgraded TVET delivery in Somalia.
The anticipated results of the analysis will be as follows:
1 Evaluation of the organization and composition of TVET, general population and private, formal and non-formal, by levels and management structures, including objectives, strategies and results, as well as the regulatory framework for private TVET
2 Recognition of the main issues and problems in TVET delivery in conditions of relevance to financial and market requirements, usage of training, quality of training, and efficiency in the delivery procedures.
3 Evaluation of authorities TVET management and delivery.
4 Recommendations on bettering the relevance, equity, quality, efficiency and management of TVET
1. 3 Range OF WORK
The analysis was planned to hide the whole of Somalia but scheduled to insecurity in the Central South Somalia, the Consultant limited his appointments to Puntland and Somaliland- both semi-autonomous regions of Somalia. The review covered the Non Formal, complex and vocational Education sub-sector targeting the Internally Displaced Individuals (IDPS), Refugees, Returnees, pastoral areas and ex girlfriend or boyfriend militia as analysis groups. The analysis involved executing socio-economic and prefeasibility exploration of vocational and livelihoods skills trained in Somaliland, Puntland and Central South Somalia. However, field visits to southern central was not undertaken scheduled to insecurity.
1. 4 JUSTIFICATION FOR THE STUDY
i. Technical and vocational education and training (TVET) in conflict and post turmoil areas is a critical element of the socio-economic development of concentrate on communities. It's been evaluated that acquisition of livelihood skills ends up with enhancing communities' capacity in battling poverty and sociable exclusion in favour of self-employment. By distributing know-how, it inspires technology and works to curb unemployment, especially among marginalized society in conflict and post-conflict countries.
ii. It will act as a catalyst for streamlining the TVET sector in Somalia by giving information that may better inform insurance plan makers and providers and facilitate TVET program development.
iii. It will donate to better coordination and implementation among stakeholders.
1. 5 Procedure AND METHODOLOGY
Following initial meetings with the Head of UNESCO PEER in Somalia, it was agreed that the analysis would review the original study report, examine information spaces not tackled by the submitted record and use a blend of methods to gather information necessary in re-drafting the report.
The study thus evaluated available home elevators TVET assignments that included the PETT and STEO, relevant TVET-related surveys, project evaluations information and guidelines undertaken elsewhere on the planet. There is a feasibility Study done by EC[10] in June 2008 covering Puntland and Somaliland and the survey was thoroughly used as a key way to obtain information for this analysis especially in the general summary of livelihoods and vocational training situation in Somaliland and Puntland.
However, from the gaps identified from the direct interviews with stakeholders in Somaliland and Puntland and validate a few of the information contained in the record and documents evaluated, questionnaires were designed to elicit information from the some of the VTC where a lot of the information gaps existed. The info collection was undertaken by consultant helped by field based UNESCO staff.
The methodologies used in redrafting the record included:
i. assortment of data from the submitted article,
ii. stakeholders consultations and interviews,
iii. Review of literature available, and
iv. internet research,
The strategy and approach found in making data for the first survey included:
i. Discussions with different TVET stakeholders, NGOs, UN firms, institutional managers and trainees to understand execution of TVET;
ii. Concentrated group conversations with the Somali Ministries of Education officials at various levels and other stakeholders to determine policy areas of Non Formal and Technical and Vocational Education;
iii. Site sessions to see institutional facilities;
iv. Document review of UNESCO PEER records and syllabuses and reports of other companies' hard copies and online including UNESCO Website to get insight into specialized and vocational education;
v. Structured questionnaire used to access baseline data on corporations offering specialized and vocational training;
vi. An assessment of the job market to learn the livelihood skills and skill gaps.
The consultant was not able to visit some central south Somalia but could interview MOE officials in Puntland, Somaliland and other employing lovers in both locations. Much of the information in compiling this survey is derived from the initial field interviews carried out by the first advisor and enriched by additional literature reviewed.
1. 6 LIMITATIONS
The time allocated because of this assignment was grossly inadequate taking into consideration the expectation of the TOR. The original report done, and which created the key source/reference of the re-drafted survey was a very difficult read. The advisor didn't have sufficient time to go to many sites in the field; alternatively, much of the info was collected from the web and secondary sources.
