Hemingway alleges

In this work I’m going to examine and compare two stories wrote by Hemingway â€Å"A clean well-lighted place† and Faulkner â€Å"The rose for Emily†. This two stories touch upon the same theme-loneliness, but despite this fact the old man (from Hemingway story) and Emily (from Faulkner story) act in different ways towards the society.As for the old man (from Hemingway story) both symbolically and physically, he finds refuge in drinking brandy in this pleasant atmosphere of the coffee. The younger waiter doesn’t understand neither psychological nor spiritual dimension of the problem; hence, he cares only about not getting to go home in time. But the older waiter is like the old man, he understands him, has stared into the Great Nada, the â€Å"nothing he knew all too well.†This completely nihilistic ideology celebrates individuals, like the old waiter and the man, who find a method of coping with life’s obstacles in exquisite, majestic way.   However the old man drinks, he isn’t harsh or naughty, but considerate and civil.   Despite the obvious sufferings in his life (since he attempts felo-de-se), he doesn’t lose his serenity, he controls himself, showing dignity under compression.   Such grace, Hemingway alleges, should be the aim of every human being.I think that the main idea of this story is unity and solidarity of people. The older waiter utters his solidarity with the old man. But the young waiter doesn’t understand this problem at all he is rather self-sufficient and selfish person. The eldest waiter and the old man seem very lonely and sick and tired of life. He comprehends his severities and protected him; he also prefers to a clean, well-lighted cafà ©, to the bar; he is also looking for such place to prevent his own hopelessness at night.The climax of the story agrees closely with the climax of the solidarity theme. It comes in its final line: ‘‘He disliked bars and bo degas. A clean, well-lighted cafe was a very different thing. Now, without thinking further, he would go home to his room. He would lie in the bed and finally, with daylight, he would go to sleep. After all, he said to himself, it's probably only insomnia.Many must have it.†Ã‚  Hemingway wanted to say in â€Å"A Clean, Well-Lighted Place† and this idea runs through all of his literature: there is no God, no significance to this world, and man must step by step find something to bewilder himself from this terrible truth.At the end of the older waiter attempts to convince himself that may be this terrible futility     is such an escape in â€Å"a clean well-lighted place†.   This is a synthetic light, which was made by one man for another man, yet it is the only method to escape the darkness of real life, which is filled with nothing significant.As for the style of the story, from my point of view, this novel is rather brief and facile so this style is called â€Å"minimalism† in its aesthetics (the word aesthetics refers to how the author tells his story). In this style one uses the concept of the minimum building blocks, which are necessary to realize the process of telling a story. Hemingway uses simple poetic diction, usually monosyllabic words of Anglo-Saxon, as antagonistic to Latin, origin.As for Grammar, he uses simple sentences; actually this is his style of writing. The story is lack of figurative language – no metaphor or simile, for example. Character and plot are minimized. These three characters do not even have names. All that happens is that the two waiters talk, the old man drinks, and then they all go home. There is little figurative language—no metaphor or simile, for example.

The Evolution of Chil Custody Arrangements

The Evolution of Child Custody Arrangements Heather Gibson Southern New Hampshire University When a family splits, separates, divorces or a child is born out of wed lock for whatever reason one of the most difficult decisions to make are custody arrangements. Over the years the government has shifted its views from the child’s mother being the best fir for primary custody to â€Å"the best interest† of the child. What’s in the best interest of the child consists of both tangible and non-tangible things.The necessities include the ability to provide food, shelter and a a safe environment are important but also the stability of the parent psychologically and their mental health also begins to become part of the importance to the child. The person who has legal custody over a child is the person who makes import decisions in the child’s life. The determination of who should have custody in a child custody battle has become highly problematic over the years. M aternal preference was given as the best fit for the child. The mother was deemed more nurturing and caring as a parent.The United States held this idea for many years. In the world around them women were fighting for equal rights and in turn making men equal in the work force as well as a parent. The increase of divorces in the mid 1900’s and women going in the workforce led to the courts deciding what was in the best interest of the child rather than who was more motherly and nurturing. Another change that came about was the idea of joint custody, rather than sole custody. Today child custody can be as simple as two parents making the decision to share custody or on the opposite end the legal batter of who’s the better parent.Forensic psychologists help in informing the judge of who (unbiased) is the better parent or if joint custody would work out for the best interest of the child. They go through different competency evaluations, may visit the home or investigate further to determine custody. Although it seems women are still chosen as the better parent trend have shifted and men have a better chance at sole custody. Another evolution that has evolved is the familiarization of gay rights as parents. It is still unclear as it is emerging but it is food for thought.

Food Chemistry Essay

The chemical processes that take place inside food determine its nutritional value, taste, texture and freshness. Like any other organic material, food can decompose over a period of time. The importance of food chemistry lies in its ability to counter the effects of decomposition and spoilage and extend the shelf life of foods. Food chemistry is a science that studies the chemical processes that take place in food. All food products are made of biological materials that react and interact in different ways, and under different conditions. Carbohydrates, lipids (or fats) and proteins are the main components that make up food. Other components such as enzymes, water, minerals, additives and coloring are also areas of study within food chemistry. This branch of science plays a significant role in food processing methods designed to preserve and enhance availability and quality, according to Ohio State University. An understanding of the chemical processes that take place in foods has made food supplies available on a global scale. Methods designed to counter the decomposition process are a central area of study. The principles underlying food chemistry create the methods that make it possible to harvest, preserve, distribute, store and prepare foods for human consumption, according to Ohio State University. Grocery stores are able to provide fresh milk, canned goods, microwave meals and frozen foods because of the knowledge gained through food chemistry studies. Food chemistry plays an integral role within the food science technologies that make global supplies available, according to Ohio State University. These technologies draw from biology, physics, microbiology, nutrition and engineering to put food chemistry principles into practice. The methods used to package and label end-use products must also comply with Food and Drug Administration requirements. Also of importance is the testing and experiments that go into creating flavorful foods for consumer consumption. Foods such as meats and vegetables can contain anywhere from 50 to 95 percent water content, according to Ohio State University. Water activity involves the amount of water available, or susceptible to chemical and biological reactions within a food product. The amount of water activity present can determine the likelihood that bacterial growth and spoilage will develop within food materials. Chemistry methods work to reduce the amount of water contained in a material, or else counter its effects within a food product. Food quality, consumer satisfaction and government requirements are ll factors taken into account when designing food processing and preservation methods, according to Ohio State University. And while minimal processing enables foods to retain their original nutritional content, the need to extend the shelf life of end products makes processing and preservation methods necessary. The pH level present within a food product is another variable that influences flavor, texture and freshness. A pH level refers to acidity, or the lack thereof, with high acid contents being less susceptible to decompos ition, or spoilage, than low acid content foods.

