BEST: AN OPPORTUNITY FOR TVETA, CDACC & COUNTY GOVERNMENTS NAIROBI MAY 2018

Transcription

1 BEST: AN OPPORTUNITY FOR TVETA, CDACC & COUNTY GOVERNMENTS NAIROBI MAY 2018 BEST as a Policy Opportunity BEST (Basic Employability Skills Training) is a proven Kenyan model for CBET CAP YEI has been improving the approach since 2013 CAP YEI graduates achieve employment at a rate of 73.4% Research shows that BEST is attractive to VTCs and TVET County Directors There are alignment opportunities between the BEST steps and TVET cycles CDACC has approved several BEST modules to ensure accreditation The BEST time is now TVET Centres of Excellence can demonstrate CBET by adopting BEST BEST provides a compelling example of TVET reform CAP YEI s research shows what works and what is needed for full adoption CDACC values the BEST model and is positioned for collaboration BEST can profile TVET reform across sectors and across Africa TVET Centres of Excellence to follow the BEST principles BEST has identified 9 principles (the non-negotiables) to follow The 2017 Capacity Building experience has shed light on their relevance BEST is best transferred as a training management system CAP YEI can become a service provider for outstanding TVET Centres BEST is attractive to County Governments BEST is compatible with TVET reform and country strategies TVETA, CDACC and CAP YEI can support country priorities for TVET reform CAP YEI brings experience with BEST and with monitoring employment data Counties that host a TVET Centre of Excellence will be role models POLICY ACTIONS TVETA & CAP YEI to agree on a modality for BEST introduction to TVET Centres of Excellence CDACC to formalize a collaborative agreement with CAP YEI to fast forward the accreditation of BEST modules to maximize alignment with TVET cycles TVETA and CDACC to participate with Country Governments to ensure the principles ( non-negotiables ) are addressed in Centres of Excellence CAP YEI to perform the role of service provider with Terms of Reference that include advise on BEST as a training management system, combined with rigorous monitoring and evaluation

2 Introduction RESEARCH FINDINGS THAT UNDERPIN THIS BRIEF Since 2011, CAP YEI has been training youth for employment and entrepreneurship using its Basic Employability Skills Training (BEST) through three models. In the first Demonstration CAP YEI establishes and operates a training centre where the youth are trained. In the second Replication - CAP YEI conducts the training in a hosting institution. In the third model Capacity Building CAP YEI offers the training to instructors (trainers) of public/private institutions who are then expected to use BEST elements in their programs. The model is operationalized since 2013 through a relationship between CAP YEI and institutions of the country s Technical and Vocational Education and Training Authority (TVETA), usually Vocational Training Centres (VTCs). CAP YEI sees this third model as a more effective way of sustaining their BEST training and expanding its delivery to a wider population of youth in the country. The success of CAP YEI s programs was demonstrated in an end of project evaluation conducted in 2015, that showed CAP had achieved overall rate of job placement (employment) of 73.4% of its graduates. The graduates in that study said it had been very beneficial, not only for them as individuals, and that the program had been able to shape their character due to the good advice and training in life skills. The evaluation demonstrated a set of conditions that were vital for successful youth development into necessary conditions. This set of non-negotiables factors were found fundamental to the success of BEST application and outcomes (Text Box 1). Text Box 1: The non-negotiables fundamental to the success of BEST application and outcomes - Providing a safe place to learn - Providing a set of life-skills -at the start- to enhance self-esteem, confidence, and a sense of worth - Ensuring the curriculum, and the skills provided, are grounded in the local needs of employers - Offering a course duration that meets the needs of a large number of disadvantaged youth - Allowing students to get guidance from mentors from different sectors, and thus creating linkages with employers, financial organizations, and other local leaders which they would have not been able to achieve on their own - Managing students expectations through exposure to work sites and to the working world through internships - Providing advice as young entrepreneurs take the leap towards starting their own businesses - Encouraging peer networking and group formation during the course and subsequent to graduation - Engaging graduates in recruitment and in mentoring, to serve as role models.

3 In 2017, CAP YEI commissioned an analysis of BEST delivery through the Capacity Building model. The study was based on Utilization Focused Evaluation (UFE) which sought lessons for application in four areas of interest: A. To learn how to select counties to engage with B. To learn which VTCs to recruit trainees from C. To learn how to support the adoption of BEST Steps learned D. To identify external assumptions for adoption and uptake of BEST model The study used data from 45 of the 60 VTCs that CAP YEI has worked with since the inception of the Capacity Building model in Other respondents included CAP YEI staff members in charge of the Capacity Building model, and national and county level TVET Directors. Results and Recommendations A. Overall CAP YEI s BEST process found favour with most of the TVET County directors, who reported the following challenges: revitalizing their respective VTCs; designing courses that can serve a wide range of youth interests; ensuring there is enrolment; and, training leading to employability and entrepreneurship. However, the extent to which it is effective depends on who got the training, what was learned, and how much the trained instructors understood to apply. A key success parameter for VTCs is getting graduates employed (according to 60% of VTCs visited), and increase in enrolment (for 43% of the VTCs). Others success parameters were: the quality of training of the trainers, and entrepreneurial support. Full success of the BEST process was constrained by limited establishment of the non-negotiables.