2 Examination OF THE CURRENT SITUATION OF TVET SUB-SECTOR
2. 1 OVERVIEW OF POLICIES, STRATEGIES AND EXISTING SUPPORT PROGRAMMES
In an effort to achieve perfect benefit from different donor's interventions, the Somali Support Secretariat (SSS) was set up to support, serve and aid the coverage, planning and dialogue between the various coordination buildings with an try to support a coherent coordination platform for the execution of the Reconstruction and Development Program (RDP). The Somali Support Secretariat provides complementary and reactive secretariat services to get the coordination framework between Somali specialists and the international help community.
Starting 2009, EC is funding the Education Sector Development Programme'[11] for Somalia with one of its priorities being to achieve quality widespread basic education and vocational training. Within the effort to appreciate this concern, Save the kids Denmark was funded to execute VETAPE (Vocational Education and Training for Accelerated Promotion of Employment) project in Somalia. The task develops on the lessons learned from PETT I &II (Campaign of Career Through Training I & II) and STEO (Skills Training for Employment Opportunities) funded by EC and put in place by Diakonia and Save the kids Denmark in several regions of Somalia.
As of June 2004, World Lender did not have Country Assistance Strategy (CAS)[12] for Somalia credited to significant arrears on past debt-servicing responsibilities. However as part of undertaking the planet Bank low-income countries under stress (LICUS) strategy in Somalia, the world standard bank and UNDP given a re-engagement take note of which places forth the rationale for the utilization with their common resources to provide basic public goods, accelerate socio-economic recovery, and create an permitting environment for long-term institutional and policy change.
The Somali Joint Needs Examination (JNA) was an effort by UN and World Bank or investment company done in full appointment with Somali counterparts targeted to overcome results of issue or battle, prevent renewed outbreak and form a 5-12 months (2008-2013) reconstruction and development plan (RDP) of priorities as well as articulate their financial implications based on a standard long-term vision or goal and orientated to the Millennium Development Goals. The Somali RDP is the resultant end result of the JNA process.
The RDP pillars include investing in people through improved interpersonal services especially in education, health and water supply.
The United Nations Move Plan (UNTP) for Somalia for 2008-2013 was developed as the plan for organizations, funds and programmes of the UN. The UNTP pieces out the strategy of the UN in Somalia, what it aims to achieve, and how it will do this within the RDP. In the area of education, the UN will focus on ensuring equitable access to quality education services in Somalia in their strategy.
Since 1993 the institutional initiatives experienced evolved without the tactical plan. The UNTP is aimed at harmonising, aligning and informing the training sector professional initiatives among numerous others.
Reports and chosen development strategies by EU, UN and other donors to Somalia recognize that there is need for concerted attempts to fortify the capacity of the general public sector to improve governance systems and economic development. It is widely decided that support to the government should be done all together with support to other utilizing associates who include; local and International Non Governmental Organisations (L/INGOs), United Nations (UN), Non-State Stars (NSA) and Civil World Organisations (CSO). Expanding synergies between jobs and increased capacity of partner governments will preferably enable the federal government to little by little reclaim its leading mandate of ensuring access to basic needs by its citizens.
The Puntland federal government has not developed strategies for the ministry of education. However, it has a draft education insurance policy where it propose that the strategies should cover the next areas: early years as a child education, most important education, curriculum development, secondary education, tertiary education, non-formal education, technical and vocational education, training, professor education, education management, planning and finance.
The TFG's White Paper, which really is a policy document, has prioritised the following areas: curriculum development, institution financing, teacher training, vocational and complex education, rehabilitation of educational facilities, higher education management, and development of a countrywide education insurance plan.
Somaliland is rolling out an education insurance plan and an education sector strategic plan which guide the Ministry of Education's development route. The ministry in addition has developed a TVET insurance plan, Teacher Education plan and financing approaches for Somaliland. The insurance policy and strategy documents have been useful tools in guiding the initiatives of the federal government and the development partners in enhancing growth of the education sector.
