Proceedings of the Kigali Technical and Vocational Education and Training (TVET) Symposium of 29th November, 2013

Theme: Innovation in TVET delivery as a value added input to Sustainable Economic Development

Published by:
Workforce Development Authority (WDA) P.O. Box 2707, Tel: (+250) 255113365, E-mail: info@wda.gov.rw, Website: www.wda.gov.rw

2014

Editorial Team:
Silke Partner of the GIZ EcoEmploi Rob van de Gevel of the BMB-NUFFIC Professor Paul Mwangi Maringa of the WDA

Design & Layout:

Arthur Joash Continet Designs

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Contents
1.0 Background and Context .......................................................................................1 1.1 Broad Policy ............................................................................................1 1.2 Prioritising Poverty Eradication .....................................................................1 1.2.1 Economic Transformation ...............................................................1 1.2.2 Rural Development .......................................................................1 1.2.3 Productivity and Youth Employment ...................................................1 1.2.4 Accountable Governance ................................................................1 1.2.5 Innovation ..................................................................................1 1.2.6 Emerging Priorities .......................................................................1 1.2.7 Inclusiveness and Engagement ..........................................................1 1.2.8 District-Led Development ...............................................................1 1.2.9 Sustainability ..............................................................................1 1.3 An Institutionalised Strategic Response to Skills Needs .........................................2 1.4 The Vision for Rwandas TVET Regulatory Body ..................................................2 1.5 Purpose of the TVET Expo & Symposium & its supporting partnerships ........................2 1.6 Main Objective of the TVET Expo & Symposium ..................................................2 1.7 Duration and Location of the Event ................................................................3 1.8 Sectoral focus of the TVET Expo & Symposium ...................................................4 1.9 Stakeholders and partners that anchor the TVET Expo & Symposium .........................4 2.0 Proceedings of the Symposium ................................................................................5 2.1.1 09:45am 10:00am, KEY NOTE ADDRESS/OPENING REMARKS: Rwandan TVET reform in the context of global trends of TVET development by the minister of state (MoS) for TVET, Rwanda .......................................................5 2.1.2 10:00am 10:30am, Role of the Private Sector in TVET, by the Chief Operations Officer (COO) Private Sector Federation (PSF) ..........................22 2.1.3 10:30am - 11:00am, Burundian TETVT, by the Ministre de Lenseignement de base et secondaire, de Lenseignement des mtiers, de la formation de la formation professionnelle et de Lalphabetisation, Burundi .....................29 2.1.4 11:00am 11:20am, Uganda BTVET, by the Minister of Education & Sports, Uganda ...................................................................................29 2.1.5 11:20am - 11:35am, Congo Brazzaville by TVET Minister of Education, Congo Brazzaville .......................................................................29 2.1.6 11:35am - 11:50am, India (Micro, Small & Medium Enterprises), by Minister of State with independent charge, India ..................................30 2.1.7 12:00noon 12:15pm, Innovation in TVET delivery as a value added input to Sustainable Economic Development, by the German Ambassador to Rwanda...30 2.1.8 12:15pm -12:30pm, Encapsulating issues arising out of the morning session by the MoS for TVET, Rwanda, Guest of Honour ....................................32 2.1.9 12:30pm 12:45pm, sampled questions and answers of the morning question/answer session .............................................................34 2.1.10 Highlights of presentations in the morning .......................................34 2.2 Summary of presentations & discussions of the afternoon session.................................36 2.2.1 Presentation 1, 02:15pm - 02:30pm, Sponsorship & financing framework by the Vocational Training Institute (VT) of the Vision for Africa (VFA), Uganda ....................................................................................36 2.2.2 Presentation 2, 02:15pm - 02:30pm, Green building solutions made in Rwanda for the EAC: Skills development & capacity building, by the Strawtec Building Solutions, Rwanda .......................................................................40 2.2.3 Presentation 3, 02:30pm - 02:45pm, Innovation: Dissemination & commercialization of appropriate technology, by the Practical Action, Eastern Africa Kenyan Office .........................................................45

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2.2.4 Presentation 4, 02:45pm - 03:00pm, Institutional arrangements for the regulation and roll out of a relevant vocational education and training offer, by the Vocational Education Training Authority (VETA), Tanzania ................55 2.2.5 Presentation 5, 03:00pm - 03:15pm, Blending business and training, by the Vision Africa, Uganda ...................................................................62 2.2.6 Presentation 6, 03:15pm - 03:30pm, Consultancy based income generation for institutional self-financing, by the Jomo Kenyatta University of Agriculture & Technology (JKUAT), Kenya .........................................................68 2.2.7 Presentation 7, 03:30-03:50, Technical & Vocational Qualification Framework for all (TVQFA), by the Directorate of Technical Education, Trades & Vocational Training (DTETVT), Burundi ............................................................75 2.2.8 Presentation 8, 03:50pm - 04:25pm, The Singapore Story (Video & power point Presentation), by the ITE Education Services, Singapore: Transformation of Vocational & Technical Education Pdf paper & video presentation attached as a soft copy resource .................................................................83 2.2.9 04:30pm - 04:50pm, sample questions & answers from the afternoon question-/answer session, coordinated by the MC Masterjerb .................92 2.1.10 04:50pm - 05:10pm, summary of the rapporteurs (Silke Partner of the GIZ E coEmploi, Rob van de Gevel of the BMB-NUFFIC and Professor Paul Mwangi Maringa of the WDA) report for all proceedings presented by Rob van de Gevel .....................................................................................94 2.1.12 5:10pm - 05:30pm, closing remarks by the Chairman of PSF .................94 3.0. ANNEX 1: Full paper on Institutional arrangements for the regulation & roll out of a relevant vocational education & training offer, by Ms. Rehema Binamungu of the Vocational Education & Training Authority (VETA), Tanzania .............................................................................95 3.1 Introduction .....................................................................................95 3.2 What is VET? .....................................................................................95 3.3 What is VETA? ...................................................................................96 3.3.1 The institutional framework of VETA ...............................................96 3.4 Objectives of VET ...............................................................................96 3.5 Main challenges facing the provision of VET ................................................97 3.6 Conclusion .......................................................................................97 4.0. ANNEX 2: Full paper on consultancy based income generation for institutional self-financing, by Arch., Evans Juma Oino, of the School of Architecture & Building Sciences (SABS), Jomo Kenyatta University of Agriculture & Technology (JKUAT), Kenya ......................................................98 4.1 Introduction .....................................................................................98 4.2 Growth ...........................................................................................98 4.3 Financing programmes at JKUAT .............................................................99 4.4 SABS Consultancy Office ....................................................................101 4.4.1 Sources of SABS-PO Consultancy Services .......................................101 4.4.2 Revenue Distribution ...............................................................103 4.5 Merits of this model of income generation ................................................103 4.6 Conclusion .....................................................................................103 4.7 Selected Portfolio .............................................................................104

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1.0 Background and Context

1.1 Broad Policy:
The Government of Rwanda (GoR) is presently involved in the process of developing Sector Strategies to implement EDPRS programmes. As stated in the Countrys Vision 2020 one of the identified development Pillars is the Human Resource Development (HRD). The importance of this Pillar lies in the empowerment of individuals through developing their skills. The results of independent evaluation of PRSP 1 revealed that capacity constraints especially those related to inadequate skills constitute a major impediment for the realisation of EDPRS I set targets.

1.2 Prioritising Poverty Eradication:

On successful implementation of the first Economic Development and Poverty Reduction Strategy (EDPRS I), Rwanda continues to pursue its vision 2020 that seeks to transform the nation into a middle income nation by the year 2020. Accordingly it has developed the EDPRS II and is actively engaged in its implementation. The EDPRS II is designed around the following four thematic areas that reflect the emerging national priorities for development (EDPRS II, 2013, MINECOFIN, http:// www.minecofin.gov.rw/fileadmin/General/EDPRS_2/EDPRS_2_FINAL1.pdf):

1.2.1 Economic Transformation:

For accelerated economic restructuring and growth striving for middle income country status;

1.2.2 Rural Development:

To address the needs of the vast majority of the population and ensure sustainable poverty reduction and rural livelihoods;

1.2.3 Productivity and Youth Employment:

To ensure that growth and rural development are underpinned by appropriate skills and productive employment, especially for the growing cohort of youth;

1.2.4 Accountable Governance:

This is intended to underpin improved service delivery and citizen participation in the development process.

