Enhancing Entrepreneurship Skills in TVET Colleges and Polytechnics in Rwanda

Transcription

1 Enhancing Entrepreneurship Skills in TVET Colleges and Polytechnics in Rwanda 1. Jean Marie Vianney MUHIRE Senior Officer in charge of Curriculum Development Unit, Workforce Development Authority (WDA), Ministry of Education (MINEDUC) 2. John Paul KANYIKE Field Officer and Master Trainer, AKAZI KANOZE ACCESS 3. Megumi ANDO JICA Project for Strengthening the Capacity of Tumba College of Technology 4. Faustin KALINA Assistant lecturer, Tumba College of Technology Background Rwanda s Vision 2020, is to be a middle income economy, operating as a knowledge based service hub. Recognizing the critical need for skilled human resources to meet private and public sector demands, the government of Rwanda reinforced entrepreneurship skills in all education sector. However, according to the tracer survey of Tumba College of Technology (2016), a technical and vocational education and training (TVET) institution, the access to employment opportunities to the graduates is a major concern in the country. Graph 1: Percentage of graduates with destinations (Graduates Tracer Survey ) Resource: Tumba College of Technology Batch / (Year of Graduation) Percentage of graduates with destinations Batch 1 / %(3y9m) Batch 2 / %(2y9m) Batch 3 / %(2y) Aug Batch 4 / 2011 Dec 67.3%(1y8m) - - Batch 5 / 2012 Batch 6 / 2013 Batch 7 / %(11m) 71.1% (2y6m) % (1y6m) 60.0% (2y6m) %(1y6m) ( ) = Period after graduation 1

2 TVET Policy, September 2015 To develop a regional and international TVET system that produces men and women quality graduates, with employability skills that respond to the changing demands of employers and the country s labour market, providing them with the opportunity to engage in decent work, work for themselves, be competent entrepreneurs and engage in life long learning Rwanda adapted a Competence Based Training (CBT), emphasizing what a person can do in the workplace as a result of completing training or through relevant experience and learning that has taken place in the workplace or elsewhere. Competency includes the capacity to: Perform individual tasks Manage a range of different tasks Respond to contingencies, emergencies or breakdowns Deal with responsibilities of the workplace Competence Based Training / Assessment (CBT/CBA) The emphasis in competency based training is on "performing" rather than just "knowing". Occupational Based Qualification Program Duration is Flexible as per competency complexity Multiple Entry Points and Multiple Exit Points Academic Year May be Flexible It is Professional Program It targets a Specialization It targets job requirements The Summative Assessments is progressive/continuous The Success of the Candidate is determined by her/his level of practical performance (Meeting the minimum standards Performance Criteria) 2

3 Competences of Entrepreneurship at TVET in Rwanda RTQF Level TVET Qualification Title Competences of Entrepreneurship Developers / Partners Eg. Occupation Title 7 Advanced Diploma Evaluate and Monitor (M&E) and Auditing business WDA, JICA, AKA, Polytechnics and Private Sector Junior Manager 6 Diploma Manage a business WDA, JICA, AKA, Polytechnics Professional and Private Sector 5 Certificate III Organize a business WDA Supervisor 4 Certificate II Design a business plan WDA Technicians 3 Certificate II Create a business WDA EDC/AKA Master Card Foundation 2 Basic skills Level Create a business WDA EDC/AKA Master Card Foundation 1 Foundation Level Create a business WDA EDC/AKA Master Card Foundation Advanced Operator Qualified Workers Skilled Worker Operators Semi skilled Worker Assistant Operators Tumba College of Technology & JICA TCT 2 PROJECT COLLEGE INFORMATION: Established in : August 2007 Study period: 3 years (Sep 2017-) No. of Staff: 88 Staffs(Admin and academic) Departments: Alternative Energy (AE), Information Technology (IT), Electronics and Telecommunications (ET) Students: Full time:2158 (1519 Graduated, 639 currents), Part time: 810 (1086 completed, 137 currents) Project Name: Project for Strengthening the Capacity of Tumba College of Technology Phase 2 Project Period: 5 years (March 2013 December 2017) Overall Goal Project Purpose Outputs TCT s good practices are applied to other TVET institutions in Rwanda TCT becomes a model institution that provides Government of Rwanda with effective approaches for improving TVET sector Output 1 Continuous capacity development system is established for the provision of practical technical education. Output 2 Improvement mechanism of school management is established in TCT. School Management Career Support Graduates Tracer Survey Output 3 WDA and TCT share good practices useful for TVET sector. Employment Entrepreneur Career Exploration Self awareness Development Further Study Picture: 5 Pillars of TCT s Career Support 3

