|APPEAL - Training Materials for Continuing Education Personnel (ATLP-CE) - Volume 5: Income-Generating Programmes (APEID - UNESCO, 1993, 127 p.)|
1. As mentioned in Chapter 2, the following case studies on conduct of IGPs in the Member States of the Region are included in this Annexure:
1. Income and employment generation programmes by Bangladesh Rural Advancement Committee (BRAC) in Bangladesh.
2. Vocational training at No. I Vocational school in Shandong Province, China.
3. Income generating programmes for unemployed youth under the scheme of community polytechnics in India.
4. National approach to conduct of IGPs in Indonesia.
5. Self-reliance village programmes (KEMAS) by Ministry of Rural Development in Malaysia.
6. Skill development programmes for employment diversification by Agency for Barani Areas Development (ABAD) in Pakistan.
7. BOLD Project training by Ministry of Education, Culture and Sports in Philippines.
8. Skill upgrading for economic development of workforce by Korea Manpower Agency in the Republic of Korea.
9. Income-Generating Programmes for school leavers by Sri Ginaratana Vocational and Technical Training Centre, Colombo in Sri Lanka.
10. Income generating programmes for farmers by Non-formal Department of Ministry of Education in Thailand.
2. The following aspects are highlighted in presentation of the case studies.
· Background factors for introduction of IGPs
· Objectives, target groups and programmes
· Training content, methods and materials
· Organization and Resource Mobilization
· Support Services
· Evaluation and achievements
3. On analysis, it is observed that the following appears to be the general trends in the conduct of IGPs in the Region.
· Developing countries are concentrating more on rural poor, school leavers and drop-outs.
· Functional education is considered as an integral part of IGPs in the case of illiterates and neo-literates.
· IGPs are selected in those technical and vocational areas which have potential for immediate absorption in neighbourhood employment.
· Practical training is emphasized for developing employable skills.
· Concern is expressed for developing training methods, materials and personnel in a more systematic way.
· Learning by doing in real-life situations is stressed.
· Importance is given to mobilizing community resources to make IGPs cost effective and to ensure active participation of the local people.
· Credit facilities and support services are provided in some cases, to promote self-employment.
· Most participants are able to secure suitable employment with opportunities for income generation or increase in previous levels of income.
· In developed countries, IGPs are seen to provide opportunities for upgrading of skills and competencies through recurrent education and training.
· The future of IGPs will be ensured with greater commitment and strong political will.
CASE STUDY 1: INCOME AND EMPLOYMENT GENERATION PROGRAMMES RURAL ADVANCEMENT COMMITTEE IN BANGLADESH
Bangladesh Rural Advancement Committee (BRAC), founded in 1972 pursues two major objectives: (i) Alleviation of Poverty, and (ii) Empowerment of the poor. The tar - get group consists mainly of landless poor, both male and female. BRAC runs the following types of programmes, among others, to achieve the above objectives:
- Functional education
- Occupational skills training
- Rural credit projects
- Rural enterprise development
- Follow-up services
Functional education is an essential part of the BRACs development strategy. Simply raising the level of literacy is not considered enough. Something more is found to be necessary for uplifting those people who are at the lowest strata of the rural society. BRACs functional education combines elements of conscientization with basic literacy and numeracy. It aims al developing critical awareness among the rural masses about their problems and the environment they live in. It also works to make the people aware of their hidden potential and opportunities. The participants who have gone through this programme successfully by the year 1990 number 166, 323 of which 122,285 were women.
Occupational skills training is designed to increase capacity and skills of landless poor to carry out income generating activities effectively. Training is currently given in areas such as agriculture, pisciculture, poultry, animal husbandry and rural technology. Functional education is a pre-requisite for occupational skills training. Functional literates are divided into occupation-wise groups and sub-groups according to needs, interests and scope for employment and income generation. The bunk of skills development is held at the field level. The content is very practical. For example, the poultry programme is built around the following components:
- Training of cadres as poultry workers
- Regular vaccination of chickens
- Establishment of day-old chicken rearing units
- Egg collectors
- Follow-up on continuing basis
During 1990, a total of 925 courses were conducted involving 21,368 participants. 61 per cent indicating that women are the largest beneficiaries of BRACs training programmes.
