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GARD Project Report
1
____________________________________________________
Ghanaian Agency for Rural Development (GARD)
in collaboration with
Ghana National Tailors & Dressmakers Association (GNTDA), Ho Branch
TVET small-scale pilot project: Promoting
Informal Apprenticeship Training (IAT) –
Marketing and Information Campaign
“OUR OFFER – YOUR FUTURE”
01/2018 – 06/2019
Belinda Aku, Senior High School Graduate & Dressmaker Apprentice
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Table of Contents
0. SUMMARY
1. BACKGROUND
2. INTRODUCTION TO PROJECT
2.1 WHY SHOULD JHS/SHS GRADUATES LEARN A TRADE?
3. EXECUTION OF PROJECT
3.1 DEVELOPMENT & PRODUCTION OF ADVERTISING & BROADCAST MEDIA
3.1.1 DEVELOPMENT OF ADVERTISING & BROADCAST MEDIA
3.1.1.1 CORPERATE IDENTITY OF THE CAMPAIGN
3.1.1.2 INDISPENSABLE ESSENCES OF THE ADVERTISING & BROADCAST MEDIA
3.1.1.2.1 FLYER/POSTER
3.1.1.2.2 RADIO JINGLES
3.1.1.2.3 VIDEO CLIPS
3.1.2 PRODUCTION OF ADVERTISING & BROADCAST MEDIA
3.2 USE OF ADVERTISING & BROADCAST MEDIA FOR ADDRESSING THE PUBLIC AND THE TARGET GROUPS DIRECTLY AND INDIRECTLY THROUGH MULTIPLIERS (PARENTS, GUARDIANS AND TEACHERS)
3.2.1 FEEDBACK AFTER ADDRESSING THE TARGET GROUPS DIRECTLY AND INDIRECTLY THROUGH THE USE OF ADVERTISING & BROADCAST MEDIA
3.3 OUTREACH PROGRAMME AT SENIOR HIGH SCHOOLS (SHS)
3.3.1 INFORMATION EVENTS FOR ADDRESSING SHS STUDENTS DIRECTLY
3.3.1.1 PREPARATION OF INFORMATION EVENTS
3.3.1.2 EXECUTION OF INFORMATION EVENTS
3.3.1.3 OUTCOME OF INFORMATION EVENTS
4. CONCLUSION
Attachments:
1. TVET at secondary and tertiary levels in Ghana
2. TVET at secondary and tertiary levels in Germany
3. General and Vocational Education level of the German population
4. GHANA NATIONAL TAILORS & DRESSMAKERS ASSOCIATION, Ho Branch
5. Project Costs Advertising & Broadcast Media (without Administrative Expenses)
6. Flyer/Poster
7. Script Radio Jingle (1:23 min)
8. Script TV Commercial (1:30 min)
9. Script Documentary (4:20 min)
10. Feedback after addressing the target groups directly and indirectly through the use of advertising & broadcast media
11. GNTDA letter to GES/SHS
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0. SUMMARY
Vocational skills are vital for employment creation, poverty reduction, economic
recovery and sustainable development. A country without enough practically and
theoretical well trained workers – from a high standard apprenticeship to
Polytechnic/(Technical) University level -, will suffer in long-term, a developing country
even more. The World Bank estimates that 80% of all work activities involve Technical
and Vocational Education and Training (TVET).
Ghana with nearly 30 Million citizens has a high unemployment rate, but a growing
demand for well skilled workers in its various economic sectors. Unfortunately Ghana’s
performance in the areas of TVET is still not good. At the informal and formal secondary
level it still lacks the image it deserves. This is due to various reasons such as often
poor training standards, family expectations and lack of information about career
options and market needs. Very often it is still seen as the option only for school drop
outs and students with low grades.
To change this in the informal sector – responsible for more than 80% of all basic
vocational skills training -, to raise the poor image of the Informal Apprenticeship
Training (IAT), it is important to strengthen the capacity of the various trade associations
or rather their executives, that means to train them how to upgrade the skills of their
members, the Master Craftspersons (MCP), to convince the executives about the
importance of the formal NVTI examinations for all apprentices and to introduce a
sustained marketing communications drive to them.
The associations have to sensitize the public to the benefits of IAT and encourage the
youth, especially JHS and SHS students/graduates – through giving the right
information with flyers, posters, radio jingles, documentaries about vocational training,
TV commercials and information events - to see a training as an apprentice as a good
alternative to academic education, or as an excellent artisanal foundation for further
tertiary programmes respectively.
In 2018 GARD started the TVET micro-scale pilot project: Promoting Informal
Apprenticeship Training (IAT) – Marketing and Information Campaign “OUR OFFER –
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YOUR FUTURE” together with Ghana National Tailors and Dressmakers Association
(GNTDA), Ho Branch. The target groups were JHS and SHS students/graduates with
good grades, because craftsmanship needs well educated people. To learn a trade in
the informal sector (or the formal sector respectively) is for many JHS and SHS
graduates for sure the better option. And it is also the better option for the socio-
economic development and the economic growth of the nation. Very important is
always, that the qualification is needs based, of high quality and sufficient for self-
employment and employment.
The superior target was to introduce its results including the produced advertising &
broadcast media to different trades and their associations nationwide as well to
governmental and non-governmental organizations who want to collaborate with them,
so that they get the capability to emulate and refine. A superior target as well was to find
other solutions regarding the question how to educate and motivate JHS and SHS
students/graduates about vocational training possibilities.
In 2018 GARD supported GNTDA with Posters, Flyers and Radio Jingles - under the
slogan “OUR OFFER – YOUR FUTURE” - for sensitize the public and addressing the
target groups JHS and SHS students/graduates directly and as well indirectly through
Multipliers (parents, guardians, teachers). Posters were sent to Senior High Schools in
the Ho Municipally as well as to prominent places in town. Flyers were given out on
different programmes GNTDA executives had attended. The Radio Jingles were
broadcasted for one month on Volta Premier and GNTDA executives were live on air.
The direct feedback was not overwhelming, but informative anyway: Most of all callers
were females, most of all callers BECE holders, and most of all callers got the
information through Posters and Flyers.
In 2019 GARD supported GNTDA with Posters, Flyers and a Documentary about IAT in
Dressmaking & Tailoring for addressing the target group SHS students/graduates
directly through Information Events at selected Senior High Schools in the Ho
Municipally. The events – it was compulsory for all students to attend, so several
thousand could be reached - were executed by the Chairperson and some other
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executives: The Documentary was shown, then the students were educated/motivated
and Flyers were given out, so they got a good view into vocational training and the
world of work. Also many teachers, who did not know much about TVET, could be
sensitized for this important issue.
