German Development Cooperation (GTZ) Apprenticeship systems in - PDF document

German Development Cooperation (GTZ) Apprenticeship systems in Africa Apprenticeship systems in Africa – � Reference systems � Project experiences & lessons learnt Geneva, 3 May 2007 Edda Grunwald 08.05.2007 Seite 1 Determining factors for project experiences & lessons learnt � Conceptual reference systems – own / German � Conceptual frameworks for project design and project management � Mechanisms of institutional-based knowledge management � Overall understanding of self-referential systems 08.05.2007 08.05.2007 Page 2 Seite 2 1

BMZ-Concepts Main features � 1986 TVET Industry led modernisation theory � Trickle down: development through skilled labour � Individual projects � 1992 TVET Trickle down & push up: mass-effectiveness � Consideration of the informal sector � Skilled labour - human capital for the society – social integration and empowerment of individuals � Linked projects (networks) � 2005 TVET&LM Trickle down and / or push up: human development with emphasis on HRD for the ‘real labour market’ (formal and informal employment) � Outline within a specific Pro Poor Growth-concept � Program (links / integrated approaches); impact- orientation 08.05.2007 08.05.2007 Seite 3 Page 3 1986 � Emphasis � Emphasis : promotion of the modern, industrial sector � Development idea � Development idea : industrialisation postulate technological innovation and standardisation of mechanical skills – from crafts to industrial production � Propagation: � Propagation: “Dual system” to set up a model of TVET-system to substitute the existing one � � Negligence: Negligence: - promotion of disadvantaged persons - poverty reduction 08.05.2007 08.05.2007 Page 4 Seite 4 2

1992 � Emphasis � Emphasis : - industrialisation - discovery of ‘services’ - modernisation of the informal sector � Development idea � Development idea : TVET contributes to enhanced access for income & work � Propagation: � Propagation: consideration of existing structures of the TVET system (modernisation) as well as non-formal training offers; preference for “dual system” � Consulting approach: � Consulting approach: systemic OD for TVET - vertical links (3 level approach) - horizontal links with other (different sectors) projects E conomic E mployment P romotion E conomic R eform D evelopment of M arket S ystems (BMZ/1999) (BMZ/1997) 08.05.2007 08.05.2007 Page 5 Seite 5 2005 � Emphasis � Emphasis : poverty alleviation (more than a one-dimensional poverty concept) � Development idea � Development idea : TVET as location, production factor but also for social integration or inclusion of individuals � Propagation: � Propagation: LLL; school- -to to- -work; LMIS work; LMIS LLL; school � � Consulting approach: Consulting approach: Program approach - systemic OD for TVET & LM - linked or integrated: vertical - horizontal � � Negligence Negligence (only little attention): interface to general education 08.05.2007 08.05.2007 Seite 6 Page 6 3

E conomic E mployment P romotion E conomic R eform D evelopment of M arket S ystems (BMZ/1997) (BMZ/1999) Country specific - based on the economic development strategy of partner countries Basis for Basis for development development Focus Focus Westafrica Westafrica Natural resources as a Enhancement of local value added in - Ghana backbone transforming natural resources: - Guinea - enterprise development - etc. - technology transfer => need for adequately trained HR Basis for Basis for development development Focus Focus Westafrica Westafrica generation / accumulation of human - Sahel population capital – for regional / global labour - Senegal (scarcity of natural market (reference: Tunesia, Mauritius) - Benin resources) - etc. Basis for Basis for development development Focus Focus Westafrica Westafrica regional protection of extended enterprise development - - WAU combined with vocational training to prepare for global competition 08.05.2007 08.05.2007 Seite 7 Page 7 TVET-projects / progammes with Traditional Apprenticeship (TA) as reference / tool Project intention Context Orientation of Starting development point Development of No existing TA To strengthen the Deficits Swaziland modern apprentice- system formal/informal economy ship Development of Existing TA system To strengthen the formal Deficits (Egypt) modern apprentice- economy ship Togo Modernizing Existing TA system To strengthen the Deficits Guinea traditional interfaces of Benin apprenticeship informal/formal economy Senegal Senegal Zimbabwe Value added to Existing TA system Dichotomy of Potentials traditional informal/formal economy apprenticeship irrelevant; to unlock economic and social potentials 08.05.2007 08.05.2007 Page 8 Seite 8 4

Overall lessons learnt about TA-systems (TAS): (I) � TAS are social constructs and are subject to social changes changes to be observed in time; in different localities; in different [trade]sectors; in a specific [trade]sector; in skills spectrum (trade skills / business skills) � There are TAS in modern informal sector � TAS are as good as the ‚masters‘ – although apprentices are sometimes better educated as their masters � TAS are not always demand orientated - training against fees - challenge: identification of saturation trends & market niches 08.05.2007 08.05.2007 Seite 9 Page 9 Overall lessons learnt about TA-systems (TAS): (II) � Drop out rates of TA are often quite high due to different (pos. – neg.) reasons � Gender: TAS is not helping to address gender equity - number of apprenticable trades - potential for self-employment after TA � TAS function only when there is - sufficient work for the apprentices - masters do have enough skills teach the apprentices - masters are ready to share their know how - tools for the apprentices to use them 08.05.2007 08.05.2007 Seite 10 Page 10 5

Overall lessons learnt for TA-Programmes (TAP) � The lack of industrial activity in a country generally means that few of the ‚masters‘ got their training in a formal setting => there is little basis for modelling the apprenticeship on what happens in the formal sector � The set up of formal / informal sector is complex and diverse => TAP needs more than target group specific training to facilitate not only self-employment but employment, too � (Appropriate) education is a relevant factor for upgrading � RPL – testing/assessment and certification might be an issue (at the interface of formal & informal economy/employment) � Masters are the cornerstone of TAP => encourage excellence at there level (challenge „me-too-ism“) => to become more productive; to produce better quality products or services 08.05.2007 08.05.2007 Page 11 Seite 11 Overall issues to be considered by development agencies � Understanding necessary that the success of training needs to be determined not so much by the number of people who get trained, no matter how high the quality of the training is, but the number of graduates who get (self-)employed. => impact impact orientation orientation => � Be aware that TAs are constructed around social relationship (kinship etc.) and traditional practices of knowledge transmittal => not not only only understanding understanding of of ‚ ‚traditional traditional knowledge knowledge‘ ‘ but but traditionals traditionals knowledge knowledge systems systems, , too too => => application application of of ‚ ‚new new‘ ‘ methodologies methodologies e.g e.g. . ‚ ‚appreciative appreciative inquiry‘ inquiry ‘ (AI) (AI) => understand => understand exchange exchange mechanisms mechanisms between between masters masters ( (if if existing – existing – if if not not, , promotion promotion of of networking networking) ) 08.05.2007 08.05.2007 Page 12 Seite 12 6

� Go for integrated approaches following an overall strategy: - enabling environment - improved access to micro-financing (e.g. tool hire-to-buy schemes) - improvement in the economy overall / linkages between formal/informal sector - focus on „masters“: trickle down is more likely than a „trickle up“ � Any training interventions need to be based on principles of - flexibility (content; delivery; revamping of training institutions etc) - demand (strong market orientation in terms of training offered / the way training offered) - sustainability (subsidisation unavoidable; keep cost as low as possible [focussed, basic; not poor quality]) - avoid dependencies („10:90-principle“) !!! Encourage Encourage a a culture culture of of productivity productivity and and quality quality !!! !!! !!! !!! Be innovative and appropriate appropriate !!! !!! Be innovative and !!! 08.05.2007 08.05.2007 Page 13 Seite 13 7