Credit is an important component of BRACs approach to rural development. It operates a revolving land fund (lending-recovering-lending) which includes savings of the beneficiaries of BRACs training programmes. The fund is designed to meet the needs of participants (and also others) who are largely excluded from other institutional credit sources. Credit enables the target population to support various economic activities and generate income and employment. For example, credit is given for employment and income generation in rural transport which may comprise rickshaws, country boats, push carts, vans and the like.
BRACs Rural Enterprise Project (REP) is a support service aimed at solving the slow growth of employment opportunities in agriculture related activities. REP helps participants of skills development programmes in setting up small businesses in agro-based food processing, village craft and light engineering areas. REPs approach to rural enterprise follows a pattern comprising ideas generation, feasibility study, project selection, development, implementation, monitoring and evaluation.
Follow-up services include encouraging participants to form co-operatives for buying input materials in bulk quantities and marketing products and services at competitive rates. Technical support is also provided to procure expensive inputs such as farm machinery and cold storage plants on a sharing basis.
BRAC has eight fully equipped training centers manned by professional trainers.
These centres develop curricula, training methods, learning materials and media. They also undertake research studies on occupational problems and issues in addition to providing training for all kinds of personnel at managerial, supervisory and implementation levels.
The learning methods are wide ranging. They comprise brainstorming, group discussions, case studies, field visits, demonstrations, practical exercises, role play, simulation games, poster displays, slide shows, seminars and workshops.
BRACs linkages are wide and far reaching. It works very closely with the sectoral departments of the government to avoid duplication and overlapping. Its linkages with a number of national and international organizations provides technical, material and financial support, besides keeping it up to date with global trends and practices in its areas of its operation. Activities and achievements are disseminated through monographs, magazines, newsletters, and research publications. Its personnel consist of 4,200 full time workers and about 36,000 paraprofessionals on a part time basis for functional education and skills development programmes.
BRACs programmes have helped the rural poor immensely in improving productivity, economic conditions and quality of life.
CASE STUDY 2: VOCATIONAL TRAINING AT NUMBER ONE VOCATIONAL SCHOOL JIMUO, QINGDAO CITY, SHANDONG PROVINCE IN CHINA
Jimuo No. 1 Vocational School is located in a rural area in Jimuo County, City of Qingdao, Shandong Province. The school was established in 1980 with five main specialities.
1. Crop Farming
2. Fruit Growing (orchard)
4. Rural Economic Management
5. Township Enterprises Management
The total number of students is 850 with 160 staff. 1,630 students have graduated from this vocational school during the past 8 years (1992 data). All of them have found work in the countryside, and hundreds have become respected leaders in agricultural innovation. Many have been featured in newspaper articles and other media because of their success in income generation and in the utilization of new technologies.
Curriculum used for this formal type of vocational education and training is of three years duration and entry is the completion of junior middle school (grade nine). Subject matter is divided into three categories: (1) Academic (2) Technical and (3) Practical. The ratio between these categories is 3: 3: 4 respectively.
Teaching/learning aspects emphasize laboratory work for the academic and technical areas. Practice is based on «learning by doing» and is production oriented, so that experimentation, apprenticeship training and field work are stressed.
The school also conducts many short courses for farmers normally organized in nearby townships and villages. The course duration may be from a few days to few months according to need. The courses vary depending upon the season and on needs assessments surveyed by the school under the direction of a community coordinator.
In general, short coursers conducted are as follows:
- Soil Analysis
- Insect Treatment
- Mushroom Growing
- Fruit Tree Pruning
- High Production in Growing Corn
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- Research and experimental Methods
- Special Techniques in Wheat Planting
- The Use of Plastic Sheets in Vegetable Growing
A group or groups of teachers and students from the vocational school go to townships and villages to provide expertise. They help by advising, training and providing practical services to the farmers in response to their specific needs. More than 1,200 farmers attend these short training courses each year.
This case study is representative of similar projects being implemented in most parts of China. Vocational and technical education is thus moving ahead rapidly contributing to the development of middle school education, advancements in technology and to the nations overall economic development.
National policy is focusing on improving the manpower capacity in all sectors. Priority is given to supporting vocational education and all vocational and technical schools are encouraged to run bigger and more efficient enterprises to earn more money. This contributes to overcoming shortages in government investment, so that the profit from the vocational enterprises can be used to expand and develop the vocational schools themselves and pay back bank loans. This policy is now encouraging most vocational and technical schools to become very active and to rapidly expand their projects and activities.