2. 1. 1 PUNTLAND
Puntland Education Policy Paper outlines clearly determination by the government to develop TVET access to both men and women. In particular, it is envisioned in the policy that by improving and expanding some of the existing TVET training institutes to offer training for crafts, technicians and technologists and by developing a construction that will entice and support the involvement of the private sector in the provision of TVET programs, Puntland government hopes to increase enrolment by those concluding primary and supplementary education by 30%[13]. Motivated by the growing participation of the private sector in TVET development, the federal government is pushing employers to expose attractive terms and conditions of service for TVET graduates as you way of promoting and sustaining monetary gains of expanded usage of TVET. A program of sponsorships/bursaries for TVET trainees, especially women and learners from financially disadvantaged backgrounds, is a significant account of programs executed. The government designs establishment of gender-responsive guidance and counselling devices in TVET corporations, to promote retention of learners.
The priorities discovered by the government to revitalise the TVET sector include[14]:
1. Development, review and revision of the TVET curriculum to increase the quality and relevance of the TVET system to indicate the needs of Puntland and the trainees;
2. Establishment of specifications and performance evaluation mechanisms for TVET graduates;
3. Adequate staffing of corporations with academically and expertly competent instructors
4. Development of a proper plan for TVET teacher education and development;
5. Establishment of instructional source centres;
6. Establishment of any TVET device within the MOE to deal with issues related to standardization, assessment, evaluation, equivalence and qualifications.
7. Documents and research of gender information related to enrolment, staffing, course offerings, status of facilities and linkages within the labour market.
It should be observed that many young ones are willing to attend trainings that web page link them directly to the market. It'll be futile to put them through trainings that cannot offer them work. In the country with limited employment opportunities, education or training is never important unless it is recognized or assessed by the learners to have the potential to link them with livelihood opportunities. Training sometimes appears to be a waste of time and money if the trainees are not able to determine the immediate monetary benefits of the training.
2. 1. 2 SOMALILAND
The Ministry of Education in Hargiesa is comprised of a Minister of Education; Vice Minister Director Standard and Departments of: Schools; Curriculum and Training; Planning, Research and Coordination; Supervision and Finance; Workers; Inspectorate; Supervision; Secondary Education; and ADVANCED SCHOOLING. There are also two autonomous general public establishments in the sector, the National Examination and Certification Panel and the Orphanage School.
The Ministry has completed a tactical plan to improve Gross Enrolment Rate (GER) to 75 percent by 2012 and an "Education Act to provide a new legal and institutional construction for growing and normalizing the provision of open public education. A lot of the officials interviewed portrayed the necessity to undertake a strengthening of the Ministry buildings. THE TRAINING budget in 08/09 represents about 4. 7 percent of the full total Somaliland budget.
2. 1. 3 CENTRAL SOUTH SOMALIA
The Central South Somalia is without any central specialist to modify the sector. The rising VTCs, sponsored by local NGOs and groupings have weak systems and unqualified coaches. The promoters or managers lack appropriate certification or comprehension of the dynamics of the sector. They provide quick-win kind of TVET activities that focus on IDPs, refugees and any groups sponsored by donor companies. They haven't any standardised curriculum, the content and scope depends upon the trainer. Learners' improvement is rarely monitored to inform overview of strategy or content. They have no specialisation and can commit to implement any training program sponsored by way of a donor even when they lack the bare minimum capacity.
Ironically, for VTE to achieve Central South Somalia, these very NGOs offer the best alternative. Due to their overall flexibility and readiness to learn, their capacity can be improved upon to enable them implement other VTE skills. With the existing insecurity prevailing in Central South Somalia, and considering the importance of close monitoring of these interventions, UNESCO PEER may wish to consider services of an exclusive organization to do the monitoring, should it thought we would intervene in this area of Somalia.
2. 2 OVERVIEW OF EXISTING VOCATIONAL AND Complex TRAINING
2. 2. 1 Classification OF TVET
According to the rules issued jointly by UNESCO and ILO and adopted by UNESCO Standard Discussion at its 31 Procedure in 2001 and suggested for implementation by countries corresponding with their socio-economic position, TVET (Technical and vocational education and training) is described accordingly as "a study of technologies and related sciences, and the acquisition of knowledge, skills and attitudes related to job in various sectors of economical and public life.