Microbio Essay Example | Topics and Well Written Essays - 1500 words

Microbio - Essay Example 84). It displays immunological memory through which it recalls having encountered an invading organism thus reacting more rapidly on the same organism on subsequent exposure. This paper is a discussion that compares and contrasts the innate and the acquired immune responses. When a person comes into contact with an infectious agent, the first defenses to counter the infection are physical, as well as, chemical barriers like; antimicrobial proteins that are secreted at mucosal surfaces, which deny the microbes from getting into the body. In the case that these barriers are overwhelmed, or dodged, other immune system components get into action. The complement system is able to recognize the foreign organisms, as well as, phagocytic white blood cells like the innate immune system macrophages and neutrophils, and destroy them immediately (Minnicozzi 115) In contrast, the acquired immune response, also referred to as the adaptive immune system, develops in days. It is, however, able to el iminate infections in a more efficient way due to the lymphocytes exquisitely recognition functions that are specific. These cells are able to respond to every antigen through antigen receptors that are highly specialized which are present on the lymphocytes surface. The lymphocytes present in the body in their billions, possess a vast range of antigen receptors collectively, which make it possible for the immune system to identify, and take action to virtually any antigen an individual may be exposed to. This enables the adaptive immunity to focus on overcoming the pathogens that have eluded or overcome the innate immunity. Additionally, the innate immunity defense systems are effective in battling many pathogens. However, they are constrained by their reliance on germline-encoded receptors in order for them to identify microorganisms that have the ability to evolve more rapidly than the infected host. This is why they are able to only identify microorganisms that bear surface mole cules, which are common to most pathogens conserved over the evolution course. Most pathogenic bacteria contain a protective capsule that has evolved that makes it possible for them to hide these molecules making it difficult for them to be recognized and phagocytosed. Viruses do not carry invariant molecules like those of bacteria, and the macrophages rarely recognizes them. However, viruses, as well as, encapsulated bacteria may nevertheless be picked by dendritic cells via the macropinocytosis nonreceptor-dependent process. This may then reveal the molecules that mask their infectious nature activating the dendritic cell to present the antigens that belong to them to lymphocytes. (Kobayashi et al. 5123). All the blood cellular elements such as the red blood cells which transport oxygen, platelets for triggering blood clot in tissues that are damaged, and the immune system white blood cells, originate from the bone marrow’s hematopoietic stem cells. Since these stem cells h ave the ability to produce every different blood cell types, they are mainly referred to as pluripotent hematopoietic stem cells. They give rise to additional limited developmental potential that are the instant progenitors of platelets, red blood cells, and the two major

Globalization in Daily Life Assignment Example | Topics and Well Written Essays - 2250 words

Globalization in Daily Life - Assignment Example Many scholars and economist have tried to explain the term globalization as per their own view and opinions. For example, Jos Berghman commented that â€Å"globalization refers to a growing global interconnectedness† (Berghman, 2005, p.6). The term, ‘interconnectedness’ itself explains the core essence of the globalization. The UK Department for International Development (DFID) has given a broad definition of globalization. DFID has identified that the â€Å"increased flows of goods, services, capital, people and information† are the major determinants of globalization which is â€Å"driven by technological advances and reductions in the cost of international transaction† (Zajda, 2005, p.294).  Therefore, primarily, international trade and technological advancements have facilitated the process of globalization and this has developed medium for exchanging ideas, views, tangible & intangible capital, factors of productions etc. This process has crea ted a better scope for the development of economic, social, cultural and international relation. In our every step of daily life, we can feel of the presence of this development encouraged by globalization.  For example, the product developed using Japanese technologies like Japanese cars is dominating in the global automobile sectors. On the other hand, Italian cuisine like ‘Pizza’ is one of the popular food items of the people living in American and Asian countries. Moreover, Chinese cost-effective production process has led to encouraging many manufacturers like Nike to expand their business in China, and many multinational corporations are trying to enter in emerging marketing like India, Taiwan, China etc. These examples are a proper reflection as an outcome of globalization. In order to facilitate the process of international trade, the trade agreement between and/or among different countries have played a very significant role as it helps to grow a country with significant amount of foreign direct investments (FDI) which creates industrialization causing growth in aggregate demand and supply, and an economy can achieve equilibrium growth. Recently, U.S. and Korea have entered into free trade agreement known as KORUS FTA, according to which the U.S. MNCs can have greater accesses in the Korean market, and Korean automobile manufacturer can enjoy a significantly reduced tariff in U.S. automobile market (U.S. International Trade Commission, 2011). The U.S. automobile sector is already crowded with a number of domestic and foreign automobile companies. However, as per this agreement, the Korean companies can have better access to the automobile market as they are able to offer cars at much-reduced cost increasing the competition. The competition is one of the healthy sign for economic development.

War between China and Japan Essay Example | Topics and Well Written Essays - 1000 words

War between China and Japan - Essay Example The main countries, China and Japan, continue to stoke the embers of the war till today with China seething at the trauma and humiliation caused to her. Their relationship has not thawed even after an official apology offered by Junichiro Koizumi, former prime minister of Japan. (Jin Ni). The brutality of Japan, the power struggle in China during this period, and the resilience or annihilation with which the native Chinese faced it are all succinctly summarized in films like Devils on the Doorstep and The Last Emperor. During the time the war was being waged, China was a divided nation with warlords in different regions more keen on consolidating their own position and interests. Some of them even openly sided with the invading Japanese troops for political gains and military supremacy in the region. The National Revolutionary Army, successor to the erstwhile Kuomintang Army, founded by General Chiang Kai-shek succeeded in unifying the belligerent factions in 1928. However, it was weak motley whose only purpose was to repel the atrocious Japanese invaders. They had no real desire to defend the nation and only wanted to drive out the Japanese so that they could carry on with their bellicosity with their neighboring warlords afterwards. Moreover, the National Army had to contend with ominous threats from the communists. In fact, Chiang Kai-shek was aware the threat posed by the communists was even more dangerous than the conflict with Japan. The Red Army of the communists in China fought Japan as part of the National Revolutionary Army. However, the wily Mao Zedong was gingerly sowing seeds of power entrapment through coercive and overtly strong arm tactics. He got the large segment of the peasant population to his side by reducing taxes and other reforms. The preparations were afoot with both sides waiting for the final showdown after World War II to see who would emerge as winners. (MacGowan, J). 3. Outside powers China's meager weaponry consisted of the artillery and ammunition provided by Germany. Others like Russia, Britain and the USA joined in at the closing stages. They did not wish to get involved in a fight taking place thousands of miles away from their own shores at the cost of their own defense. Russia and Britain initially refused to get involved due to their own problems with the Axis powers. The USA was not keen on fighting a war in somebody else's land. 4. Films on the war Produced by Jiang Wen, Devils on the Doorstep highlights the horrors of the war with a brilliant mix of facts and humor. Set in the climes of a farming village, the film simmers and smolders with interactions between humble local farmers and the malevolent Japanese occupiers. The events, dialogues and interpretations between the simple residents and the no-nonsense predators are ensconced in the humor of an hapless interpreter caught between a suicidal Japanese captive and their ignoble bloodthirsty captors.

Media archeological analysis of a technological Essay

Media archeological analysis of a technological - Essay Example s and valve amplifiers are low current and high voltage devices that normally operate at relatively lower voltages and higher currents for a similar level of power. The trait of high voltage makes the tube and valve amplifies to be suited for radio transmitters. The valves amplifiers are used in the contemporary society in instances such as high power radio transmitters. Experts argue that valve amplifiers shall reduce noise that is typically experienced in Wi-FI systems, without losing their musical and the treble details. Various transistor amplifiers sound harshness and they emphasize the loud sound that is found in the CD players. The transistor amplifiers have a tendency of emphasizing the sibilance of the soft sounds. The valve amplifiers are classified into different classes. The class A amplifiers lack crossover distortion at the lowest levels. Moreover, the valve amplifiers permit an individual to heat the â€Å"silence† amid the notes, followed by silence (or the note dying echo in the concert hall) immediately followed by silence (or dying note echo in the concert hall. The classes â€Å"A† valve amplifiers have significant â€Å"silence† amid the instrument and notes that create an exceptionally stereo image on quality loudspeakers, If the volume of the valve amplifiers is adjusted. Valve and tube amplifiers are used mainly in guitars as well as in high-end-audio as a result of the sound quality that they produce, and as a result of their linear nature that results from their low distortion. Valve and tube amplifiers are vastly out of date in other places as a result of their higher consumption of power, weight and reliability when compared to other transistors. Telephony is another application where valve and tube amplifiers are used. This is for the reason that a solitary valve repeater amplifier can increase various calls at one instance, and thus it is cost effective. In the present society tube and valve amplifiers are mainly used for musical