4 0.0% 50.0% 100.0% Job placements High enrollment 42.9% 59.5% Quality of training in VTC Entrepreneurship support Students retention Introduction of short courses Skilled graduates Positive perception by More equipments for the VTC 23.8% 16.7% 14.3% 9.5% 9.5% 9.5% 2.4% n=79 Figure i. Success parameters according to VTCs (n = frequency of mention) B. To learn how to select counties to engage with CAP YEI has been using a loose strategy to select counties to engage, guided by the county s TVETA interest and CAP YEI staff work load. Given that the model can best be provided based on demand, this approach is likely to continue and constrained by the extent to which resources are made available to promote BEST widely. CAP YEI has been engaging and working with counties and VTCs through rather informal arrangements, following acceptance by interested respective county TVET directors. The absence of obligatory arrangements (i.e. signed contracts or MoUs) limited more reliable (dependable) relationships that would have had definite objectives, expectations, and sharing of roles and responsibilities. Respondents pointed out that CAP YEI should engage with the counties promoting the value of the BEST model in youth development and employment. Such reports will make it easier for counties to invest/support CAP YEI s BEST program through their Integrated Development Plans (CIDPs). The study established that a significant number of contacted county directors were willing to invest in staff time, infrastructure and equipment (Figure iii).

5 Equipment Infrastructure Staff Money 5 0 Nothing A little Some Moderate A lot Figure iii. Willingness of county government to support CAP YEI County selection recommendations: A quick appraisal of the extent to which a county is interested, ready and willing to undertake this will be a useful starting point. The BEST model will work best where CAP YEI has a strategic relationship with the county TVET offices and VTCs. This will especially be useful in activities that require resource investment. CAP YEI to develop and use acceptable binding partnerships (using instruments such as contracts and MoU s). Mutually agreed MoUs can provide a clear understanding on how the program is delivered, and especially how required resources and responsibilities would be shared. This will

6 assist in VTCs and counties incorporate BEST in the County Integrated Development Plans (CIDPs). Clear working agreements for out-scaling to the non-contacted VTCs. Engaging the National TVET office especially in policy and national budgetary support. C. To learn the VTCs to recruit trainees from VTCs were selected by the directors on the basis of the potential to address student recruitment, instructor capacity, interest in short period training periods and employability of graduates. The county directors also considered political and geographical consideration, student populations, VTCs willingness, facilities, and accessibility (location). VTC managers and instructors who had a good understanding of the BEST model in its entirety (including the non-negotiables ) had a greater success rate in recruitment, training and placement. VTC Manager (Rongai VTC) - quoted text: "Since I came to know about CAP YEI, I don t want to miss their trainings. I requested them to be informing me every time they have meetings near Nakuru. I have learned so much from them. I have even introduced short courses in my institution, I still want to learn the tricks they use and transform Rongai VTC to be like Kenlands (CAP YEI institution) where you find students fighting to be enrolled. They have managed to beat negative perception from the community. VTC and instructor selection recommendations: Given the limited resources and time, the selection of VTCs and trainees should jointly be agreed upon and be guided on where BEST can demonstrate the highest impact and lessons for further uptake and innovation. A SWOT analysis of VTCs is recommended as a starting baseline followed by the selection of instructors who easily and readily understand the value of the complete BEST model. This implies selecting instructors who are capable of being BEST champions. D. To learn how to support the adoption of BEST Steps learned The study found a moderate misunderstanding of CAP YEI s BEST as a type of course. It established that it is series of activities that enable a training institute to identify potential employment opportunities, develop relevant training content (or ensure its relevance), recruit and adequately

