training centre a preliminary proposal

7/29/2019 Training Centre A Preliminary Proposal

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Training Centre

A Preliminary Proposal

Ahmed Khidir Yagoub

Email: [email protected]

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.

training centre a preliminary proposal

Documents