These four thematic areas are built from the following five principles that are in turn derived from the lessons and experience of EDPRS 1 and the overarching ambitions set for EDPRS 2 (Ibid):

1.2.5 Innovation:

Emphasising new ways of thinking, working and delivering because the status quo will not be adequate to achieve Rwandas ambitious targets,

1.2.6 Emerging Priorities:

Identifying thematic strategies which encompass new priorities, including new ways of doing business, to drive the achievement of Vision 2020 targets,

1.2.7 Inclusiveness and Engagement:

Creating ownership of development at all levels and providing learning and feedback mechanisms to improve solutions,

1.2.8 District-led Development:

Creating strong, mutually supporting linkages between district and sectoral strategies, and supporting administrative standardisation and efficiency,

1.2.9 Sustainability:
Ensuring that programmes and targets achieved from EDPRS 2 are sustained over the long term in their economic, social and environmental dimensions In its Annual Action Plans (AAPs) the Government of Rwanda (GoR) has unequivocally flagged Human Resource Development (HRD) as a fundamental input to drive positive, well considered progress in the four thematic areas. The Ministry of Education (MINEDUC) in its role as a custodian of all training in Rwanda therefore finds itself at the very heart of the desired economic transformation. Teachers drive learning and training and are therefore a crucial factor of success in MINEDUC.

1.3 An Institutionalised Strategic Response to Skills Needs:

It is in this context that the GoR decided to establish Rwanda Workforce Development Authority (WDA) and continues to accord priority support for the on-going TVET reform, towards a market driven training offer. The WDA is an institutional framework to provide a strategic response to the skills development challenges facing the country across all sectors of the economy. As the country embarks on developing sector development strategies under EDPRS II, the issue of capacity which largely constrained implementation of programmes under EDPRS is among the most important priorities to be addressed. Skills development strategies in all sectors constitute an important ingredient in the respective sector development processes.

1.4 The Vision for Rwandas TVET Regulatory Body:

WDAs Vision is to become a regional centre of excellence in workforce development. Its Mission is therefore to promote, facilitate, and guide the development and upgrading of skills and competencies of the national workforce in order to enhance competitiveness and employability. Its activities and scope of services to be provided shall be organized and managed around the following five strategic pillars: 1.3.1 Skills Development through Vocational Training, 1.3.2 Business Incubation (Entrepreneurship Development), 1.3.3 TVET Information System management, 1.3.4 Setting Standards for Service Delivery Administration, 1.3.5 Regulation and Accreditation.

1.5 Purpose of the TVET Expo & Symposium & its Supporting Partnerships:
The Workforce Development Authority (WDA) fully recognises that the TVET is broad based and further that it can only be effectively prosecuted through an inclusive approach. Accordingly, the WDA continues to partner the civil society, government, local and external development partners, and especially industry and employers through the umbrella voice of the private sector, the Private Sector Federation (PSF) to promote TVET nationwide through the TVET expo among other such media of promotion. This drive dovetails well with the purposes for which the PSF was formed in 1999 that of promoting Public Private Partnership (PPP) framework in Rwanda. WDA recognises the synergies that emanate from the broader EAC markets. Accordingly, it desires to contribute to this synergy using the TVET expo as one unique platform in which national (Rwandan) and regional industry-training provider partnerships can be fostered and through which to share best practices. This is a step forward from the practice in the past two years (2011 & 2012), where exhibitors have solely been Rwanda.

1.6 Main objective of the TVET Expo & Symposium:

The overall objective of the proposed TVET Expo and Symposium is to promote TVET system in Rwanda and establishment of strong partnership/marriage between TVET schools and Private Sector as well as other key stakeholders.

1.7 Duration and Location of the Event:

As scheduled, the TVET Expo took take place at the GIKONDO Expo Ground from 28th November to 3rd December 2013. It was officially launched in the same grounds on the 28th of November 2013. Its affiliated TVET symposium in turn took place on the 28th November 2013 while the on 29th November 2013. The planned broader activities of the TVET week adhered to the following programme of action:
Programme of activities for the TVET Week (25th November to 6th December) Activities TVET Expo TVET Symposium TVET Road show Entertainment + TVET Public Awareness Launching of the Audio-TVET Song Launching of the Video-TVET Song 9th November-14th December 2013 1st December, 2013 9th November-14th December, 2013 Dates 28th November to 3rd December, 2013 29th November, 2013

Search for talented students to enroll for music Kubaza Bitera Kumenya (TV press conference spotlighting TVET with audience participation) Cyanika Swiss supported schools Launching of TVET Schools Shair Academy Gishari Integrated Polytechnic

14th December, 2013 28th November, 2013

Rwanda Correctional Services Signing of MoUs African Development Bank (FA) IPRC Principals & School managers Senators 27th November, 2013 Meetings with: Parliamentarians First Councilors-All Rwandan Embassies local leaders through IPRC Principals Press Conference (Marketing the TVET week + Launching of the TVET Year Book) 25th November, 2013 26th November, 2013 7th November, 2013 27th November, 2013 25th October, 2013

1.8 Sectoral Focus of the TVET Expo & Symposium:

S/No. Economic Sector Occupations/Trades

1.

Hospitality and Tourism

Culinary Art, Food and Beverage, Front Office

2.

Construction and Building Services

Masonry, Plumbing, Electrical, Plumbing, Welding

3.

ICT

Multi-Media, Photography, N-Computing, Telecommunication

4.

Technical Servicing and Assembling

Driving (C), Auto-Electricity & electronics, Mechanics, Panel Beating/bodywork,

5.

Manufacturing

Tools Machine

6.

Agriculture and Food Processing

Agriculture, Veterinary

7.

Art and Craft

Painting and Decoration, Sculptures, Graphic design

8.

Beauty and Aesthetics

Hair-Dressing, Manicure, Pedicure

9.

Clean and Sustainable Energy

Solar Energy, Solar Water Heater, Biomass Technology

10.

Water Resources Management

Rain Water Harvesting, Water Catchment

11.

Mining and Mineral Processing

12.

Film Making

Multi-Media, Cinema

1.9 Stakeholders and Partners that anchor the TVET Expo & Symposium:
The range is wide as much interest in TVET has emerged in the recent few years. It embraces the five clusters of stakeholders that comprises of policy makers, Training providers, Training regulator (the WDA), civil society & community, Industry & employers and finally development partners. Principal partners in the venture can nevertheless be identified as including: The ministry of commerce (MINICOM), the Ministry of Infrastructure (MININFRA), the Ministry of Labour (MIFOTRA), the Ministry of Youth & ICT (MYICT), the Ministry of Local Government (MINALOC), the Ministry of Internal Affairs (MININTER), the Rwanda Development Board (RDB), Public and private TVET providers, Industries, Companies, local and external Development Partners and TEVSA.

