AFGHANISTAN WORKFORCE DEVELOPMENT PROGRAM

Transcription

1 AFGHANISTAN WORKFORCE DEVELOPMENT PROGRAM OVERVIEW: Afghanistan Workforce Development Program (AWDP) is a five and a half year program (April 2012 September 2017), funded by the United States Agency for International Development (USAID). This program is implemented by Creative Associates International Inc. and the Ministry of Education (MoE) of the Government of the Islamic Republic of Afghanistan (GiRoA). The main goal of AWDP is to increase both job placements and wages for 25,000 mid career/semi professional Afghan job seekers and private sector employees. At least 25 percent of all those to be placed and/or promoted will be females. AWDP addresses the twin problems of high unemployment and the scarcity of technically skilled Afghan labor and trained business managers through increased access to quality technical and business education and training, job placement and support services. By improving the quality of and access to training in market driven skills, AWDP complements the workforce development goals of the Afghan and United States governments, while supporting key growth opportunities in sectors with a proven labor market demand, such as: financial management, project management, information and communication technology (ICT), construction, youth training for employment, women in the private sector, employment related services and marketing. GEOGRAPHICAL LOCATIONS: Currently the AWDP program is operating in the following 12 cities of Afghanistan: Kabul, Herat, Mazar e Sharif, Jalalabad, Kandahar, Kunduz, Ghazni, Bamyan, Khost, Gardez, Faizabad and Shabarghan. These 12 cities include the six main regional economic hubs of the country. Page 1

2 AFGHANISTAN WORKFORCE DEVELOPMENT PROGRAM (AWDP) Habibullah Arghawan, President of Oqiyanos Road and Construction Company in Herat: Previously, my employees did not have the skills to handle my accounting books at the level needed for larger international and national contracts. Yet through these training programs, last year my staff learned accounting skills with the credibility needed for these larger contracts. I am grateful to USAID s AWDP for helping my business grow using Afghan workers, removing the need to hire from abroad. ACCOMPLISHMENTS Awarded and completed 30 short term labor market determined training programs. Another 48 recently awarded projects are currently in progress. Trained 19,341 mid career/semi professional employees and job seekers 36 percent of whom were women in technical and business management skills. Training areas so far include the use of financial management software, web design and electrician skills, among others. Placed and/or promoted with salary increases 10,711 training program participants, 34 percent of whom were women. Facilitated the establishment of four profitable job training and placement service companies. The companies used an AWDP model developed by four grantees. Total Number of People Trained by the AWDP Program by Sector and Gender Breakdown THE AWDP FOUR PILLAR MODEL Unlike other workforce development programs, the AWDP model trains for specific employment in Afghanistan with private sector entities (PSEs), traditionally filled by foreign labor. By sourcing from Afghan labor, the employer saves money while investing in local labor. How is this done? Afghan technical vocational education and training (TVET) and business education and skills training (BEST) providers funded by AWDP follow four stages of the market driven model. AWDP training providers will: 1. Conduct a demand assessment to determine the labor market needs of PSE employers within a given sector; Page 2

3 2. Develop or adapt training curricula to fit to the results of the demand assessment, so the training matches the needs of private sector employers, with curricula validated by the PSE before the training design stage; 3. Facilitate competency based training design and delivery with modern adult education methodologies; and 4. Incorporate employment related services (ERS) into the training to orient employees on professional work environments, while job seekers are trained to conduct themselves professionally for a successful job search. In contrast to traditional training methods, AWDP training programs have a learner centered approach, which allows participants to use their newly acquired skills as they are undergoing their training. THE MODEL WORKS: In Afghanistan, in a period of economic decline and business uncertainty, the program has trained at least 19,341 (7,031 female and 12,310 male), mid career/semi professional Afghans in modern, market driven TVET and BEST courses, 36 percent of them females and placed at least 10,711 (3,683 female and 7,028 male), mid career Afghans in suitable jobs and/or better employment opportunities, 34 percent of whom are women. Placed means job seekers found new jobs or employees were granted promotions based on skills developed from the program. Businesses are asking that the program be expanded. 1. Labor Market/Private Sector Demand Assessments The purpose of this step is to identify the specific skills needed by the private sector for better management and progress of their businesses/services. AWDP follows up on program progress through a Monitoring and Evaluation system. All training, placement and promotion data is collected and verified Under this step, AWDP training providers conduct private sector demand assessments by visiting PSEs offices for face to face meetings with management and other relevant staff of those institutions, including private firms, travel agencies, telecommunication companies, private schools, private universities, NGOs and other institutions, that are able to independently sign Memorandums of Understanding (MoUs) with AWDP training providers. During Page 3