Marketing plan Assignment Example | Topics and Well Written Essays - 3250 words

Marketing plan - Assignment Example It is flourishing more than ever before. Consequently, fragrance has become a necessity rather than a luxury for women. The future of fragrance industry seems to be rosier than ever, but the possibility of downturn in luxury item market can not be ruled out due to widespread recession wave. Fragrance market is highly competitive with the presence of giant business corporations. Pink is a small but international company with a range of 6 brands which is divided into two main lines; Pink Divine and Pink Dew. Market in USA and Europe is saturated for Pink with chances of growth by extensive competitive strategy; on the other hand, opportunities are diverse in Middle East, Japan and China. Pink can have an edge through partnerships and research ventures with the established corporations. Pink’s marketing strategy is to innovate and play with the strengths. We have to focus on competitors in order to achieve our target of US$0.5 billion. Economic environment is volatile, due to recession period there is a downturn in world economy. In this situation demand for luxury goods, especially fragrances decrease. Consequently, women are spending lesser on expensive products especially fragrances are used occasionally rather than regularly. There is very little room for growth in over saturated markets like USA and Europe. In 21st century the marketing world has changed completely. With globalization markets are easier to approach as advanced communication means has shrunk the world to a village. To meet the needs of business in this fast-paced world there are much technological advancement. Internet has not only changed marketing techniques but also replaced inventory with information. To meet the requirements of modern customer we have to concentrate on technological advancements like nanotechnology in sunscreen products in future. Suppliers will be provided by the superior technical support. For Pink, to support customer needs and value creation through the products

A comparison of wine cultures between United Kingdom and Hong Kong Literature review - 1

A comparison of wine cultures between United Kingdom and Hong Kong citizens - Literature review Example They further stated that the production of food and wine is a global phenomenon. Varriano (2011) added that wine had manifested its uniqueness in the culture and history of food and drink that first started in the ancient Greece and Rome civilisations. It is more essential to almost all forms of religion as they use this in their worship (Deutsch and Saks 2008). Today, the wine industry is rapidly growing along with the rise of the globalisation (Anderson & Nelgen 2008). Indeed, wine has played a significant role in the lives of wine consumer’s way back in the past and up to the present and in the future. According to the work of Estreicher (2004), wine has played an necessary role in the foundation of Western civilisation. He further added that wine is a magical special ancient alcoholic beverage according to its associations with gods and religious and spiritual traditions. Sanchez (2008) further said that wine is considered by the ancient people such as the Greeks, Romans, Cretans and Egyptian as their daily commodities dated before Christ. These people are used to conducting grape brewing in their households respectively. In the ancient history of the invention of distillation, wine is considered to be the best and most effective antiseptic. Furthermore, it is also treated as one of the most in-demand products for trade in the early Western civilisation along with vine. Therefore, wine can be indicated as a very significant in terms of religion, medicine, and trade (Estreicher 2004). Such notions and claims are further supported by the article of Squicciarini and Swinnen (2010) a s the authors had revealed that, even back in the old times, wine has been used by the ancient people in several ways and within different purposes. For instance, in China, Chinese folks are using wines for spiritual purposes. This is also the same with the Indian people in which

Business Law Questions Essay Example | Topics and Well Written Essays - 1000 words

Business Law Questions - Essay Example Since the purse contains cash and is a valuable property, there is no chance of it having been abandoned. In both the other instances, Ms File has better rights on it when compared to others, but not so when compared to the original owner of the file whoever he may be. Under Common Law in the United States, the finder of the property is entitled to hand it back once the real owner has made a demand for it from the present holder. If Ms File is dishonest, or casual about the affair, she could spend the money or give to someone to spend. But in any case, she is liable to the true owner once he makes a demand for it. This is also true for any person who receives the lost or mislaid property from Ms File. But for arguments sake, if the purse had indeed been abandoned, Ms File holds better title to the property than anyone else including the owner. She has to hand over the purse and its contents if the owner identifies her and demands it back. Some states in the country stipulate a certai n time period after which ownership is transferred to the buyer. The only other right she has to claim for any expenses that might have incurred to keep the property in good condition. But there is no chance of Ms File incurring any expenses to keep a purse in good condition. She could be held guilty under the statute on conversion which is a tort in US law in case she refuses to hand it over. The facts of the case are as follows. Hank, who bought a car from Ford Motor Company with his friend Cheatem as surety was found to be insane at the time of contract. But this became apparent only when Ford sued Hank for non-payment of installment on the vehicle. Cheatem refused to pay up on behalf of Hank on the defense that the contract was invalid due to the insanity clause. According to US laws, â€Å"insanity or mental incompetence is also a defense against enforcement of a

Concepts and Development of Organizations Essay Example | Topics and Well Written Essays - 500 words

Concepts and Development of Organizations - Essay Example I am currently pursuing a career in accounting with the Association of Certified Chartered Accountants (ACCA), a global body for professionals, whose aim is to offer business-relevant, first-choice qualifications to people of application, ability and ambition around the world who seek a rewarding career in accountancy, finance and management. I would like to complete the second and final level of the ACCA program at Stouffville College in Canada which is one of the OAS member states. ACCA has entered into partnership with Oxford Brookes University (OBU) where examinations would be graded by both the ACCA body and also by the OBU. Upon completion of the second level and submission of a research and analysis project, a Bachelor of Science with Honours will be awarded in Applied Accounting from OBU. Business is an intricate and fast-paced field which has challenging employment options. The career opportunities and qualified candidates are so enormous that organizations become highly sel ective in choosing competent aspirants to various positions. After being conferred with a degree in Accounting, I am aware that professional movement in this specialized field is easily maximized. I would like to explore the potentials of specializing in taxation and heading other departments – not only to be confined to Accounting. The extensive responsibilities and functions assigned to accountant as tax specialists are highly motivating and enticing that professionalizing this field is a viable move.One of the benefits that the degree in accounting accords is the ability to recognize that change is a necessary component in any organization in order to respond to inefficiencies, conflicts and developments in the environment, especially of an identified country. My country is St. Lucia, one of the Windward Islands of the eastern Caribbean, just south of Martinique. It is currently undertaking an initiative to develop a single economic unit through the Caricom Single Market E conomy (CSME).  