4 AKAZI KANOZE ACCESS Mission is to provide Rwandan youth with the employability skills, capital, and support necessary to take advantage of economic opportunities. Vision is to empower Rwandans with employment oriented skills and services, enabling access to economic opportunities. Activities Work Readiness Advanced Entrepreneurship Accelerated Learning Programs Early Childhood Development Caregivers Small Business and Cooperative Management Date:20 Feb to 3 March 2017 (10 Working Days) Workshop on Development of Entrepreneurship Module Date:1 st : 4 to 16 June, 2 nd : 9 to 24 July 2017 (24 Working Days) Workshop on Development of Trainee s and Trainer s Manual No. of Developer (Participant) : Total 37 participants (WDA, JICA, AKA, Polytechnics and Private Sector) Picture: First Joint Meeting of Workshop on 16 Dec 2016 ( WDA, JICA, TCT, AKA) Learning Outcomes Entrepreneurship module at Level 6 and Level7 Level 6 Business Management Learning units 1. Plan for business operations 2. Manage human resources 3. Manage Marketing Operations (MMO) 4. Manage financial operations 5. Manage production operations L. Hours Learning outcomes (60hours) Establish marketing plan for a business 1.2 Plan for Business human resources 1.3 Forecast business financial and asset needs 1.4 Establish production plan 1.5 Develop risks mitigation plan Recruit employees 2.2 Evaluate and motivate of employees 2.3 Manage employees relationship 2.4 Apply labour, social security and tax laws Manage product marketing 3.2 Manage pricing of products 3.3 Carry out promotional activities 3.4 Manage sales operations and service after sales 3.5 Manage competitors Mobilise financial resources 4.2 Manage budget and report 4.3 Manage procurement operations 4.4 Manage assets Adequate organization of products design and input 5.2 Proper compliance with production standards according to internal quality control system and other standards. Learning units 1. Design M & E system and tools L. Hours Learning outcomes (50hours) Formulate M&E business goals, outcomes, output, activities to be carried out,, indicators, means of verification and assumptions of the system in accordance with a business plan 1.2 Select and design M&E tools 1.3 Define responsibility, data flow and management 2. Apply M&E system Collect data according to the evaluation goals 2.2 Analyse data using the appropriate tools and interpret results in line with the M & E goals and sector indicators 2.3 Report findings and formulate recommendations 3. Make informed decision 4. Conduct business audit Level 7 M&E and Auditing business Analyse and review recommendations in line with the business goals and identified specific problem 3.2 Select the best decision 3.3 Design an implementation plan in accordance with the decision made Plan for audit in line with business needs 4.2 Review relevant documents and consult with concerned people according to audit plan 4.3 Analyse audit findings in comparison with standards 4.4 Report audit findings and recommendations to the management team 4

5 Uniqueness and strong point of our module and manual Respect the Cross cutting issues in Rwanda (Gender, Inclusive, etc.) Structured flow of content from Lv1 to Lv7 Academic as well as practical Knowledge transfer Diagnostic activities to assist trainees to develop their critical thinking Result of Questionnaire Do you think the collaboration between the training institution and private sector is important? <Comments> The collaboration is important because the private sector knows well what is happened outside the world (schools) Collaboration between private institution (sector) and training institution helps to merge the academics with the practical field. The exchange of experience of both parties enrich the academic developing. It is crucial as it is a win win situation. Private (sector) could demonstrate their needs and Training (institution) could cater for it accordingly. The private sector contributed a lot in product information in terms of competencies needed to the labor market and the world of Entrepreneurship. 5

6 Conclusion Adaption of Competence Based approach in the development of Entrepreneurship training material enabled us to integrate real life situations so that learners will be actively involved the learning process. The piloting process is scheduled to start in September, However, the success of the program implementation will depend on the involvement of all stakeholders. The results of the project will enable youth to have business mindset, work with other entrepreneurs, find new business opportunities, and link them with their fields. Bringing together training institutions and private sector in the development process helped lecturers and business practitioners share experiences and increase collaboration, in hence, the quality of the Entrepreneurship curriculum and training materials. List of the Lv6&7 Entrepreneurship Module and Manual Developers MINEDUC/WDA (Supervisor / ) JICA/ TCT 2 Project (Finance / Administrator/Advisor) JMV Muhire Supervisor Private Sector / NGO (Module and Manual Developer) Jacques Kabanda CEFE Rwanda Ltd Tumaini Kanyike AKAZI KANOZE ACCESS Gratien Anne Marie Alexis SDM Consultant Felix Pascal Chrisange Ltd. Aimable Gordon Partnership Albert Highland Publisher (Illustrator) Aimable MBO&CO Ltd. Emile GTBank Maria Quality Assurance Saikawa JICA RW Office Beatrice Musanze PLT Nishiyama Chief Advisor UR / Polytechnic Lecturers (Module and Manual Developer) I Kabood IPRC Kigali Francine RTTI Ando Expert Aragaki Expert Bravo Project Officer Tumba College of Technology (IPRC North) (Supporter/ Module and Manual Developer) Pascal Principal Muhamad DAP Kalina Assistant Lecturer Jean Pierre OCTON Ltd. Antoine Finance Expert Jean Omar SERENA Hotel Xavier Rwanda Water and Forestry Authority Yvonne IPRC East Geofrey GIP Alphonse MIPC Alexis UR Alice IPRC West Jeanette IPRC South 6

7 30/08/2017 Thank you for your attention! 7