A Typical Case: The Story of One Graduate
In Jimuo County, Shandong Province, Mr. Zhang a farmer, a few years ago. contracted to manage on apple orchard of 4 hectares from the local government. He wanted to take advantage of the governments new policy of allowing individuals to make money from their own efforts. However, as a semi-literate 50 year old, traditional farmer he did not have any scientific knowledge of apple growing. In spite of this, he put a great deal of money and labour into developing the orchard. To his concern in the first year productivity was low. Zhang gained almost nothing.
Later, Zhang sent his son who had just graduated from junior middle school (grade nine) to study at Jimuo No. 1 Vocational School which was located not very far from his village. After the first semester, the son started to apply the knowledge and skills learned at the school in improving his fathers apple orchard. Due to application of appropriate technology, the productivity of the orchard began to improve and has continued to improve, turning a loss into a profit. Last year (1991) Mr. Zhangs family made a profit of 50,000 Yuan (5.3 Yuan = US$1), from the mature apple trees from only one half of the land. With the maturation of younger apple trees on the other half of land, the familys income as expected to be double in the next year (1992).
This is a convincing example to show the effect of IGP vocational education and training in rural China.
CASE STUDY 3: INCOME GENERATING PROGRAMMES FOR UNEMPLOYED YOUTH UNDER THE SCHEME OF COMMUNITY POLYTECHNICS IN INDIA
Concerned with growing unemployment among an increasing number of school leavers and drop-outs, particularly in rural and semi-urban areas, the then Ministry of Education (now Ministry of the Human Resources Development) launched a national level scheme known as the Community Polytechnic Scheme in 1981.
Aware of huge expenditure involved for creating a separate set up for this purpose, the Ministry thought it prudent to assign the scheme as an extension activity to a set of institutions which have facilities, resources and expertise to conduct IGPs in a variety of technical and vocational areas.
Selection of Institutes or IGPs
Polytechnics are a set of institutions which are located all over the country and which have a large infrastructure created over the years for the purpose of preparing personnel at technician level to meet the varying needs of industry. Polytechnics were therefore considered as appropriate institutions for implementing the scheme.
To start with, about 30 polytechnics were selected to conduct IGPs in close collaboration with provincial governments and their number rose to more than 120 by 1992. A cell was created in each of these polytechnics for organizing IGPs as an extension activity. The principal provides the leadership and a senior faculty member, designated as project manager, coordinates the programmes and activities. They are further supported by workshop instructors and other members of teaching staff.
The major activities undertaken by polytechnics under this scheme consist of:
- socio-economic technical surveys
- manpower development and training
- transfer of services
- technical services
- support services
- dissemination of information
Socio-economic technical surveys aim at data collection in the neighbourhood villages on the felt needs of people and villages, scope and nature of IGPs, and resources locally available for mobilisation. These surveys help the polytechnics to prepare realistic plans and programmes.
Manpower development is directed towards:
- imparting basic skills, knowledge and attitudes to help participants practice an occupational activity in villages;
- upgrading skills of participants in their field for adoption of modern tools, technologies and processes, e.g. a mason may be trained for construction of a gobar (cowdung) gas plant, a carpenter for furniture making, and a blacksmith for welding;
- developing skills for repairs and maintenance of farm, livestock, and rural transport and electrical equipment;
- training community leaders, supervisory and managerial personnel to undertake development activities in villages;
- providing entrepreneurial skills for starting cottage, small scale engineering and business enterprises.
Transfer of Technology
Transfer of technology is aimed at bringing modern technology appropriate to rural settings within the reach of villagers for improving their productivity and quality of life. Biogas plants, wind mills, improved versions of agricultural tools and equipment are some of the important technologies chosen for transfer to rural settings.
Technical services provided by community polytechnics aim at helping villagers and participants:
- to set up mobile service and repair units
- to establish service centres at fixed places for catering to a cluster of villages
- to set up production training Enters in selected villages
- for production of locally needed items and using these centres
- for training of youth.
Support services provided by polytechnics aim at installing participants in income generating activities. These include preparation Of project proposals, arranging for loans. Organizing mechanisms for purchasing raw materials and marketing products and services al competitive rates, and preparing schemes for setting up multi-purpose cooperatives.