Introduction to Marketing Essay Example for Free

Introduction to Marketing Essay Pestle stands for political, economic, social technological, legal and environmental influences. Businesses use this as part of their marketing plan procedure. Political: what is happening politically with regards to tax policies employment laws, trade restrictions, tariffs Economic: what is happening within the economy i. e. economic growth/ decline, minimum wage, unemployment, credit availability, cost of living, etc. Sociological: what is occurring socially i. e. cultural norms and expectations, health consciousness, population growth rate, career attitudes. Technological: new technologies are continually being developed. There are also changes to barriers to entry in given markets Legal: changes to legislation. This may impact employment, access to materials, resources, imports/ exports, taxation etc. Environmental: what is happening with respect to ecological and environmental aspects. A PESTLE analysis is used in business to assess the industry which an organisation is in. The PESTLE analysis looks specifically at factors which are external to the organisation which will impact on the business. This is with a view to determining the current role and status of the organisation in relation to its competitors and can be used as a marketing tool. See more: how to start an essay SWOT Analysis. A tool that identifies the strengths, weaknesses, opportunities and threats of a business. SWOT is a straightforward model that assesses what a business can and cannot do as well as its potential opportunities and threats. The method of SWOT analysis is to take the information from an environmental analysis and separate it into internal (strengths and weaknesses) and external issues (opportunities and threats). Once this is completed, SWOT analysis determines what may assist the firm in accomplishing its objectives, and what obstacles must be overcome or minimized to achieve desired results. The strengths and weaknesses are interior when it comes to a business and things that are included that could be a problem are things like buildings, the quality of their workers, the i. t systems etc. The external element focuses on the opportunities and dangers in the business. Research into the organisation is essential and required when carrying out a SWOT analaysis. By matching organisations strengths and weaknesses with the external forces. SWOT analysis brings all the proof from all the different analytical techniques used. This is a way of creating a summary which gives the basis of developing the marketing objectives and strategies or even plans. Strengths: These are the internal features of the business. A highly efficient IT system could be an example. Weaknesses: These are the internal aspects of a business. Which don’t cope well with competition? An example would be staff that are not qualified or trained properly. Opportunities: This focuses on developing the business by focusing on things such as events. An example would be new territories for a particular product or a brand new segment of a market. Threats: These are external to the organisation and its development . Which can affect the business and wreck the businesses’ performance. They can be originated by the governmental policy such as an increase in corporation tax and new law. Smart Objectives All businesses have their own objectives. They can be at different levels depending on how well the business is performance. Specific – When the business sets the objectives, they must be specific so that the workers are able to follow them businesses must ensure that the instructions are clear along the goal set. Measurable – So the businesses knows on how successful they have become and to look at any changes that would affect the profit they must do a comparison of their performance in the previous years Achievable – The business needs to think carefully if they are going to be able to achieve their goals. Realistic – The business can’t set goals unless they are realistic and that they would be able to achieve these objectives. Time – The amount of time it is going to take should be stated then this way everyone has an idea and these can get done soon as.

Teaching and learning vocabulary

Teaching and learning vocabulary Presenting Vocabulary Description of Presenting Vocabulary Vocabulary is one of the important aspects of language to teach. There are many quotations from famous linguistics to support this idea. For example, Without grammar very little can be conveyed; without vocabulary nothing can be conveyed. (Wilkins 1972:111) and When students travel, they dont carry grammar books, they carry dictionaries. (Krashen in Lewis 1993: iii). Moreover, errors of vocabulary are potentially more misleading than those of grammar. Sometimes the context of the utterance would lead a listener to question their first interpretation, but a chance response such as Yes, my father has an affair in that village'(confusing the Swedish affar meaning shop with the English affair which can mean extra-marital relationship) gives the listener the wrong impression. From above, you will see the importance of vocabulary. Hence teachers should know how to present vocabulary effectively in order to help student develop vocabulary.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In addition, the presenting of vocabulary has been studied for along time, there are still many uncertainties regarding: which vocabulary items should be taught and learned; c) how vocabulary can be taught and learned most effectively. Which vocabulary items should be taught and learned What to teach while teaching vocabulary What is involved in teaching vocabulary Principle of presenting vocabulary Principle of presenting vocabulary Some suggestions for the teachers 1. Which vocabulary item should be taught and learned. Before we present vocabulary, we should know that there are active vocabulary and passive vocabulary. Passive vocabularies are the words that student know while active vocabularies are the words that student use. In reality, native speakers have a passive vocabulary about 100,000 words but they use about 5,000-10,000 words in their daily life. Therefore, the first decision to make when presenting a vocabulary is to decide which words are needed for teaching vocabulary. Teacher should remember that there are a number of words in English language but the average native speaker uses only about five thousand words in everyday speech. Therefore, teacher has to select vocabulary to present, based on useful and frequency to the need of learners. Moreover, teacher has to decide whether the word is worth spending time or not. If the vocabulary is a low frequency word and is not useful word, it should be taught as quickly as possible. 2. What to teach while teaching vocabulary   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The effective way to present vocabulary involves what need to be taught about a word. There are many things to teach while teaching vocabulary. I divided into three groups that are form, meaning and usage   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2.1 Form Form is divided into spoken form, written form and word part. First, spoken form concerns with pronunciation. It is the initial stages of language learning for teacher to insist on a fair amount of pronunciation practice of new words to help learners acquire the correct stress pattern of syllabus. Second, written form concerns with spelling. Teacher should clarify the pronunciation before showing the written form. Finally, word parts concern with part of speech of word. Students need to know part of speech of the vocabulary such as it is verb, noun or adjective in order to use it effectively. In addition, students have to study about the affixes (the prefixes and suffixes) because it may indicate about the meaning. For example, superman super mean above or beyond and man mean human being. This is particularly useful for a higher level.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2.2 Meaning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In teaching vocabulary, teachers need to look at two aspects of meaning in order to make students understand better in learning vocabulary of the English language. The first concerns the link between meaning and the world to which words refer. The second involves the sense relations that exist among words.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  First, if a word has reference to an object, action or event in the physical world. This can be described as denotative meaning. In contrast, connotative meaning relates to the attitudes and emotions of a language user in selecting a vocabulary and the influence of these on the listener of readers interpretation of the word.