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Restricted UNDP/SOM/7 1 /519 Terminal Report SOMALIA . ..
Technical Education and Vocational Training
Project Findings and Recommendations
Serial No. FMR/ED/OPS/81/402 (UNDP),
United Nations Educational, Ufiited Nations Scientific and Cultural Development 0 rga niza tion Programme
Paris, 1981 -
S O M A L I A
TECHNICAL EIXJCATION BND VOCATIONAL TRAINING
Project Findings and Recommendations
Report prepared for the Government of the Somalia Democratic Republic by the lbited Nations Educational, Scientific and Cultural 0rga;nization (Unesco) acting as Executing Agency for the United Nations Development Programme (-)
United Nations Educational, Scientific and Cultural Organization .
United Nations Development Programme
m/sM/cI1/519 Terminal Rep"'it ~ ~
FMB/ED/OPS 81 402 UNDP 31 December 1981
0 Unesco 1981 Printed in France
TABLE OF CONTEXTS
Paragraphs
I.
I1 0
III,
Iv.
momcTIoir AND OBTECTIVES OF PROJECT . .. . . .. . . ... .... (I - 55) Historical Review ... ........... ...... .... ..... ...... .. 1 - 6 Official Arrangements ... .. ....O. ... .. ..... . 0. ... . .. ... 7 - 25 Development of Immediate Objectives ..... .. .. ..... .. ... 26 - 27 Government Inputs .o.r .. .. ... . .. .. . .. . . .. .. .... .- ... ... 45 - 55 UK0.P Elpats ..................... .........)............ 28 - 44
ANNEXES
ANNEX I
ANllEX I1 - List of International Staff. ANNEKE I11 - National Fro ject Staff
- Immediate Objectives of the Project
IV - Fello~hips and study Tours ANNEX V - School Training assisted by the Project ANNEX VI - Ad Hoc Courses conducted by the Project ANNEX VI1 - Curricula prepared by the Project
ABBEZEXIA!L'IONS
' I
AASS BTI CTC ECL HTI IIEP PlILSA MTI MSA ?TpEC
VTCL
Afpi Agricultural Secondary School Burao Technical Institute Clerical Training Centre Education College, Lafole Hargeisa Technical Institute International Institute for Educational Planning Ministw of Labour and Social Affairs Mogadiscio Technical Institute Mogadiscio School for Accountants Technid. Teacher Education College Vocational Training Centre, Lafole
,
SOMh1/519 - Technical Education and Vocational Training
1960 19 65 1970 1975 1980 1 Elementary 16 300 23 300 26 000 197 700 131 000
Intermediate . 2 800 5 600 14 800 21 800 140 OOO
Secondary 800 1900 5 200 7000 '24 400 A
TWMINAL REPORT
4 I, Tf?TRODUCTION AND OBJECTIVES OF PROJECT
Historical Review
3- was limited to three institutions, and vocational training was virtually non-existent. With the rapid and progressive development of agriculture and industry after the Revolution, the lack of qualified manpower became one of the major problems of the country. - -
Prior to the 21 October Revolution (lye), Industrial Technical Education
. . .
. .
- 2 -
4. to strengthen industrial, comercial and agricultural education and vocational training in Somalia. The project, which started in October 1972, was a joint Unesco/ ILO project, with Unesco acting as executing agency. It directly supported the Mogadiscio and Hargeisa Technical Institutes where it introduced 4-year technical training courses in mechanical, electrical, automobile and civilhilding specializ- ations. It further assisted the Mogadiscio School for Accountants and the Bargeisa Clerical Training Centre in commercial education and helped in the creation of the Afgoye Asicultural Secondasy School.
5. and commercial teacher and vocational instructor training was organised in the form of short training and upgrading courses. In 1975, in-plant training for vocational instructors, supervisors aad foremen wits added to the project activities and the first systematic technical teacher training started in 1976 when the project conducted a two-year course (1976-1978) with an output of 52 technical teachers, The 19 counter- parts appointed to help the experts were graduates of this course.
60 In December 1978 the Technical Teacher Education College was created in Mogadiscio and the project concentrated on supporting it, The College trains technical teachers and vocational instructors in the mechanical, electrical, automobile, civil/ building and marine fields, A commercial department is due to start in December 1982. In addition, the project is supporting the training of teachers of agricultural subjects for secondary schools in the College of Education of the Somali National University. Technical assistance in these fields is expected to continue up to 1984.
In 1971, a decision was taken to create the project SOM/71/5i19 in order
6
Several vocational training courses were also conducted, Up to 1976 technical
Official Arrangements
7. vocational training and technical education.
In 1970 the Government requested UNIP to provide assistance in the field of
8. (for objectives see Annex I) and recommended that a Project be created for this purpose, and given top priority.
9. The recommendations of the above Mission were endorsed by the Government, and a UNDP Governing Council Document DP/SF/R. 13/Add. 18, dated 1 December 1971, was prepared. It was approved by the Thirteenth Session of the Governing Council in January 1972 (see Annex I). Overall authority over the Project was delegated by the Government to the Ministry of Education, and the Ministry of Labour and Social Affairs (MLSA, formerly the Ministry of Labour and Sports) was given technical responsibility for the vocational training component of the Project, Unesco was assigned as implementing agency, it being understood that the vocational training component posts would be sub- contractedto ILO. The starting date of the Project was 1 September 1972 and the expected duration four years,
10. on 7 October 4972.
11, Trades (Im) was changed to that of Expert in Training Standards, Trade Testing and Certification.
In August 1971 a Unesco/IM Mission identified the main task for assistance
The project came into operation with the arrival of the Chief Technical Adviser
At the request of the Government, the scheduled post of Ekpert in Mechanical
-.3 - 12, In summer which had not yet Centre,
13- The draft .I its final version
1974 the scheduled training of telecommunications technicians, begun, was transferred to the Post and Telecommunication Training
Project Document was several times revised and updated and "A" was signed on 9 December 1974 (see Annex I),
14 was deleted from the Project and a. small scale umDp/Iu) project sOM/L74/0lg created for this purpose in January 1975. This project carried on until October 1976,
lZle post of &pert in Training Standards, Trade Testing and Certification .
15. Based on the recommendations of a UNIP/bnesco/kM Mid-Term Review Mission (November 1974), Project Document Revision B extended the Project till December 1977 with the intention of phasing out the Project at that time, Assistance to the MTI wa8 scheduled to end at the latest in July 1977, and assistance to the HTI and vocational training activities at the end of 1977.
16, separate projects, one for technical education, the other for vocational training, The splitting was discussed during the following four years, but was never implemented . 17- Because of the UNDP financial crisis an expert had to be financed from IDA flmds for ten months in 1976, and in April 1976 the project was shortened in order to end in July 1977, It was only in June 1977 that funds for the extension of the whole project until December 1977 were made available,
18 Vocational Training Adviser and the Expert in Building Trades, reinstated the post of Ekpert in Mechanical Trades and created the post of Ekpert in Automobile Trades (see Annex I),
19. of October 1 78 and to finance the technical assistance from the Second IDA Education Project SOM. P 247. UNDP agreed to cover the support costs, The objective of this extension was to enable the project to finish the initial two-year technical teacher training course ( 11h64h8) , 20, the Project for November and December 1978 under IPF h d s .
The November 1974 Mission recommended that the Project be split into two - -1
U
In March 1977 the Project Document Revision Wt deleted the posts of the
Early in 1977 the Government decided to extend the Project until the end
In August 1977, at the request of the Government, UMIP agreed to extend
21, In April 1978 a TJnesco/h Review Mission recommended the extension of the Project as Phase I1 for another three years (1979-81). This extension was approved
in April 1979. The posts of the experts in In-Plant Training and Automobile Trades were deleted and a post of Vocational Training Adviser/In-Plant Trainer was set up as of January 1980, Rur UNV posts (sheet-metal work, automobile trades, wood-work '
and masomy) were also created,
* in the second half of 1978 and the Project Document Revision, "J" w s signed .
- 4 -
22, A UNDP/Unesco/ILO Mid-Term Review Mission recommended in July 1980 that the post of Vocational Training Adviser/In-Plant Trainer be replaced by a post of Technical Teacher Trainer and that the project be extended by another three years (1982-84) as Phase 111, under a new code number, and a new title "Technical Teaoher Trsiningl1
23 The Project Document Revision, "M", was prepared in October 1980 and became applicable as of January 1981. The proposed post of Technical Teacher Trainer was replaced by 9 man-months of consultancies;
24. Headquarters in May 1981.
25 . The Draft Project Document for 1982-84 wits submitted to UNDP and Unesco
Tripartite reviews (underlined reviews were assisted by HQ missions) took place at the following times: November 1974, October 1975, December 1976, June 1977, ~ugust 1977, April 1978, December 1979, July 1980, AUgu8-t 7981.