But looking at the numerous trades, practically it cannot be possible to execute
information events for all of them at the Senior High School nationwide. This means that
Vocational Information Centres should be established in all regions by government or
private organizations respectively - preferably integated in a Career Guidance and
Counseling Service (CAGUCO) for youths and adults - where, among other things, at
certain times representatives of the different trades – and other professions - offer
information events to groups.
The collaboration with GNTDA during the project was adequate and trustful. And it was
showing very clear, to bring education initiatives into the informal apprenticeship
system, to sanitize and standardize skills training in the informal sector it is absolutely
necessary to collaborate with the trade associations at eye level.
This campaign can be executed by Trade Associations alone, in collaboration with
interested NGOs or governmental authorities with the right background for this sensitive
issue, for example National Board for Small Scale Industries (NBSSI).
A critical note at the end: All key information given in the Advertising & Broastcast
Media should be true. Otherwise the campaign will have counter-productive effects.
That would make the poor image even worse.
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1. BACKGROUND
Vocational skills are vital for employment creation, poverty1 reduction, economic
recovery and sustainable development. Ghana with nearly 30 Million citizens has a
high unemployment rate, but a growing demand for well skilled workers in its various
economic sectors. The World Bank estimates that 80% of all work activities involve
Technical and Vocational Education and Training (TVET)2. Unfortunately Ghana’s
performance in the areas of TVET is still not good. At the informal and formal secondary
level it still lacks the image it deserves. This is due to various reasons such
as often poor training standards – therefore the quality is not sufficient to match the
rising market needs -, family expectations, lack of information about career options –
because of the unfortunately absence of a Career Guidance and Counseling
Service3 -, and perhaps traditional and cultural perceptions4. Very often TVET is still
seen as the option only for school drop outs and students with low grades.
The formal secondary TVET sector in Ghana comprises about 200 governmental
technical and vocational institutes – for a long time under the control of 19 ministries,
but recently it was announced that most of them are now under the direct supervision of
1 Inequality has increased in the lower middle-income country Ghana since 1992. Rural Poverty is now
almost four times as high as urban poverty compared to twice as high in the 1990s (Ghana’s Poverty and Inequality Report 2016, www.unicef.org/ghana). 2 TVET comprises formal (Ghana: technical/ vocational schools + (Technical) Universities), non-formal
(training-on-the-job) and informal (unofficially/not regulated by the state) learning for the world of work. (Young) people learn knowledge and skills from basic to advanced levels across a wide range of institutional and work settings. See Attachmment: TVET at secondary and tertiary levels in Ghana 3 Independent of all educational/technical/vocational institutions and the School Guidance and Counseling
Unit of the GES. The Career Guidance and Counseling Service is crucial in any TVET system. The European Union understands it as an instrument of effectively combat social exclusion and increase citizens’ employability (Resolution No. 14398/08 EDUC 241 SOC 607). Without the right information, motivation and support proper skills development is not possible. It can direct and channel the needs of the nation for very well skilled workers. And it can make a contribution to the regional/national infrastructure and is thus an important factor of regional/national development. But surprisingly GARD has noticed that this crucial instrument does not play any role in the ongoing discussion about a TVET reframing in Ghana. And proposals GARD has sent to sensitize Ministries and other authorities concerned unfortunately remained unanswered. 4 If for example craft is an expression of strength and expertise or rather of subordination – perceptions
like that can be deep rooted in the culture of a society and contribute to the career decision.
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the Ministry of Education (MoE)5 - and 400 private ones with a total of about 70,000
students, which are responsible for less than 20% (about 10% public/10% private) of all
basic vocational skills training. Unfortunately many schools, especially the governmental
ones, have still poor technical equipment/tools and under-qualified staff is giving their
students an insufficient examination preparation. Many also have limited connections
with the local industries in respect of the labor market. Very good training institutes are
still the exeption rather than the rule.
In response to the problems the President at the National Conference on TVET in
Koforidua in March 2018 has announced e.g. a 5-year Strategic Plan for TVET (for a
long time it was in a draft form only), the construction of 20 modern TVET institutions,
the upgrading of some 35 National Vocational Training Institutes, a national campaign
to promote vocational training to increase enrollment in TVET institutions and the
installation of a TVET University College with a campus in each region.
The informal “secondary” TVET sector of the Micro and Small Scale Industries in
Ghana, the Informal Apprenticeship Training (IAT), – responsible for more than 80% of
all basic skills training - has roughly estimated more than 300.000 apprentices. But the
standard of this roadside training compared with formal apprenticeship training in
advanced countries - for example Germany with the dual system6 - is often very low,
clearly visible through the low level of professionalism displayed by many artisans7, a
daily sad experience in Ghana.
Many apprentices are not interested in formal NVTI8 certificates9, even they are crucial
for their future. They are not interested, because
� their Master Craftspersons (MCP) do not see the importance,
� they have not heard about it,
� of financial difficulties,
5 To be under only one ministry is a very good development, but it remains the question, if MoE is the
right one, because of the different philosophies of General Education and Vocational Education. 6 See Attachment 2: TVET at secondary and tertiary levels in Germany
7 Fortunately not all, but the good and very good ones are sometimes hard to find.
8 National Vocational Training Institute
9 NVTI Proficiency Grade 1 and Grade 2
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� they know they would not be able pass the examination, e.g. due through the
insufficient training through their MCP.
Apprentices can only be good as their trainers.
A country without enough practically and theoretical very well trained workers – from a
high standard apprenticeship to Polytechnic//(Technical) University level - like
dressmakers/tailors, electricians, automotive mechanics, masons, plumbers,
carpenters, construction technicians, architects, electrical/electronic engineers, ICT
experts, scientists, but with too many often useless university graduates in arts and
humanities, will suffer in long-term, a developing country even more.
An improved and effective informal apprenticeship system could train young people well
and therefore could expand the skills base of the national economy at much lower cost
than the formal system. This is because training through apprenticeship is integrated
into the production process, and tools and machinery are - mostly10 - already existing.