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Second, this aspect of meaning involves the sense relations that exist among word. These relations can be found into syntagmatic relation, which is about the relations between words in sentence, and paradigmatic relations, which is about complex relations with other words in the language in a network of meaning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2.3 Usage Teacher has to teach the usage of vocabulary about the situation when the word is used or is not used. Teacher has to describe that it is formal, neutral or informal word. Moreover, it is used in speaking or in writing. Then, teacher has to describe the words which have the same collocations as an L1 word of similar meaning in order to prevent mistakes in usage. For example, you describe thing in great detail not in a big deal. 3. Ways of Presenting the Meaning of New Items There are many techniques to present vocabulary. Each vocabulary has different appropriate ways to present. The most common ways to present word are followings.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.1 Illustration An illustration is visualization such as a drawing or picture. It is very useful way to present concrete words such as cat, house or tree. In addition it is an effective way for visual learners. However It has its limits because it cannot present abstract word.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.2 Mime Mime is a physical demonstration. It is good to present action verbs. In addition, it can be fun and memorable.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.3 Synonyms and antonyms Words not only have sequential relationship, but also exist in complex relationships with other words in the language in a network of meanings. The most common are synonyms and antonym.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.3.1 Synonyms A simple way of defining synonym is to say that, in a given context, one linguistic item can be exchanged for another without changing the meaning of the sentence or utterance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.3.2 Antonym. The term antonym covers a number of relationships often though of as opposite. Teacher has to use the word that students are already known in order to be effective to get meaning across.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.4 Definition teacher can get the definition of word from dictionary to present. For example, the definition of town house is a house that is one of a row of identical houses situated side by side and sharing common walls.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.5 Translation Using L1 translation is fast and efficient. However teacher should remember that not every word has a direct translation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3.6 Context This is the way to present vocabulary by giving many example sentences with the word in context. Teacher has to remember that using a combination of techniques can be both helpful and memorable. 4. The implications for the teaching of vocabulary   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4.1 Developing a various techniques for the teaching meaning Learner will confront new words in various ways in the classroom, through textbooks, through material or through teachers language. Therefore, teacher needs to explain new words for them. Take the word frightened, for example. There are a number of techniques which could be used A physical demonstration such as mime, gesture. This is the effective way to create a visual memory for the word. Moreover, it can be fun and memorable. An explanation, using a number of contexts, for example, the feeling when you watch horror movie, will lead the leaner towards meaning. A synonym, for example, very scared, can be an effective way for getting meaning across. Using L1 translation Asking student to check in a dictionary. drawing a simple picture Some of these techniques want more processing from student and will aid memory. The teacher will need to make decisions about which words are useful to remember and choose techniques accordingly. 4.2 Encouraging the development of effective strategies Research tends to suggest that if inferencing is easy because the text has a lot of contextual clue or there is a cognate word, memory is less likely. The more active the learner need to be, the more likely the word will be remembered. Awareness of this distinction will guild the teacher into exploiting both for reading strategy development and for vocabulary acquisition. 5. Principles of presenting vocabulary Teacher has to make the teaching easy and clear by giving simple explanation. Teacher has to use varieties of presentation at the same time such as, oral presentation and written presentation. For example, Teacher writes down vocabularies on board as well as explaining. Teacher has to bring in the words that are already partly known to relate to synonyms or antonym. 6. Some suggestions for the teachers Each teacher has ways to teach new words. Whatever teaching style are used the suggestions which may help teachers are followings: Teacher has to prepare the way to show meaning. For example, if the words which the teacher is going to present are concrete, the teacher should prepare picture of those words to present. Teacher has to ask students to tell the meaning first in order to elicit meaning from students before they offer the meaning. Teacher has to think about how to show the meaning of a word with related words such as synonyms, antonyms etc. Moreover, the example words should be the word that students are already known. Teacher has to think about how to check students understanding. Teacher has to think about the context in real situation where the words might be used in order to relate learning language to real life and also promotes high motivation. Teacher should review the vocabulary via a game or activity in order to motivate them in learning. Teacher should give them some assignment by telling them to read, watch films, listen to songs etc and note the useful word. It is a good way to study vocabulary by themselves. Teacher should have a section of board for vocabulary items that come up while teacher are teaching. Use different colours for the word / the phonetics /the part of speech. It is a good idea to teach vocabulary with associated meanings together. Teacher should encourage students to use a good dictionary. Whenever the student asks the word that has never heard of the word, you tell the student that you will check and get back to them later. Teacher should enough examples sentences to make sure that the students understand what the teacher taught and give extra example if the students are unsure and encourage them to write the word in an example sentence. Classroom application.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  As being an English teacher, I found that teaching vocabulary is quite difficult because there are a lot of words to teach and my student cannot remember the words I taught but after I have done this assignment. I got a lot of idea to apply in my classroom in order to present vocabulary effectively.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  First, I encourage my student to use any other strategies for vocabulary learning. Then I create a lot of activities which help them to develop new strategies as well as strengthen existing ones. For example, my students can be observed writing down new words as they occur during lesson but it is less common to find such thorough strategies for notebook keeping. Then I give student ideas for how they might design their notebook such as making word-network.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Then, I know how to select word for presenting vocabulary. I chose vocabulary based on frequency in the first place with considerable weight being given to functional, notional or situation relevance of the item.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Finally, I develop a variety of techniques for the teaching of meaning in my classroom such as drawing a picture which is the most effective as it will create a visual memory for the word, giving several example sentences with the word in context to shoe the meaning and giving demonstration. As a result these techniques help my student to pay attention in class and they can remember the vocabulary. Reference Jeanne mcCarten. (2007) Teaching Vocabulary. New York : Cambridge University Press. Pual Naion. (1990). Teaching and Learning Vocabulary. USA : HeinleHenle. Richard Frost. (2004). Presenting vocabulary. from http://www.teachingenglish.org.uk/think/articles/presenting-vocabulary Tricia Hedge. (2008). Teaching and Learning in the Language Classroom. New York : Cambridge University Press. Wallace M. (1987) Teaching Vocabulary 3rd Edition. London: Heinemann