2.0 Proceedings of the Symposium

The symposium was divided into two sessions, one in the morning and the other in the afternoon. The morning session focused on presentations by policy makers and one that was intended to spell out the regional theme for TVET while sharing attainments, challenges and best practices in policy promulgation for TVET in accordance with the programme that is included here below.
Programme for the Technical and Vocational Education and Training (TVET) Symposium of the 29th November, 2013 Date: 29th November 2013 Venue: Gikondo Expo Grounds, Kigali MORNING SESSION Time 08:00-08:30am 08:30-08:50am 09:00am 09:00-09:15am 09:15-09:30am 9:30 10:00am 10:00-10:30am Activity Registration of the participants Arrival of high ranking officials Arrival of guest of honour Welcome remarks Key note address Opening remarks Coffee Break / tour of stands by senior authorities Rwandan TVET reform in the context of global trends of TVET development Role of the private sector in TVET Question-Answer session Presenter/Responsible WDA & PSF WDA & PSF WDA & PSF Chairman of Board - PSF Hon. Minister of Education, Rwanda Guest of Honour WDA & PSF

10:30 - 11:00am 11:00-11:15am 11:15-12:00noon

Minister of State for TVET, Rwanda CEO PSF MC - Masterjerb Ministre de Lenseignement de base et secondaire, de Lenseignement des metiers, de la formation de la formation professionnelle et de Lalphabetisation, Burundi Ministry of Eduation & Sports, Uganda Ministry of Education, Congo Brazaville

12:00-12:15am

Burundian TETVT

12:15-12:30am 12:30-12:45pm

Uganda BTVET Congo Brazaville TVET India (Micro, Small & Medium Enterprises Lunch Break

12:45:01:00pm 01:00-02:00pm

Minister of State with independent charge WDA & PSF

2.1 Summary of Presentations & Discussions of the Morning Session

2.1.1 09:45am 10:00am, KEY NOTE ADDRESS/OPENING REMARKS: Rwandan TVET reform in the context of global trends of TVET development by the minister of state (MoS) for TVET, Rwanda
The Minister of State (MoS) for TVET welcomed friends from countries in the Great Lakes and the EAC regions as well as delegates from Burkina Faso, India and Singapore, fellow ministers, members of the diplomatic corps, training providers, Development Partners and the public at large. He highlighted the purpose of the expo & symposium as that of raising awareness of the need for skills development through TVET; strengthen partnership between private sector and training providers; and providing a unique opportunity for all to join efforts in deliberating on how to improve the delivery of TVET in Rwanda and the region at large. The Minister then proceeded on to spotlight and discuss the following observations: 1. Regional economies are improving towards technological innovation and this demands a reform of the skills that are required in the labour market, 2. Dialogue with stakeholders is necessary in order to link up efforts of all concerned to build a relevant effective TVET system, 3. Skills development were crucial to the drive towards the vision of transforming our nation into a middle income economy, that empowers youth to become productive, while supporting desired economic transformation from a predominantly agricultural based economy. 4. There was an unequivocal resulting need to increase budget in support of TVET and engage with other countries to establish cooperation and partnerships in order to fully address the current gaps in the labour market. The Minister brought his address to a close by reminding all present that the TVET Symposium was a forum where people were able share ideas and deliberate on challenges encountered while implementing of skills development and pertinent labour market policies. In such an environment participants would share good practice within Rwanda and from across the region. He acknowledged that the forum was replete with expertise on the many dimensions of TVET; and accordingly urged all participants to embrace this spirit of information sharing. With that frame of mind all would then freely put forward good lessons learned from their experiences, while suggesting possible practical solutions to constraints that would be highlighted in the forum. The Minister of State for TVET then declared the forum open!!!

Status updates on the Rwandan TVET by the MoS for TVET in Rwanda: TVET Reform in Rwanda
Guiding Policies

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TVET Quality and Access

Milestones attained in Curricula and ToT

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Priority areas for TVET and basic training standards for TVET

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Rwanda, A striking Fauna

2.1.2 10:00am 10:30am, Role of the Private Sector in TVET, by the Chief Operations Officer (COO) Private Sector Federation (PSF) Summary of presentation:
The COO welcomed participants to reflect with her on what the Private Sector Federation (PSF) represented in contemporary Rwanda. She advanced the image of the PSF as a purely private member based organization. The Government of Rwanda (GoR) though remained a crucial stakeholder in the federation and its concerns to promote the private sector in Rwanda, and build a strong private sector. The COO underscored present reality where the importance of a skilled workforce and employable youth as well as the quality of training providers remained low in Rwanda because of: 1. A lack of private sector involvement in curriculum development, 2. An absence of or little work-based experience for trainers, 3. A lack of experience of private businesses in their business operations and in training She proposed the institutionalization of job placement activities for employees for a year in order for them to get essential practical experience The project of the Dutch embassy on promotion of skills development, entrepreneurship, internship programme (with more than 500 internees of which more than 40 of have created their own businesses) was advanced by the COO of PSF as a beacon of hope and a step in the right direction to be replicated and where possible up-scaled. Other ongoing ventures that were singled out by the PSF COO as being worth mention ones where increased emphasis should be laid included: 1. Advocacy programme for TVET, 2. Entrepreneurship training it was instructive that as of now, 200 people were able to access loans within the entrepreneurship training, 3. Rapid impartation of business management skills, an area of clear weakness in the local private sector, 4. Partnerships and therefore signing of MoUs between private sector operators and training providers, 5. Registration and review of private sector institutions with a list of recommendations for improved performance in business and increased participation in TVET. Finally the COO of PSF singled out on networking and dialogue as the most important activities through which to bridge the gap between the private sector and TVET institutions. She urged government to boost internship, showcase success stories as part of the curriculum, and to even seek international 21

internship placements that would afford trainees increased exposure to contemporary technologies and production systems.

Detailed presentation:

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2.1.3 10:30am - 11:00am Burundian TETVT, by the Ministre de Lenseignement de base et secondaire, de Lenseignement des mtiers, de la formation de la formation professionnelle et de Lalphabetisation, Burundi
The minister appreciated the warm welcome extended to the Burundian delegation. She acknowledged right at the outset that Burundi was a country that needed to consolidate efforts in TVET schools, through well-structured institutional reforms. So far there existed a network of 25 out of a possible total 40 TVET public schools in Burundi. Overall there existed 99 public and private schools for TVET from which students could obtain professional certification. Such ventures would naturally take place under the auspices of the Ministry. As for the Burundian experience it was clear that youth trained in technical skills lacked of managerial expertise. The Minister affirmed the urgent need for a unique plan through which to engage in wide stakeholder dialogue where all partners in TVET would meet and upon whose deliberations to set up a common fund for TVET. She expressed her gratitude to the Government of Rwanda as Rwanda had signed an MoU with the private sector in Burundi. The minister was happy with the TVET expo and symposium as a useful instrument for essential crossborder networking, and urged the Government of Rwanda will carry on to associate with the partners in the region even after the expo.

2.1.4 11:00am 11:20am, Uganda BTVET, by the Minister of Education & Sports, Uganda
On her part, the Minister of Education & Sports from Uganda first shared warm greetings from the people of Uganda. She lauded the MoS TVET and his team for this initiative and expressed a desire that the event and regional participation becomes an annual feature. The minister explained that the Uganda Ministry of Education and Sports had its own department for higher education, but little input in TVET. A strategic plan though had been developed and launched in 2012 by the President of the Republic of Uganda. This plan would in effect address the erstwhile neglect of TVET, its low funding levels and the prevailing negative attitude. Further it would venture to resolve challenges of access, trainer upgrading, appropriate equipment that matched practice in industry and develop autonomous institutions to host technical training. A reform task force comprising 80% private and 20% public and civil society was put in place to transform into a skills development authority that would mainly be hosted by the private sector. Uganda as a nation had recognised the need to move forward in developing a quality TVET in partnership with the private sector. In this venture, the government would make policies, laws, and guidelines and assure quality. The government would work together with the private sector. In doing so, the government of Uganda hoped to give lifelong skills to young people to empower them into becoming gainfully employed, to catalyse entrepreneurship that would in turn stimulate economic growth to match the targeted economic trends and realise vision 2040.