2. INTRODUCTION TO PROJECT
In 2017 the Ghanaian Agency for Rural Development (GARD) has developed the
document: A PR/Marketing Strategy as an Upgrading Intervention for the Informal
Apprenticeship System in Ghana to support (National) Trade Associations. They need
to play a primary role in upgrading the Informal Apprenticeship Training (IAT),
responsible - as already mentioned - for more than 80% of all basic vocational skills
training in Ghana. To raise the poor image of TVET11, here the Informal Apprenticeship
Training (IAT), it is important to strengthen the capacity of the various trade associations
or rather their executives, that means to train them how to upgrade the skills of their
10
Unfortunately only mostly, not always, because some master craftspersons are ill- resourced in tools/equipment, they ask their customers to equip them. 11
The Council for Technical and Vocational Education (COTVET) in collaboration with the Ministry of Education (MoE) in June 2019 has launched the national campaign “My TVET“ to promote vocational training and – together with other government interventions - to reverse the negative attitude of society towards TVET and to increase enrollment in TVET institutions (responsible – as mentioned already – for less than 20% of all basic vocational skills training in Ghana) in the next five years.
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members, the MCP12, - so that they are able to train their apprentices better -, to
convince the executives about the importance of the formal NVTI examinations for all
apprentices – so that all members can prepare their apprentices well - and to introduce
a sustained marketing communications drive to them, so that they finally get the
capability to implement change themselves13.
The associations have to sensitize the public to the benefits of IAT and encourage the
youth, especially JHS and SHS students/graduates – through giving the right
information with flyers, posters, radio jingles, documentaries about vocational
training,TV commercials and information events - to see a training as an apprentice
• as a good alternative to academic education, because it can be the foundation
for setting up a successful craft enterprise, or
• as an excellent artisanal foundation for further non-tertiary and tertiary
programmes.
2.1 WHY SHOULD JHS/SHS GRADUATES LEARN A TRADE14?
JHS and SHS graduates with good grades should be the target groups, because
craftsmanship needs well educated people. Certainly always on condition that the
graduates have the abilities to learn a trade and not that their „fingers are all thumbs“.
12
What is ongoing already since 2012 with the Ghana Skills Development Initiative (GSDI) by GIZ & others - supporting COTVET - as a pilot in some regions for some selected trades to improve and maintain standards of vocational training. 13
For governmental authorities it is not always easy to intervene in the private sector, here the informal
sector of Micro and Small Enterprises (MSEs, 90 % of them are not registered) - the largest „employer“ in Ghana with 70% of all enterprises - if they are not already in collaboration with them for a long time, like e.g. the National Board for Small Scale Industries (NBSSI) is. Experiences like the failed National Apprenticeship Programme Policy – with for example the Skills Training and Entrepreneurship Programme (STEP) by GoG in 2006 - to sanitize and standardize skills training in the informal sector show, that it can be difficult to bring education initiatives into the Informal Apprenticeship system. Because of these difficulties perhaps most of the already mentioned new governmental projects and what else is going on to be implemented – e.g. the Ghana TVET voucher project – is targeting primarily the formal education sector (in the judgement of the author), what means it will cover only a small part of all basic skills training. But anyway, it would be wrong to rely always only on the government. The civil society has also to contribute their significant share. 14
IAT or enrollment at a technical/vocational school of the formal sector respectively.
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To learn a trade is for many JHS graduates - with the corresponding abilities - for sure
often the better option than to struggle at the SHS for finally a poor West African Senior
School Certificate, that will be useless, but to get it has wasted their time and their
parents’ money, even with Free SHS15. Not everybody posses abilities for senior
secondary education, but instead is practically-minded, or at this age is not ready for
senior secondary education, but sometimes later.
To learn a trade is also for many SHS graduates - with the corresponding abilities - for
sure the better option than to struggle with remedial courses sometimes for years for an
enrollment at tertiary institutions (in the past six years an average less than 30% of the
SHS graduates qualified for immediately enrollment at universities).
To learn a trade is not only a better option for many BECE or WASSCE holders, but
also for the socio-economic development and the economic growth of the nation16.
Very important is always, that a TVET qualification is needs based, of high quality and
sufficient for self-employment and employment. This also means, that it is not a dead-
end, that it is possible to continue the education, to upgrade the qualification at any
time.
3. EXECUTION OF PROJECT
GARD in 1/2018 – after fundraising some money – started the TVET micro-scale pilot
project: Promoting Informal Apprenticeship Training (IAT) – Marketing and Information
Campaign “OUR OFFER – YOUR FUTURE” together with Ghana National Tailors and
Dressmakers Association (GNTDA), Ho Branch, to find out how to sensitize the public
15
To compare it with a high developed country like Germany, where primary, secondary and tertiary
education is free, more than one third of the German population with a school-leaving certificate holds “only” a Lower Secondary Education Certificate, less than one third a Junior Secondary Education Certificate and much less than one third a Senior Secondary Education Certificate (see Attachment 3). 16
To compare it with Germany again: 73% of the German workforce have a professional qualification, thereof 50% have completed an apprenticeship training in the dual system holding a Chamber of Trade Certificate or a Chamber of Industry and Commerce Certificate respectively. Only nearly 9% have completed a technical/vocational school and only about 14% tertiary education. 27% are without professional qualification (see Attachment 3). Craftsmanship is usually the backbone of a country’s economy, the academics are not.
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to the benefits of IAT and how to target certain groups with the right information to
motivate them to join an Informal Apprenticeship Training.
The superior target was to introduce its results including the produced advertising &
broadcast media to different trades and their associations nationwide as well to
governmental and non-governmental organizations who want to collaborate with them,
so that they get the capability to emulate and refine. A superior target as well was to find
other solutions regarding the question how to educate and motivate JHS and SHS
students/graduates about vocational training possibilities
The Ghana National Tailors and Dressmakers Association (GNTDA), Ho Branch, was
selected from GARD to take part in the pilot project according to the randsome principle.
The Volta Regional Manager of the National Board for Small Scale Industries (NBSSI)17
had recommemded them as reliable partners, who were much interested.
But it could have been any other trade. Only for a technical trade the marketing
campaign would have been a little different, additionally giving girls a special attention.
Why? Seeing Dressmaking and Tailoring as one profession with two main areas, it has
nearly a gender balance – even more women than men, because sewing is a traditional
career for women. But in technical trades there is no gender balance yet, female
professionals are extremely underrepresented18 (not only in Ghana, worldwide). Also
girls on average have better grades and graduations, they rarely choose a technical or
natural scientific profession – in which they could get higher wages than in female
dominated ones – and for these reasons many do not exhaust their capabilities. Women
could make a valuable contribution to alleviate a technical professionals‘ shortage, if it
would be possible to increase their number in enrollment to - non-traditional - technical
trades.
17
An agency under the Ministry of Trade & Industries (MoTI) – with more than 200 Business Advisory Centres (BAC) or Business Recource Centres (BRC) respectively all over the country – with the vision of promoting growth and development of MSMEs. 18
The National Vocational Training Institute (NVTI) in 2007 reported that less than 1% of their students enrolled in the technical courses are females. And up to now there is no remarkable increment. Women make up 53% of Ghana’s workforce, but they hold less than 25% of lucrative skilled positions. (GSS, 2010).