Improving Youth Livelihood through Institutional Support

Improving Youth Livelihood through Institutional Support Strengthening Technical, Vocational Education and Training Institutions for Improved Livelihood Skills ACRONYMS ANDP Activists Network for Disabled People AYODA Africa Youth Development Association CLHE Candle Light for Health and Education CSS Central and South Somalia DFID Department for International Development DRC Danish Refugee council DRP Disaster Recovery Plan EBT Enterprise- Based Training EC European Commission IAS International Aid Service ICRA Islamic Childrens Rescue agency IBT Institution Based Training IDPs Internally Displaced Persons IICO International Islamic Charitable Organization ILO International Labour Organization IOM International Office of Migration MOE Ministry of Education NFE Non Formal Education NGO Non-Governmental Organization PEER Regional Programme for Education in Emergencies PIDAM Puntland Institute of Development Administration and Management SCD Save the Children, Denmark SIDA Swedish International Development Cooperation Agency SOSTA Somali Skills Training Association STEO Skills Training Employment Opportunity TVE Technical and Vocational Education TVET Technical and Vocational Education Training UNCTAD United Nations Conference on Trade and Development UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Childrens Fund VTC Vocational Training Centre WFL Water for Life WFP World Food Programme WHO World Health Organization US AID US Agency for International Development Fact Sheet Somalia[1] Somalia 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 â€Å"Daroud, Hawaya and Issak â€Å".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 under: Area 637,667 sq km 246,201 sq miles, semi arid, 2% arable, 1.6% water Total irrigated land 2000 sq km in 2003 Population 9,558,666 (85th[2]) 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)) etc Foreign Remittances US $ 2 billion/year Internet usage increased 44900% from year 2000 to 2007, highest in Africa Urbanization 8% increase per year, one of the highest in Africa, currently 34 % population lives in cities. Literacy Male: 24%, Female : 36%, 14%, 22% of Somali children are enrolled in Primary schools[3] Executive Summary There had been number of stakeholders working in the field of TVET in Somalia resulting in different policies and guidelines given by the state governments, different organizations and donor agencies according to their own mandate. There was no uniform approach being followed by different organizations working in the field of income generation and TVET activities. I felt the need to have a standardized approach for better delivery in the TVET sector. An in-depth analysis was carried out on Overview of TVET management in Somalia, study of TVET institutions, Management model, a content analysis of UNESCO PEER assisted syllabuses and review of economic sectors and recommendations made after each part of this thesis report on each of these thesis components. , For this 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 workable management model for a VTC has been worked out for uniform implementation. The TVET curriculum designed by UNESCO-PEER with the help of Italian Government has been recommended to all stakeholders to be adopted as standard syllabi for entire Somalia. Finally overall analyses of the TVET situation in Somalia have been carried out to give recommendations for best possible way for improvement in this field. The need to have overall coordination between all stakeholders for TVET has been highlighted to make any intervention meaningful and effective. It is expected that based on the thesis and the recommendations Somali Education Authorities and key implementation partners regarding the appropriate strategies to be implemented for addressing the most important areas in the field of TVET. PART I 1. BACKGROUND TO THE THESIS AND VISITS TO TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES 1.1 INTRODUCTION AND BACKGROUND Technical 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 (V TCs) and initiation of standardized assessment and certification are examples of activities undertaken by UNESCO-PEER in Somalia. The syllabi and support materials so far developed have been popular with the users and a number of countries have shown interest to adapt them through the assistance of UNESCO-PEER. Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Merka, Biadoa, Galkayo, Wajid, Kismayu, Bossaso, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft 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 aggravated by returnees who also had no skills. The Ministries of Education in Puntland, Somaliland and Central South Somalia in collaboration with international agencies have played significant rolls in catering for the training needs of the youth and other vulnerable groups. 1.2 PURPOSE The 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 OBJECTIVES i. To review the current approach to delivery of TVET and provide policy advice; ii. Conduct baseline study; iii. To Conduct needs assessment and skills gap analysis; iv. Review existing syllabuses developed by various stakeholders v. 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. SCOPE I 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 SIGNIFICANCE i. 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. METHODOLOGY A number of meetings and visits were held with different stakeholders, NGOs and UN agencies working in the field of TVET. This was done in close collaboration with the Somali Ministries of Education at various levels, and other stakeholders involved in Vocational Education. Vocational Training Centers were visited and interaction was carried with their managers, students and trainers to find out their potential, weaknesses and requirement for upgrading and other Livelihood Skills opportunities An assessment of the job market was carried out to find out the livelihood skills required in Somalia. 1.7 VISITS TO TRAINING CENTRES AND MEETINGS WITH STAKE HOLDERS Site 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 below; VISITS AND MEETINGS WITH STAKEHOLDERS REGION PLACE DATES INSTITUTIONS VISITED GAROWE 13-15 Dec 2009 Ministry of Education Garowe VTC PUNTLAND BOSSASSO 16-18 Dec 2009 1. PIDAM- Puntland Institute of Development, Administration and Management 2. Dan Door VTC 3. Bossasso College of Health Sciences 4.East Africa Fishing Factory, Tannery, Radio and Electronic repair shops 5. Telecommunications offices 6. Puntland Hospital SOMALILAND HARGEISA 18-20 Dec 2009 1. Hargeisa Training Institute 2. HAVOYOCO 3.FAO 4.I LO 5. Save the Children Denmark 6.ANDP( Activist Network for Disabled People) 7.ICRA( Islamic Children Refugee Agency BORAMA 20-22 Dec 2009 8.AYODA (AfricaYouth Development Association 9.SOSTA( Somaliland Skills Training Association) 10 Dalphis Furniture Workshop Due to security constraints the following institutions which offer technical and vocational courses could not be visited: i. SIITCO(Scientific Institute and Information Technology College) ii. BVTC( Burao Vocational Training Centre) iii. Candlelight for Health Education and Environment, iv. GAVO NGO Berbera The meeting, which took place with Director of Non Formal Education (NFE) and other officials from the Ministry of Education in Puntland[4] 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 Somaliland[5] 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 TVET Outcome 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 skills PART II 2 OVERVIEW OF THE MANAGEMENT AND DELIVERY OF TVET 2.1 DEFINITION OF TVET AND BENEFICIARIES According 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, [6]TVET (Technical and vocational education and training) is defined accordingly as â€Å"a study of technologies and related sciences, and the acquisition of knowledge, skills and attitudes related to occupation in various sectors of economic and social life.† It approaches the target beneficiaries to gain quality training which can bring stability and prosperity in their lives through income generation activities. In the Somalia context, the beneficiaries of training for occupational fields, alleviation of poverty and empowerment include; out of school youth due to drop out, demobilized soldiers, returnees, disabled persons, young adults of 18-24 years, girls and women heads of households whose husbands have either fled the country or killed in civil strive, refugees and secondary school leavers. These categories of Somali nationals benefit from interventions organized by international and local non governmental organizations, UN agencies and donor communities 2.2 INSTITUTIONAL FRAMEWORK IN THE MANAGEMENT OF TVET Organizationally, 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 to: i) Plan and coordinate TVE Programmes, monitor supply and demand for goods and services, knowledge and skills in demand and approve new TVE Programmes, ii) Provide a sound financial framework in which TVE costs are shared among the government, industry, community and the trainees; iii) Establish a quality assurance mechanism that should enable the units to direct the following aspects of the TVET programme: Ø Quality admission criteria and standards which should be reviewed and evaluated periodically Ø Acceptable quality of curriculum and teaching materials Ø Acceptable ratio of teaching and training staff to learners Ø Staff qualifications Ø Physical facilities and layout Ø Quality and type of equipment Ø Trainee qualification requirement A theoretical organizational frame work is reflected in the organizational chart below Source; MINISTRY OF EDUCATION IN SOMALILAND[7] The units are constrained by the following factors: * Understaffing of the units makes implementation of the above functions difficult * Management and implementation of TVET is decentralized and left in the hands of various stakeholders including UN agencies, NGOs and Government institutions. The State Governments do not have the resources to run these institutions in an efficient manner. This state of affairs makes the management and control of standards difficult in a situation where implementation may be determined by donor interest. The institutions lack strategies for sustainability. 2.3 INTERVENTION STRATEGIES From 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 mentioned:[8] Programme 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 institutions During 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 STRATEGIES The 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 below TABLE 3 COMPARISON OF IBT AND EBT TRAINING MODELS Centre-Based Training Mode Enterprise-Based Training Mode 1. Recruitment of Trainees 2. Training in theory, practical and entrepreneurship (6 Months) 3.Industrial attachment (2 months) and contracts 4.Assessment of skills and products 5.Centre-based Certification 1. Conducting Training needs assessment 2.Designing appropriate syllabus 3. Recruitment and selection of trainees 4. Identification recruitment of host trainers 5. Training (8 Months) 6. Work-based self employment programmes 7. Enterprise-Based Assessment and Certification Source: Summarized from discussions with training management Discussions with some stakeholders and previous studies by UNDP[9] 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 trainee While 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. RECOMMENDATIONS I. 