Development of Immediate Objectives
26. the strengthening of technical education and vocational training became one of the development objectives in Education, and UNDP assistance m s sought for it,
Because of n i t i d manpower shortage and deficiences in the training system
27. ing certain educational goals and contributing to development of Somali technical education and vocational training. During the preparation and implementation of the Project (until 1981) seven versions of immediate objectives were prepared and
The immediate objectives of the Project were developed in relation to achiev-
adopted.'These are listed in Annex I and can be grouped
- Technical Fducat ion (including Pre-Technical - Vocational Training (including Standards and - Cokercial Training - Agricultural Education - Technical and Agricultural Teacher These groups are interconnected and sometimes we shall give a separate account of each.
under the- foilowing headings :
Education) Trade Testing)
and Vocational Instructor Training. overlap but, for reporting purposes,
UNDP Inputs
28, the first Project Document, ''At1, the Project was to last four years (1972-1976). In Revision, I1B1l, the Project extended to 1977, in Revision ''€It1 to 1978, and in Revision I1J" to 1981, The respective budget ceilings were:
The Budget of the Project grew in line with the Project. AB deat with in
- Version ltAI1 8 1 010 550 - Revision - Revision - Revision The last Revision,
1.569 490 1934 300 3 783 240
Ir g l l
l l p l
"N'', (June 1981) adjusted the ceiling to 8 3 852 910. 18 J l l
\
- 5 - 29. The increase of expenditures was as follows (budgeted figures in brackets):
-.
Year - 1972 1973 1974 1975
Expenditure
$ 23 690 157 590 309 350 466 720
M a t ive
$ 23 690 181 280
. 490 630 957 350
1976 400 280 1 357 630 1977 396 450 1 754 080 1978 86 160 1840 240 1979 415 940 2 256 180 1980 1981 1982
2 768 220 (3 736 290) (3 852 910)
30. was paid $ 35,000 from the 511-S IDA project for 10 months in 1979, adbecause only limited UNDP fbnds were available for the Project for 1978, the Government allocated $ 468 540 from the 511-So IDA project to cover nine man/mnths during the period January-October 1978. In 1978 only $ 292 450 were spent and. at the request of UNDP, another 3 100 000 were committed for the Project for 1979. The balance was spent in 1980 and its equivalent, $ 54 300. transferred to the equipment budget for 1981.
31
AB a result of the UNDP financial crisis, the expert in electrical engineering.
IDA funds (gross = net c 14 overhead costs) were spent as follows:
Gross' - Net - . Year - 1978 256 540 292 450 1979 . 84 200 96 000 1980 62 870 71 670 Total 403 610 460 120
These figures are explained by the lower UNDP contribution to the Project duringthe period 1978-19sO. The above sans of $ 35 OOO and $ 430 610 should be taken into account in considering the total costs of the Project.
(b) -International Staff - International staff composition and development are shown in Annex 11, where 32.
the periods for which the posts were scheduled and their implementation are also indicated.
- 6 -
33. Originally 13 expert posts were planned (CTA + 12 experts). During Phase I (1972-1978) five posts were deleted and three new posts created (see also Official Arrangements). Fbr two of the posts (11.11 - Telecommunications and 11.17 - Automobile Trades) no experts were recruited. Phase If deleted one expert post and created four UNV posts.
34. staffed. The absence of planned experts was most noticeable in the first year of the Project and slowed down its progress. The only time at which the Project was fully staffed was between October 1975 and September 1976. In the period since then it only attained complete staffing in August 1981-
35.
As the attached graph (page 7) makes clear, the project was generally under- 4
In Phase I two associate expert posts were provided for (Building and Mechan- ical Trades) and these were filled during 19 (Audiovisual Aids and PreJhchnical
Two other associate expert posts in Phase 11, but were not
filled.
360 increased to 13 m/q but no consultancies were passible during the UNDP financial crisis. Thus, no consultancies Were im lemented during Phase I. For Phase I1 15 m/m of consultancies were planned, 9,6 m P m have been implemented so far, and another 4-5 m/m were anticipated for l98l.
37 Two of the four UNV posts were filled with some delay but, at present, all four UNVs axe serving with the Project-
(c) Training Component
Five m/m of consultancies were planned for Phase I. This number was later
Fbr Phase I, the initial Project Document provided for 121 m m of fellow- ships. As a result of lack of funds, the plan was shortened to 27 m / m in 1975. Problems in finding suitable candidates caused delays in recruitment, but fellowships of 23 m/m, were all implemented in the second half of 1974 and 1975. No funds for fellowships were available during 1976-1978.
period. One short study tour (O,5 month) was implemented in 1978.
380
' 39. Seven m/m of stu* tours were planned and six m/m implemented during the same
40. locating suitable candidates, the fellowships only started in 1980 and four were scheduled toend in 1982. The increased costs of fellowships in the United Kingdom
'
Phase 11 planning provided for 96 m/m. But because of difficulties in
resulted in a cut back and a 4otal of 75 this reduction in numbersfthe budget had S 60,000. One short study tour ( 10 days) planned for 1981.
m/m only will be implemented. In spite of nonetheless to be increased by more than was implemented in 1979 and another was
- -7-
- ..
.-... . - I , -. . ..
I i I i
I I
I I I
- a -
(d) Equipment
41 The equipment component of the Project was not very important, since most equipment was provided by the Government either directly or through IDA loans.
42 At the beginning of the Project $ 30 000 were allocated for equipment. This amount was increased to 8 43 000 for the period up to the end of 1976, and was spent mainly on transport and equipment for HTI (20 $ypewriters and 20 calculating machines).
43 In 1977, S ~ , c l o o were allocated for the purchase of equipment for an automo- bile mrkshop for vocational training in the Training Centre of the MLSA, This equip- ment was received during 1978 but WLS not installed'until 1980, at which time the first four workshop buildings of the Centre were ready.
,
44. duplicating equipment for the TTEC and some equipment for its workshops and labora- tories. In 1981, 46 56,000 were transferred from the savings in the IDA allocation to the pject and earmarked for equipment for the TTEC. These funds were to be spent during 1981.
An allocation of $ 60,000 for Phase I1 was used to provide audiovisual and
Government Inputs
(a) Counterparts
45 National counterpast staff is listed in Annex 111. Generally speaking, ' Phase I suffered fromalack of suitable and qualified staff in Somalia. Only a few counterprts were available, and in technical education, as well as in vocational training, experts mostly mrked without counterparts, Often counterparts were assigned, but did not attend,
46 52 technical teachers. Nineteen of these were assigned to the Project in November 1978. -her improvement was brought about in 1980 when another 19 counterparts were appointed. Due to k c k of suitable staff, some problems remain in appointing a counterpart to the commercial codtan<.
The situation improved considerably in Phase 11, once the Project had trained
(b) Zbcilities
47 The Government used funds under the first IDA 247/80 Educational Project ko remodel the BIT1 (3 48,ooO) and HTI (3 136 000). The foundry and forging workshop constructed in the MTI with the help of these funds in 1974 was demolished in 1979 to make room for a big classroom building which was never constructed.
From the beginning of the Project, office space was available for the Project.
48. under the 247-90 IDA project (3 1,380,000) and another IO under the 511-SO IDA project
For the purposes of pre-technical education, 11 schools were reconstructed
(8 1 920 000).
49 compound called the Polytechnic and the original premises were given to the TPEC. Since then, several improvements, and better maintenace have redted.
In 1978 the four-ye= course was moved from the MTI premises to a new
a- >*
- 9 -
50. compound. The preparatory work, assisted by the Project, started late in 1979 and construction was planned to start at the beginning of lg8l. So.Sh, 4,600,000 were allocated, but the construction has not so far hem.
A new compound brill be constructed for the TTEC close to the Polytechnic
' 51. A srnall vocational training centre for the MLSA was constructed in 1975 and 1976 with the help of Project experts. It was used for project-supported training until 1979 when it was put at the disposal of the Somali Institute for Developnent
. of Administration and Management.
520 A Vocational Tkaining Centre (MLSA) was scheduled to be constructed in 1977 with the help of Arab League funds. Finally these funds were not allocated, and after several changes of site, the MLSA constructed four trorkshops and one administration building in 1980, which are now mainly used for trade testing and short training courses. The centre will be finalised with assistance from the Federal Republic of Germany.