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Dressmaking, Tailoring and Fashion Design are entrepreneurial-oriented programmes,
which have many prospects in terms of job creation and revenue generation. The
popular Ghanaian Fashion Designer Joyce Ababio has described fashion as a serious
business venture. “Fashion is not just entertainment, fashion is business.” According to
her, the high unemployment menace in the country would be slashed significantly if the
fashion industry gets the required support. “Mass production creates jobs and healthy
and competitive business environment.” She bemoaned the little attention given to the
fashion industry by the authorities concerned.
GNTDA is organized on National, Regional and District level and has actually 35
branches with more than 1,500 members – micro enterprises/self-employed – alone in
the Volta Region. The aims of GNTDA are to promote the culture of high quality clothing
by safe-guarding quality and standards; and passing down skills and expertise relevant
to this sector to new generations19
3.1 DEVELOPMENT & PRODUCTION OF ADVERTISING & BROADCAST MEDIA
3.1.1 DEVELOPMENT OF ADVERTISING & BROADCAST MEDIA
3.1.1.1 CORPERATE IDENTITY OF THE CAMPAIGN
A good marketing strategy needs first of all a good slogan, that means short and
catchy, as part of the corporate identity of a campaign.
Examples are:
� “Apprenticeship Training means FUTURE.”
� “Apprenticeship Training guarantees SUCCESS in life”
� “Apprenticeship Training - Made in Ghana”
� “OUR OFFER – YOUR FUTURE” ”
� “Girls and boys, Ghana needs you! Go for Apprenticeship Training!”
� “Go for TVET”
� “It’s TVET time”
19
See Attachment 4: GHANA NATIONAL TAILORS & DRESSMAKERS ASSOCIATION, Ho Branch
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� “Don’t choose the wrong! Choose the right! Choose TVET.”
� “Want to earn good money? Become an Artisan!”
� “Plan your future well, get NVTI certificates!”
GNTDA in consultation with GARD opted for: “OUR OFFER – YOUR FUTURE”.
3.1.1.2 INDISPENSABLE ESSENCES OF THE ADVERTISING & BROADCAST MEDIA
• Informal Apprenticeship Training (IAT) is a good alternative to academic
education.
• IAT is also an excellent artisanal foundation for further non-tertiary and tertiary
education.
• The apprentices can complete the informal training – besides with the informal
Testimonial - with formal/independent NVTI proficiency examinations, these are
non-written competency-based20 skills tests.
(Attention: A Testimonial given out after an informal examination by the master or
madam respectively is not an official certificate, therefore is not enough for the
occupational future of the local artisans and the socio-economic development of
the country. Without an examination by an independent examiner – one crucial
component to reach international standards – it maybe not possible for many
IAT graduates to compete with apprentices/artisans from the developed
countries21 or even with graduates from already excellent performing training
institutes of the formal sector in Ghana.)
3.1.1.2.1 FLYER/POSTER
Further important aspects:
• The flyer/poster should show the whole career offer in one vocational sector,
here Dressmaking/Tailoring, with NVTI examinations up to HND or Degree in
20
Competency-Based Training (CBT) based on industry-generated standards. 21
Ghana in 2019 became the 81st
member of World Skills. World Skills is showcasing the value of skills in national and international competitions and raising the recognition of skilled professionals worldwide.
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Fashion Design & Textiles, with non-tertiary programmes in between, but as
comprehensive as possible.
• At least one picture should be included as an eye catcher. It can be the picture of
an apprentice (in a workshop or during graduation), but it can be any other, even
if it has nothing to do with the vocational sector. Important is, that it is not a
boring picture, but rather an impressive one which arouses curiosity, stimulates
interests and prompts feelings, finally motivating the target group to read the
flyer.
• Corporate Identity should be visible through the campaign slogan on all
flyers/posters, here: “OUR OFFER – YOUR FUTURE - Ghana National Tailors
and Dressmakers Association (GNTDA), Ho Branch”
3.1.1.2.2 RADIO JINGLES
One should be produced in English and one in a local language, here Ewe.
Suggested key messages for a radio jingle:
• Short but proper information about the certain vocational sector, from secondary
to tertiary level, here Dressmaking/Tailoring, with NVTI examinations up to HND
or Degree in Fashion Design & Textiles, with non-tertiary programmes in
between
• High standard apprenticeship training provides a bright career outlook.
• The great demand for well trained workers for the development of Ghana’s
economy.
• Corporate Identity should be audio-visual through the campaign slogan, here
“OUR OFFER – YOUR FUTURE - Ghana National Tailors and Dressmakers
Association (GNTDA), Ho Branch”
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3.1.1.2.3 VIDEO CLIPS
One video clip should be produced for broadcasting on TV (Commercial, about 1:00
min) and one to be featured on information events and other outreach activities
(documentary about vocational training, about 5:00 min).
Suggested key messages:
• Information about the vocational sector, here Dressmaking/Tailoring/Fashion
Design & Textiles, should be shown and mention
• The great demand for well skilled workers for development of Ghana’s economy
should be mentioned, also the career opportunities.
• A message like: “No cross, no crown! Hard-working and with the necessary
expertise you can reach everything in life”.
• The target of Gender balance should become visible through both female and
male apprentices.
• Corporate Identity should be audio-visual through the campaign slogan, here
“OUR OFFER – YOUR FUTURE - Ghana National Tailors and Dressmakers
Association (GNTDA), Ho Branch”
Important advice for the production: Do not confuse the potential apprentice and his/her
parents with too many information in this short space of time and do not bore them with
boring pictures. Instead arouse curiosity, stimulate interests and prompt feelings with
expressive pictures, cool music and catchy messages.
3.1.2 PRODUCTION OF AVERTISING & BROADCAST MEDIA GARD in 2018 with a very small budget22 has produced Flyers: DIN A 5 = 1000 and
Posters: DIN A 2 = 80, DIN A 1 = 20; in 2019 again Flyers: DIN A 5 = 500 and Posters:
DIN A1= 1023, in 2018 two Radio Jingles (English 1:23 min24., Ewe 1:50 min.), also a
22
See Attachment 5: Project Costs Advertising & Broadcast Media (without administrative expenses) 23
See Attachment 6: Flyer/Poster 24
See Attachment 7: Script Radio Jingle
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1:30 min. TV Commercial25 and a 4:20 min. Documentary about vocational training
(Title: GNTDA > OUR OFFER – YOUR FUTURE > Career in Dressmaking, Tailoring,
Fashion Design & Textiles).26
3.2 USE OF ADVERTISING & BROADCAST MEDIA ADDRESSING THE PUBLIC AND
THE TARGET GROUPS DIRECTLY AND INDIRECTLY THROUGH MULTIPLIERS
(PARENTS, GUARDIANS AND TEACHERS)
Some activities took place apportioned to the whole year, because decisions regarding
career options are made often not short-dated.