Technical information on new technologies as adapted to rural needs is documented and disseminated through leaflets, brochures, posters, audio-visual aids, group discussions, and workshops. Effort is made to ensure that information is understood, appreciated and is appropriate for adoption.
Participants selected for IGPs and other activities are in the age group of 15-35 with about a years schooling. Preference is given to rural poor and female participants. The duration of programmes ranges from 6 to 12 months. Locally available experienced craftsmen and others are also drafted as instructors in addition to the staff of the polytechnics. Extension centres are established in the neighbourhood villages and community resources and facilities are utilized for operation. Certificates are awarded under the seal of the polytechnics to successful candidates. The expenditure on the conduct of IGPs is met by the Ministry in the form of annual grants to polytechnics.
Training of Personnel
The four regional technical teacher training institutes under the Ministry of Human Resource Development are assigned responsibility to:
- develop curricula for IGPs and develop learning materials in close collaboration with the concerned polytechnics.
- train and develop instructors, project officers and principals in pedagogical, supervisory and managerial aspects to conduct IGPs effectively;
- monitor progress and submit periodical reports to the Ministry.
Monitoring and Coordination
Advisory Committees are constituted at polytechnic level to provide guidance, and leadership and to monitor progress. The district administrator is nominated as the chairperson to ensure establishment of linkages and networks with other sectoral departments and agencies involved in rural development activities. Review committees constituted by the Ministry at periodic intervals assess relevance and usefulness of programmes and make suggestions for further improvement.
The scheme has benefited several thousands of young men and women in securing them wage or self-employment with opportunities for raising their income levels in a progressive manner. The Ministry is contemplating extending the scheme to many more polytechnics for increasing access for a greater number of unemployed youth and adults.
CASE STUDY 4: NATIONAL APPROACH TO CONDUCTING OF INCOME-GENERATING PROGRAMMES IN INDONESIA
Aims and Objectives
In Indonesia, an Income Generating Programme is called KEJAR USAHA. Kejar Usaha emphasizes learning by doing in an enterprising programme or activity.
The overriding objective of IGPs is to help participants improve their knowledge, skills and mental attitude for enabling them to organize and operate an activity as a source for adequate and continuous income. Towards this end, IGPs are conducted to equip participants with the following abilities and competencies:
- To develop a learning fund
- To develop a business or enterprise
- To administer the enterprise efficiency and effectively
- To be able to market products and services.
- To have an adequate and continuous source of income.
- To have some savings in the bank out of profits earned.
The participants of IGPs are local community members in the age group of 13-44 with literacy in Latin characters and Arabic numerary. They are required to effectively participate al and contribute to IGPs towards raising profits with a right to receive a share of profits.
The learning fund is created by pooling profits earned from successful IGPs, financial assistance received from various institutions, and funds provided by government for non-formal/community education projects. This fund is used to stimulate, encourage and develop various kinds of IGPs to produce marketable goods and services. Honoraria are paid to training personnel from this fund.
Formation of learning groups is on the basis of felt needs of group members, their interest and motivation to learn together; their ability to participate in group work with a team spirit, and a commitment to learning until a particular IGP is successfully completed.
The learning programme is mostly developed by learners together with resource person(s) under the leadership of a local community education supervisor. The content is decided taking into consideration the needs of learners and local demand for goods and services based on a simple market analysis. Programme content is aimed at providing relevant knowledge and skills on the following aspects:
- Knowledge of materials and equipment needed for production.
- Procedures and processes of producing saleable goods and services.
- Ways and marketing products and services.
- Ways of administering and managing IGPs and learning funds.
- Ways of inculcating enterprising habits.
- Learning Process
The learning processes are integrated with the work and enterprising processes.
Therefore, learning takes place during the implementation of IGP activities in the form of taking notes, correspondence with the concerned parties, report writing, estimating capital requirements, calculating production costs of goods and services, book-keeping and the like. Learning methods include self-learning, group discussions, guidance from resource persons and apprenticeship under a skilled person.
Resource persons are selected from among the community members.
Proficiency in related skills and experience in the IGP chosen by the learning group, motivation and commitment to draw out the hidden potential in the group members are some of criteria For selection of resource persons.