4 AFGHANISTAN WORKFORCE DEVELOPMENT PROGRAM (AWDP) these visits with PSEs, AWDP training providers focus on: 1) introducing the AWDP model to them and describing its benefits, 2) discussing and identifying the skills needed by PSEs for developing demand driven training curricula, 3) signing MoUs with PSEs; and 4) the adaptation or validation of their training curricula. These four steps are conducted through close relationships and regular meetings with PSEs and a careful analysis of their training needs. IMPORTANT: AWDP training providers are NOT allowed to present to PSEs a pre determined list of skills; it is entirely the decision of the PSE to select the skill (s) it needs for its employees. The MoU specifies the interests, positions, responsibilities and commitments of the two parties towards each other during and after the training provided by AWDP. The main purpose of this MoU is to obtain a commitment from PSEs to promote their staff trained by AWDP, with at least a 3 percent salary increase and/or to hire trained AWDP mid career/semi professional job seekers. These commitments are in return for USAID funded market based short term skills training provided to their staff. As the main objective of the program is to provide training for the most in demand modular skills needed by PSEs and job seekers, this step is seen as the most critical stage of the model for its successful implementation in the later stages. SUCCESSFUL DEMAND ASSESSMENT STEPS SHOULD: Identify and select qualified demand assessment team members to undertake a demand assessment from beginning to end, including the preparation of a detailed demand assessment report. Outline strategies to identify PSEs to be contacted. This strategy may include contacting Afghanistan Investment Support Agency (AISA), Afghanistan Chamber of Commerce and Industries (ACCI) and Business Associations for better and faster identification and selection of a number of PSEs. Include a letter which explains the AWDP program, AWDP training providers and their covered sector to PSEs. Particular emphasis should be on the advantages of the AWDP model to PSEs, including new market based and in demand skills. Ensure contact with PSEs through , phone or another channel AWDP s implementing partners are given regular technical and administrative assistance to provide the most effective training programs possible. to set meetings or group discussions. This contact continues on a collaborative basis throughout the life of the grant. Have training providers meet with PSEs in a focus group or face to face discussion: Page 4

5 - Provide a brief description about the scope of the USAID AWDP grant and its advantage for PSEs. - Help PSEs key personnel to understand and use the demand assessment tools and methodology (questionnaires, checklist, brainstorming, focus group discussion, face to face meeting). - Use proper methodology (brainstorming, questions and answers, presentation, motivation) to ensure private sector employers play a significant role in the demand assessment process leading to the identification of specific skills employers need, with the AWDP training providers team providing technical support. The relationship is recorded in MoUs which guide the process of gathering data about labor market needs, recruiting mid career workers, and ensuring that the training correctly responds to the identified need. The consultative nature of this contract also helps define existing and emerging skills requirements. 2. Competency Based Training Curriculum The AWDP competency based training curriculum should cover the contents that were developed together with PSEs/employers with the assistance of the AWDP training providers technical team. AWDP training providers develop modular curriculum to address the demand driven skills identified by PSEs/employers. The curriculum should then be reviewed and validated by PSEs/employers. After an agreement with the AWDP training provider is secured, the curriculum will be shared with an AWDP technical program team for review, potential comments/improvements, and approval. SUCCESSFUL CURRICULA VALIDATION STEPS SHOULD: AWDP grants and contracts are awarded in a transparent and competitive manner to ensure the most qualified training providers are selected. Identify and list an AWDP technical training agenda based on PSEs skills needed, developed from the demand assessment report. Categorize the list of skills in demand by PSEs so that the training provider develops or adapts a relevant curriculum for each category. Share the first curriculum draft with AWDP first to ensure the content and structural design is relevant and specific to PSE needs. After AWDP s review and input, it should be shared with PSEs for their review and feedback. Incorporate PSEs comments and feedback into the curriculum and then share with PSEs to ensure the curriculum is developed according to their needs: - After PSEs are satisfied with the revised curriculum, they must validate (sign, stamp and date) it to allow the AWDP training provider to design and develop the training. This will also Page 5