GARD in 2018 supported GNTDA with Posters, Flyers and Radio Jingles for addressing
the target groups JHS and SHS students/graduates directly and as well indirectly
through Multipliers (parents, guardians, teachers), who proved to be especially
important27.
80 Posters were sent to Senior High Schools in the Ho Municipally as well as to
prominent places in town. About 700 Flyers were given out on different programmes
GNTDA executives had attended, like PTAs and Graduation Ceremonies.
The Radio Jingles were broadcasted on Volta Premier 98.3 FM in November 2018 for
30 days 6 times daily. And GNTDA executives were live on air two times informing the
public about their apprenticeship training as a dressmaker and tailor respectively.
The jingles were aired again from 05th March 2019 on Kekeli Radio 2 times daily for 30
days. The TV Commercial could unfortunately not be aired due to the high costs for a
non-profit-organization (e.g. on TV3: 1:00 min in the late afternoon – not even primetime
– for GHS 1,955.00 exclusive VAT), but is circulating on WhatsApp.
25
See Attachment 8: Script TV Commercial 26
See Attachment 9: Script Documentary about vocational training 27
Also called indirect target groups, people who are near to the target groups and who have influence on them. Their role should not be underestimated.
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3.2.1 FEEDBACK AFTER ADDRESSING THE TARGET GROUPS DIRECTLY AND
INDIRECTLY THROUGH THE USE OF ADVERTISING & BROADCAST MEDIA
About one hundred people called in a period of only three months the published cell
phone numbers to get more information about IAT. That means, the direct feedback28
was not overwhelming, therefore not really representative, but informative anyway. Of
course there will be a big dark figure of people who got interested, or got interested for
their children or wards respectively, but did not call right away, and as well for sure
many other, who got sensitized for this issue. This should not be underestimated.
Three quarters of the callers were females between 16 and 30 years old, but mostly
between 17 and 22. 23% of them were school dropouts, nearly half of the callers had a
BECE, 22% were WASSCE holders and 6% had even a tertiary certificate.
One quarter was males between 16 and 30 years old, but mostly between 16 and 24.
31% of them were school dropouts, also nearly half of the callers had a BECE, 23%
were WASSCE holders and none had a tertiary certificate.
Two thirds of all got the information through Posters and Flyers, one third through the
Radio Jingles aired on Volta Premier. The airing of the jingles on Kekeli Radio in 2019
did not eventuate in noteworthy feedback.
3.3 OUTREACH PROGRAMME AT SENIOR HIGH SCHOOLS (SHS)29
An Outreach Programme has two components:
• Information Events for SHS Students
• Panel Discussions for Multipliers and SHS students/graduates
(was not executed in this pilot project)
28
See Attachment 10: Feedback after addressing the target groups directly and indirectly through the use of advertising & broadcast media. 29
Due to lack of manpower and time the outreach programme did not include Junior High Schools (JHS).
GARD Project Report
18
3.3.1 INFORMATION EVENTS FOR ADDRESSING SHS STUDENTS DIRECTLY
The topic of the Information Events is vocational guidance. The male and female
students have to be educated about the informal apprenticeship training – here
dressmaking and tailoring - and the career prospects.
GARD in 2019 supported GNTDA with Posters, Flyers and a Documentary about IAT in
Dressmaking & Tailoring for addressing the target group SHS students through
Information Events at selected Senior High Schools.
3.3.1.1 PREPARATION OF INFORMATION EVENTS
GNTDA had selected eleven Senior High Schools in the Ho Municipally: OLA Girls,
Mawuli, Mawuko Girls, Taviefe Commercial, Taniygbe, Awudome, Kpetoe, Sokode
Technical, Tsito Technical and Adaklu Commercial.
Before starting the Information Events GNTDA had asked permission from the Volta
Regional Office of the Ghana Education Service (GES) with a letter30 and a project
description. Interestingly it seems GES did not really understand – or was not much
interested - what GNTDA wanted to do. Three personal visits of executives were
necessary, before more than one month later GNTDA got the go ahead.
By that time – already near to the WASSCE - GNTDA had already sent letters and
project descriptions to the selected schools. Mawuli was the first SHS that
answered, OLA Girls the second, Taniygbe the third and Kpetoe the fourth. Short after
the WASSCE Mawuko Girls was the fifth.
Until the end of the project in June 2019 – even after a follow-up - Taviefe Commercial
SHS, Awudome SHS, Sokode Technical SHS, Tsito Technical SHS and Adaklu
Commercial SHS did not respond.
30
See Attachment 11: GNTDA letter to GES/SHS
GARD Project Report
19
3.3.1.2 EXECUTION OF INFORMATION EVENTS
OLA Girls SHS, Date/Time: 27.03.2019/07:00 am
Mawuli SHS, Date/Time: 02.04.2019/06:30 am
Taniygbe SHS, Date/Time: 02.04.2019/08:30 am
Kpetoe SHS, Date/Time: 05.04.2019/03:00 pm
Mawuko Girls SHS, Date/Time: 01.05.2019/09:00 am
The Information Events were executed by the Chairperson, the Vice Chairman, the
Secretary and some other executives31. They were supported by two apprentices, who
appeared in the Documentary and the Commercial, as Role Models32.
It was compulsory for all students from the first to the third year to attend.
In the beginning of each event the Documentary was shown, then the students were
informed/educated/motivated and questions were answered. At the end Flyers were
given out and a Poster (DIN A 1) was pasted at a place with a good access for
interested students.
3.3.1.3 OUTCOME OF INFORMATION EVENTS
Several thousand SHS students could be reached directly and through qualified
statements of professionals and the Documentary about Informal Apprenticeship
Training could see behind the curtain of vocational training and the world of work –
perhaps for the first time33. Also many teachers, who did not know much about TVET,
could be sensitized for this important issue.
