richard walther, tvsd: the role of ngos “ 10 main points to consider as an ngo designing a tvsd...

Richard Walther, TVSD: the role of NGOs

“10 main points to

consider as an NGO

designing a TVSD

program’. ”

BU-net, January 2010

Richard Walther, AFD


Point 1Designing a TVSD program is only possible

• If you answer to a request made by the a central and local authorities a trade organisation, economic and/or social partners…

• If you implement « opportunity study » or a « skills need study » at national, sectoral or local level


Point 1 bis

Designing a TVSD program is only possible :

• If you adapt your program to the educational level of the intended beneficiaries

• If you build your program on the skills already acquired by the people you wish to train


Point 2Designing a TVSD program can only succeed if

the skills to be acquired

• Are defined according to the development needs and possibilities of a local community, a trade or a profession

• Are defined in partnership with the national/local actors/trade organisation themselves


Point 2 bisDesigning a TVSD program can only succeed if

the skills to be acquired• Are aiming to insert the trainees into the world

of work• Are acquired trough training and qualification

pathways adapted to the type of jobs and activities trainees are looking for


Point 3 Designing a TVSD program has to be

part of a global strategy• Training activities must be part of a

development action (notably regarding any promising outcomes identified)

• Training activities must be linked to an overall strategic and operational planning at national or local level


Point 3 bisDesigning a TVSD program has to be

part of a global strategy• Training activities must be integrated in an

overall intervention process involving the different stakeholders concerned

• Training activities must, as much as possible, help the trainees to go from a logic of survival into one of development


Point 4Designing a TVSD program has to identify the

intended impact

Context of the

demand for training

Identificationof

intendedimpact

Inclusion oftrainingwithin

an overallprocess

Impact analysisin

•economic•social

•occupational

terms

MonitoringEvaluation


Point 4 bisDesigning a TVSD program has to

identify the intended impact• Improving the quality of production or

services

• Creating more added value in a trade or a sector

• Helping to launch new activities or jobs

• …


Point 5

Designing a TVSD program has to improve the life of the beneficiaries

• SD must aim to improve people’s socio-economic circumstances (increased revenue, decent work standards)

• SD has to help young people or adults to find, as much as possible, activities or jobs where they are living


Point 5 bis

Designing a TVSD program has to improve the life of the beneficiaries

• SD has to fight against the poverty of people living in remote areas (rural versus urban areas)

• SD has to find ways to benefit to young people or adults being illiterate


Point 6Designing a TVSD program has to be focused

on sustainable resources and outcomes• Financing resources cannot be defined without

calculating the bulk of costs the program has to face to be efficient

• Financing resources have to take into account all the types of costs (running costs, tangible and intangible investment) needed to adapt continuously SD to the development needs


Point 6 bisDesigning a TVSD program has to be

focused on sustainable resources and outcomes

Training

program for- existing or needed jobs - self-relianceand capacity to create his

own activity

Real costs andresourcesneeded to

reach internal/external

efficiency

Type of training (school based,

cooperative training,

profession-nalisation

pathways…

Following and

assessingthe

insertion into localmarket or

trade


Point 7Designing a TVSD program has to favor an

public/private partnership Profession and skills standards defined and

assessedin common between all public and private actors

Acquisition of the skillsat workplace

General and technical

knowledges

Common definition of curriculum and pedagogical tools

Employer Training center

Apprentice/trainee

Profession and skills standards defined and assessed

in common between all public and private actors

Artisans/micro-unit/company Training center

Apprentice/trainee


Point 8Designing a TVSD program may lead to

restructuring traditional SD pathways

(the case of West Africa) • Updating the occupational standards of

tradional apprenticeship• Retraining the masters• Introducing general and technical training • Leading the existing SD to recognised

qualifications


Point 8 bisDesigning a TVSD program may lead to linking

occupation and professionnalisation

• Developping public works in order to insert and qualify young people (Ethiopia, South Africa)

• Creating opportunities for young people to be placed in local enterprises or communities and qualified on and trough the job (Ivory Coast and West and Central Africa common project)


Point 9Designing a TVSD program has to

respond to the need for equity • Linking global needs and individual needs• Responding to the lack of SD pathways for

– Low educated people

– Girls/women

– Rural population

– Post-conflict population…


Point 10A designed TVSD program has to be

• Integrated in a national qualifications framework

• Piloted trough partnership • Supported by sustainable financial means• Regularly assessed in terms of

equality/efficiency of access and outcomes


Appendix: the present SD scheme

School based

training


Appendix: the new SD paradigme

richard walther, tvsd: the role of ngos “ 10 main points to consider as an ngo designing a tvsd...

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