In order to support the activities of the Project the Government provided .C 53. equipment for 3 2?579,000. $ 2,079,000 were allocated from IDA loans and $ 500,000 directly from the budet of the Ministry of Education. The funds were distributed as follows:
(i) from the -cational project (IDA 2~17-s) : $ 194,000 for equipment for the MTI 1974-75 sb lO9,OOO for equipment for the HTI I 1 1974-75
$1 006,000 for equipment of workshops and laboratories in ten general < secondary schools (1974-75) -*.
(ii) from the Second Educational Project (IDA 51140): $ 600,OOO for completing equipment of the above ten general secondary schools (1976) 8 for technical assistance in (1978))
56,000 for equipment of the TTEC (unspent balance of funds allocated
(iii) from the Third Educational Project (IDA 738-50) : $ ll4,OOO for equipment of a Trade Testing Centre in Mogadiscio ( 1978-1980)
(iv) direct allocation from the Illinistry's budget : $ 250,000 for equipment for the TTEC (1979) !$ 250,000 for equipment for the TTEC (1980).
54. installation as well as .-efisu&ng the administration of equipment supplies since 1978
The Project prepared lists for the above equipment and assisted in its
-
- 10 - 55- schools benefited from UNICEF assistance,as a result of which a Land Rover supplied to the Ministry of Education tm allocated by the Ministry to the Project.
It should be mentioned t w t agricultural education in general secoIidary
If. ACTIVITIES AND OuTrmTS
Technical Education
(a) Secondary Technical Education
5 6. When the Project started in 1972 there were three technical schools in Somalia: the Mogadiscio Technical Institute (MTI), the Hargeisa Technical Institute (HTI), and the burao Technical Institute (Bn). The MTI conducted four-year secondaq training in mechanical and electrical engineering and Italian was the language of instruction. English be- to be introduced in 1971. The HTI conducted three-year courses in carpentry, joinery aad masonry/bricklaying,while the BTI, created under bilatera3 assistance from the Federal Republic of G e r m , conducted three-year craftsmen-oriented courses in mechanical, electrical and automobile trades. In addi- tion, there was a Vocational Training Centre in Lafole (VTCL) run by the Ministry of Labour, which conducted craftsmen courses in mechanical, plumbing, automobile, electrical and wood-working trades. It should be noted that there was no change in the number of technical (.industrial) schools up to 1979.
.
57 0 In the field of secondary technical education the main task of the Project was to upgrade MTI and HTI. The work was delayed at the outset, because the expert in automobile engineering wit8 only recruited in April 1973, the expert in electrical engineering in August 1973, the expert in mechanical engineering in December 1973 and aa associate expert in building trades in September 1974. Also, the experts in civil/ building engineering a d in the building trades were recruited In January 1975, more than two years after the Project had begun.
58 the syllabi for automobile and electrical engineering were ready in the first half of 1974, those for mechanical engineering in the second half of 1974, and those for ' civilfbuilding engineering in the second half of 1975.
59. In the MTI the first group of students trained in line with these syllabi graduated in 1975 (mechanical and electrical engineering). In this year, also, Italian as a means of instruction was phased out. The automobile specialization was created by splitting firm 1 of the mechanical section, and the first students trained in this way graduated in 1976.
A start on the-work on syllabi was made upon the arrival of each expert and
60. In the HTI a four-year secondary course was begun in November 1974, at which time phasing out of the three-year craftsmen courses was also undertaken. The first students from the four-year courses graduated in 1978.
61. to be assisted by the Project. But before the relevant expert was recruited, the Government decided (in the second half of 1974) to remove telecommunications training from the Project, and transferred it to the Po&-and Telecommunication Training Centre.
Training in telecommunications was originally included among the specialiaations
.
- 11 - 62. '
construction and/or reconstruction of workshops and laboratories and in supply of equipment) financed through the first IDA Educational Project 247-S. The Project assisted in this activity from beginning to end. In 1973, plans for workshops and laboratories were prepared for the ITI, and in 1974, for the HTI, Lists of equipment were prepared for both, and the Projed assisted the IDA Office in Mogadiscio in the evaluation of bids.
!J!he MTI and HTI benefitted greatly from a remodelling (consisting in
,
63 Remodelling m r k began early In 1974, but dit not conthue on schedule. Construction work finished late in 1975? and equipment continued to arrive and was still being installed up to 1976. The installation of equipment was organised and implemented by Project staff, and teachers were trained in its utilisation and . maintenance in both the MTI and the H!J!I.
'
64. workshop was constructed and equipped but because of a shortage of teachers this workshop only became operational in 1979.
65 0 At the request of the Ministry of Wucation, the Project prepared new syllabi for the three-year crafts course in BTI in the second half of 1976. These syllabi were later adopted for the VTCL which helped to unify the training of craftsmen throughout the country.
As part of the remodelling of the HTI a pltrmbing-oriented mechanical
66 0 on all Project experts. Teaching itself began in 1973 and the heavy teaching loads, over 20 hours of dired class-contact, continued until 1975, fir the school-year 1975-1976 the Government hired over ten expatriate teachers, which lightened the experts' load, and allowed more time for activities other than teaching. Direct Project assistance to secondary technical education ended in 1976, as scheduled.
A lack of qualified national teaching staff imposed a heavy teaching load
(b) Pre-Technical Education
In 1970 a decision was taken to include pre-technical (?re-vocational) 67. education in general secondary scbols. The aim was to prepare secondary school leavers to take an active role in the future development of their country and to facilitate their adaptation to its changing needs.
68. The extension of eleven secon- schools was covered by the first IDA loan 247-90 (.v71-1977). The Project elabozLated lag-outs for the workshops and lab- oratories. The necessary reconstruction started in 1973 and was completed in the second half of 1975. Another ten schools were reconstructed under the second IDA loan 5ll-X) in 1976. Lists of equipment were prepared by the Project which also assisted the IDA Office in evaluating bids, ordering, and installing equipment. Workshops and laboratories became operational in 1976 but only in a few schools, In 1977, due to lack of staff, pre-technical education was discontinued.
'
- 12 - Vocational Training
The vocational training objectives of the Project can be sunrmed up in 69 three categories:
- Assisting in the creation of a co-ordinated vocational training system; - Training of unskilled and upgrading of semi-skilled workers; - Establishing training stadards and trade testing. During Phase I the vocational training component of the Project tas severely 70
affected by understaffing. The post of Vocational Training Adviser (PTA) was filled for only two and a half years out of the four. The best situation was in electrical trades where the first expert started 15 months after the beginning of the Project and, after a gap of five months only, the second continued up to the end of 1977. The posts in building trades and mechanical trades (associate expert) were filled two years m e r the beginning of the Project and each for 22 months only. The expert in trade testing asrived In January 1974, but trade-%esting waa removed from the Project at the beginning of 1975 and an small-scale project was created for this purpose. The in-plant training post bas created in 1975, and filled for three yeass.
71 no clear policy as to where, and under whose responsibility, the vocational training should be organized. The first VTA helped clarify this matter and vocational training vas finally made the respons- ibility of the MLSA. In the second half of 1974 a Vocational !Graining Service m s created in the MLSA and the counterpart of the VTA was assigned to be head of it. The Project prepared detailed policy outlines for a nation-wide apprenticeship and vocational training system. In 1977, the Vocational Training service was upgraded to a ministerial department and aNational Committee for Vocational Training created, which dealt mainly with trade testing problems. Vocational legislation was prepared by a Project Consultant early in 1980, but as of the time of writing the law has not yet been approved.
72 lack of facilities. In 1974, an agreement was reached between the Ministry of Education and the NLSA to use the MTI and HTI premises for afternoon and evening training and the Fkwject organized four training courses in these schools between August 1974 and February 1976. In 1975, hotrever, the EllLSA began construction or" a small vocational training centre with full assistance from the Pro 'ect, and all direct training courses orwized by the Project (listed in Annex VI 5 have been conducted there since July 1976. In-plant training activities started in 1975, under the guidance of the VI% and continued successfully during the presence of the In-plant Training expert up until the end of 1978. In all, seven in-plant training courses for 240 workers were conducted.
At the beginning of the Project there
The training of unskilled and semi-skilled workers was complicated by a
73 for the MLSA and construction was programmed to start in 1976. But because of lack of fhds building did not get under way until 1979. Four workshops and one administration building were finished in 1980. The Project supplied equipment for an automobile
It was decided to set up a large vocational training centre in Mogadiscio
workshop and participated in its installation. agreement rdth the Federal Replblic of Germany covered expansion, construction, equipment and
In 1980, the Government for the support of this technical assistance.
concluded an centre thich
.