An IGP fold is given to a group or an individual for starting new businesses or for further development of those already in operation. Potential of the enterprise to earn adequate profits for persons concerned and for repayment of loan, and entrepreneurial skill and mental attitude of borrowers are also considered in granting loans from the leaning fund.
A Management Board consisting of a chairman, a secretary, a treasurer, a production officer and a marketing officer is constituted to plan, develop and implement the complex learning-working-enterprising nature of Income-Generating Programmes.
CASE STUDY 5: SELF-RELIANCE VILLAGE PROGRAMME BY COMMUNITY DEVELOPMENT DIVISION (KEMAS) MINISTRY OF RURAL DEVELOPMENT IN MALAYSIA
Datok Harmat Village is a new area developed by the State Government under the Self-Reliance Village Programme (KEMAS). The programme was first introduced in October 1990. The people were hard core poor comprising 135 villagers at first enrolment, currently (September 1992) participation has increased to 1,113 persons representing 159 households. They did not have land to work on and had no access to credit before moving into Datok Harmat Village.
Implementation of the programme is undertaken by the local community through a Village Developing and Security Committee and a Self-Reliance Village Community. The government assists in providing technical knowledge and expertise.
The local KEMAS community development worker is responsible for assisting the community in implementing development projects in a particular area for a duration of 3 to 5 years. The general aim is to utilize the environmental resources to improve family life, economic, health and civic consciousness.
The project is conducted on a total land area of 58 hectares. Fifty-two of the 58 hectares have been used for agriculture - coconut, banana, oil palm and cash crops.
There are many activities being carried out in this village such as:
- Family Life Education
- Skill and Work Oriented Training
- Religious Class
- Pre-school Activities
The activities mentioned above stress making the Self-Reliance Village Programme more reliable and effective.
The village committee has developed good relations and linkages with government agencies, such as District Office, Health Centre, Agricultural Department, Veterinary Department, Irrigation and Drainage Department and Welfare Department. The Committee has ensured their help and support.
Datok Harmat Village has undertaken the following projects and activities for additional family income.
No. of Person
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1. Goat Raising
M$ 60.00 each
M$ 60.00 each
3. Fish Rearing
M$ 333.00 each
4. Corn Growing
M$ 279.00 each crop
Other Projects and Activities
1. Tempe (Food) Projects (each individual project, gives an additional income of M$ 6.00 per day).
2. Furniture Project (KEMAS supports machines with capital grant of M$ 10,000).
3. Handicraft Project (giving extra income up to M$ 10.000).
4. Honey bee rearing (giving extra income M$ 14 per nest per three months).
5. Plastic flower making from scrap materials (giving extra income up to M$ 400 per month).
6. Chilli sauce processing (generate income about M$ 150 to 200 per month).
It is found that the environment in general including infrastructure has improved. Living conditions of people have been upgraded and they are more healthy. Income generating activities are expanding and the Village Development Committee continues to be very active. Their Self-Reliance Village Programme has been very successful and continues to promote development.
CASE STUDY 6: SKILL DEVELOPMENT PROGRAMMES FOR EMPLOYMENT DIVERSIFICATION BY ABAD IN PAKISTAN
Barani areas (dry lands) constituting about 36 per cent of total acreage and 25 per cent of population in the province of Punjab were left out of many development programmes for a long time on the grounds that it was a high risk area. An Agency for Barani Areas Development (ABAD) was created in 1978 for development of barani areas on the basis of recommendations made by the Punjab Barani Commission constituted by the Governor of Punjab. ABAD was entrusted with the responsibility for implementing the development programmes for the barani areas through functional units placed under its administrative control. It has another responsibility for coordinating development projects undertaken by the .sectoral departments.
ABAD works on a three-prong development strategy emphasizing the
- Land is the key to development
- Water is the linchpin for prosperity
- Human resources development is vital for prosperity.
ABAD has introduced several projects and schemes for development of land and water for improving irrigation, agriculture, livestock, forestry and the like in close collaboration with the concerned agencies. Human resources development activities of ABAD aimed developing appropriate skills in males and females in those technical and vocational areas which have potential for employment and income generation in the immediate vicinity.