2.1.5 11:20am - 11:35am, Congo Brazzaville by TVET Minister of Education, Congo Brazzaville
The minister expressed his gratitude to the MoS for TVET and the government of Rwanda for the warm welcome and hospitality that had been extended to his delegation and himself. He then proceeded on to underscore the value of jobs creation and the need to give students assurance that they could become entrepreneurs and have access to jobs. It was clear; he asserted that nations were looking for a magical formula to give people competencies (skills and knowledge) to deliver at work. According to the Minister, countries in Africa, Europe and the world at large, were confronted with similar challenges of rising unemployment and potential social instability such as the one recently experienced in Tunisia during the Arab spring. In Tunisia youth were fueled by unemployment to anchor the uprising against the prevailing government. The world over, TVET has come to be seen as 28

a practical avenue through which to equip the population with essential innovative technical skills for job and national wealth creation. TVET expos such as the one being witnessed Kigali serve to expose the population to innovative energy saving environmental friendly technological options. The minister confirmed that in Congo Brazzaville, the government had recognised the need to set up mechanisms to link TVET and the world of work. Further that the TVET offer would necessarily need to enable full vertical mobility up to the tertiary levels of training. Skilling of the non-schooled population was yet another priority that the country wanted TVET to address. Economic growth rate in Congo Brazzaville now stands at a 5% level. This rate of growth is primarily ascribed to petrol production. This growth rate has enabled the country to invest in diversification with considerable infrastructural facilitation such as of roads for improved agriculture and mining. Government is fully aware that the lack of skills in the country has resulted in an over dependency on skilled labour from abroad and in consequence less local ownership of the important petroleum sector. In the national strategic plan, a reformed TVET with relevant, internationally benchmarked curricula is expected to help bridge this gap. Such TVET must be supported by up-to-date buildings, training equipment and competent trainers. Government intends to construct more TVET schools in order to make available these training opportunities to its citizens all over the country. Models from countries that have evolved through this path of TVET such as Singapore will be spotlighted and best practice contacts given priority. Government budgetary allocation to TVET will be increased three fold in the year 2014, which has also been declared the year of professional education. Trainer remuneration in TVET will also be adjusted upwards in order to make TVET training more attractive. Industry involvement in this reform is being mobilised and this is expected to open up opportunities for trainee internships in industry. These planned changes underpin the commitment of government to economic growth. In closing, the minister reiterated that the Government of Congo Brazzaville was thankful for the time and opportunity to learn, exchange and discuss ideas on TVET and economic transformation of our nations.

2.1.6 11:35am - 11:50am, India (Micro, Small & Medium Enterprises), by Minister of State with independent charge, India
The minister commenced his speech by reminding all of Indias extensive partnerships with African in countries like, Ethiopia, Zimbabwe, Burundi, Burkina Faso, Tanzania, Libya, South Africa, and also Rwanda in matters of technology transfer and sharing for economic development. India he averred was one of the most favoured nations in the world in terms of advancements in science and technology in the small-scale industries. As a result, TVET in India was able to attained 85-90% placement in industry. The Indian delegation was in Rwanda to seek partnerships with entrepreneurs interested in emerging technologies, and willing to set up production systems in the country. Part of the partnership package included financing for such interested entrepreneurs. Through the initiatives that would results, training could be made available. The minster emphasised that the training would enable graduated to be job creators. He was convinced that as India had just emerged as a developed nation, it had unique lessons for Rwanda in its desired path of industrial growth and economic transformation. (Movie on Indian SMES attached as a soft copy resource)

2.1.7 12:00noon 12:15pm, Innovation in TVET delivery as a value added input to Sustainable Economic Development, by the German Ambassador to Rwanda
The German ambassador was convinced that Rwanda had a poignant opportunity to create employment and jobs for its youth. In this venture, he reiterated Germanys concurrence with the set priorities of the Rwandan government. Germany was happy to engage and make available its experiences in Vocational Education and Training (VET). 29

(The transcribed content of the speech by the German ambassador is replicated here below for reference) The German Ambassador started off by observing that Innovation in TVET delivery as a value added input to Sustainable Economic Development the theme of the 2013 TVET Expo linked two important issues. One that TVET has been recognised as one of the drivers of economic development in the EDPRS 2 in Rwanda; and the other that TVET is also being addressed as an important priority in the East African Community. He observed that yesterday, the third TVET Expo in Rwanda was officially inaugurated. He felt that as German Ambassador it is an honour to speak on behalf of the German Government about the importance of linking industry and training. He upraised forum that Think globally, act locally is the heading of the initiatives of the German government and industry to support vocational education and training abroad. The Ambassador then preceded on to make the following remarks: Germany similar to Rwanda has few natural resources and therefore relies on their human capital. Vocational training is one of the three pillars of the educational system in Germany. More than half of Germanys children go through the vocational training system. Thereafter, they might continue with further education, with possible degrees say in insurance, banking and other such specialisations. The basis of German training is of course in the manufacturing sector. Germany values its people that come through the vocational system very much. There is respect in the German society for people coming through TVET that has to do with values. White colour jobs are sometimes preferred by the youth, Germany recognises that blue coloured jobs and technicians are the drivers of the economy. Germany is a good example to show the impact of small and medium sized enterprises on economic development and job creation. Germany was one of largest export-based economy in the world. Following in this our national profile the Ambassador confirmed to the forum that the German Government is ready to facilitate a closer cooperation between the German and Rwandan Private Sector. He indicated that personally, he was ready, together with German Technical and Financial Cooperation, working with the Rwandan government side, to support the mobilisation of German Companies to invest in Rwanda. He underscored the related on-going close dialogue with the Rwanda Development Board (RDB) to create employment and attract investment in Rwanda. These investments should be strongly linked to the Rwandan private sector. Those companies would for example also showcase that in-company training is an integral part of business, contributing to a better performance of the enterprise. He further affirmed that the governments of Rwanda and Germany could join hands in bringing together chambers of commerce, associations, companies and training providers for a sustainable and comprehensive TVET system reform. The Ambassador signalled the instructive recent visit by the honourable Minister of State for TVET to Germany where he had good talks with German private sector companies. Objectives of the German-Rwandan Cooperation The Rwandan-German Programme Promotion of Economy and Employment is part the priority area Sustainable Economic Development of the Rwandan-German Development Cooperation. Technical Cooperation (TC) and Financial Cooperation (FC) work closely together in order to increase the levels of sustainable employment (bitte Ziel aus Teil A einfgen) TC 13 MIO EUR, FC 12,5 MIO EUR. In order to make significant contributions to the overall goal of sustainable employment, the programme is active in the following three areas of intervention: TVET and Skills development, Labour Market Interventions and Private Sector Development.

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Promoting access, relevance and quality of TVET are the key objectives of the EDPRS 2 and the Education Sector Strategic Plan (ESSP). As I mentioned before, employment and job creation is a major challenge across the world. The programme of the Rwandan-German Development Cooperation supports the achieving these objectives in the following respects: Helping to identify the needs of the private sector and promoting the appropriate orientation of TVET training, Supporting the training of trainers in TVET schools and in companies and the private sector organizations to develop services in the area of TVET.

Some of the work can be seen here at the Expo grounds. TEVSA with its Centres of Excellence for training of trainers and some production units of TVET schools to name a few. Cooperation with the private sector is Key to ensuring the employability of trainees. With the founding of Sector Skills Councils (SSCs) for example, Rwanda is heading in this direction. They form a platform for private sector companies, their sector associations and training providers to present the labour market demand for skills. They develop occupational standards and qualifications. Outlook for Companies Another important step is learning at the actual workplace. Work-based learning has the potential to offer employers a variety of benefits. These range from financial benefits (i.e. increased productivity) to soft benefits (i.e. increased staff morale), and from immediate benefits (i.e. acquisition of skills needed in the workplace) to medium-term (i.e. lower staff turnover) and long-term benefits (i.e. enhanced profitability and improved business performance). However, many Rwandan employers are still unaware of the potential benefits for their business of providing work-based learning. The local incidence of work-based learning also varies by sector and company size. Outlook for Rwandan TVET A key advantage of work-based learning for trainees is that they develop expertise not only through the acquisition of technical skills and personal and social competences but also through socialization in the workplace. Apart from the benefits it clearly offers to all trainees, work-based learning also has specific advantages for young people, particularly when work-based and school-based learning contexts are compared in terms of wages and school-to-work transition outcomes. Final remarks In general, work-based learning is more complicated to organize than school-based learning owing to the involvement of a number of actors and, in particular, to the significant roles of the private sector and employer representatives. It is also subject to the regulations governing not only education and training but also employment (i.e. labour law, health and safety). That the value of work-based learning in facilitating youth employment and increasing competitiveness has been recognized by the Rwandan government can be seen with this Expo. The ambassador at this juncture then wished all a successful next few days with a lot of new ideas and of engaging with each other!