- 13 - 74 Project in Januarg 1975, but cooperation in this field continued, It should be mentioned that under the third IDA loan 73840 another trade-testing pro8ect (somilh8/02A) started in Elarch 1978. The expert, who was in Somalia for one and a half years, cooperated with the Project, and after his departure, the Project assisted the centre in administration and installation of the trade testing equipment.
75- The two vocational training experts who were present in 1978 have been integrated into the technical teacher aad vocational instructor training since
The training standads and trade-testing component was’removed from the
. . Pecember 1978.
Commercial Trainin5
760 In 1972, there were tin commercial training institutes: the commercial section of the HTI (also known as the Clerical Training Centre) and the Mogadiscio School of Accountants (later called Mogadiscio Institute for Accounta~?ts). The objective of the Project in commercial training was the strengthening and u-ting of training progrannnes in the two institutes.
77 In 1973 syllabi were prepared for a two-year course in clerical skills in HTI and implemented, beginning with the school year 1973/1974. Lists of books and equipment were prepared for that course, and support given until November 1975.
78 At the request of the Ministry of Education, a syllabus for a four-year course in commerce and accountancy vas prepared for the MSA in 1974, with the intention of also changing the medium of instruction from Italian to &@ish. In October 1974, it was decided, because of lack of English-speaking teachers, to continue instruc- tion in Italian. As a result, this syllabus has not so far been implemented. It is intended to introduce it in the WSA in the school year 1981/1982.
79. In December 1976, the Project participted in a study of Commercial Education in Somalia, aimed at modifying the training in a two-year basic, plus two-year upgrading secondary course. This has not been implemented so far. New comrcial schools are envisaged in the next Five-Year Development Plan (1982/1986).
- * - I.
...- ~ .
,
Agricultural Education
The agricultural education component of the Project has two major goals: 79 to support the new Afgoi Agricultural Secondary School and to introduce basic agricultural training in general secondary schools.
80 . The expert in agricultural education joined the Project early on and all planning,including the syllabus for a four-year ftill secondary training in agricul- ture, was completed by 1973. Implementation of E’orrn 1 of this course began in the school year 1973/1974. The principal of the AASS was assigned as counterpart to the expert who directly supported the school until 1977 and taught an average of 16 hours per week.
I
- 14 - 81 . while maintaining most of the agricultural content. The Project drew up plans for the transition, and prepared a new three-year syllabus. A first batch of students trained over four yaars graduated in 1977 and the first three-year programme students graduated in 1978.
82. In its first phase, the Project assisted with plans for the teaching of agricultural subjects in five general secondary schools. Schools were partially equipped with UNICEF financial assistance and teaching started in 1976. Those schools staffed by biology graduates only offered short agricultural training. In a second phase, another five schools were scheduled to start. Amther support was given by UNICEF in 1978 and this helped make it possible to provide equipment for school farms and poultry houses, and a Land Rover for the agricultural component of the Project. The programme is currently going on in six schools, and will be extended as soon as properly trained teachers become available.
In 1976, the Ministry decided to reduce the course from four to three years,
Teacher Training
&om the very beginning the training of teachers'was one of the most important * 83 0 of Project objectives. In 1972, there were few technical teachers in Somalia and most of them step in
84. '
existed
had inadequate knowledge and skills. Thus teacher training was an essential order to prevent the collapse of technical and vocational education.
(a) Technical Teacher and Vocational Instructor Training
During Phase I no specialised institution for teacher and instructor training which explains why most of the Project's teacher and instructor training
activities from 1973 to 1975 were in the form of shorter, or longer ad hoc courses, designed to provide training in teaching and instructional methods. Seven courses lasting from ten days to twelve weeks were organised during this period (see Annex VI): one for technical subject teachers, two for vocational training instructors, one for technical teachers and vocational instructors, two for in-semrice training of tech- ni,cal teachers, and one for National Service teachers engagsd in pre-technical education.
85 - (MTI and HTI), which served to prepare future teacher trainees for a two-year teacher training course. Since 1976 the technical education component of the Project has concentrated or. the training of technical teachers and later, on vocational-instructor training as well. The vocational training component cont hued direct vocational training until 1978 and, conjointly with the technical education component, conducted four in-plant instructor training courses.
--
Systematic teacher training began early in 1976 with two bridging courses,
.
8 6. With the introduction of systematic teacher teaining, the teaching load, which has gone down from the end of 1975 oqincreased once more, and continued to be very heavy until the end of 1980. The Project conducted a two-year teacher training course in November 1976 and 52 technical teachers graduated in September 1978. The efficiency of this course was lessened by understaffing of the Project: only the mechanical engineering expert was present for the full period of the course and the expert in automobile engineering vas .only @resent one year - out of the two.
\
- 15 - 87. Technical Teacher Education College to train technical teachers and vocational instructors for all institutions in Somalia. The MTI was moved to new premises constructed, and partially equipped, under bilateral assistance from North Korea, and the TllEC got the MTI premises. Nineteen counterpasts taken from graduates of
, the first two-year course were assigned to the Project to be trained as teacher trainers. A delay in the handing over of the premises resulted in postponement of the training to December 1978. In addition, lack of equipment and bad conditions in the compound, as well as the large intake of 250 students, made the TpEC's beginning difficult. Because of a lack of qualified teacher trainers, immediate integration of the counterparts into the teaching process become necessary.
In the first half of 1978 the Mkristry of Education decided to create a
'
880 for workshop practice, and the syllabus for vocational training two dws. The syllabi were prepared by the Project and were based on experience with the first course. As more instructors than theoretical teachers.are needed in Somalia, the decision was taken in 1978 to switch over -tO training very practically oriented teachers by means of two days of workshop practice per week and new syllabi, also prepared by the Project, were implemented for the sch6ol year 1979-1980. With certaG small adjustmentsfthis syllabus also
89 in the TPEC in 1978-1980 in order to upgrade 15 serving teachers who had no possibility of participating in the first course because they were needed in their schools 0
90 allocated US S 500,000 for equipment at the College ($ 250,000 in 1978 and $ 250,OOO in 1980) and the Project prepared equipment lists, as well as organizing, ordering, administration and installation. The TTEC compound was partially repaired * .
and all workshops and laboratories made operational.
91- civilhilding and marine (navigation, marine machinery and fish processing). A commercial teacher-training department was to be created in 1981-1982 (see Annex V).
9 2- Because of the large 1978 intake of students, the .TTEC became over-crowded (220 students) in the school years 7978-1979 and 1979-1980. Large teaching loads prevented the project from pursuing systematic counterpart training which, during this period, was limited to assistance in lesson preparation. Later intakes proved lower so that the number of students fell to 150 in 1980-1981. Another 19 counter- parts were appointed out of the first TPTEC output, and systematic counterpart training began in the 1980-1981 school year.
9 3. the TTEC close to the site of the former MTI (now called the Polytechnic). Teaching practice training is to take place in this compound. The Project prepared the lay-out and assisted in the preparaticn of drawings. Construction tras due to start in 1981. Extension of teacher-training courses from two to three years also fa contamplated.
The two-year technical teacher training wllabus reserved one day per week
held Bod for the school year 1980-1981. -+
A two-year technical-teacher training correspondence course was organized
The situation of the TTEC improved quickly. The Ministry of Education
-. .
The TllEC begm with five departments: mechanical, electrical, azrtomobile,
In 7980, the Ministry of Education decided to construct a new compound for
- -
- 16 - (b) Commercial Teacher4raining
94 Three commercial teacher-training courses were conducted by the Project in 1973-1975. The first was designed to supply teachers for the new two-year course in HTI. The second was intended to supply teachers for the four-year course in MSA but, because of lack of suitable candidates, it was limited to book-keeping, commerce and industrial accountancy. In the third course teachers were trained in commerce for general secondaxy schools.
95. As no development has taken place in commercial education since 1975, teacher- training activities were discontinued in this area. Construction of new commercial schools is foreseen in the next Five-Year Development Plan and a commercial teacher training section has been created in the !l?I!EC. A Project consultant prepared the syllabi for this section in November 1981.
(c) Agricultural Teacher-Training
96. Agriculture and, as 'a result, only teachers for agricultural subjects in pneral secondary schools were trained. In the first three courses, teachers were trained to initiate these activities. Teachers from the 1978 course had to replace the previous ones who for the most past were no longer in their posts.