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 follows: a) Day release system-in which workers attend an educational or training establishment for agreed period in a week b) Sandwich system where learners-alternate between educational institution and firm, factory or other establishment c) Block release workers are released to attend a specific programme for a specified period. d) Open and distance education programme by correspondence 1. 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 III 3.0 STUDY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES In 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 review Name 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 education The majority of TVET centres did not provide the information required partly due to the limited time available to me necessitating obtaining some of the information online. Most of the information requested was not available online from most of the TVET centres but it was possible to obtain the information in the table below on the trades offered in the following institutions; TABLE 3 TVET COURSES OFFERED TVET CENTRE YEAR FOUNDED OWNERSHIP TRADES OFFERED Havoyoco VTC 1998 NGO-Horn of Africa Voluntary Youth Committee formed in 1992 (Havoyoco) Centre- Based Vocational skills training in i) Woodwork (joinery and fitting) ii) Electricity iii) Metal work iv) Masonry v) Computer Studies vi) Garment making vii) Office Management Basic Literacy and Numeracy Enterprise-Based Vocational Training. Amoud Vocational Centre for Agricultural Technology and Environment (AVOCATE) 1998 Government- Ministry of Education i) General agriculture ii) Animal Husbandry iii) Food Processing iv) Marketing Burao Vocational Training Centre 1998 NGO-Candle Light for Health and Education (CLHE) i) Accounting ii) Computer Studies iii) Typing iv) Secretarial Studies v) Plumbing vi) Basic Literacy and Numeracy Berbera Port Vocational Training Centre 1996 Government-Port Authority/ UNDP Port Related Technical Skills i) Cargo handling equipment ii) Power supply and illumination iii) Diesel mechanic iv) Machinist course Other Technical courses i) Motor vehicle mechanic ii) Plumbing and pipe fitting/welding iii) Auto Mobile electrician course iv) General Electrician (house wiring) v) Woodwork vi) Computer hardware and maintenance Office-related Skills i) Secretarial Studies ii) Personnel Management iii) Business Accounting iv) Cost Accounting v) Business Management vi) Computer Applications Dan Dor Vocational Training Centre 2001 NGO-Dan Dor (Direct Aid to Nature Development Organization) i) Woodwork ii) Electricity iii) Metal work iv) Garment making v) Auto Mechanics Bossasso Port Training Centre 1996 Government in conjunction with Bossasso Port Authority i) Financial Accounting I ii) Financial Accounting II iii) Cost accounting II iv) Management Accounting v) Business Mathematics and Statistics vi) Business Law vii) Basic Economics IV viii) Computer Application ix) Management Principles Source: Information gathered from the field[10] The 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 INSTITUTES HARGEISA T I BOSSASSO TI Skills offered Skills requested Skills offered Skills requested Syllabuses developed by UNESCO Electricity Automobile repair training Electricity and cooling system Nursing and Midwifery Agriculture Plumbing Metal work fabrication Fisheries Beauty Saloon Basic Accounting II Carpentry Electronic equipment repair Plumbing Masonry Basic Accounting I Masonry Carpentry Computer Studies II Computer/IT painting and Art Computer Studies I Commerce Building and construction Carpentry and Joinery Secretarial Studies Electrical Installation Logistics and Storekeeping Garment Making ICT Hospitality Operations II Garment making Hospitality Operations Masonry Metal Fabrication Plumbing II Plumbing III Source: Data collected during the field visits UNESCO PEER developed syllabuses to meet demand but the following can be observed from this table: 1. According to the need of the market following subjects were developed in the two training institution not covered by UNESCO[11] a) Automobile repair b) Commerce c) Electricity and cooling system d) Fisheries e) Painting and Art 2. There is demand which has not been met in the following fields: a) Nursing and midwifery b) Beauty Salooning 3. In the UNESCO PEER study of 2002[12] demand was expressed for the following fields: a) Business adminstration b) Import Export management c) Vetrinary d) Well Engineering e) Salesmanship f) Natural resources management 4. Demand is determined by the following factors: a) 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 employment c) 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-sector: a) 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 exist c) 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. RECOMMENDATIONS 1. 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 area: a) Business Administration b) Import Export Management c) Veterinary d) Natural Resources Management e) Well Engineering f) Automobile repair g) Commerce h) Salesmanship 3. 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 trainees PART IV 4. 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 SOMALIA ORGANIZATION PROGRAMME LOCATION TARGET GROUP RESULTS Present status UNDP Recovery and sustainable livelihood program- agriculture based skills CSS in middle Shabelle IDPS 3300 trained in Agriculture and book keeping skill 1350 are in gainful employment Consortium headed by SCD PETT Project Northern Somalia Youth, girls, women and other vulnerable groups 5500 trained in various vocatio Improving Youth Livelihood through Institutional Support Improving Youth Livelihood through Institutional Support Strengthening Technical, Vocational Education and Training Institutions for Improved Livelihood Skills ACRONYMS ANDP Activists Network for Disabled People AYODA Africa Youth Development Association CLHE Candle Light for Health and Education CSS Central and South Somalia DFID Department for International Development DRC Danish Refugee council DRP Disaster Recovery Plan EBT Enterprise- Based Training EC European Commission IAS International Aid Service ICRA Islamic Childrens Rescue agency IBT Institution Based Training IDPs Internally Displaced Persons IICO International Islamic Charitable Organization ILO International Labour Organization IOM International Office of Migration MOE Ministry of Education NFE Non Formal Education NGO Non-Governmental Organization PEER Regional Programme for Education in Emergencies PIDAM Puntland Institute of Development Administration and Management SCD Save the Children, Denmark SIDA Swedish International Development Cooperation Agency SOSTA Somali Skills Training Association STEO Skills Training Employment Opportunity TVE Technical and Vocational Education TVET Technical and Vocational Education Training UNCTAD United Nations Conference on Trade and Development UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Childrens Fund VTC Vocational Training Centre WFL Water for Life WFP World Food Programme WHO World Health Organization US AID US Agency for International Development Fact Sheet Somalia[1] Somalia 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 â€Å"Daroud, Hawaya and Issak â€Å".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 under: Area 637,667 sq km 246,201 sq miles, semi arid, 2% arable, 1.6% water Total irrigated land 2000 sq km in 2003 Population 9,558,666 (85th[2]) 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)) etc Foreign Remittances US $ 2 billion/year Internet usage increased 44900% from year 2000 to 2007, highest in Africa Urbanization 8% increase per year, one of the highest in Africa, currently 34 % population lives in cities. Literacy Male: 24%, Female : 36%, 14%, 22% of Somali children are enrolled in Primary schools[3] Executive Summary There had been number of stakeholders working in the field of TVET in Somalia resulting in different policies and guidelines given by the state governments, different organizations and donor agencies according to their own mandate. There was no uniform approach being followed by different organizations working in the field of income generation and TVET activities. I felt the need to have a standardized approach for better delivery in the TVET sector. An in-depth analysis was carried out on Overview of TVET management in Somalia, study of TVET institutions, Management model, a content analysis of UNESCO PEER assisted syllabuses and review of economic sectors and recommendations made after each part of this thesis report on each of these thesis components. , For this 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 workable management model for a VTC has been worked out for uniform implementation. The TVET curriculum designed by UNESCO-PEER with the help of Italian Government has been recommended to all stakeholders to be adopted as standard syllabi for entire Somalia. Finally overall analyses of the TVET situation in Somalia have been carried out to give recommendations for best possible way for improvement in this field. The need to have overall coordination between all stakeholders for TVET has been highlighted to make any intervention meaningful and effective. It is expected that based on the thesis and the recommendations Somali Education Authorities and key implementation partners regarding the appropriate strategies to be implemented for addressing the most important areas in the field of TVET. PART I 1. BACKGROUND TO THE THESIS AND VISITS TO TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES 1.1 INTRODUCTION AND BACKGROUND Technical 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 (V TCs) and initiation of standardized assessment and certification are examples of activities undertaken by UNESCO-PEER in Somalia. The syllabi and support materials so far developed have been popular with the users and a number of countries have shown interest to adapt them through the assistance of UNESCO-PEER. Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Merka, Biadoa, Galkayo, Wajid, Kismayu, Bossaso, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft 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 aggravated by returnees who also had no skills. The Ministries of Education in Puntland, Somaliland and Central South Somalia in collaboration with international agencies have played significant rolls in catering for the training needs of the youth and other vulnerable groups. 1.2 PURPOSE The 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 OBJECTIVES i. To review the current approach to delivery of TVET and provide policy advice; ii. Conduct baseline study; iii. To Conduct needs assessment and skills gap analysis; iv. Review existing syllabuses developed by various stakeholders v. 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. SCOPE I 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 SIGNIFICANCE i. 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. METHODOLOGY A number of meetings and visits were held with different stakeholders, NGOs and UN agencies working in the field of TVET. This was done in close collaboration with the Somali Ministries of Education at various levels, and other stakeholders involved in Vocational Education. Vocational Training Centers were visited and interaction was carried with their managers, students and trainers to find out their potential, weaknesses and requirement for upgrading and other Livelihood Skills opportunities An assessment of the job market was carried out to find out the livelihood skills required in Somalia. 