2.1.8 12:15pm -12:30pm, Encapsulating issues arising out of the morning session by the MoS for TVET, Rwanda, Guest of Honour
The Minister started off by thanking all present. He then proceeded on to raise the following important issues that emerged from the morning session that could be tackled by the discussions following the presentations in the afternoon session: 1. The first issue concerned the linkage between the training and the private sector development to the extent that achievements of skills development were appropriately tied to congruent positive impacts (expansion of opportunity) in the private sector. He noted that more often than 31

not policy makers unfortunately were erroneously more interested in the immediate outcome of trainee turnover, rather than in the long-term impacts of employment absorption for these trainees. He suggested to the forum a need to shift focus towards concerns on the numbers and quality of employment results how many people are being employed and in what forms of employment. Accordingly the Minister offered the guidance that it more emphasis should be laid on how to we improve our training provision to create more employment. He was of the opinion that the establishment of new private sector ventures in the small and medium enterprises was an orientation worth giving serious consideration, given the inescapable modern reality that more than 90% of private sector is made up from SMEs. The Minister urged the experts present in the forum to share ideas and experiences from the various countries represented during the afternoon discussion session. 2. The second issue was about matching the boom of economic growth with tangible poverty eradication. The minster observed that many countries were doing well in economic growth, with average rates that exceeded the 5% annual growth level. The challenge though remained on how to turn this economic growth into tangible poverty reduction, given the accompanying rise in populations that in most instances outstripped growth of the economies. He singled out Rwanda which for instance, reflected a profile where more than 60% of its population was below 30 years of age. The Minister was persuaded that this critical component of the population needed to be empowered to participate in the social and economic development in their countries. The Minister remarked that while Rwanda was in all likelihood going to reach the MDGs, such achievement could be turned into a serious problem, if the young people that came out of basic education could not gainfully be absorbed in gainful livelihoods. He directed the forum to focus more attention towards the informal sector rather than the formal sector for job creation. With such a shift of orientation the Minister pointed out that it would be useful to give thought to ways in which the private sector that is currently dominated by the informal sector could rapidly be steered towards the formal sector and in this way create more work and raise increase revenue/ taxes for re-investment and help move the nations forward towards desired national economic transformation. 3. A third issues that the minister highlighted arose from the current world movement towards regionalization as evidenced by the rapid formation of regional blocks as the EAC, IGAD, The great lakes, COMESA, SADEC, and ECOWAS in Africa. With these blocks came new opportunities and challenges. It was necessary for partner states to supported integration and free movement of labour as this would intern increase business opportunities and growth all participating economies. As a critical ingredient or prerequisite, such a shift in focus required well-structured and harmonised skills development offer. 4. A fourth issue that was spotlighted by the Minister was the matter of the language barrier. We are divided by languages that created artificial divides such as francophone and Anglophone Africa. These stances posed considerable challenges to integration. They also had a big impact on instruction for skills development across the regions in the continent, as instruction necessarily depended on one language medium or another. The Minister urged participants to reflect on ways in which to overcome such language issues, while mainstreaming communication and other managerial and business soft skills in TVET delivery. 5. Yet another issue underlined by the Minister was the one of Gender inclusion. The Minister qualified this concern using Rwanda as a typical example where the female population marginally exceeded that of males. Despite this arrangement, the configuration of TVET schools, portrayed less than 16% overall enrollment level of the girl child, resulting in much wastage and disempowerment of a critical national human resource. Opportunities to skill an increasing number of females was clearly an urgent need. 32

6. A last but critical issue also brought forth by the Minister for deliberation by the forum concerned the negative perception of TVET as an outlet or option for failures. The reality on the ground that more than 70% of work in industry came from TVET institutions needed to be made more visible as it displayed great opportunity for employment. On its part, TVET needed to retained good focus on access, relevance, quality. With sustained effort a transition in favour of TVET would be attained.

2.1.9 12:30pm 12:45pm, sampled questions and answers of the morning question/answer session
1. Question by a member of the Ugandan Delegation: How can the skills gap be closed? Response from the floor: Increased transition into TVET from primary to secondary level can be achieved through skills testing right on the onset right from the primary school level. 2. Question by a member of the Indian delegation: How do Sector Skills Councils (SSCs) work in Germany? Response from Petra Glodde of German Cooperation Programme EcoEmploi: The Sector Skills Councils concept is promoted by the private sector. An effective TVET offer needs to integrate the private sector in the setting of training standards for skills development. This is the principle role of the SSCs, that of setting national occupational standards and monitoring quality of the resulting training. In Germany a lot of skills development is done by the private sector. This private sector conducts assessment and testing of the trainees for competency. It also carries out quality assurance of vocational training. 3. Question from the floor: How does the common fund for education work in in Burundi? Response by the Burundian Minister for Education: fund co-managed by partners in Burundi, supported by Norwegian, France, Belgium, basket fund, everyone has to release funds, every beginning of the year we plan the management of the fund, the structure of TVET its a subsector of the Ministry of education, general management is taking charge of tvet schools and is supported by independent projects that work hand in hand with common fund, network for the training and education and professional sector. 4. Question from the floor: Would the Ministry of education in Rwanda allow the private sector to contribute in curriculum development for TVET and how should they contribute? Response from the MoS for TVET: Curriculum is the basis of training. Sector Skills Councils are involved in the identification of training needs. There is need therefore to strengthen their partnership with training providers. Curricula need to reflect the demands of the private sector. The Ministry we will continue to push for the demand of the private sector to be reflected in TVET curricula.

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2.1.10 Highlights of presentations in the morning

Speakers: Ministers - Rwanda TVET, Burundi TETVT, Uganda ES, Congo Brazzaville TVET, India MoSWIC - MSME, Ambassador of Germany to Rwanda and the COO of PSF Minister of State for TVET, Rwanda: Purpose of the expo is to raise awareness of skills development through TVET, Strengthen partnership between private sector and TVET providers, Opportunity to join efforts on how to improve delivery of TVET in Rwanda, Share good practice in the EAC region and beyond. Minister of TETVT, Burundi: Wide stakeholder dialogue, Common fund for professional training, Technology challenges (engineers to manipulate equipment), More entrepreneurial skills required. Minister of Education & Sports, Uganda: Reform task force (80% private stakeholders) towards a skills development authority strategic plan was developed, Importance of technical instructors, Autonomous institutions to host technical training, Lifelong skills to young people to empower them into becoming gainfully employed, Private sector involvement. Minister of TVET in Congo Brazzaville: Target of TVET to prioritise acquisition of skills, entrepreneurs and access to jobs, Initiative of learning contract, 2014 year of professional training Minister with independent Charge, Micro, Small & Medium Enterprises, India: Sharing of technologies, Training on technologies, Partnerships in financing & setting up enterprises. Ambassador of Germany to Rwanda: Think globally, act locally - importance of small and medium sized enterprises, Work-based learning for employment and job creation, Importance of Sector Skills Councils. COO of the Private Sector Federation (PSF), Rwanda: Promotion of skills development, entrepreneurship, internship programme as well as networking and dialogue between industries, employers and training providers. General: Gender, language, harmonisation of training standards across the region, facilitation of cross border labour flows, Image of TVET. On its part, the afternoon session focused on presentations by TVET experts from the regulatory bodies and both public and private TVET providers from the EAC countries and beyond. These presentations deliberated on a range of considerations for a well-managed, sustainable and relevant TVET. They brought on board attainments, challenges and best practices in the respective TVET offers of the participating nations in accordance with the programme that is included here below. 34

Programme for the Technical and Vocational Education and Training (TVET) Symposium of the 29th November, 2013

Date: 29th November 2013 Venue: Gikondo Expo Grounds, Kigali.

