training centre a preliminary proposal
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Training Centre
A Preliminary Proposal
Ahmed Khidir Yagoub
Email: akyagoub@gmail.com
Objectives & Goals
This is a preliminary proposal for the establishment of a training centre as a
semiprivate/nonprofit NGO. The goals are to produce technologist, technicians and high skilled
laborer as well as offering ability improvement and capacity building for the poorly trained. The
demand for these in the market labor is high in industry and as self-employed capable of
running competitive small businesses and cottage industry.
The field of study extends from the engineering and management to artisanship. The proposal
will discuss the disciplines, the curricula, the teaching staff and the workshops and laboratories
required as well as phases of development and logistics.
The target group is school leavers who will take study course for maximum of three years to
acquire a diploma. The establishment accommodates in-service training and short technical
training courses as well as evening classes.
Introduction
Training means gaining real life experience and skill on performing a certain job successfully.
There is a vast amount of information, rules and methods to be acquired as knowledge.
However experience has shown that applying this knowledge and making it useful to mankind
has many difficulties and obstacles that require special strategies to overcome. There is always
an end product whether it is a service or an object whose qualities could be assessed besides
the fact that no two persons could do it the same. Inventing the best ways and means of
making the trainee acquire the ability and capability to achieve such high qualities of the end
product is a must and stand as the main goal of training.
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These ways and means and how are they implemented to produce the high quality personnel
sought raise the need for training and becomes its motto.
Effective Training Strategies
People teaching technical information and skills includes peer-educators, technical experts with
little or no teaching experience, as well as those accustomed to teaching in academic settings.
It is hard to characterize a general type of trainees. As we consider successful approaches to
education, it is helpful for us to remember that they want to earn more money, and want their
families to be healthier and more stable. Therefore, they can be enthusiastic learners.
It is also critical to remember that many may have had not been successful learner at school
or elsewhere. Being acknowledged as being good at learning is critical to being confident
enough to ask critical questions when we do not understand something. It is also important to
establish the link between learning information and changing behaviors. Our goal in training is
behavior change. Whether it is using a new piece of equipment effectively or being able to do
maintenance on equipment to ensure long-term use, our primary focus is on establishing
behavior change that enhances health and wealth.
Vocational Training
Technical education is associated with training and depends quite a lot on its effective
application. Vocational training of craftsmen on professions such as carpentry, plumbing or
welding might naively look like something anybody would pick by see-it-once and then become
an expert. Mastering an art requires repeated practices under instructions and guidance which
is to mature through continuous assessment of progress and advancement.
Science is an important component of the processes. Hammering a nail involves some elements
of physics, dynamics and statics. As man learned the different sciences and applied his
knowledge to the profession of health, agriculture and engineering, the lower level professions
similarly undergone refinement and their techniques were improved in an ever continuous
manner since the enlightenment and the industrial revolution. Mathematics helped in
improving measurements and precision, the two pillars that mostly support high quality. This
goes side by side with geometrical 3D visualization of shapes and objects as well as the laws of
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physics and chemistry. This has far reaching effects in every technical art and has entrenched
on all aspects of modern human life including services, housing, food, clothes and
entertainment.
Technical education and training are the antidote against unemployment now becoming an
index of the nation failure. Recently it has associated strongly with job creation which is now
turning into an art. It is curbed by paving the way for small businesses by raising the level of skill
and competence and by promoting ingenuity and cutting down taxes rate and government
dues. Creation of jobs based on artistic professions like painting sculpture, music, drama and
fashion requires some guidance for creativity and improvisation of new ideas. This is not to be
undermined because there is considerable demand for the end products and the local
production is weak and is compensated by import.
Manpower
It is quite apparent that a good carpenter may not be a good teacher in the subject of
carpentry, which makes an apprentice a good craftsman. The qualities of a teacher must be
retained by the trainer or else we should allow provisions for training the trainers.
The manpower required to run the training center may not be available at home. While foreign
recruitment at the beginning is necessary, the local manpower should be assessed under tight
measures to note the inadequacies and locate the knowledge gaps, so as to build a strategy for
training the teacher. Averting the need for good faculty by filling the vacancies with unqualified
teachers transforms the center into an opportunity pool for the unemployed. This experience
has plagued the existing higher education system. It is a severe transgression from the centers
goals and objectives.