97. In 1978, the Ministry of Education decided to expand agricultural education in general secondary schools and a systematic two-year teacher training supported by the Project began in the Lafole Education College (National University) in March 1980 (37 trainees). A second intake of 28 trainees took place in Bbruary 1981 and the first graduates were expected in November 1981,
The AASS.was staffed by part-time specialists from the Ministry of
111. m R ? G S
98 Project activities. Other delays were caused by gaps due to late recruitment of replacement for experts who had left the Project. Also Project objectives underwent several revisions before the Project Document was signed, two years after the
. start of the Project itself.
99. Because of a continuing UNDP financial crisis the Project experienced difficulties between 1976 and 1978 and at several junctures could only be extended on a step-by-step basis. On two occasions (1976 and 1978) IDA funds were allocated to keep the Project running. Under these conditions recruitment of new experts was extremely difficult. Again, because of lack of flmds, fellowship tenure was reduced to a quarter of the proposed duration.
Initially delays in recruitment of experts held up implementation of
C
100. that the Project was forced to continue carrying the burden of the work as there was nobody trained to take over. Also, in order to ensure an acceptable number of
During Pha.se I (1972-1978) experts seldom had even a single counterpart, so
counterparts in 1978 the Project was obliged to see to it that teachers were trained. I
101. objectives - in -time or with some delay. The aspirJtance to the UTI and HTI was implemented on schedule and produced good results in the case of both technical and commercial education. In agricultural education, too, the results obtained were satisfactory, even if they were behind schedule.
In spite of these problems, the Project successfully achieved most of its
- 17 - 102. may be training programme and conditions had to be created for it, especially in the field of non-formal vocational training under the MLSA. It should be noted, however, that much progress was made in improving work conditions.
In the field of vocational training the less striking degree of success explainea by the fact that Somalia was not prepared for a massive vocational
103. The activity which suffered most from delays was the technical teacher and vocational instructor training.’It took six years of Project activities before the right conditions obtained for creating the TPEC. During this time the objectives of the Project charnged from training of teachers for the ETPI and HTI to introduction of nation-wide technical teacher and vocational instructor training, The first few years of the TPEC were not easy but it is developing rapidly and its prospects appear good and it should develop still further den the new compound becomes available.
104. It should also be noted that the Project assisted the Ministry of Education in activities which lay beyond its objectives, such as planning education in resettle- ment centres and refugee -camps, preparing transformation-of primary education, etc. In short, the Project achieved the maximum results possible under the given conditions.
Technical Education
(a) secondary Technical Education
Direct assistance of the Project to secondary technical education - one of 105. its first tasks - was scheduled for three and a half yeam but was, in fact, shortened by one year, due to late recruitment of experts. In spite of this, new syllabi were prepared and implemented in both the MTI and HTI. English was introduced as the medium of instruction at the MTI. The reconstntction of both institutes (financed under IDA flmds) and the completion and installation of equipment m s organized, assisted and implemented by the Project,
106, Because of the lack of qualified teachers, the Project was obliged to assist, both institutes in direct teaching and‘this consumed up to 60 % of the experts’ time. Assistance ~ias also given to other technical institutes (syllabi for BTI and VTCI), The progress of the MTI slowed dotm slightly when the direct teaching support of the Project was discontinued but both institutes became self-reliant and are continuing to develop satisfactorily.
(b) Be-Technical Education
The Project assisted the Ministry of mucation in introducing pre-technical 107. education in secondary schools by preparinglay-outs and equipment lists for the workshops, evaluating bids, installing equipment, preparing contents and syllabi for this training, and the training of teachers.
108. Although pre-technical education was carefully prepared, it did not succeed because all of the limited number . of secondary school leavers were assimilated bj the administration, Also, at this time the need for pre-technical education was not at the secondaqj, but at the intermediate level. Finally, the shortage of trained .
teachers needed for the big extension of the ekperiment (21 schools) militated against; a larger degree of success in the operation.
*
-
- ia - Vocational waininn
i@. from understaffing. The two VTA's were present for only 15 months each. The experts for mechanical and building trades started late in 1974 and were present for less thaa two years (another expert for mechanical trades only came at the end of 1977), the post of automobile trades m s never filled, and the post of electrical trades was only filled intermittently from January 1974 on.
110. in Somalia, and the Project helped resolve this problem, Vocational training t~as conducted in function of the availability of experts. The low level in skills of workers in Somalia at this time meant t b t training had to be conducted at a low level, Again, the lack of counterparts made it impossible to obtain a needed multiplier effect and also prevented institutionalization of the apprenticeship process. The most successf'ul activity in this field was the in-plant training which was conducted from 1974 until 1979 (see Annex VI).
111. ultimately to the creation of a Vocational Training Service, In 1977, a Department for Vocational Trainingwas established in the MLSA, Vocational legislation was also drawn up by the Project,
During Phase I the vocational training component of the Project suffered
when the Project besn no proper planning for vocational training existed
The Project prepared several outlines for Vocational Training which led
112. training project was suggested by the Mid-Term Review Mission in December 1974. lib administrative reason3 the splitting never took place. The NLSA is now receiving bilateral support for vocational training from the Federal Republic of Germaay.
A-splitting of the Project and the creation of a separate vocational
Commercial Training
Qllabi were prepred for two-year clerical training and four-year accountancy 113. training courses. The two-year course was successfully implemented in the HTI, and is still being given. The four-year syllabus intended for the HSA was never implemented,, nor was the proposed two-stage course (two years basic with possibility of direct output, and t m years upgrading to reach full secondary technical level). Commercial training did not develop between 1974 and 1981, but a development based on the above recommendations is expected in the years to come.
A@cultural Education
114, of some problems with the creation of a. school-farm, the school is now self-reliant, and produces a yearly output of about 60 middle-level agriculturd technicians.
Assistance provided by the Project to the AASS proved ~~ccessful. In spite
>
115. was plagued by many problems, the bigpst being a lack of adequately trained teachers. But it is the only pre-professional component in secondary education which has survived, offers reasonable prospects of development, and may therefore be considered as successful, -
The introduction of agriculture as a subject in general secondary schools
- 19 - Teacher Training
116. beginning of the Project.
Teacher and instructor training was an ongoing activity from the very
(a) Technical Bacher and Vocational Instructor !baining
117. Between 1973 and 1975 technical teacher and vocational instructor training, conducted mostly in the form of short courses, had only limited impact. There were t m reasons for this:very few suitable candidates were available and secondly, many of the teachers pasticipating in the training did not join the posts for phi& they were trained. The seminar for national sedice technical teachers (Annex VI) which had to train teachers for pre-technical. education is a case in point. Out of 32 participants, only 15 stayed in education and all of these enrolled in further teacher training, with the result that nobody m s left for pre-technical education. The lack of counterparts limited effectiveness of the on-the-job training. Of the fellowships, there was only one of one-yeax duration, and the fellow involved later became dean of the TTEC.
*
118. The first course helped create the conditions needed for the establishment of the TPEC in 1978. In spite of the misgivings of some Project staff members, who would have preferred to see a new and fully equipped compound before teacher train- ing begpn, the TPEC developed satisfactorilg. A continuous improvement of conditions, equipment a d teaching quality, as well as the possibility of selecting candidates, hamraised the level of candidates. Also, the practical orientation of teacher trsining(simi1ar .in fact to previous instructor training) corresponds better to the needs of the country, Another improvement was brought about in 1981 by streng- thening the teaching practice component of teacher training.
119. on keeping the school running and little time was left for training teacher trainers. The training of teacher trainers is continuing but the TTEC is faz from being self- reliaat, and will need *her assistance. A planned extension of the duration of the training to three years will help improve the quality of those benefitting from the programme, while the return of four counterparts from teacher-training courses in the United Kingdom will also undoubtedly stimulate and upgrade this activity.
During the first two school years of the TTEC the Project M to concentrate
Commercial Teacher Training
120. small, mainly for the same reasons as for technical teacher training. Only 15 casdidates were found for three training courses, and few of them stayed with the HTt. Nonetheless, this training has helped the HTI keep the two-year clerical course running up to now. Since 1976 there has been no commercial teacher training ~~hat$ver. However, it w s expected to start once again late in 1981.
The wogress made with commercial teacher training from 1973 until 1975 was
-20-
(0) Agricultural Teacher Training
121 0 agricultural subjects in general secondary schools. The 1978 course helped fill vacant posts and kept apicultural training going. Since the post of expert in agricultural education was frozen for eight months in 797% systematic teacher training in this field was delayed and only got under way in lg8O. The first graduates of this year should make it possible to expand agricultural subject teaching in genera2 secondary schools.