AFTERNOON SESSION

TIME

INSTITUTION

TOPIC

02:00-02:15pm

Vision Africa, Uganda

Sponsorship & financing framework

02:15-02:30pm

Strawtec Rwanda

Building

Solutions,

Green building solutions made in Rwanda for the EAC: Skills development & capacity building

02:30-02:45pm

Practical Action, Eastern Africa Kenyan Office

Innovation, dissemination appropriate technology

&

commercialisation

of

02:45-03:00pm

Vocational Education Training Authority (VETA), Tanzania

Institutional arrangements for the regulation and roll out of a relevant vocational eduation and training offer

03:00-03:15pm

Vision Africa, Uganda

Blending business and training

03:15-03:30pm

Jomo Kenyatta University of Agriculture & Technology (JKUAT), Kenya

Consultancy based income generation for institutional self-financing

03:30-03:45pm

Directorate of Technical Education, Trades & Vocational Training (DTETVT), Burundi

Technical & Vocational Qualification Framework for all (TVQFA)

03:45-04:30pm

ITE Education Singapore

Services,

Transformation of Vocational & Technical Education: The Singapore Story

04:30-05:15pm

Question-Answer session

MC Masterjerb

05:15-05:30pm

Closing remarks

CEO PSF

06:30-07:30pm

Cocktail

WDA & PSF

35

2.2 Summary of Presentations & Discussions of the Afternoon Session 2.2.1 Presentation 1, 02:15pm - 02:30pm, Sponsorship & financing framework by the Vocational Training Institute (VT) of the Vision for Africa (VFA), Uganda:

36

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2.2.2 Presentation 2, 02:15pm - 02:30pm, Green building solutions made in Rwanda for the EAC: Skills development & capacity building, by the Strawtec Building Solutions, Rwanda.

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43

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2.2.3 Presentation 3, 02:30pm - 02:45pm, Innovation: Dissemination & commercialization of appropriate technology, by the Practical Action, Eastern Africa Kenyan Office.

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2.2.4 Presentation 4, 02:45pm - 03:00pm, Institutional arrangements for the regulation and roll out of a relevant vocational education and training offer, by the Vocational Education Training Authority (VETA), Tanzania.

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2.2.5 Presentation 5, 03:00pm - 03:15pm, Blending business and training, by the Vision Africa, Uganda:

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2.2.7 Presentation 6, 03:15pm - 03:30pm, Consultancy based income generation for institutional self-financing, by the Jomo Kenyatta University of Agriculture & Technology (JKUAT), Kenya.

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2.2.7 Presentation 7, 03:30-03:50, Technical & Vocational Qualification Framework for all (TVQFA), by the Directorate of Technical Education, Trades & Vocational Training (DTETVT), Burundi.

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2.2.8 Presentation 8, 03:50pm - 04:25pm, The Singapore Story (Video & power point Presentation), by the ITE Education Services, Singapore: Transformation of Vocational & Technical Education Pdf paper & video presentation attached as a soft copy resource.

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2.2.9 04:30pm - 04:50pm, sample questions & answers from the afternoon question-/answer session, coordinated by the MC Masterjerb
1. Question by a member of the WDA delegation, directed to the delegation from Singapore: What was the impact of the campaigns to popularize and re-brand TVET in terms of numbers attracted to join TVET? How many students in terms of percentage are going for technical skills? How is Industrial attachment organised in Singapore? How do we make private partnerships functional? Response from the Singapore delegation: Managers and teachers come from industry, Every 5 years trainers and management have to be attached to industry for at least three months. 2. Question from a member of the Ugandan delegate, directed to the PSF, Rwanda: What services do you offer to the informal sector? Response from the Chairman of PSF: Services to the over 125,000 micro enterprises are overstretched/very challenged. Interventions to reach enterprises and serve them are done on a sectoral level and preferably on location This is easier where industries are organised and more challenging in sectors where industries are widely scattered or spread out. 92

Services currently on offer towards transitioning informal sector to a formal sector. Technical officer at every district geographically provided to: o Determine what form of technical assistance is required ( needs analysis), o Try and connect the different needs, like bookkeeping, constructing etc., o Offer training for SMEs, moving target, complex task, At sector level 75 associations have been found, which are now duly registered and their activities and functions well outlined. PSF works closely with WDA in most sectors, The Hospitality and Tourism Sector is one very vibrant sector of the economy in Rwanda, where such a partnership is taking place. PSF recognises well the importance of sector skills councils, skills and technology transfer for SMEs, and best practice study trips to small scale companies.

3. Question from a member of the Ugandan delegate to TVET, Rwanda: What is the contribution of TVET to peace in the great lakes region? 4. Question from the DG WDA to delegates from Tanzania and Uganda: One of Rwandas immediate priority is to increase number of girls enrolled in TVET, how has similar needs been addressed in Tanzania and Uganda? Response from the Tanzanian delegation: Tanzania has embraced the policy of VET for all regardless of gender differences. It has undertaken to sensitise girls and women to enroll at will. It has ventured to improve the attractiveness of TVET to females through design and provision of appropriate or gender friendly facilities such as changing room, dormitories, and also through the modernisation of technologies that are used for technical training. The initial target for female enrollment was set at 21%, compared to the current 35%, and the immediate future target of 50%. Females are also encouraged to obtain skills for domestic or home managers and to also venture into the erstwhile male dominated trades. Response from the Ugandan delegation: In Uganda, the main drive has been to sensitise citizens on the value of TVET for all genders. The youth are generally being attracted into this option of training through exposure to skills at primary levels of education. Success stories of TVET are used to attract females and the youth at large, into the sector, and this has called for much investment in the media. There is a discernible progressive positive shirt in mentality. The Ugandan Association of Private TVET Institutions (UGAPRIVI), shared the status in Uganda where there are considerably more private training institutions than public training providers. For harmonisation, the government introduced the workers pass or certificate of competence whereby trainees would sit for a trade test organised by government

5. Question from a member of the Rwandan delegation, directed to Singapore: Had Singapore discovered the magical formula for TVET that Congo Brazzaville had has asked for earlier?

93

Response from the Singapore delegation: The government of Singapore realised the importance of TVET for the nation and industry and accorded it priority and all the support it required. This brought the entire nation, both public and private on board the TVET band wagon. When everybody works together you can see magic 6. Question from the Kenyan delegation to the delegation from Singapore: How did Singapore attract students to TVET? Response from the Singapore delegation: The formation of the ITE government agency under Ministry of education was one major step forward to consolidate TVET and make it both visible and attractive. The ITE enjoyed a lot of support from government, ITE colleges get a block budget, Students enjoy substantial subsidies, as they only pay 5% of training costs.

2.1.10 04:50pm - 05:10pm, summary of the rapporteurs (Silke Partner of the GIZ EcoEmploi, Rob van de Gevel of the BMB-NUFFIC and Professor Paul Mwangi Maringa of the WDA) report for all proceedings presented by Rob van de Gevel
The detailed report is as outlined here in this documentation of proceedings but presented in a 15 minute discussion summary.

2.1.11

5:10pm - 05:30pm, closing remarks by the Chairman of PSF

The Chairman of the PSF declared the moment the most remarkable day of TVET in Rwanda so far and thanked all for contributing to the dialogue. He observed that a nations population was a critical input to the sustainable development of the country and investment in the skills development of a nations people very essential. The PSF would create a mechanism for an effective, vibrant partnership of training providers with industry. It recognised well that none of the two could exist and continue to be relevant without the other. The Chairman encourage the forum that it was possible to get whatever we need regarding skills here in Africa, if we (industry and training providers across the region) put our heads together and introduce appropriate mechanisms into the TVET system. No doubt there will be challenges on the road to economic transformation as witness in the Singapore story just narrated. He underscored a lesson picked up from the Singapore story of transformation on the backs of its people; that if you equip people with knowledge, the magic works a nation is transformed positively. Additional to this the chairman directed the attention of the forum to one more thing that needed doing being, to do good and talk about it - TVET. In effect he urged all to promote TVET, to raise awareness, to develop local skills and technologies and to promote them. His closing clarion call was Lets share more as countries in the region, open up and exchange ideas and knowledge recognising well that branding had a value. Finally, the chairman invited all in the forum to feel at home and to enjoy the exhibition that would continue for the oncoming few days into the following week. He lauded the TVET expo as a platform through which to spark of some innovation and research.