1.7 VISITS TO TRAINING CENTRES AND MEETINGS WITH STAKE HOLDERS Site 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 below; VISITS AND MEETINGS WITH STAKEHOLDERS REGION PLACE DATES INSTITUTIONS VISITED GAROWE 13-15 Dec 2009 Ministry of Education Garowe VTC PUNTLAND BOSSASSO 16-18 Dec 2009 1. PIDAM- Puntland Institute of Development, Administration and Management 2. Dan Door VTC 3. Bossasso College of Health Sciences 4.East Africa Fishing Factory, Tannery, Radio and Electronic repair shops 5. Telecommunications offices 6. Puntland Hospital SOMALILAND HARGEISA 18-20 Dec 2009 1. Hargeisa Training Institute 2. HAVOYOCO 3.FAO 4.I LO 5. Save the Children Denmark 6.ANDP( Activist Network for Disabled People) 7.ICRA( Islamic Children Refugee Agency BORAMA 20-22 Dec 2009 8.AYODA (AfricaYouth Development Association 9.SOSTA( Somaliland Skills Training Association) 10 Dalphis Furniture Workshop Due to security constraints the following institutions which offer technical and vocational courses could not be visited: i. SIITCO(Scientific Institute and Information Technology College) ii. BVTC( Burao Vocational Training Centre) iii. Candlelight for Health Education and Environment, iv. GAVO NGO Berbera The meeting, which took place with Director of Non Formal Education (NFE) and other officials from the Ministry of Education in Puntland[4] 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 Somaliland[5] 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 TVET Outcome 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 skills PART II 2 OVERVIEW OF THE MANAGEMENT AND DELIVERY OF TVET 2.1 DEFINITION OF TVET AND BENEFICIARIES According 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, [6]TVET (Technical and vocational education and training) is defined accordingly as â€Å"a study of technologies and related sciences, and the acquisition of knowledge, skills and attitudes related to occupation in various sectors of economic and social life.† It approaches the target beneficiaries to gain quality training which can bring stability and prosperity in their lives through income generation activities. In the Somalia context, the beneficiaries of training for occupational fields, alleviation of poverty and empowerment include; out of school youth due to drop out, demobilized soldiers, returnees, disabled persons, young adults of 18-24 years, girls and women heads of households whose husbands have either fled the country or killed in civil strive, refugees and secondary school leavers. These categories of Somali nationals benefit from interventions organized by international and local non governmental organizations, UN agencies and donor communities 2.2 INSTITUTIONAL FRAMEWORK IN THE MANAGEMENT OF TVET Organizationally, 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 to: i) Plan and coordinate TVE Programmes, monitor supply and demand for goods and services, knowledge and skills in demand and approve new TVE Programmes, ii) Provide a sound financial framework in which TVE costs are shared among the government, industry, community and the trainees; iii) Establish a quality assurance mechanism that should enable the units to direct the following aspects of the TVET programme: Ø Quality admission criteria and standards which should be reviewed and evaluated periodically Ø Acceptable quality of curriculum and teaching materials Ø Acceptable ratio of teaching and training staff to learners Ø Staff qualifications Ø Physical facilities and layout Ø Quality and type of equipment Ø Trainee qualification requirement A theoretical organizational frame work is reflected in the organizational chart below Source; MINISTRY OF EDUCATION IN SOMALILAND[7] The units are constrained by the following factors: * Understaffing of the units makes implementation of the above functions difficult * Management and implementation of TVET is decentralized and left in the hands of various stakeholders including UN agencies, NGOs and Government institutions. The State Governments do not have the resources to run these institutions in an efficient manner. This state of affairs makes the management and control of standards difficult in a situation where implementation may be determined by donor interest. The institutions lack strategies for sustainability. 2.3 INTERVENTION STRATEGIES From 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 mentioned:[8] Programme 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 institutions During 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 STRATEGIES The 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 below TABLE 3 COMPARISON OF IBT AND EBT TRAINING MODELS Centre-Based Training Mode Enterprise-Based Training Mode 1. Recruitment of Trainees 2. Training in theory, practical and entrepreneurship (6 Months) 3.Industrial attachment (2 months) and contracts 4.Assessment of skills and products 5.Centre-based Certification 1. Conducting Training needs assessment 2.Designing appropriate syllabus 3. Recruitment and selection of trainees 4. Identification recruitment of host trainers 5. Training (8 Months) 6. Work-based self employment programmes 7. Enterprise-Based Assessment and Certification Source: Summarized from discussions with training management Discussions with some stakeholders and previous studies by UNDP[9] 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 trainee While 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. RECOMMENDATIONS I. 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 follows: a) Day release system-in which workers attend an educational or training establishment for agreed period in a week b) Sandwich system where learners-alternate between educational institution and firm, factory or other establishment c) Block release workers are released to attend a specific programme for a specified period. d) Open and distance education programme by correspondence 1. 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 III 3.0 STUDY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES In 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 review Name 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 education The majority of TVET centres did not provide the information required partly due to the limited time available to me necessitating obtaining some of the information online. Most of the information requested was not available online from most of the TVET centres but it was possible to obtain the information in the table below on the trades offered in the following institutions; TABLE 3 TVET COURSES OFFERED TVET CENTRE YEAR FOUNDED OWNERSHIP TRADES OFFERED Havoyoco VTC 1998 NGO-Horn of Africa Voluntary Youth Committee formed in 1992 (Havoyoco) Centre- Based Vocational skills training in i) Woodwork (joinery and fitting) ii) Electricity iii) Metal work iv) Masonry v) Computer Studies vi) Garment making vii) Office Management Basic Literacy and Numeracy Enterprise-Based Vocational Training. Amoud Vocational Centre for Agricultural Technology and Environment (AVOCATE) 1998 Government- Ministry of Education i) General agriculture ii) Animal Husbandry iii) Food Processing iv) Marketing Burao Vocational Training Centre 1998 NGO-Candle Light for Health and Education (CLHE) i) Accounting ii) Computer Studies iii) Typing iv) Secretarial Studies v) Plumbing vi) Basic Literacy and Numeracy Berbera Port Vocational Training Centre 1996 Government-Port Authority/ UNDP Port Related Technical Skills i) Cargo handling equipment ii) Power supply and illumination iii) Diesel mechanic iv) Machinist course Other Technical courses i) Motor vehicle mechanic ii) Plumbing and pipe fitting/welding iii) Auto Mobile electrician course iv) General Electrician (house wiring) v) Woodwork vi) Computer hardware and maintenance Office-related Skills i) Secretarial Studies ii) Personnel Management iii) Business Accounting iv) Cost Accounting v) Business Management vi) Computer Applications Dan Dor Vocational Training Centre 2001 NGO-Dan Dor (Direct Aid to Nature Development Organization) i) Woodwork ii) Electricity iii) Metal work iv) Garment making v) Auto Mechanics Bossasso Port Training Centre 1996 Government in conjunction with Bossasso Port Authority i) Financial Accounting I ii) Financial Accounting II iii) Cost accounting II iv) Management Accounting v) Business Mathematics and Statistics vi) Business Law vii) Basic Economics IV viii) Computer Application ix) Management Principles Source: Information gathered from the field[10] The 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 INSTITUTES HARGEISA T I BOSSASSO TI Skills offered Skills requested Skills offered Skills requested Syllabuses developed by UNESCO Electricity Automobile repair training Electricity and cooling system Nursing and Midwifery Agriculture Plumbing Metal work fabrication Fisheries Beauty Saloon Basic Accounting II Carpentry Electronic equipment repair Plumbing Masonry Basic Accounting I Masonry Carpentry Computer Studies II Computer/IT painting and Art Computer Studies I Commerce Building and construction Carpentry and Joinery Secretarial Studies Electrical Installation Logistics and Storekeeping Garment Making ICT Hospitality Operations II Garment making Hospitality Operations Masonry Metal Fabrication Plumbing II Plumbing III Source: Data collected during the field visits UNESCO PEER developed syllabuses to meet demand but the following can be observed from this table: 1. According to the need of the market following subjects were developed in the two training institution not covered by UNESCO[11] a) Automobile repair b) Commerce c) Electricity and cooling system d) Fisheries e) Painting and Art 2. There is demand which has not been met in the following fields: a) Nursing and midwifery b) Beauty Salooning 3. In the UNESCO PEER study of 2002[12] demand was expressed for the following fields: a) Business adminstration b) Import Export management c) Vetrinary d) Well Engineering e) Salesmanship f) Natural resources management 4. Demand is determined by the following factors: a) 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 employment c) 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-sector: a) 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 exist c) 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. RECOMMENDATIONS 1. 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 area: a) Business Administration b) Import Export Management c) Veterinary d) Natural Resources Management e) Well Engineering f) Automobile repair g) Commerce h) Salesmanship 3. 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 trainees PART IV 4. 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 SOMALIA ORGANIZATION PROGRAMME LOCATION TARGET GROUP RESULTS Present status UNDP Recovery and sustainable livelihood program- agriculture based skills CSS in middle Shabelle IDPS 3300 trained in Agriculture and book keeping skill 1350 are in gainful employment Consortium headed by SCD PETT Project Northern Somalia Youth, girls, women and other vulnerable groups 5500 trained in various vocatio