31
It has to be noted, that the executives are dressmakers and tailors with their own workshops, who are
doing the executive work in addition. For a project in addition to the addition it can be a challenge, for the executives and for the project. But everything went well. 32
A Role Model is a person whose behavior, example or success is or can be emulated by others, especially by younger people. The Role Model approach provides a platform e.g. for successful male and females that will graduate or have graduated already from Informal Apprenticeship Training with at least NVTI Proficiency Grade 1, who are communicative and charismatic and who have the passion, drive and commitment to mentor a new generation. They should be enthusiastic to share their experiences and motivate and inspire the youths for to learn a trade. And they should demonstrate the opportunities - and risks - future careers provide in the real world after the Informal Apprenticeship Training. 33
Get more information about the executed Information Events from the GNTDA Ho Municipal Chairperson Mrs. Monica Amegashi-Viglo (0206703469) or the Vice Chairman Mr. Frank Lawoe
GARD Project Report
20
4. CONCLUSION
The use of advertising and broadcast media to sensitize the public about IAT and
encourage the youth to learn a trade was promising. Posters in schools and prominent
places are good for sensitizing the public and educate the youth, Flyers are good, if
there is a related event taking place. Radio jingles – in English and a local language -
airing on a well patronized station several times daily for a longer period reach the
public very good. But airing of a TV commercial even only one time is very expensive,
not to talk about several times daily for a longer period, besides that it is difficult to find
an appropriate station.
The Information Events at schools - with the Documentary about IAT -, where GNTDA
could reach some thousand students directly, generated a strong feedback among
them. Unfortunately 50% of the selected schools were not interested in the events. Can
it be, that their headmasters and teachers are not aware of the importance about skills
training for the youth, or because two of the schools have a technical orientation and
two a commercial one they were not interested in information about dressmaking and
tailoring for their students? Anyway, it is significant to sensitize and educate the
headmasters and teachers about the vocational training system. And for sure GES staff
too.
But with the numerous trades in Ghana practically it cannot be possible, that
representatives of all trades visit the schools to inform and educate the students about
their trades. This means that Vocational Information Centres should be established in
all regions by government or private organizations respectively - preferably integated in
a Career Guidance and Counseling Service (CAGUCO)34 for youths and adults - where
information material can be read, documentaries about vocational training of all the
professions/trades can be watched and where counselors guide, counsel and advice in
(0200364142) respectively. 34
Independent of all educational/technical/vocational institutions and the School Guidance and Counseling Unit of the GES. Please read the GARD Proposal: An independent Career Guidance and
Counseling Service (CAGUCO) – a crucial instrument for a well-functioning TVET system in
Ghana (www.gard-ghana.org).
GARD Project Report
21
individual sessions and at certain times representatives of the different trades – and
other professions - offer information events to groups.
The collaboration with GNTDA during the project was adequate and trustful. And it was
showing very clear, to bring education initiatives into the informal apprenticeship
system, to sanitize and standardize skills training in the informal sector, it is absolutely
necessary to collaborate with the trade associations at eye level. Everything else would
end unsuccessful. For example the sensitization about the importance of the NVTI
certificates: It is the executives – on condition of course that they have a sound gasp of
contemporary developments already – who are always communicate with the other
members, who can convince them, not government authorities or other institutions
respectively. And if members are not able yet to prepare their apprentices well, they can
be introduced by the trade associations executives to it in own workshops (one of the
GNTDA aims is e.g. “…and passing down skills and expertise relevant to this sector to
new generations.”).
The project Promoting Informal Apprenticeship (IAT) - Information and Marketing
Campaign “OUR OFFER – YOUR FUTURE” can be executed by single Trade
Associations alone or in collaboration with interested NGOs. Or - nationwide with
selected Trade Associations in each region - with governmental authorities showing the
right background for this sensitive issue, for example NBSSI. Because after many years
of collaboration with the MSEs and their associations NBSSI – it can be presumed - is
well known and trusted. And with at the moment 10 Regional Secretariats and more
than 200 BACs/BRCs it has the needed infrastructure. The economy needs well trained
professionals, the trades well educated trainees, therefore promoting skills development
– here Informal Apprenticeship Training with NVTI certificates at the end – can be an
important segment for them. With this NBSSI – upon consultation with COTVET and
other stakeholders - could play another major role in the informal sector, like
MoE/COTVET is doing it with the new campaign “My TVET” in the formal education
sector (in the judgement of the author).
GARD Project Report
22
A critical note at the end: The IAT Marketing & Information campaign is targeting the
young generation; the product that is introduced to them can be important for the future
of many. Therefore it is crucial, that all trade associations – in collaboration with other
organizations or not -, who want to raise the poor image of TVET, here IAT or their trade
respectively, should be aware, that all key information given in the Advertising &
Broastcast Media have to be true. The product should not be a faulty one. Otherwise
the campaign will have counter-productive effects. Because a lot of (potential)
apprentices (and their parents), who will trust the information, will be dissapointed when
e.g. they lose time and money doing an apprenticeship, when in the end the MCP
cannot prepare for the NVTI exams. That would make the bad image even worse. This
should be communicated by the executives of an trade association to all members.
Wolf Engelhard, www.gard-ghana.org (08/2019) Career Guidance and Counseling Practitioner, Germany Technical Advisor, DED / GIZ, Ghana (NBSSI) and Mongolia (IET)
GARD Project Report
23
Attachment 1: TVET at secondary and tertiary levels in Ghana
Tertiary level/ Courses of (Technical) Studies
Technical University/University (HND + BA + MA)/Professional Institutes
Mature Applicants Only with six
with at least 2 years credit passes …
work experiences..
General Education
Primary School or
School drop-outs
(without certificate)
Junior High School
(BECE)
GARD
TVET secondary level
Informal Traditional
Apprenticeship
Training (Informal Testimonial
from MCP or formal
NVTI Proficiency 1 + 2 )
Technical +
Vocational
Institutes (Differnt Certificates
e.g. NVTI
Certificates 1 + 2)
General Education
Senior High School (WASSCE)
GARD Project Report
24
Attachment 2: TVET at secondary and tertiary levels in Germany
Tertiary level/Courses of (Technical) Studies
University / Technical University
Fachhochschule (Senior Technical College/ University of Applied Sciences)
TVET secondary level
Full-time Vocational
Schools for
e. g. Technical
Assistant……. (Nationally certified)
Dual System with
apprentices in Trade or
Industry: 4 days Learning by
Doing and 1 day Vocational
School (Chamber of Trade Certificate /
Chamber of Industry and Commerce
Certificate)
Vocational Preparation at vocational schools (Certificate)
General Education Senior Secondary Without Certificate or bad grades Senior Secondary
Certificate Certificate
Lower/Junior Secondary Certificate Lower/Junior Secondary Certificate
GARD
Further TVET Training
Technician (Nationally certified)
Master Craftsperson
(Trade or Industry with
Chamber of Trade Certificate or
Chamber of Industry and
Commerce Certificate)
GARD Project Report
25
Attachment 3: General and Vocational Education level of the German population
From 15 years upwards: General School-Leaving Qualification and Professional
Qualification, 201235
General school-leaving qualification, percentage distribution
Still schooling
3,7
With general school-leaving qualification 92,1 Thereof: Lower Secondary Education Certificate (Main School Certificate)
35,6
Junior Secondary Education Certificate (Middle School Certificate)
29,0
Senior Secondary Education Certificate (Advanced Technical Certificate + Higher Education Entrance Certificate)
27,3
Without specification of certificate
0,2
Without general school-leaving qualification 3,8
Without information 0,4
Professional qualification, percentage distribution
With professional qualification
72,7
Thereof: Apprenticeship (in the dual system) Certificate
50,0
Technical/Vocational School Certificate 8,7 Senior Technical College/University of Applied Sciences Degree
5,2
University Degree 7,8 Doctorate 1,1 Without specification of certificate/degree 0,1 Without professional qualification
26,7
Without information
0,6
35
Source: Statistisches Bundesamt: Statistisches Jahrbuch 2013
GARD Project Report
26
Attachment 4:
GHANA NATIONAL TAILORS & DRESSMAKERS ASSOCIATION Ho Branch “Clothing Africa and Beyond”
Ghana National Tailors and Dressmakers Association (GNTDA) is organized on National,
Regional and District level and has actually more than 1,500 members in the Volta Region.