ABAD launched a scheme of technical and vocational training programme in 1978. It has set up 23 male and 19 female technical and vocational training centres located at strategic places in barani areas. Financial assistance for establishment of these centres came from the Punjab Government and Youth Affairs Division, Government of Pakistan.
The programmes are developed with the following objectives:
- to provide or upgrade functional literacy of participants through themes relating to rural life and occupations;
- to impart employable skills relevant to local occupations;
- to upgrade skills of participants who are already practicing certain vocations;
- to develop competencies for introduction of appropriate technology and establishment of agro-based businesses and cottage industries;
- to empower women for active participation in socio-economic and income generating programmes and activities.
IGPs are offered to males in the following areas:
- Auto and farm machinery and repairs
- Wood working
- Bulldozer mechanics
- Bulldozer operators
- Motor winding
- Radio mechanics
- Urdu typing
IGPs for women are offered in the following areas:
- Design, sewing/stitching, knitting, embroidery, and maintenance of machines and tools.
- Use, repair and maintenance of electrical/mechanical domestic appliances.
- Design and fabrication of articles of interior decoration.
- Rural poultry and livestock farming.
- Polishing, and making household goods from leather and other raw material.
The participants are in the age group 15-35. The course duration varies from 6 to 12 months. Technically and vocationally skilled artisans, farmers and other educated youth are drafted for providing instruction and training. In addition, the resources and facilities of the sectoral departments such as agriculture, animal husbandry and irrigation are mobilised for developing programme content; using their farms, equipment and premises for on-site training, and developing training personnel and learning materials.
About 14,000 males and 7,000 females had benefited from these programmes by 199091. About 63 per cent of participants are locally absorbed in income generating activities. About 19 per cent join in nearby private firms and organizations. About 10 per cent have been absorbed in government and semi government services. The rest have left the country for overseas employment. The programme activities have helped women to join the workforce with increased knowledge and skill for performing the tasks in their respective vocations.
CASE STUDY 7: «BOLD» PROJECT, TRAINING IN SMALL SCALE MANUFACTURE AND SERVICING BY DECS, REGION IV, DIVISION OF BATANGAS IN PHILIPPINES
The Philippines Bureau of NFE, Department of Education, Culture and Sports, has launched an intensive skills training programmes through a Project «BOLD» (Barangay Operation for Livelihood Development) for one selected plot «Barangay» in each region of the country.
The project is designed to help improve quality of life particularly of out-of-school youth and adults by providing them with basic vocational/technical skills for better job opportunities and for self-employment.
The courses offered are in response to community needs and problems and make use of available resources. The basic vocational courses are: dress making and tailoring; culinary arts; cosmetology; handicraft; automotive mechanics; T.V. servicing, and electrical trades.
In this context Project «BOLD» provides specific training in making doormats and pot holders. This training is conducted at NFE Training Centres attached to formal schools. A first phase was held in February 1991, at Malva Central School and a second phase in February 1992, at San Isidro Elementary School in Malva District Batangas City.
Seventy participants, attended these training workshops mostly, women aged 19 to 45 years old, from different barangays of the community. Resource speakers and trainers are recruited from both non-government and government agencies on the basis of proficiency in the relevant skills.
Training methods include lecture, demonstration and introduction to self-paced learning modules. Exhibitions are also organized at the end of each course. The course duration is three days.
After training, selected graduates are grouped and each group is given «Seed Money» as starting capital in this very interesting and worth-while income generating project. Other groups have been formed using their own money and have started small-scale industry in their respective barangays. They have hired out-of-school youth and adults interested in working with them and have organized an earn-as-you-train programme. The modules are also used by other groups who want to be self-employed. Even young people at school show interest in this project and work daily after school hours and at week-ends.
The implementation of this income generating project making doormats and pot-holders is now (1992) being successfully implemented in Malva, Batangas. Market demand is increasing not only in the province but also in nearby provinces and in Metro Manila. Small beginnings have wide ranging effects.
CASE STUDY 8: SKILL UPGRADING FOR ECONOMIC DEVELOPMENT OF WORKFORCE BY KOREAN MANPOWER AGENCY IN THE REPUBLIC OF KOREA
The Republic of Korea is a newly industrialized country. National literacy rate is as high as 96 per cent. The enrolment in compulsory school years 1-6 is 100 per cent. The drop-out rate before completion of high school stage (grade 12) is about 2 per cent. The unemployment rate is around 2.4 per cent. The scope for continuing education for school leavers and drop-outs before the stage of secondary education is very limited. Moreover the need for unskilled and semiskilled workforce is fast disappearing. Entry level jobs require qualification at the level of an assistant craftsman (skilled and licensed worker). The other levels are class two and class one craftsmen.