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3.0. Annex 1
FULL PAPER ON INSTITUTIONAL ARRANGEMENTS FOR THE REGULATION & ROLL OUT OF A RELEVANT VOCATIONAL EDUCATION & TRAINING OFFER, by Ms. Rehema Binamungu of the Vocational Education & Training Authority (VETA), Tanzania
3.1 INTRODUCTION
The provision of high quality Vocational Education and Training (VET) is an essential element for economic growth and development. The importance of VET has to only been recognized in Tanzania, but also the fact that in order for it to be effective in contributing to economic growth, it has to be appropriate and relevant, this paper outlines VET issues in Tanzania aiming in at making the provision of VET employment relevant to the needs of the labor market both formal and informal. In Tanzania economically active population constituted 89.6% of working age population. Distribution of this population in relation to education acquired is as follows: 7.7% have secondary education and above; 51.3% - primary education completed; 16.2% -primary education not completed; and 24.8% never attended education. Need for more Education and Training and especially VET. (ILFS-2006)

3.2 WHAT IS VET?

In Tanzania Vocational Education and Training (VET) and Technical Education and Training (TET) are distinct (URT, 1995). VET is governed by the Vocational Education and Training Act of 1994, not only to ensure VET is properly financed, promoted and regulated, but also to set a legal framework within which vocational training should be provided. The VET act also defines Vocational Education and Training to mean training leading to a skilled occupation (Pfander and Gold 2000:8). Learners in VET centres are hence pursuing skills training for meeting the specific requirements of occupations and upon successful completion they are awarded competency certificates for trades/occupations in the sectors of Mechanical, Electrical, Civil and Building Engineering, Automotive, Commercial and Business Support Services, Agriculture and Food Processing, Hospitality and Tourism, Mining, Printing, Cosmetology, Clothing Technology and Transport. Entry qualifications to the long VET courses vary from primary to secondary school education, depending on the course, and also through progression within the VET qualifications. Training delivery approaches includes; Institutional Based Training, Apprenticeship. The system also provides opportunity for training to formal sector operators, the approach known as Integrated Training for Entrepreneurship Promotion (INTEP). Training duration for VET programmes are organized as follows: Long courses: 2 3 years institutional Training, plus 2 5 months of industrial attachment Short courses: 1 6 months (specialized courses) tailor made courses. Workplace based training Skills Enhancement Programmes (SEP) for levy payers Non-formal training training for the informal sector (INTEP)

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3.3 WHAT IS VETA?

3.3.1 THE INSTITUTIONAL FRAMEWORK OF VETA i)
THE VOCATIONAL EDUCATION AND TRAINING BOARD; Responsible for the performance of the functions of Vocational Education and Training Authority, Responsible for VET policies and the supervision of their implementation at national level, Responsible for the use of the VET Fund and Fund disbursement criteria, Approve Annual Plans and budgets, Approve guidelines for Zonal Boards and TACs, Approve registration of VTCs. With a specific target on both the users and suppliers of trained workers; it is envisaged that in the work of the boards their main responsibility would be to be to ensure that the vocational education and training system is meeting the needs of the nation develop policies and to supervise their implementation. Their central aim will be to establish and maintain a user responsive efficient and quality conscious decentralized vocational training system that also give due weight to equity issues particularly in relation to females and disadvantage groups the boards is to view existing training institution as part of a holistic system. Thus its fund will finance VTCs, but also company and sector specific training institution as part of a holistic system thus its fund will finance VTCs but also company and sector specific training institution on the job as well as rural and urban community training centers. ii) THE VOCATIONAL EDUCATION AND TRAINING AUTHORITY (VETA) A Vocational Education and Training authority supervised by the implementation of the board policies. VETA is managed by a director general appoint by the president who is supported by head office directors in the areas of : Vocational education and Training Finance Labour market planning and development Assessment and Certification Vocational Teacher training and Nine regional directors who concentrate on the strategic aspects of the new system. REGIONAL BOARDS: Major roles of the zonal boards are: To determine regional training priorities To coordinate and supervise VET in the regions (zones) To provide guidelines on VET provision in the zone.

iii)

3.4 OBJECTIVES OF VET

The ultimate objective of VET is Employability, Wage employment, Self-employment, Career development. In order to achieve this VET has to be relevant to the labour market. This relevance is achieved through: Labour market information, Feedback, Training standard setting, 96

 Registration and accreditation of VET centres, Validation of final Competence, Assessment, Apprenticeship training, Auditing of VET centres for compliance. VET Funds come from the following diverse sources: Employers Contribution 2% of the 5% SDL, Government contribution (development projects), Donors Contributions, Funds from internal Sources, Income Generating Activities, Training Fees. On the other hand, Technical Education and Training (TET) in Tanzania is governed by the National Council for Technical Education Act of 1997, which defines Technical Education to mean education and training undertaken by students to equip them to play roles requiring higher levels of skill, knowledge and understanding and in which they take responsibility for their area of specialization. Essentially, TET is tertiary education obtained in a non-university institution and upon successful completion graduates are awarded Certificate, Diploma, Bachelors Degree, Masters Degree and Doctorate degree as appropriate. To join the lower level in TET requires graduates from ordinary and advanced secondary schools, depending on the programme to be pursued, as well as a lower TET qualification for progression within the TET qualification framework.

3.5 MAIN CHALLENGES FACING THE PROVISION OF VET

1. Access and equity: Public and non-public VET provision capacity is 100,000 per year. Actual skills training requirements is approx. 500,000 per annum. 2. Quality:Inadequate and obsolete training facilities in VET institutions, Big requirements for training of new vocational teachers and upgrading existing ones, Continuous participant interaction and feedback must take place, Adequate infrastructure to enable progression from one level to another, Vocational teachers who are committed to update their knowledge, skills and attitude from time to time, Available industrial attachment for learners, Labour market information available timely.

3.6 CONCLUSION
VET is an important organ for poverty reduction when it is associated with the actual needs of the labour market. In this context, it enhances economic and social development through human Resource development, in various ways. Support that helps to improve the quality of VET delivery is therefore of paramount value in order to achieve this desired impact of poverty reduction

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4.0 Annex 2
FULL PAPER ON CONSULTANCY BASED INCOME GENERATION FOR INSTITUTIONAL SELF-FINANCING, by Arch., Evans Juma Oino, of the School of Architecture & Building Sciences (SABS), Jomo Kenyatta University of Agriculture & Technology (JKUAT), Kenya.
4.1 INTRODUCTION
Jomo Kenyatta University of Agriculture and Technology (JKUAT) was founded as a middle level college in 1981 as Jomo Kenyatta College of Agriculture and Technology (JKCAT). This was preceded by feasibility studies by Japanese Nationals who were on a mission to find areas of bilateral collaboration between Kenya and Japan in 1978. The main areas of training were Agriculture, Engineering and Building Construction and Technology. The main Objective at inception was to produce the much needed Manpower to serve Kenyas crucial Agricultural and Technical Sectors as the key drivers of the Economy. It was transformed into a University College in 1988 and renamed Jomo Kenyatta University College of Agriculture and Technology (JKUCAT) to respond to the rapid expansion in the Education sector in Kenya. It became a fully-fledged University in 1994 as Jomo Kenyatta University of Agriculture and Technology, JKUAT as it is known today. At the time, it was the 5th Public University in Kenya after Nairobi, Moi, Egerton and Kenyatta. It is probably the most iconic Symbol of Friendship between the people of Kenya and Japan

4.2 GROWTH
The student population at inception was 157. The number of students registered at JKUAT now stands at over 30,000. There were only three (3) faculties at inception namely, Agriculture, Engineering and Science. JKUAT is now a University of international repute with several Colleges, Institutes, Schools, and faculties (See table I below). These are spread throughout the country as well as regionally.