GNTDA aims: To promote the culture of high quality clothing by safe-guarding quality and
standards; and passing down skills and expertise relevant to this sector to new
generations.
GNTDA membership gains/benefits:
1. Education and Training
2. Networking
3. Access to cost saving deals
4. Better legislations on the industry
5. Improve reputation and public trust
6. Conflict resolution
7. Promotion of the positive image of the industry
GNTDA membership fees monthly: GHS5.00 only.
For further information please contact:
Mrs. Monica Amegashie-Viglo, GNTDA Municipal Chairperson, Ho Branch:
020 6703 469 or 024 3217 357
GARD Project Report
27
Attachment 5: Project Costs Advertising & Broadcast Media (without Administrative Expenses36)
No Description Unit Quantity Unit Price in GHS
Total in GHS
Paid by
1.
Flyers/Posters Design 1 50.00 50.00
GARD
2.
Flyers (DIN A 5)
Print 2018 Print 2019
1000 400
0.60 0.80
600.00 400.00
GARD
3.
Posters (DIN A 1)
Print 2018 Print 2019
20 10
10.00 10.00
200.00 100.00
GARD
4.
Posters (DIN A 2)
Print 2018 80 5.00 400.00 GARD
5.
2 Radio Jingles (English 1:23 min, Ewe 1:50 min)
Production 1 300.00 GARD
6.
2 Radio Jingles (English 1:23 min, Ewe 1:50 min)
Broadcast 2018 (with 2 interviews)
30 days, 6 times daily (Volta Premier, Ho)
400.00
GARD
7.
2 Radio Jingles (English 1:23 min, Ewe 1:50 min)
Broadcast 2019
30 days, 1 time daily (Kekeli Radio, Ho)
450.00 GARD
7.
Documentary (4:20 min.)
Production 1 1,800.00
GARD
8. TV Commercial (1:30 min)
Production 1
500.00 GARD
9.
Info Events
Senior High Schools
5 Transp. for 4 persons: 60.00
300.00 GNTDA
TOTAL 5,500.00
36
Expenses GARD office (Stationary, communications,service/maintenance vehicle), Fuel GARD vehicle, Renumeration GARD staff
GARD Project Report
28
Attachment 6: Flyer/Poster
GARD Project Report
29
Attachment 7:
Script Radio Jingle (1:23 min):
Ghana National Tailors & Dressmakers Association, GNTDA, Ho Branch, brings to you
the Informal Apprenticeship Training project: OUR OFFER – YOUR FUTURE.
This offer is open for Junior and Senior High School students and graduates. Boys and
girls, Ghana needs well trained workers, Ghana needs you. Be a madam or a master
with NVTI certification within the shortest possible time. Be your own boss, earn money
and attend tertiary institutions at your own will.
Junior and Senior High School graduates, successful apprenticeship training
guarantees success in life. Therefore start apprenticeship training today with one of the
members of the Ghana National Tailors & Dressmakers Association, GNTDA: Clothing
Africa and beyond.
For more information about the apprenticeship training call GNTDA Ho branch on
0206703469 or 0200364142. The project is brought to you by GNTDA, with support
from GARD, the Ghanaian Agency for Rural Development, Ho. Watch out for the
outreach team in your schools and communities.
Narrator: Juliet Nugble (Volta Premier 98.3 FM)
____________________________________________________
The Radio Jingle was also produced and broadcasted in Ewe (1:50 min).
GARD Project Report
30
Attachment 8:
Script TV Commercial (1:30 min): OUR OFFER – YOUR FUTURE Career in
Dressmaking/ Tailoring/Fashion Design & Textiles37
Subject Pictures Time Text (spoken)
Off-stage On-stage TITLE
Career in
Ghana National Apprentice 1
Apprentice 2 Dressmaker
Males and Females sitting behind sewing machines
Dressmaking
Tailors & Dressmakers Female, at a sewing machine, looking up, introducing herself Male, at a sewing machine, looking up, introducing himself Female, measuring a female customer
4 sec
12 sec
10 sec
24 sec
GNTDA OUR OFFER – YOUR FUTURE
Tailoring
Association (GNTDA),
Junior and Senior High
School students and
graduates. Start a career
with an apprenticeship
Fashion Design & Textiles
Ho Branch
Hello, my name is Belinda
Aku, a Senior High
graduate. I decided to learn
dressmaking after which I
can write the NVTI and then
can continue with fashion
design at the Technical
University.
Hi, I am Frank Kosi Opoku,
a Junior High School
graduate. I decided to learn
tailoring. I would like to set
up my own shop and earn
enough money to take care
of my family.
37
The video can be watched on www.gard-ghana.org
GARD Project Report
31
Tailor Dressmaker Tailor HTU HTU Fashion Design class HTU Fashion show Graduation Hall
Graduation Hall
Male, cutting material for a shirt Female, at sewing machine Male, with male customer, who is trying the new shirt on Gate Female Lecturer teaches students Fashion design students with models
GNTDA Vice Chairman Frank Lawoe 2 graduates (male & female) are given their Testimonials GNTDA Chairperson Monica Amegashie-Viglo GNTDA 1 Member GNTDA Members
15 sec
2 sec
2 sec
2 sec
9 sec
4 sec
training in dressmaking
or tailoring. Be a madam
or master with a first
NVTI Certificate just after
two years training. This
can be a good alternative
to a longer academic
education and the
foundation for setting up
a successful craft
enterprise.