Against this background, IGPs are offered with the following objectives:
- To achieve the goal of providing the minimum of one skill for every person.
- To train out-of-school youth beyond the high school stage for entry into jobs as assistant craftspersons,
- To increase the competence and productivity of unskilled workers already in employment,
- To update and upgrade skilled workers for vertical mobility,
- To develop new skills which will improve the nation's capacity to cope with technological changes and increasing competition at the global level.
The Korean Manpower Agency is the top body at national level which has responsibility, among other things, to achieve most of the above objectives. The Agency coordinates all the basic vocational training and quality upgrading programmes conducted by different institutes categorized as:
- public vocational training institutes
- in-plant training programmes
- authorized vocational training programmes
Public Vocational Training
Public Vocational Training is sponsored by the national government, local governments and the public vocational training corporation. The latter, known as the Korea Vocational Training and Management Agency (VOTMA), provides training in difficult, export-oriented, «hightech» trades. Vocational training sponsored by central government caters to the needs of the imprisoned and low level incumbent workers. Local government meets the training needs of farmers for improving their income and quality of life. These programmes aim at training participants to reach the level of assistant craftsperson. The curricula include liberal arts (about 6%), technical theory (about 22%) and vocational skills (about 70%). The duration of the courses ranges from 6 months to one year. Pre-training and dormitory accommodation are provided.
In-plant training is conducted by industries by means of apprenticeships under direction of supervisors. The main objective of this programme is to help mono-skilled and semi-skilled workers reach the level of class 2 craftspersons. The training is provided by the employer within his or her firm, occasionally with other employers jointly. The duration is usually three months to one year.
Authorized training is provided by non-profit organizations approved by the Ministry of Labour. The courses offered are those which are not usually conducted by other agencies. These include: cooking, wall papering, information processing, cosmetology, teletype operation, entertainment and hospitality. These programmes aim at preparing participants at craftsperson level.
In addition, various kinds of income generating programmes are offered by private institutions and NGOs on a payment basis with a profit motive.
Qualification Tests and Certification
Korea Manpower Agency has set up 14 local testing offices for national qualification tests and certification. The primary purpose of certification is to produce top quality manpower demanded by the industrial, business and service sectors.
Certification has also enhanced the socio-economic status of workers equally as academic degrees. About 25 per cent of the applicants (roughly 2.9 million per year) qualify for certification in over 740 jobs.
CASE STUDY 9: INCOME GENERATING PROGRAMMES FOR SCHOOL LEAVERS BY SRI JINARATANA VOCATIONAL AND TECHNICAL TRAINING CENTRE, COLOMBIA SRI LANKA
SRI JINARATANA ADHYAPANA AYATHANA PALAKA SABHA is a non-government organization, located in the heart of Colombo city. It is mainly devoted, among other concerns, to religion, health, education, animal welfare and alleviation of poor, women and the handicapped from their sufferings. The organization has a high reputation all over the Island and its Head is held in great esteem by all sections of the community. Expenses for various activities are met from a Jinaratana Fund which is constituted from donations willingly made by the public and from support received from business institutions, industrial undertakings and the government.
Seriously concerned with growing unemployment among educated poor boys and girls, the venerable Head of the organisation dreamt of opening an educational nerve centre for providing opportunities for skill development and income generation. His dream came into reality with starting of Sri Jinaratana Vocational and Technical Training Centre in 1981 with donations from the public and other sources.
The Centre conducts as many as 44 courses per year with an annual intake of about 3,200 poor youth irrespective of their caste, creed, sex or religion. Most of the participants have a schooling of more than 9 years. Duration of the courses is generally 6 months. The courses are selected in a pragmatic manner, ensuring absorption of participants in wage or self employment immediately after completion of training. Radio and tape recorder repairs, air conditioner repairs, refrigerator repairs, auto repairs, moto mechanics, plumbing and its maintenance, leather and cushion work, graphic art, secretarial assistance, photography, printing, and brasswork; are some of the titles of the courses which reflect practicality and potential for employment in urban and semi-urban areas.