Agricultural teacher training concentrated on training teachers for
Iv,
122. training in Somalia should stress the training of teacher and instructor trainers at Mogadiscio Technical Teacher Training College. Assistance should also be provided in the overall strengthening and development of the College to enable it to implement progmmnes required to meet national development goals.
1230 axd vocational training programmes, it is recommended that a Department of Technical Fducation and Vocational Training be created within the Ministrg.
The extended zfiTIP/bnesco/ILo assistance in technical education and vocational
Tu facilitate adequate planning and co-ordination of technical education
124. The statute concerning the status of the Technical Teacher Training College needs to be finalized. The statute should describe in detail all aspects of the College, including a definition of the diplomas and/or certificates to be awarded by the institution. It should also provide guidance on the question of co-ordinating technical education and vocational training programmes between the Ministry of Education, the Ministry of Higher Education, the Ministry of Labour and Social Affairs, the University and employers.
125, Technical College be accelerated to provide the project with more suitable facilities,
126. of project counterpart personnel with a view to improving the qxality of the programmes of Magadiscio Technical Teacher Training College,
1270 teacher training course from two to three years, which was, in principle, recognized as deshble when the College vas created, be effected during the current academic year (1981-1982). The extension will make it possible to improve the quality of the training progrsLmmes.
It is urged that work on the construction of new buildings for Mogadiscio
It is recommended that a system be devised for assessing the performance
It is recommended that the extension of the duration of the technical
- 21 - ANNEX I
Immediate Objectives of -- the Project (as shown in different documents)
Joint Unesco/KO FAG Mission August 1971
1. To train secondary-level technicians in the existing technical
2. To train national technical teachers for these institutes. 3.
institutes of No,.adiscio, Hargeisa and Burao.
To use the facilities existing in these three institutes to offer afternoon or evening courses for the training of unskilled workers, .the up-grading of skilled workers, and the training of vocational instruct or S.
= . 7 - Document DP/SF/!R. 13/Add, 18, approved by the UNDP Governing Council in January 1972
10
2.
3.
4.
5.
To establish new curricula and syllabi for the various components of the project, e.g. technical education, training of unskilled workers, upgrading of skilled wrkers, training of technical and vocational teaching staff.
To establish the necessary training and trade standards and tests as well as tracer system for the &rained personnel.
To assist in the planning of the remodelling and construction of additional training facilities in the Nogadiscio and Hargeisa Technical Inst itut es.
To prepase equipment lists and assist in the installation of equipment in the various laboratories and workshops.
To formulate and commence courses in auto-engineering, mechanical engineering, electrical engineering aad telecomicat ion at the Mogadiscio Technical Institute a d civil and building engineering and commercial education at the Hargeisa Technical Institute, as well as to supervise the courses offered at the Ifurao Technical Institute.
Project Document, version A, signed in December 1974
1. To assist in the establishment of co-ordinated national technical education and vocational training programmes.
To upgrade technician training in the Irlogadiscio and Hargeisa Rstitutes, with particular emphasis on the training of national teaching staff for the se institute S.
2.
- 22 - ANNEX I (Cont'd.)
3. To plan and draw up syllabi and to introduce courses in auto-engineering, mechanical and electrical engineering and telecommunications at the Mogadiscio Technical Institute, and Civil and Building Ehgineering at the Hargeisa Technical Institute.
To plan and draw up syllabi and to introduce pre-semrice and in-service courses and to train national staff in vocational trades at the Mogadi- scio and Hargeisa Institutes, as well as to advise on the vocational courses at the Burao Technical Institute.
To plan and draw up syllabi and introduce courses at the newly established agricultural secondary school in Afgoye.
To plan courses and train staff and assist in the establishment of work- shops. for pre-technical and agricultural education in genera secondary schools.
4.
5.
6.
7. To establish the necessary training and trade standards and tests as well as a tracer system for the trained personnel.
8. To assist in the planning of the remdelling and construction of additional training facilities in the Nogadiscio and Hargeisa Technical Institutes.
To prepare equipment lists and assist in the instdlation of equipment in the various laboratories and workshops of technical institutes and general secondary schools as provided for in the IDA credit.
9.
Project Ibcment, revision B, siged in July 1975
1. To assist and advise the newly created Vocational Training Service of the Ministry of Labur and Sports in the creation of a co-ordinated vocational training prog~amme. Provide similar assistance to the Idinistry of Education when a technical education service is established or upon request.
To upgrade through 1975 technical training at the Mogadiscio Technical' Institute (KCI~ consolidating and revising, where necessary, courses in auto engineering, mechanical and electrical engineering already introduced by the project, and supervising the installation and operation of IDA- financed equipment. Thereafter,priority will be given to the training of national teachers, instructors, workshop assistants and administrative personnel, either for future staffing requirements of the Technical 6
Institutes and/or in preparation for the opening of the Polytechnic in
2.
4
1977
- 23 - 3. To introduce and complete the syllabi for the new&year course in
Civil and Building Ehgineering at the Hargeisa Technical Institute (HTI) and accompanying courses and training in Building Trades with a view to developing a speciality in these fields at the HTI in response to the manpower requirements of the region,
4. To plan and draw up syllabi and to introduce training or re-training for employed wrkers and establish apprenticeship training or re- training for workers and establish apprenticeship training and train vocational and apprentice instructors utilising the facilities of the biTI and HTI (or elsewhere). Provide advice on the development of additional vocational courses at the Bum0 Technical Institute (BTI) if so requested,
Guide and supervise the instruction at the Afgoye School of Agriculture, using and revising,where necessary, the syllabi already introduced by the project at least until the graduation of the first students in Zulg 1977. llake use of the Schoolfs expertise and facilities for addi- tional non-formal type prograrmnes at =goy% or elsewhere, according to requirements. Prepare syllabi for the introduction of pre-vocational agricultural subjects at the intermediate-school level, together with teacher training programmes for such teachers.
5.
6. To continue assistance in the establishment of workshops for pre- technical and agricultural education as well as in the training of teachera,. for the general secondary schools constructed or improved under the first (1971) and the second (1974) IDA Educational Credits.
7. Continue through October 1975, assistance to the further introduction of new courses in commercial education at the Mogadiscio School of Accountants and monitor the progress of the courses alre& introduced by the project aad now operated at the HTI by counterpart staff.
Plan and execute, at the request of $he MinistrJ of Education,' the National Literacy Campaign Headquarters or other Ministries, short courses or workshops in instructor training, specialised installation and maintenance techniques for auto-mechanical, mechanical or electrical equipment, in agricultural and arnimal husbandry subjects, building and construction fields, etc.
8.
' Project Document,. revision H, of Iaxh 1977
7. Tu continue to participate in the implementation of the ttro-year level technical teacher training courses at Mogadiscio and Hargeisa.
higher
2. To initiate a two-year post secondary agricultural course for teachers of agricultural subjects at the school of agriculture at Afgoye (co- operation vith the lhculty of Agriculture of the National University is to be SoueJlt when required).
Tu continue advising and assistin; the Government on technical education and training on request by the latter.
3.
ANNEX I (Cont'd.)
' 4.
5.
To assist the Government in drawing up and revising curricula and syllabi for existing and new courses.
U
To assist the Government in the establishment of training systems in Ministries, Agencies and Enterprises through staff development, prepara- tion and conduct of training activities, development of instructors and count erpaxt S.
Project Document, revision J, signed in April 1979
1, Continue the technical teacher training and train counterparts in order to upgrade them to teacher-trainer .level
2. Introduce vocational instructor training and train counterparts in order to upgrade them to instructo-trainer level.
3. Asssist in preparing and implementing of a national scheme in training and upgrading of skilled workers.
4. Assist in establishing vocational training in selected training centres.
5. Assist in introducing pre-vocational, pre-technical and agricultural education in primam and secondary schools.
5. Assist in training teachers on agricultural subjects and in strengthening and expanding of Agricultural Education.
Project Document, revision M, signed in March 1981
1. To assist in training of technical teachers and vocational instructors in the Technical Teacher Education College by: a) participating in the teaching process and assisting national teacher
trainers in prepation of their lessons b) revising and updating of syllabi and adjusting them to the
c) preparing of teaching and learning materials with reference to the objectives and needs of the country
introduction of a modular system, involving national teacher trainers in this work
d) continue the training of the present 18 national teacher trainers using on-the-job techniques, fellowships and individualised direct training progannnes and introduce similar training for another 17 newly appointed national teacher trainers.