6 AFGHANISTAN WORKFORCE DEVELOPMENT PROGRAM (AWDP) ensure a commitment from PSEs for the promotion of their trained staff member or the hiring of trained mid career/semi professional job seekers from the AWDP training provider. 3. Competency Based Training Design and Delivery This part of the model develops the specific skills required by PSEs and recognizes that more education may not be the answer to technical employment. AWDP distinguishes itself from education training, focusing instead on skills training based on what the private sector needs. The training is practical, modular, competency based and short term. The approach ensures that upon completion of the training, each trainee has developed the competencies aligned with the validated curriculum. To make the training as high quality and effective as possible, trainers use modern adult education methodologies which are active, participatory and immediately use the competency based skills taught, so that the trainee finishes each day learning practical tools. The training objectives should be SMART: Specific, Measurable, Achievable, Realistic, and Time bound. A SUCCESSFUL TRAINING DESIGN SHOULD: Every single grant and contract is thoroughly reviewed and assessed by a committee, following a transparent process. Have relevant activities to ensure the objective is achieved. The activities should be specific and understandable. Be designed in a way that at least 70 percent of the training involves the trainees active participation in activities such as group work, discussion, questions and answers, exercises, etc. Mention examples relevant to the trainees work sector in the activity part of the training design. - Trainees possessing a bachelor s degree should have at least two years of experience in the enrolling training sector while high school graduates should have no less than three years of experience in the relevant sector. Evaluate participants after each training session to ensure they are able to explain or practically demonstrate the session activities. Be flexible to allow trainer to adapt their style to the training design. Allocate a specific time, realistic to the objective, methodology and number of people in a training session. Include a list of the training materials in the training design. Provide the relevant training materials to the participants at the time needed. Designate these materials specifically for the session. Manage overly talkative participants and encourage quiet ones to participate more. Page 6

7 4. Employment Related Services (ERS) After training, the AWDP training providers final step is to place graduating job seekers in appropriate private sector positions and facilitate the promotion of PSE employees. For job seekers, AWDP training providers give training in CV preparation and interviewing skills through role plays. AWDP training providers match job vacancies with the profiles of job seeker participants and guide them to contact employers using contacts from the demand assessment phase. Training providers follow up with placed job seekers for a period of usually two to three months to confirm that the placement was genuine, as required by their grant. AWDP TRAINING PROVIDERS SHOULD: Identify PSE vacancies for mid career AWDP trained job seekers during the demand assessment phase. Providers will have frequent meetings with PSE employers to identify mid career job vacancies for the trained job seekers. They will record the jobs in a vacancy database for job matching. Design a responsive database to record trainee and vacancy data during the demand assessment phase. The PSE employee and job seekers database should be completed during demand assessment and trainee selection. - Contain full information about job seekers selected for AWDP skills training. The AWDP M&E Department will assist AWDP training providers to develop a comprehensive and responsive database. Train in pre employment skills, such as: CV writing, cover letter writing, completing application forms, conducting a job search, calling PSEs by telephone, networking, communication skills, negotiation skills, and organizational ethics. Relevant curricula and lesson plans are developed by an expert in the field and are at least 3 days in duration. The training is 80 percent practical to ensure the full active participation of participants in the pre employment training. Training is followed by an evaluation to ensure that the training objectives are achieved. Follow up on MoUs signed by PSEs and their trained employees. Use database information on job vacancies and data sheets on job seekers to facilitate the process of matching and placement. Introduces qualified job seekers to the employers for placement. Provide support to the newly placed employee to perform her or his duties accordingly. Follow up with PSEs to ensure employees work is at a quality level. Contact the trainees and ensure they have received their salary increment or been placed with the relevant organizations, if required. Page 7

8 AFGHANISTAN WORKFORCE DEVELOPMENT PROGRAM (AWDP) In July 2015 the AWDP program was extended beyond the six regional economic hubs of Afghanistan (Kabul, Herat, Mazar e Sharif, Jalalabad, Kandahar and Kunduz) therefore, projects being implemented within the six new cities are in the early stages of development. Page 8