Table I: Number of colleges, Faculties and Campuses

Establishment Schools and Faculties Institutes Constituent Colleges Campuses Numbers 7 4 8 11

It is evident that the growth of JKUAT has been phenomenal for a University that has existed for about 30 years. The contribution to the Manpower requirements of the region cannot be therefore be gainsaid. 98

Table 2: No. of Grandaunts in the last 10 years

YEAR GRADUANDS 1996 498 1998 510 2000 539 2002 641 2004 1460 2006 2004 2011 4447 2012 3966 2013 6000

4.3 FINANCING PROGRAMMES AT JKUAT

As is with all endeavors of the magnitude outlined above, the question of financing has been and still is the Achilles heel. Being a public University established at a time of rapid expansion in higher education training in Kenya meant that JKUAT like the other public Universities would heavily depend on State funding. As is the case with public resources, competition for the scarce resources was stiff. Although the Technical cooperation with Japan was still on at the time of conversion to University, the cooperation ended in the year 2000 as per the bilateral agreement. Transition to public funds dependency was therefore uncomfortable. Figure I below illustrates the challenge of financing a growing institution. It can be observed that Government capitation is only about 25% of the annual recurrent expenditure of the University. It is therefore incumbent of the University management to seek ways of bridging the financing deficit. A standing resource mobilization committee was therefor established to continuously seek opportunities for resource mobilization and advise management on areas to focus on. A few of the alternative means are listed in table 3 below invariably referred to as Appropriation in Aid (AIA).

Figure 1: Case for alternative financing

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Table 3: Income generating Units (IGUs)

ID/Registration Fees Rechargeable transport Consultancy services - SABS

Residential Fees

Nursery School

Bookshop Income

Tuition Fees

Farm crops

In-Country Training

Examination Fees

Horticulture Production

Chemistry Entrepreneurship

Medical Fees

Staff Cafeteria

Livestock production

Post Graduate Fees

Food Processing

Outside Catering unit

BSc. application fees

Xeroxing and printing

Farm machinery

Internet

Workshop Production

Health centre dental

Computer fees

Food Processing

Botany IGU

Library fees

Mechanical Eng. production fund

BEED IGU

Field trips/attachment

Electrical Eng. production fund

Consultancy services - SHRD

Research/attachment fees

Hospital fund

Medical lab science IGU

MSC. Computer Based Inf. Syst.

Library Production

ISO Training Income

Journal of Agriculture

IBR production

IHRD MSc. Entrepreneurship

The IGUs listed above are by no means the complete schedule. It may be deciphered that the IGUs are Department based. Each Department is encouraged to establish methods of revenue generation. The IGU policy was established to guide business centres. The IGU policy is administered by the Jomo Kenyatta University of Agriculture and Technology Enterprise services (JKUATES) which is run by a Managing Director who reports to the University Management Board (UMB).

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Figure 2: Management structure.

For illustration purposes, the paper will use the consultancy unit of the School of Architecture and Building Sciences (SABS).

4.4 SABS CONSULTANCY OFFICE

All Academic staff in the School of Architecture are highly qualified professionals. Indeed it is required that in order for you to teach in the school, one must registered by their respective regulatory boards. It therefore follows that they should practice what they teach. It is against this backdrop that the University affords time for consultancy both internally and externally. The School of Architecture and Building Sciences Project Office (SABS-PO) was therefore established for this purpose. The office is responsible for nominating full design teams for various projects commissioned through the school. It also appraises projects, declares profits as well as distributing revenue as per the University wide IGU policy. At the moment, due to the increasing demand for services externally, we are in the process of registering it as a limited liability company that may run parallel to JKUATES. This is aimed at eliminating regulatory obstacles because JKUATES cannot be regulated by the statutes governing professional services. 4.4.1 SOURCES OF SABS-PO CONSULTANCY SERVICES Internal University Facilities As demand for university education ever increases, the need for expansion of University facilities continues. The University management Board resolved to engage expertise already present in the University. County Governments The University has signed MOUs with county Governments to collaborate on matters of common interest including Urban Planning and Design issues. We are currently preparing proposals for regeneration of vast residential zones in the East of the city. This is in recognition of the fact that a lot of research in our schools is conducted in the sprawling but decaying residential zones. It therefore helps to put in practice research findings and recommendations. 101

 Quasi-Government Institutions like parastatals, Schools, New University Campuses Ordinarily, public institutions rely on the Ministry in charge of public works to implement development projects all over the country. However, staff establishments at the Ministry teeters at about 10%. This therefore means that there is a serious lack of capacity which leads to inefficiency hence poor delivery of public projects. Inevitably costs escalate. Most public institutions are now turning to the large pool of expertise in the University for solutions. Non-Governmental Institutions, Community based Institutions More and more community based institutions like village polytechnics, churches, etc, are looking up to SABS-PO. Training programmes (DOD) Recently, we have conducted ArchiCAD courses in modules for the Engineering division of the Kenya Defense Forces. This is a new line of revenue stream. Curriculum development for tertiary institutions; As the University transitioned from a middle level college to a University, all Diploma programmes were phased out. We however entered into an MoU with a private institution to conduct the course at a fee of 35% of the gross revenue. The demand for the mid-level qualification is at an all-time high as most mid-level colleges were swallowed up by mainstream Universities thereby denying the market technical support. Training of Contractors A new parastatal to regulate the construction sector was established recently. We are in the process of putting together a curriculum for training of contractors on behalf of the National Construction Authority (NCA) Table 4: Selected portfolio
CLIENT Commission for University Education (CUE) Headquarters Cooperative College Export Promotion Council JKUAT JKUAT JKUAT PAUISTI Taita Taveta University College Multi-Media University College Barack Obama Cultural Center NPC Church Parklands PROJECT DESCRIPTION Master Plan, Design and Supervision Academic and Administrative facilities Kenyas stand at the World Expo 2012 (Korea) New Science Complex (Completion works) Technology House (Conversion works) New Administration Block Lecture Rooms, labs, Workshops and Offices Hostels, Lecture Theatre, sports facilities Engineering Block Design Competition Sanctuary Design and supervision STATUS Complete Complete Complete Complete complete Ongoing Ongoing 90% Complete Tender stage Winning entry Complete

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4.4.2 REVENUE DISTRIBUTION The distribution of revenue is based on the IGU policy administered by the JKUATES under the Research, Production and Extension Division of the University. Suffice to say the policy is a negotiated document. Deliberate efforts are made to ensure that all University programmes are funded. All costs are paid for before surplus is declared. The surplus at the end of a financial year is declared as bonus. Table 5: University wide distribution schedule
UNIT/ORGAN STAFF DEPARTMENT FACULTY LIBRARY CENTRAL ADMIN. ACADEMIC DIVISION UNIVERSITY HOSPITAL DEVELOPMENT FUND STAFF WELFARE STUDENT WELFARE TOTAL % ALLOCATION (%) 40.00% Dept.s Potion 8.20% Facilitating Office 5.50% 5.50% 1.00% 24.00% 2.00% 1.80% 8.00% 3.50% 0.50% 100.00%

13.70% 5.50% 1.00% 24.00% 2.00% 1.80% 8.00% 3.50% 0.50% 100.00%

The Departmental portion of 40% is distributed to all staff in the department. The following three options may be adopted: 1. Equal distribution to all staff. 2. Distribution based on employment grade. 3. Forfeiture to finance projects of common interests Ultimately the position taken is negotiated in the Department and all decisions are by consensus.

4.5 MERITS OF THIS MODEL OF INCOME GENERATION

Augmentation of Government of Kenya capacity Large Pool of Consultants Student Involvement Incentives in-built in the IGU Policy

The merits if running academic Departments as a business are enormous. These may be summarized but not limited to the following;

Improved income and facilities hence high Employee satisfaction and retention Close linkages between training and Practice Growth of Institution as a brand

4.6 CONCLUSION

Academic divisions should be encouraged to run as businesses. Besides augmenting the government resources there is the added advantage of staff benefits, satisfaction and availability to students. Needless to say, Consultancy based income generation is a sustainable way for institutional selffinancing. 103

4.7

SELECTED PORTFOLIO

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