2. To assist in training of teachers of -agricultural subjects in general secondary schools and in strengthening and expanding of agricultural education.
- 25 - -_ ANNEX I (Cont'd.)
Draft Project Document for extension 1982-19€!4
1, To strengthen the training ca city of the TTEC in mechanical, electrical, automobile, civl E ilding, marine and commercial teacher education and instructor training,
Draft Project Document for extension 1982-19€!4
1, To strengthen the training ca city of the TTEC in mechanical, electrical, automobile, civl E ilding, marine and commercial teacher education and instructor training,
2, 'Po train at least 30 technical tescher trainers t&.o should take over and run the TPEC after the end of the project,
3, To establish a systematic and on-going programme for in-service training of senring technical teachers axd vocational instructors,
4, To assist the Somali National University in training teachers for agricultural subjects and train 4 counterparts as teacher trainers in this field.
...
- 26 - ANNEX I1
List of International Staff
Country of Field of Duration of Contract Name of Expert/ consultant Origin Sepcializat ion From To
G.V. Boykov Bielorussian Chief Technical 01.01.73 - 3o.og.75 SS2 Adviser
B, Klirnes Cze cho Slovakia I1 I1 O l o 7 7 o 7 8 - 20.09.81 AA. Rosenau
B. El-Guibali
Canada I1 II .08.81 - .O7-82
Vocational Training .07.73 - .10.74 Adviser (IW) I1 11 007.75 - oIO.76
Arab Beprblic of
Australia Egypt
A.J. Morris
F. Lu- Yemen (P.D.) TechnicaJ Teacher 01.04.75 - 30.06.77 Training
Automobile ‘ oO4.73 - O8a76’ Engineering.
25003.77 - 31012.77 It I1
II 11 .02.79 - .12.8l
F.W. Harding United Kingdom
Australia Pakistasl
E.J. McDonald Khairat Ullah
Mechanical 02012.73 - 31012.77 Ehgineering 01o71.78 - 31012.81 Trade Testing (ILO) -01.74 - .01.75
El e c tr i cal 008.73 - 012.75 Engineering
.12.76 - e12077 It I1
I1 I1
I1 I1
2~05.79 - 31.12.ao .04.87 - .o3.a2
kited Kingdom
Nigeria I .
Fob. Gomez United Kingdom
mistan United Kingdom United Kingdom
SOM. Ilyas H.F. Smith JOE. Duggan
N o A o kzak USSR
MOA. Bovedlevskis HeW. Van de N ~ s M.A. Hanafi
USSR Ne therlaad s Arab Rep. of E m t
ANNEX I1 (Cont’d.)
~lacne of =pert/ Country of field of Duration of Contract Consultant Origin Specialization From To
G.J.A. Van’t Loo 20 ‘cywinsky PoEoM. plonks
RoAe A2-a HOEo Jensen
Lo de Silva A. Ring
Sri Lanka
Hetherlands Poland United Kingdom
USSR Denmark
Sri Laab United Kingdom
Civilhilding 001.75 .O8.76 Ehgineering
oO2e77 - 012.78 I1 11 011.79 o l l o 8 0
007081 - 007082
Building Trades (IIX)) 001075 - 007.76 Associate Expert 009.74 - 009.75
. II 11
11 . . II
J.J. Palmer United Kingdom ‘I 11 06001.80 - 05001.82 Bo Levihn
Go Coln (*) Bo Levihn(+) J.C. Covell(*) C,W. wire(*)
W. Glathe
KO Larsen
B. Karlsson S. Jonsson
To Mahadeva
J. BIposha
D.M. Malik
h d e n Commercial Education 002073 - 012075 01o06.81 3Oo O 9 o 8 1
DenmaSk. (IJa . 012079 - 003.80 Sweden 0 3 o O 6 o 8 1 - 02o09o81 United Kingdom 19.07.81 - 29*O8.8l United Kingdom 19007081 - 29008.81 Germany (Fed,Rep, In-Plant Training (ILO) ’ .O2.76 - .12.78
. of) Denmark Mechanical Trades (UO) .lO.74 - .O8.76
Sweden Mechanical Trades (ILO) .11.77 - .12.79 Sweden I1 II
Associate Expert
.O5 0 8 1 e04 082
Sri Lanka Sheetmetal and Welding .02.79 - .12.81 Trades (UNV)
Zambia Building Trades (UNV) 007.79 012.81
Pakistan Wood-Working Il.ades (ZfiTV) .02.79 - .12.81
(*) Consultant
- 28 - ANNEX I11
National Project Staff
National Co-Cirector Abdirahman Abdulle 0- ,man Farah Hussein Gedle Yassin Hashi Adan Ahmed Cure Ali Ahmed Geedi Mohamed
Liaison Officer. Ministm of Education ~. ~ ~-
Ali Mohamed Hersi Jama Abdillahi Nur
SECONDARY TECHNICAL EIx3CATION
Director of MTI 0- Ahmed Mubarak Abdulaaiz Mayo Mohamed '
Mechanical Ehgineering Abdullahi Issa Awaleh
Electrical Engineering lhrah Dah+ Affey
Automobile Ehgineering Zhrah Deria Hassan
COMXERCIAL EIUCATION Director of HTI Nuh Abed Osman Counterparts MODo Elayleh ILHo Dualeh VOCATIONAL TRAINING Liaison Officer, Ministry of Labour Mohamed Abdi Samatar Building Trades
~~
Mohamed Hussein Ali Said Mohamed Jama
(1972 - 1978)
008073 - 012080
Electrical Wades Ahmed Mohamed Ahmed In-Plant T'=zininz
~~
Ahmed M O She Barket
AGRICULTURAL EIXJCATION Mohamed Said Eaar Abdirahman Ibrahim Farah
TECHNICAL TEACHER AND VOCATION INgPRUCMR TRAINING
Director of TPEC Qaasim Sheikh Ibrahim %rah Dahir Affey
Mechanical Department Mohamoud Idohamed Nuse Saciid He Osman Adan Abdisa3aa.m Shiikh Abdulqaadir Abdulqaadir A, Guuleed Mobamed Ahmed Keyre Mohamed Abukar Ali Abdullaahi Abdulle llIohamed Mohamed Ali Biile Mohamed Abdi Hussein lia-bned Nur Shiikh Daahir
Electrical Demrtment .
Mohamed Adan Mohamed Mobmned Ibrahim Fbhiye . Yasin Yussuf Abdullahi Hassan Abdulleh Mohamoud . Ahmed Mohamed Ha Adan Hassasl Osman Kahad Abed Mohamed Cure AMullahi Iduse Qalib Abdirahman Osman Yusuf
Automobile Department Ahmed =rah Aynaa Mohamed Omar Abdi Nasir He Ali Shire Abukar Dahir Obsue Ahmed Abdullahi Obsiye Abdi Muse Jama, Suleyman Hansan Ali Mohamoud Omar Ali
ello78.- 01 1078 - 011078 01 1078 - 011-78 - 10 079 -
011080 - e 1 1 0 8 0 - e 1 1 e 8 0 - 0 1 1 e 8 0 -
e12.81 e12081 012.81' ,12081 ,12081 ,12081 e 12.81 120 81 ,12,81 o12.81
,1208 012.8 012.8 e12.8 012.8 .12,8 1208 012.8 012.8
1 1 ' 1 1 1 1 1 1 1
e11078 - ,12081 e 1 1 0 7 8 o l Z o 8 1 e l l o 8 0 - a 1 2 0 8 1 o l 1 o e O - 012081 e11080 ,12081 o 1 1 o 8 0 - o12o81 o 1 1 o 8 0 o12**81 ello80 - 012081
. '
ANNEX 111 (Cont'd,)
Civil/suilding Department Mohamed Issa Abed Ismail Ahmed Magan Da'ud Mohamed Gelle Said Mohamed Jama biohamed Said Ayaleh Moharned Hussein Elmi Ali Shiikh #nr Abdullahi Abdullahi Elmi Ali Yussuf Moalin Ahmed
o12e81 o12e81 005 e8 1
e 1 2 e 8 1
e12e81 e12e81
J2.81
J2.81
.12.81
- 31 - AmExIv
!