Of course, the apprenticeship training is not necessarily the end of your personal skills development. It can be just the starting point for more. It can be an excellent artisanal foundation for further tertiary education as a fashion designer.
guarantees success in life. Therefore start a training in dressmaking or tailoring
Successful apprenticeship training with one of the members of the Ghana National Tailors and Dressmakers Association. GNTDA OUR OFFER – YOUR FUTURE
GARD Project Report
32
Apprentice 1
Female (Belinda Aku), at a sewing machine
3 sec
As my grandfather always said: “No cross – no crown.”
For more information call: 0206703469 or 0200364142 Ghana National Tailors & Dressmakers Association (GNTDA), Ho Branch (showing the whole time)
Script: Wolf Engelhard, www.gard-ghana.org
Funding: Ghanaian Agency for Rural Development (GARD)
Narrator: Paul Mensah Anku
Production: MAV Films GH
(3 sec.)
GARD Project Report
33
Attachment 9:
Script Documentary (4:20 min): OUR OFFER – YOUR FUTURE Career in
Dressmaking/ Tailoring/Fashion Design & Textiles38
Subject Pictures Time Text (spoken)
Off-stage On-stage Dressmaker Tailor Dressmaker Tailor Dressmaker
Female, measuring a female customer Male, cutting material for a shirt Female, at sewing machine Male, with male customer, who is trying the new shirt on Female, send a kaba and slit dress into a nice bag, receives the money from the female customer
40 sec
Junior and Senior High
School students and
graduates, boys and
girls, Ghana needs well
trained workers, Ghana
needs you. Start a
career with an
apprenticeship training
in dressmaking or
tailoring. Be a madam or
master with a first NVTI
Certificate just after two
years training in
dressmaking or tailoring.
This can be a good
alternative to a much
longer academic
education and the
foundation for setting up
a successful craft
enterprise. Be your own
boss very soon and earn
good money!
The apprenticeship
training is not for free,
but the costs, compared
to tertiary education, are
small.
38
The video can be watched on www.gard-ghana.org
GARD Project Report
34
Subject Pictures Time Text (spoken)
Off-stage On-stage Apprentice 1 Apprentice 2
Female, at a sewing machine, looking up, introducing herself Male, at a sewing machine, looking up, introducing himself
45 sec
30 sec
Hello, my name is Belinda
Aku, a Senior High
graduate. My grades didn’t
give me admission directly
into any tertiary institutions.
And after sitting for the
remedial exams for a
couple of times my
grandfather then advised
me to consider learning a
trade. And I couldn’t think of
anything else than the
amazing act of changing
any cloth into different
design that looks good on
any occasion. So I decided
to learn dressmaking after
which I can write the NVTI
and then can continue with
fashion design at the
Technical University. I want
to eventually own a fashion
home that will train and
educate the next generation
of entrepreneurs. As my
Grandfather always said:
“No cross, no crown.”
Hi, I am Frank Kosi Opoku, a Junior High School graduate. I very much love art and craft since my childhood and always admired my dad as a role model to become a tailor. So I decided to learn tailoring which will enhance my chances of success. Here I am living that dream and will write the NVTI at the end of my dream. I would like to set up my own shop and earn enough money to take care of my family.
GARD Project Report
35
Subject Pictures Time Text (spoken)
Off-stage On-stage NVTI Exam. HTU HTU Fashion Design class HTU Fashion show
Males and Females sitting behind sewing machines Gate Female Lecturer teaches students Fashion design students with models
40 sec
30 sec
During the apprenticeship
training there will be an
intensive preparation for the
NVTI Proficiency 1 exam
after two years and for the
NVTI Proficiency 2 after 3
years respectively with the
sewing of certain clothing
and the creation of a
specimen album to be
presented to the examiner.
For the examination a
demanding task is given
which has to be worked out
in about four hours.
Of course, the apprenticeship training is not necessarily the end of your personal skills development, if you don’t want. It can be just the starting point for more.
It can be, if the study requirements are met, Belinda Aku has mentioned it already, an excellent artisanal foundation for further tertiary education as a fashion designer. Fashion Design students graduate after three years with a Higher National Diploma from the Technical Universities or after four years with a First Degree from some University Colleges respectively.
GARD Project Report
36
Subject Pictures Time Text (spoken)
Off-stage On-stage GNTDA Ho branch Graduation Hall GNTDA Ho branch Graduation Hall
Graduates are given their Testimonials by Madams or Masters, presenting them standing in a row GNTDA Vice Chairman Frank Lawoe GNTDA Chairperson Monica Amegashie-Viglo GNTDA 1 Member GNTDA Members
GNTDA 1 Member
GNTDA Members
20 sec
35 sec
Dressmaker and tailor apprentices graduate after two years or three years respectively with a Testimonial. But if they have gone for a NVTI Proficiency exam, what is highly recommended, and passed, they graduate with a formal NVTI Certificate in addition.
.
Vocational skills are vital for poverty reduction, successful apprenticeship training guarantees success in life. Therefore start training in dressmaking or tailoring with one of the members of the Ghana National Tailors and Dressmakers Association. GNTDA Clothing Africa and beyond OUT OFFER – YOUR FUTURE
Ghana National Tailors & Dressmakers Association (GNTDA), Ho Branch
For more information call us on: 0206703469 or 0200364142 (showing the whole time)
Script: Wolf Engelhard, www.gard-ghana.org
Funding: Ghanaian Agency for Rural Development (GARD), Ho
Narrator: Paul Mensah Anku
Production: MAV Films GH
GARD Project Report
37
Attachment 10:
Feedback after addressing the target groups directly and indirectly through
the use of advertising & broadcast media
Gender
Number School
Drop out
BECE WASSCE
TERTIARY INFORMATION
Poster/ Flyer
Radio
Female 81 (76 %)
27 (25%)
51 (48%)
24 (22%)
5 (5%)
67 (63%)
40
(37%) Male
26 (24%)
Gender
Number School
Drop out
BECE WASSCE
TERTIARY INFORMATION
Poster/ Flyer
Radio
Female 81 (100%)
19 (23%)
39 (49%)
18 (22%)
5 (6%)
54 (67%)
27 (33%)
Gender
Number School
Drop out
BECE WASSCE
TERTIARY INFORMATION
Poster/ Flyer
Radio
Male 26 (100%)
8 (31%)
12 (46%)
6 (23%)
0
13 (50%)
13 (50%)
GARD Project Report
38
Attachment 11: GNTDA letter to GES/SHS