Who are successful trainers?
The answer for this question follows from the UNIDO and UNDP philosophies in training. The
following are excerpts from the manual for training the artisan gold miners*. It is helpful to first
have a look at ourselves. Are we people who learn best and easiest how to do things by reading
a book, by watching someone else do something first, by trial and error, by talking to friends
about it or by looking at images? Do we learn best in a loud and crowded room or in a quiet and
calm atmosphere? One thing we know about teachers is that we like to teach in the same style
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and atmosphere in which we learn best. However, if we only teach in the style that we identify
with most, we are often ineffective for a majority of students. Hence, learning to teach outside
our natural comfort style is critical.
Next, lets look at ourselves as learners. Do we learn material well if there is no clear positive
outcome for us as individuals? The answer is no. Why do we learn how to use the new machine
at work? We do this possibly because we will lose our job if we dont. Pretty clear. Why do we
learn how to maintain and fix the latest machine at work? We do this possibly because there is
a chance of promotion if we do. Why do we get good scores in school? We do this probably
because we want to earn a degree or have a certain job in the future. When planning training
programs for mining communities, we need to offer them knowledge and skills that they value.
In other words we need to have the question, Why do these people want to learn this material
and new skill set? answered by the community itself. So, setting up time to listen to questions,
needs, stories about failed training programs in the past, as well as what has worked in that
community is necessary while in the planning stage of the training.
How many times do we need to hear, read or discuss something before we really know it?
How much of what we learn do we remember? How many times do we need to practice a new
skill before we feel comfortable with it? Think about how to learn to ride a bicycle. Remember
those crashes? When planning trainings, it is essential that we only teach material that isessential in order for real changes to take place. What we do not want to happen is for a
person to leave a training remembering only the theory about construction engineering or
medical terminology. This information is interesting, but does not give the people any new skills
or behavior change experience. If people only remember 10% of what they are told, then we
want to make sure that the critical material is told ten times rather than other interesting
background material we might really like to teach. A good rule of thumb for teaching skills is 1
part of information to 7 parts of practice.Think back to the last time you tried to change one of your behaviors. Possibly, beginning to
exercise or giving up cake and chocolate. Did it take a lot of effort? Was it easy? My guess is
that it was at least a significant challenge. Behavior change to the point of habit development is
very difficult, even if we know exactly why it is a good idea. Understanding this and being
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supportive over time of efforts to change, and understanding failed attempts results in better
sustainable change than in any way suggesting that people are bad or hopeless for not
changing. As we all know from experience of receiving such negative messages, these
messages can be very subtle. However, being listened to about why our efforts were not
successful encourages future attempts. Would it have been easier for you if all your friends and
acquaintances had been engaged in the same change at the same time? Chances are that it
would have been. This is because people learn behavior change best in a social context.
Our job as trainers is to provide appropriate information, time for skills practice, time to listen
to individual and community concerns, time to consider obstructions to success. Community
change evolves from community planning and ownership of the information over time.
Maintaining a positive supportive attitude while working with a community makes all the
difference.
Curriculum
There is no foundation to undergo curriculum development locally. The few who had their
education locally in the last 20 years have been through a degenerate system of education in
which all the objective galls and aims have lost their sense and meaning. The relation between
the teacher and the student was transformed into a duty of passing very limited and
fragmented information to be reproduced in an examination with every function of the human
brain
related to objectivity and rationality being relaxed.
We recommend a criterion of setting up a curriculum based on defining the skill and modeling
on real basis how our candidate is to acquire it. This is maintained under the auspice of foreign
expertise and the careful transfer of state-of-the-art training policies and methodologies. The
principles, theories, laws and methods taught determines the type of practical training
associated with these as laboratory, simulated field environment or real life training in the
respective field off campus.
What is a successful curriculum?
Again here we refer to the UNIDO and UNDP for an answer*. Successful curricula incorporate
strategies that have been proven by research to support long-term skill and health enhancing
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behavior change. Important components are: training of local natural leader heroes;
widespread training of affected community members; and community development with local
traditional, professional and elected leaders
In order to achieve the two goals of an effective program, three main components are
considered:
1. The train-the-trainer components are workshops specifically tailored for the needs ofthe technical experts. Participants demonstrate teaching skills and core competencies
in technical and health related areas.