The equipment required to conduct the courses is mostly received through donations of new and used articles from the public on an appeal made by the Head of the organization. Motor cars, lorries, buses, heavy vehicles, tool kits, refrigerators, TV sets, radios, tape recorders, photocopiers, welding sets, plumbing equipment and office equipment constitute a representative list of the articles donated. Other items of equipment to fill the gaps in each of the courses offered are purchased from the Jinaratana fund.
The programme content includes theoretical learning related to particular vocations, basic workshop skills, trade related technical and vocational skills imparted on the shop floor, and on-site training in the production, repair and maintenance centres attached to the Institute. The production, repair and maintenance centres are set up as road-side garages and workshops. They attract an increasing number of customers in view of the quality of services provided cheaply and promptly. These are the places where participants develop practical skills in a professional manner by working in real life situations. Profits earned through these centres are recycled for development of the Institute on a continuing basis.
The training personnel are carefully selected from among those who are highly skilled, experienced and qualified for actively participating in training and production activities of the centre. Their skills are upgraded periodically by master craftsmen. They are paid from the profits earned through undertaking job and maintenance work.
There is hardly any space which is not effectively utilized. There is no piece of equipment which is not put into optimal use. There is no time for loose talk or idling.
Everyone is busy with his or her work. The centre works like a large-size workshop with articles coming in and going out. Discipline, productivity, quality and cost-effectiveness are the hallmarks of the centre. These are passed on to the participants in a great measure. The centre has earned the confidence of the public as well as business, industrial and service sectors. The participants are in great demand for paid jobs. Many of them, however, prefer to set up small businesses or micro-enterprises of their own in view of the scope for higher levels of income.
CASE STUDY 10: INCOME GENERATING; PROGRAMME FOR FARMERS BY THE NON-FORMAL EDUCATION DEPARTMENT, MINISTRY OF EDUCATION, THAILAND
In early 1990, Mahasarakham Province undertook a project involving income generating activities by providing training for Farmers of Sri-sook village, Kantavawichai District. This village has 169 households and a population of 782. Minimum literacy is primary education.
In order to implement the project, three committees were formed: (i) Advisory Committee chaired by the Governor of Mahasarakham Province, (ii) Operational Committee chaired by the Provincial Education Officer with the Director of Mahasarakham Province NFE Centre as secretary, and (iii) an Operational Sub-Committee with Director of the Provincial NonFormal Education Centre (PNFEC) as chairman and the District NFE Co-ordinator as secretary.
Needs assessment was undertaken and occupational priority determined by the Operational Sub-Committee. Counselling activities were organized by the PNFEC for villagers with an interest in joining the project. Villagers were asked to form groups according to the occupations of their choice.
Curriculum and instructional materials were prepared by the Operational Sub-Committee. Resource persons were made available from various agencies and also local knowledge was used. Training was mainly practical in orientation. However, general knowledge was included. Study tours were included to motivate trainees.
The villagers who were successfully trained took up the following occupations:
1. Twenty three villagers started beef-cattle raising and divided themselves in groups of three to five.
2. Five villagers took up pig raising.
3. Cloth weaving (with hand pulling loom) was started by seven villagers.
4. Making products from woven materials was begun by five villagers.
Villagers were organized into small groups according to the vocation selected. Each group appointed their own chairperson and secretary. These people were given responsibility for coordinating activities and providing leadership. The profits from selling products were divided into three categories: 30 per cent for group investment; 20 per cent for paying back loans from a revolving fund; and 50 per cent returned to the group members.
During the initial months of this project some problems were encountered since the villagers did not have enough experience in developing their products. They also lacked knowledge and skills in marketing and management. The PNFEC accepted responsibility for strengthening these aspects by hiring local experts, successful in the respective occupations. In addition, the PNFEC allocated one experienced official in each occupation to each group. Their efforts resulted in members of each group becoming more confident in undertaking their occupations and further developing their expertise.
An Evaluation of the Project
A study undertaken in early 1992 revealed that the work potential of the village has increased, the villagers have a wider range of occupations, and income levels have risen.
It is now suggested that the project be expanded to other areas. Experiences learned under this project will be used as the basis for improving Thailands Quality of Life Promotion project.