It aims at planning learners and trainees for occupational fields and the world of work, promoting environmentally sound and sustainable development and facilitating poverty alleviation.
In Somalia framework, the target beneficiaries include; out of college youth scheduled to drop out, demobilized military, returnees, disabled individuals, young adults of 18-24 years, women and women mind of homeowners whose husbands have either fled the united states or killed in civil strive, refugees and extra college leavers.
2. 2. 2 INSTUTIONAL FRAMEWORK
2. 2. 2. 1 STAKEHOLDERS COORDINATION
The fragile administrations existing in Puntland, Somaliland and Central South Somalia cannot effectively organize and streamline on their own all the several interventions towards TVET. UNESCO must seek to the most possible extent synergy results with other donors' interventions. Included in these are EU, UNDP, UNHCR, ILO and International NGOs executed programs. The organisational system where this synergy can be wanted and reached is the training Sector Committee (ESC) of Somali Support Secretariat and the field coordination mechanisms in Puntland and Somaliland. The challenges of accessing south central Somalia make Nairobi the most suitable hub for coordinating activities for South Central Somalia. In the end, coordination of interventions will have to been transferred to the respected administrations. As this cannot happen immediately, a organized program of conditioning capacity of the spouse ministries of education is an essential requirement of attaining coordination.
Presently, EC is financing vocational training programme covering all the three administrative areas of Somalia. Other donors like Italian cooperation, UNDP continue steadily to support vocational training centers with equipment and management capacity of the companies. These efforts will not achieve the required outputs unless coordination constructions are strengthened whatsoever levels.
2. 2. 2. 2 NATIONAL COORDINATION
In both Somaliland and Puntalnd, TVET is managed as part of Non Formal Education and so falls within the NFE section, headed with a Director. The departments in both zones are understaffed; and even the few staff in the team lack appropriate technical qualifications or experience. Existing TVET management set ups are poor and require conditioning so that there surely is effectiveness in implementation.
In all the three areas, the individual VTCs operate separately with limited type or assistance from the Ministry of Education. These are held by CBOs and local NGOS. The few that are held by the government in Somaliland and Puntland are run by way of a management committee picked by the government and the community. The structures are decentralised and no central authority is exercised to modify or streamline the TVET sector. The federal government which is normally likely to play this role lacks essential capacity.
The selection of curriculum, skills and determination of fees to fee is the sole responsibility of the management mother board of respective VTCs. Donor preferences and VTCs management's assessment of the market guide in course selection. Owing to the weakened management structures and poor requirements of VTC managements, their examination of the market skills needs is weak leading to oversupply of people having similar skills. As the absorption capacity of the skills into the overall economy is low many VTCs are graduating trainees destined for unemployment. Even the few possessed' by the federal government in Somaliland and Puntland, are run with limited government input. This is understandable as the government itself lacks capacity to supervise TVET.
The link between your national and local education offices in regards to TVET is vulnerable and beset with obstacles of qualification, quality, coordination and standardisation.
For TVET to be reflective of the neighborhood economic needs the current TVET institutional management should be streamlined and capacity developed in staff, systems and plans that are essential for structured expansion of the sector. The private sector participation-, being the major drivers of economic development in Somalia- is necessary.
Concerted efforts by development partners should be further improved so that the government's capacity to provide permitting environment while making sure quality control is strengthened. Considering the amount of development of the private sector vis viz that of the government, private general public partnerships should be forged in handling determined vocational training centers in key urban centers to serve as model vocational training centers (VTC). Appropriate attention to issues affecting access to quality TVET will not be realised unless and until a specialised TVET unit under the ambit of NFE is further strengthened by investing in appropriate materials and financial resources. Currently, TVET lacks local set ups as the REOs do not view NFE monitoring and support within their responsibility. The capacity building should thus entail inducting them on TVET working towards jointly building monitoring tools. This calls for review of job information of the regional education staff to add TVET development. It should be well coordinated with the NFE director. Essentially, each region should have an NFE officer to steer the TVET activities.
A program rather than a project will serve the long-term sustainability needs of the sector better. As such, any type to the sub-sector should be designed with the commitment to fortify and build on history and current interventions.