2. The training component for craftsmen and families comprises workshops provided bythe above-mentioned technical experts in the field at the transportable demonstration
units (TDUs). Sites vary but include mills, small industries and villages. TDU trainings
include: education and health seeking behaviors; access to local micro credit and
business skill development for participants. Participants demonstrate new replicable
skills related to safer and more productive practice for individuals and whole
communities.
3. The community component addresses, local attitudes and beliefs regarding possiblechanges, provision of resources and local action plan. This supports local leaders and
decision-making processes in regards to micro credit, supply issues and specific healthand educational concerns. Participants demonstrate pro-change leadership behavior
and work for mobilization and continuity at community levels.
This curriculum is designed specifically for areas where normal behavior of primitive and
inefficient industrial and agricultural practices, results in immediately dangerous environmental
impact and contamination, creating individual and whole community health hazards. Research
tells us that there are a few critical characteristics required by a curriculum that are effective in
promoting positive behavior change. These characteristics are:A. Effective programs include a narrow focus on reducing risky behaviors, focusing upon
safer practices specifically.
B. In general, effective programs are based upon theoretical approaches that have beendemonstrated to be effective in influencing other health risk behaviors, e.g., social
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cognitive theory, social influence theory, social inoculation theory, cognitive behavioral
theory, and the theory of reasoned action.
C. Effective programs employ a variety of teaching strategies designed to involve theparticipants in ways that they can personalize the information. Trainers reach
participants through active learning methods rather than didactic instruction.
Participants are involved in experiential classroom and community activities: Small
group discussion, simulations, brainstorming, role playing, practice, feedback/coaching,
identifying barriers and creating solutions, use of safety equipment, use of industrial
equipment, and goal setting.
D. Effective programs provide basic information that participants need in order to assesspersonal risks and avoid unnecessary behaviors. Typically this information is not
unnecessarily detailed or comprehensive. Instead, the programs emphasize the basic
facts needed to make behaviorally relevant decisions.
E. Effective programs include activities that address social pressures on related behaviors.It discusses situations that result in inhalation or ingestion of toxins in or near homes
(e.g., lack of protective wear, disposal of tailings and associated chemicals near villages).
F. Effective programs reinforce clear and appropriate values in order to strengthenindividual and group norms supporting health-seeking behaviors. The message thatchild/community health is both vital and possible.
G. Effective programs provide modeling and practice of specific skills including hands onand communication/negotiation skills. We need the use of the skills, and provides
opportunities for skill rehearsal and practice (e.g., use of equipment, role-play and
written practice).
H. Effective programs provide training for the educators implementing the curriculum. Aneffective train the trainer program provides background information, teachingstrategies, rehearsal and practice with equipment, materials and teaching units along
with feedback and coaching.
How do we recognize successful implementation?
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It is recognized that there is no one magic bullet for complex social problems, but when
implemented in a culturally specific context, the curriculum can be an effective strategy to
address cultural beliefs, socio-demographic status, womens autonomy, economic conditions,
physical and financial accessibility, community stability, and disease patterns/health service
issues. In regions where this curriculum is appropriate, harm reduction is the goal rather than
harm elimination. Success is based on specific appropriate indicators of positive behavior
change.
Basic knowledge for trainers
a. The goal of training is sustainable, positive behavior change In some situations, harmreduction is the best approach
b. Behavior change is difficult and involves many steps and practicec. Use effective teaching strategies that involve participants
1. Focus on essential information and skills that help learners make real changes2. People learn in different ways so try to use a range of teaching styles, not just the
ones that you identify with most
3. Remember to give 1 part information to 7 parts action (skills practice ordiscussion)
d.
Allow time for individuals to assess personal and family riske. Include time to consider social pressures NOT to changef. Behavior change is easier for groups than individualsg. Identify and support natural community leaders
Conclusion
There should be greater emphasis on the outside world specially the developed world and in
particular advancing countries like Japan, South Korea, Canada and India. These countries have
envisaged new ideas that suit a developing nation unlike western countries which had emerged
with the science and technology. Interaction with others experience transcends the developer
much faster towards the most suitable and adequate training, human resource development
and capacity building strategies at large.