7 train students, and connect them to those opportunities. So BEST is a training management process that covers aspects beyond the actual training classes. The BEST system was observed to be a way of presenting the conventional curriculum in an easier, practical and participative way by bringing potential employers to the classroom through industry mentors and field visits. A significant challenge by government VTCs is a long-held public perception that they are education centers for failures, given that they were alternatives for students who do not get admission to higher-level academic colleges. As a result, the VTCs do not get adequate admissions (enrollment), and most considered BEST as a way of addressing this. Retaining the few admitted students has also been a problem for the VTCs. They take a varied mix of middle and final levels of both primary and secondary school levels students, and all of them reporting to taking the same courses. There is also mixed age and gender admissions for courses follow regardless of the students background and qualification. The findings in this study suggest that BEST provides VTCs well-structured guidance and counseling processes for the students during orientation, and the VTCs have a shortage of instructors specifically trained to do this. The CAP YEI model also recommends a staff-student ratio of 1:20. CAP YEI teams induct interested VTC managers and instructors starting with introductory workshops, followed by the identification of BEST steps and subjects expected to address specific challenges and limitations. This selective choice and evolution of which BEST steps to apply undermines the establishment of the non-negotiables and the adoption of all the steps, which are distinct but related and integrated to ensure students are recruited and trained for absorption into industry. A frequently mentioned challenge in instructors participation in BEST training introduction and forums was how this effort was to be financed. Unlike the Demonstration and Replication models where CAP YEI is in charge of most of the training process, the expenses incurred through the Capacity Building model are supposed to be shared. The instructors lamented the absence of, or inadequacy of, resources to support their participation (participation allowances) in the training. The main dissemination method reported (trained instructors sharing lessons with the rest of the VTC staff) was through staffroom meetings (by 80% of VTCs). Dissemination was rated as extremely successful where there was support from the administration, especially the VTC managers, and especially when the VTC manager was among the trained instructors.

8 BEST Cycle TVET Cycle Recommendations to support the adoption of BEST Steps CAP YEI should promote BEST as a training management system (and not a technical course). The Market scanning inadequate appreciation of all BEST Steps, and provision of the non-negotiables, is a drawback that needs to be addressed, especially during the introductory events. This should be included in all introductory forums (to county directors and VTC staff) as well as the proposed Capacity Building BEST manual. Success from BEST application will come when all steps are fully adopted and incorporated into the VTCs management and training cycles. It was expected that the VTCs would try and adapt BEST to their own cycles; however, this should be done in ways that fit what they do while also retaining the recruitment-to-training-toemployability linkage process (Figure iv). Curriculum Development Localize TVET TNAs 1 and curriculum content. Or carry out county level scans Promotion & Recruitment Already taken up BEST and TVET steps and how they can be merged Induction Already taken up Classroom Training Assignments Work Readiness Integrate BEST steps with standard TVET training methods Figure iv. Aligning, merging and integrating BEST with TVET cycles Placement Develop and use industry Program Review Extend reviews to all steps 1 Training Needs Assessment, done at national level

9 Linking a VTC training curriculum to local employment opportunities should be a key and part of a TVET or VTC training strategy. The TVET offices and the VTCs should find ways of relating the national training needs and plans to the short course curricula developed for or by each specific VTCs. There is a need for CAP YEI and the VTCs to develop and agree on a follow-up and reporting system that supports implementation and lessons from unfolding outcomes. A database of county and/or VTC challenges, target outcomes (during and beyond training), and the applied BEST activities could help. Such baselines and databases could be an investment by the county TVET offices, with reporting systems used to demonstrate processes, effects and lessons. E. External trends influencing adoption and uptake of CAP YEI BEST model There are on-going developments and trends that are likely to affect use of CAP YEI s Capacity Building model. Some of these are emerging changes across national governance, development programs and vocational training. The devolution in the country s political governance means a varied extent to which specific counties interact with CAP YEI and their acceptance of the BEST training. At TVET national policy level, there are some systems in place and under development that can help support a nation-wide adoption of BEST. For example, the TVET National office was converting all its courses into unit-based training. The units are components of the longer courses, but designed to be completed separately on their own, an arrangement that could easily have been fitted into the BEST model. TVETA Training Needs Assessment vs BEST Market Scanning According to the National TVET Director, TVET conducts a Training Needs Assessment (TNA) to inform their curriculum. The TNA is done by a qualified institution with the right capacity and tools. VTCs are not expected to carry out TNAs. If they suggest a new course (or adjustment), the TVET office will organize a TNA whose report will be used in design a course that can be taught in VTCs across the country. Unlike CAP YEI s studies, the TNA does not target specific industries. The advantage with CAP YEI approach to Market Scanning is the focus on local industrial needs and context. Courses are defined by what the local potential employers are looking for. Or locally viable entrepreneurial opportunities graduates can engage with. Recommendations on how to take advantage of influential and relevant trends Among key factors to be considered in promoting BEST in the TVET system are the county strategies related to youth development. Many counties have programs for youth development and training and CAP YEI should find ways of contributing information and advice (based on its BEST experience) to such spaces. The transformation of TVET training courses into separate and semi-complete units will be valuable in fitting or aligning with the short-term BEST training. However, it is useful to note that,

10 as a training management approach, the BEST principles can be applied even in the other courses. The introduction of the BEST principles that go beyond content, to any TVET course is expected to impact on critical success parameters such as VTC promotion, student retention and employment. CAP YEI should discuss with county TVET offices, VTC managers and other stakeholders (including industry actors) on how best to incorporate those steps in the normal TVET training programs.