The hosting of TVET under the NFE department has great relevance in the sense that adult education, women education and lifeskills training that fall under the department do enhance outputs of TVET. People interviewed in the field agree that TVET matches well within the NFE department.
A consolidation of conversations with stakeholders discovered the functions[15] of TVET unit as:
i. Plan and coordinate TVE Programmes, keep an eye on resource and demand for goods and services, knowledge and skills popular and approve new TVE Programs,
ii. Give a sound financial framework in which TVE costs are distributed among the federal government, industry, community and the trainees;
iii. Establish a quality assurance device that should enable the products to direct the following aspects of the TVET programme:
* Quality admission criteria and standards that ought to be analyzed and examined periodically
* Satisfactory quality of curriculum and coaching materials
* Acceptable proportion of coaching and training staff to learners
* Staff qualifications
* Physical facilities and layout
* Quality and type of equipment
* Trainee certification requirement
The items are constrained by the following factors:
i. Understaffing of the units makes implementation of the above mentioned functions difficult
ii. Management and implementation of TVET is decentralized and remaining in the hands of varied stakeholders including UN agencies, NGOs and Federal government institutions. THE STATE OF HAWAII Governments do not have the resources to run these institutions in an useful manner. This state of affairs makes the management and control of standards difficult in times where execution may be dependant on donor interest. The companies lack strategies for sustainability.
At the countrywide level the following were recognized as key players and stakeholders in the provision of TVET in the three zones: ministry of education, directorate of non-formal education, the exam board and Curriculum Development Office. Programs designed to develop TVET must generate inputs from these important departments for standardisation and sustainability.
Other stakeholders identified for his or her role in utilizing vocational training include:
Puntland: Puntland Community University (PCC), Garowe Vocational Training Centre (VTC), Institution of Professional Studies and Services (SPSS), Somali Institute of Business Supervision (SIBA) and Galkayo vocational training middle.
Somaliland: Havoyoko vocational and Techie training centre; Hargeisa vocational and training college; SIITCO (Scientific Institute and Information Technology School); BVTC ( Burao Vocational Training Centre); SOSTA (Somaliland Skills Training Connection.
Hiran: Kanava junior center, Kulmiye youngsters company and ISRAC Women origination.
The VTC own facilities and systems albeit weak for delivery of vocational training. These organizations have gained crucial experience through efficiently implementing vocational training programs funded by different organizations including EC funded PETT project. Sensible capacity has also been developed among the VTCs described.
Puntland, Somaliland and Central South Somalia don't have a standardized curriculum or syllabi for TVET. There is also no standardized system for TVET diagnosis, examination and qualification that has been developed by the Ministry of Education (MoE). The only standardized curriculum available but not being used in most of the TVET centres is the UNESCO PEER developed curriculum[16]. Nevertheless the degree of adoption of the UNESCO PEER developed curriculum in Somaliland is way better than in Puntland. It is imperative that this is considered in virtually any future intervention.
From conversations with stakeholders, it was deduced a top down methodology should be followed to create a standard management model for everyone VTCs. The MOE helped by a Complex and Vocational Education Panel (TVETB) should be the forum to lay down all policy matters and guidelines regarding TVET. The Father or mother Teacher Connection is visualised to play and advisory role to achieve better interaction, improve and develop harmonious working environment at the VTC. The study advises a three tier system as depicted in number 1.
2. 2. 2. 3 ORGANISATIONAL ARRANGEMENT
At VTC level a highly effective management buildings should be in place although nature of organization chart will depend on the complexity of the institution. Some basic minimum provision should be as proposed in the organizational graph below.
2. 3 MAJOR Associates IN TVET DEVELOPMENT IN SOMALIA
There are lots of donor organizations, UN companies and local and international non-governmental organizations that are actively engaged in TVET. Handful of them are pointed out here.
2. 3. 1 Western COMMISSION (EC)
European Commission remained among the leading donors towards TVET activities in Somalia. Since 2004, EC has supported TVET activities by financing PETT I&II, STEO and VETAPE jobs implemented together with International Non Governmental organizations (Diakonia and Save the children). Currently EC and UNESCO-PEER are in assessment with one another for better planning and support to VTCs in Somalia.