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Annex 1
Technical Education Fields
Engineering Fields
1. Electricity, domestic and industrial installation, high power generation, domesticappliances.
2. Electronics, computer and telecommunication hardware.3. Heat engine in the automobile and other driving machines.4. Metal processing techniques and industry.5. Cooling and refrigeration.6. Carpentry, house and furniture making.7. Building technology.8. Architecture and internal decoration.9. Information technology.10.Software management.
Industrial Fields
1.
Chemical industry: soap and detergents, cosmetics, shoe polish, ink and paints.2. Food industry.3. Fitting industry.4. Leather industry and tanning.5. Foundry technology.6. Glass industry.7. White ware and cement.8.
Textile processing industry.
9. Textile weaving and spinning.10.Printing and coloring.11.Recycling of plastic materials.12.Recycling of paper.
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13.Recycling of lead and accumulators.14.Laboratory management and technology.15.Mining, hydrated lime, gold, cement etc.
Services
1. Hostelling and travel.2. Catering and management.3. Nursing.4. Hospital management.5. Accounting and commerce.6. Banking.7. Office and secretariat management.
Fine Art
1. Music.2. Video and movie production.3. Fine art and sculpture.4. Fashion and readymade cloth industry.5. Leather made goods.
Supporting Humanities1. Economics and commerce.2. Global politics and its games.3. Literary works and writing.4. English language and communication skill.5. International certificate: A-level and international baccalaureate.6. Profession tests and examinations at global levels.
Annex 2
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Physical Plant
It is recommended to have prefabricated low cost building for the fabrication of the workshops,
laboratories, and offices. The actual demands and detailed specifications should follow after
the curriculum is set and the objectives are clearly stated for each specialization. An
administration building and a library are of course required and complementary to the overall
setup.
Lay out for Cost
Item One :Running Cost
1. Manpower: ( for each specialization), (T1: teacher level one)a. Academic.
T1:
2(persons)
T2:
3(persons)
T3:
5(persons)
b. Supporting Staff. (For each laboratory or workshop)(i) Laboratory Management.
Technologists:
1(persons)Supervisors:
2(persons)
Attendants:
3(persons)
(ii) Librarians:Senior Librarian:
1(persons)
Deputies:
2(persons)
Attendants:
5(persons)
(iii) Accountants:Senior Accountant:
1(persons)
Deputies:
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2(persons)
Junior Accountant:
5(persons)
(iv) Personnel:Senior Administrator:
1(persons)
Deputies:
2(persons)
Junior Administrator:
5(persons)
(v) Administration:Director:
1(persons)
Deputies:
2(persons)
Junior Administrator:
5(persons)
(vi) Secretaries:10(persons)
10(persons)
(vii) Laborers:50(persons)
2. Overheads:a. Electricity:b. Water :c. Telephone:d. Internet:
3. Consumables:a. Chemicals:b. Materials:c. Animals and plants:d. Fuel:e. Stationary:
4. Students Maintenance:Item Two: Establishment
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A. Physical Plant
1. Lecture rooms
2. Laboratory space3. Workshops space4. Library space5. Entertainment6. Staff rooms7. Staff Housing8. Students Accommodation:
B. Scientific and Technical Equipments.
C. Library
Summary of Lay out
Item One : Running CostTotal Manpower
Total Overheads
Total Consumables
Total Maintenance
Item Two: EstablishmentA. Physical Plant
B. Scientific and Technical Equipments.
C. Library
Annex 3
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Miscellaneous AspectsEnrolment
Students joining the center are expected to have a secondary school certificate or can be rated
by internal examination set by the center according to its prerequisite. The center should haveprovisions for offering remedial courses to bridge the knowledge gaps of the wide sector of
displaced people all round the country.
Faculty
Staff recruitment should maintain a high level of competence and skill in technical material and
teaching. This to be assessed by local examination set at the international levels of similar
institution
Curriculum
Curricular shall be designed by national and foreign experts. The major reference is the United
Nations bodies like UNIDO, UNDP, FAO, WHO and similar bodies as well as accredited and
recognized endeavors elsewhere in Canada, Australia and the BRICS nations.
Accreditation System
An accreditation system should be adopted by the center.
Establishment Fund
Is donated by (to be) and covers establishment expenses.
Revenue
The revenue source is the students' fees and it covers the running expenses. This should always
be indicted in value and be covered by some source. This makes the centre runs over realistic
budget and accounting system to avoid government down pull and ultimate collapse.
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