RUowships and Study Tours
Name of Fellow Field and Place of Study . Duration of Contract From To
Omar Ahmed Mubarak
Nuh Ahmed Osman
-ah Dahir Affey
Ali Mohamed Hersi
Mohamed Abdi Samatar
Abdillahi Essa Awaleh -ah Deria Eassan Ahmed Gure Ali
Jams Abdillahi Nur Dahir Affey
Abdillahi Mohamed -ah lohamoud Nohamed Nusa
Mohamed Abukar Ali
Mohamed Adan Mohamed
Hassan Oman Mahad
Organization of Technical Inst i- tutes, Sudan Organization of Technical Institutes, Sudan Electrical Engineering and Education, Sudan Study Taitr, Arab Republic-of Egypt and Sudan Study tour, Iu) Training Centre Turin Mechanical Engineering, Kenya Automobile Engineering, Kenya Study tour, Unesco Seminar, Bahrain Study tour, Unesco Seminar, Turin Audio-visual Aids, a0 Training Centre, Turin Educational Planning, IIEP, Paris Teacher Training (Mechanical) Bolton, United Kingdom Teacher Training (Mechanical) , Bolton, United Kagdom Teacher Training (Electrical) , Bolton, kited Kingdom Teacher Fraining (Electrical), Bolton, United Kingdom
.08-74 - 008-74 - ,
a 10 e74 - -09-75 -
- 32 - ANNEX v
Form 72/73
MTI 1 32 2 69
Mechanical 3 25 4 18
MTI 1 52 2 60
Electrical 3 23 4 24
MTI 1 18 2
Automobile 3 - 4 -
MTI Output 39
HTI 1 2
Civilbuilding 3 4
-
- - - - XTI 1 19
2 34 'Carpentry 3 27
HTI 1 18 Masonry 2 36 Masonry 3 - HTI Output 27
School Wining assisted by the Project Enrolment and Output
73h4 74/75 75/76 I 76h7
25 24 95 35 30 19 25 75 63 20 22 25 22 54 32 22
25 23 15 35 50 25 30 75 61 49 23 30 19 53 51 23
25 23 15 35 17 19 23 15 - 16 13 23 - - 16 13
46 97 87 65
- 75 70 70 - 61 70 - 0 0 61 - - I - - 26 - 0 - 19 29 32 19 29
32 21 31 - I
31 18 31 0
60 37 . 60 -
- - - - - -
-
, MTI - Mogadiscio Technical Institute HTI - Hergeisa TechnicaJ. Institute Secondam Technical and Vocational Schools
‘.i
t
Form 72h3 73h4 74h 5 75h6 76/77 &
HCTC 1 40 72 60 80 70 Commercial 2 69 35 70 60 80
HCTC Output 66 34 74 57 74 L
.
HCTC - Ktrrgeisa Clerical mixing Centre AASS - Afgoi Agricultural Secondary School lTEC - Technical Teacher Education College
Form 73h4 74h5 ABSA 1 60 72 Agriculture 2 - 48 - - - - 3
4
,Comercia1 Education
75h6 76/77 77/78 78/79
aa a5 66 88
66
60 69 72 55 40 - 41 - 62 55 -
AASS output 51 61
Technical Teacher and Vocational Instructor Training
lTEC 1 la - 59 11 Mechanical 2 - 17 - 51
TPEC 1 la - 56 17 Electrical 2 - 17 - 51
14 11
15 19
I
2”orm I
TT?3C 3 Automobile 2
TPEC 1 Civil/building 2
TTEC 1 Marine 2
mc output I
I
76/77 77/78 7an9 79/80 .ao/ai ‘
- 35 17 13 - 28 17 5 26 - 52 20 19 - 16 - 40 16
- - 15 17 15 - .13 17 - ‘5 2 - 176 ?
5 -
- - ~ i
A.
*
B o
*Ad HOC C O U ~ S ~ S conducted by the Project
NO. of TECHNICAL TEAMER AND VOCATIOITAL IN3lRUCTOR TRPIINING participants
Seminar for Technical Subject Teachers 10 days 10/73 Seminar for vocatibnal Training Instructors (Mogadiscio ) 2 weeks 11/73 Seminar for Vocational Training Instructors (Brgeisa) 2 weeks 3.74 Summer Seminar for Technical Teachers and Vocational Instructors 12 weeks 7/74-10& In-service Training Course for Technicd. Teachers 1 BC. yr. 11/74-06/(15 In-Service Training Course for Technical Teachers MTI 1 ac. yr. 8/?5-07/h76 Seminar for National Service Technical Teachers 10 weeks 8/75-ioh5 Technical Teacher Training Bridging Course (mechanical, electrical, automobile) Mogadiscio 24 weeks 3/7648/c16 Technical Teacher Training Bridging Course (civil/building) HTI . . 24 weeks 3/7648h6 Vocational Instructor Training In-Plant Crash
Vocational Instructor 'praining In-Plant Crash Course (Jowhar) 6 weeks g/C1a-10/78 Instructor Training Course for firemen (Jothr) 6 weeks gh9-10/79 Correspondence Technical T.T. Diploma Course
Induction Seminar for Instructors in the MLSA 2 weeks 12/80
Secondary Curriculum Development Workshop in Mechanical Engineering 4 weeks . 7/8:4a/01 Secondam Curriculum Development Workshop in Civil/crtuilding Engineering 4 weeks 7/814a/81
Course (~alad) 3 weeks 2/78
for Serving Teachen 2 years 12/78-10/80
Seminar for the Teachers of Commercial Subjects 6 weeks gh3-1Oh3 Seminar for the Teachers of Commercial Subjects ,, necks Seminar for the Teachers of Commercial Subjects
7/h74-10/74 18 weeks 7/"15-*11/75
14
U5
15
56
27'
il II*.. ...
39
32
21-
21
30 30
14 20
19 ..
15
4
5 6.
- 35 -
C. AGRICULTURAL TEACHEFt mINING Training of Agricultural Teachers in Secondary schools 5 months In-service Training Course for Teachers of Agriculture in General Secondary Schools In-service Training Course for Teachers of Agriculture in General Secondary Schools agricultural Teacher Training Crash Course
(2+3) weeks
2 weeks 10 weeks
D e YDCATIONAL TRAINING Basic training course for apprentices in mechanical, electrical and automobile trades Afternoon training course for employed workers (mechanical, electrical, auto) MTI
6 months
3 months Afternoon training course for employed workers (. msson/bricmayers) HTI 12 weeks
Afternoon Trainin Course for Employed Workers (-pntry/joinerY Hm 12 weeks
&-Service (In-Plant) Training Course for workers of Mogadiscio Power Stat ion 25 weeks Electrical Installation Upgrading Course for Workers 20 weeks
. .
Electrical Installat ion Basic Course Fitting Basic Course ' In-Plant Training Motor vehicle mechanics In-Plant Training: Airfield Uaintenmce Nen In-Plant : Notor Stat ion Operations In-Plant Training: Printing Agency workers In-Plant Training: Printing Agency maintenance workers Electrician up-grading course for the Hog, Power Stat ion Electrical Trades Basic Course Electrical Trades up-Sading course Maintenance Training Basic Crash Course
. '8 weeks 16 weeks 1 year 20 weeks '1 year 1 year
1 year
20 weeks 6 months 5 months 5 weeks
- 36 - ANNEK VI1
Curricula
. .
~
Prepared by the Project (in parentheses the year of elaboration)
Post-Srimary CommerciaJ Training in HTI: two-year courses jn Commerce
Secondary Agricultural Training in AASS four-year full-time secondary course in agriculture
Secondary Tkchnician Training in MTI four-year full-time secondary courses in mechanical engineering electrical engineering automobile engineering
Secondary Technician Training in HTI four-year full-time secondary course in building/civil engineering
Post-Primary Craft Training in BTI three-year craft course in- mechanical crafts electrical crafts automotive crafts
Secondary Commercial Training in MSA four-year fW.l-time secondary course in accounting
Advanced Technical Teacher Training (Project) two-year -1-time post secondarj course in: mechanical engineering electrical engineering automobile engineering civilbuilding engineering
Secondary Agricultural Training in ABSS. shortening of the above course to three years
( 1973)
( 1973)
(1974) -
' (1974)
. (1975)
( 1975)
( 1977)
- 37 - ANNEX VI1 (Cont'd,)
Agricultural Teacher Training in the ECL Two-year full-time post-secondary course in agricultural subjects
Technical Teacher Training in TTEC Two-yea flrll-time post-secondary course for a). technical teachers and b) vocational instructors in: mechanical engineer ing/t rade s electrica engineering/trades automobile engineering/trades civil/building engiueering/trade s
Technical Teacher Training in TI!EC amalgamation of technical teacher and vocationdl instructor in one vocationally-biaised technical teacher
(1979) . .
(7979)
. .
A