Key achievements listed from ECs support to TVET include:
* Translation of UNESCO PEER developed TVET word catalogs to Somali terms for use by local VTCs
* Review and synthesis of Local Economic Development materials
* Local Economical Development (LED) analyze undertaken to assist in id of LED opportunities that could be utilized in work promotion through the provision of skill trained in complex and vocational education and training (TVET) centres.
* TVET quality control/ guarantee and guidance system development
* Labour market review undertaken to steer in reviewing working out being provided to ensure its responsiveness to the market needs for both Puntland and Somaliland
* Provision of skills training and employment opportunities to over 7, 000 graduates of TVET
* Capacity of NFE/TVET strengthened in both Puntland and Somaliland
2. 3. 2 ITALIAN COOPERATION
It is UNESCO-PEER's key donor for the TVET activities and has been helping in the introduction of TVET curriculum and capacity building of the teachers, trainees and VTCs in Somalia
2. 3. 2. 1 UNESCO PEER
It has been one of the major providers of TVET services. Main initiatives being performed by UNESCO-PEER are as under:
* Training of Centre Professionals and Instructors. A number of workshops have been sorted out under the guidance of the certified trainers aimed at capacity building of professionals and instructors.
* Development of Curriculum/Syllabi. It's been performed in market demanded trade areas. The training being undertaken recently were mostly supply based somewhat than need centered. Up to now syllabi for 11 trade/skill areas have been written at two skills effectiveness levels (level 3 and level 2).
* Instructors Guide and Examination Guides. They were prepared to help the instructors in coaching and examining the performance of the students
* Provision of Support materials and books. They were provided to VTCs besides miscellaneous training assists.
* Initiation of Standardized Analysis and Recognition System. UNESCO-PEER has been assisting these institutions to look at a standardized analysis and recognition system. All assessment documents have been developed in the modern times which will be followed with the joint arrangement of all stakeholders.
* Application of Uniform Curriculum in all States. There were positive accomplishments in adoption of even curriculum in all states. Central South Somalia and Somaliland have decided to follow the curriculum developed through the help of UNESCO-PEER with moderate modifications based on the demand of different NGOs like Diakonia, SCD and Gotenberg Initiative. Puntland government in addition has been in discussion with UNESCO-PEER and in addition has agreed to apply the same syllabi.
* Enterprise Based mostly Training (EBT). To support this, UNESCO-PEER'S TVET Programme has made EBT compulsory in all trade/skill areas so that trainees graduating from the Program may easily take part in self-employment rendering themselves as job makers rather than job seekers.
2. 3. 3 PRIVATE PROVIDERS
A large numbers of private vocational training centres can be found in Somalia that are offering courses mostly in business supervision, management, accounting, British, Arabic and software applications & hardware. These are a dynamic and successful part of the specialized training market in Somalia with a good grasp of the sort of training Somali people are prepared to pay for. They may be strong competitors to any donor-funded training corporations offering similar training. They can also be enlisted as companions in implementation of TVET.
2. 3. 4 OTHER NON Federal government ORGANISATIONS
There are lots of local and International Non Governmental organisations applying TVET in many parts of Somalia. They put into action short term jobs that are interwoven with bigger tasks. There is bound coordination with their activities under the TVET thematic area. It is common to find NGOs employing food security projects also having a tiny element of training women in tie/dye or weaving. These will be reported under the food security thematic area and not TVET.
In the Central South Somalia parts of Bay, Bakool, Geod Lower Juba, Benadir, Lower and Middle Shabelle, INTERSOS is being recognized with course catalogs by UNESCO PEER to use vocational skill in neuro-scientific masonary, auto mechanics and electronic installations.
GTZ Germany is also positively engaged in utilizing TVET focusing on ex-militia and ex-combatants. The money provided by UNDP and EC has facilitated implementation of the activities in Hargeisa, where it collaborated with Hargeisa Tech Institute and Mogadisho vocational training centers.
2. 3. 5 US DEVELOPMENT PROGRAMME (UNDP)
UNDP is a major donor to Somalia, especially targeting the public sector. It money projects under recovery and sustainable livelihoods.
3 Involvement STRATEGIES
Based on findings from different studies and execution experiences of partners captured in their analysis and other complex studies on the TVET sector, UNESCO should plan this program considering the next important strategy / policy priorities.
3. 1 CONSULTATIVE PROCESS IN Developing INTERVENTIONS
Programme proposals developed by UN firms and other utilizing partners are talked about with the partner governments to judge their viability. Upon approval of the suggested methodology, the neighborhood administrations will hint letters of contract with concerned parties to clearly spell out the responsibilities of different stakeholders. Some proposals designed before have failed to take of the ground after the government indicated concerns of the security implications of utilizing such interventions. This is avoided by involving the local lovers in the look of the proposal where such concerns can be accommodated in the look.
3. 2 CONSORTIUM AND PARTNERSHIPS BUILDING
UNESCO PEER may possibly also consider adopting a multi-sectoral methodology, where the group enters into a consortium with other organisations to put into practice certain programme activities or UN firms enter into strategic partnerships with donors and partners. Besides leveraging on resources and distinct competencies of consortium associates, the way spreads the chance of implementation across many partners. The consortium users will either share physical areas or talk about specific task activities or both. The details of the collaboration or consortium have to be negotiated during growing the proposal to avoid clear conflicts that could emerge in writing job activities and resources following the funding approval has been communicated.
3. 3 CAPACITY BUILDING OF LOCAL ADMINISTRATIONS
Agreed TVET activities can be executed by MOE as partners in the implementation of the task activities. The Ministry of Education in this case will be both a beneficiary and putting into action partner. Besides the project benefiting from already existing structures within the ministry, through this partnership, the capability of the Ministry of Education to put into practice TVET will be strengthened. Prior to this, UNESCO PEER should perform a Company Capacity Assessment of MOE to ascertain early enough capacity gaps existing, and use this information to design capacity development strategies for the ministry. The process will help map out other capacity development programs by other companions. Using these details, UNESCO can set up synergy with other ongoing or prepared programs by other associates.
3. 4 FINANCIAL SUPPORT TO MOE AND VTCS
The spouse governments in Puntland, Somaliland and Central South Somalia have vulnerable financial basis as their income collection mechanisms are weak. For instance, in Puntland, education money is only 1. 9% of the budget.
Resources for education and training must be mobilised from different options to increase allocation at the nationwide and local administrations. This should be reflected in insurance plan / strategy and in the look of interventions as well as related complex advisory services that require to be extended to the coordinator government.
Great caution must be viewed that the financial assistance will not erode the local administrations' initiatives to mobilise resources (from fees, local communities and Somalis in the diaspora) to contribute to TVET. UNESCO PEER should only account an agreed ratio of the budget so the assistance does not jeopardise the overriding primary of any community or administration driven ecological development process.
The financial support could include capacity building up of the TVET section to be functional or supporting the VTCs with equipment and other training materials.
3. 5 IMPROVE ACCESS TO TVET BY RENDERING IT RELEVANT
Presently and in the near future, given the dire finances of Puntland, Somaliland and Central South Somalia, access to TVET will demand increased contribution from the donors and the neighborhood communities. Local neighborhoods must own the procedure by planning TVET programs that easily translate into employment for the graduates. This requires rigorous market studies and evaluation to feed in course design. This will make a large contribution towards realisation of the entire goal of reaching possession and sustainability. However, a step in this direction would be the feasibility review and increased coordination with companions' investing into income generating activities for the youth.
3. 6 RAISING QUALITY LEVELS WITHIN THE DELIVERY OF TVET
Administrations of particular regions will have to improve efficiency and quality with their TVET systems. With very small education budgets you can find need to improve and maintain at least acceptable quality levels. The plan option to address this is to increase and optimise capacity, mainly through better management and utilisation of facilities, better coordination of interventions and increased provision of qualified trainers. It also requires standardisation of curriculum and evaluation systems for TVET.
All this will demand substantial money from the donors, spouse administrations and the local communities. Therefore, there may be need to lobby the partner government authorities to increase allocation of money to TVET in the educational budget. In addition, it points at the need to
