Transcript Document

Situational Analysis of Vocational
Education and Training in the
Sudan:
A field study
Sponsored By IVETA- PMGP
Dr Sidiga Washi
Dean, School of Family Sciences
Ahfad University for Women
PO Box 167
Omdurman, Sudan
Email: :[email protected]
Introduction
Sudan is the largest country in Africa, with
a total area of 1 Million miles square and a
population of 38 million (2003 estimate).
Annual growth rate is 2.7%.
73% of the population lives in rural areas.
About one third of the country’s land is
classified as desert or semi desert
An estimated 200 million acres of land
suitable for cultivation and the rest is
suitable for livestock and grazing.
Agriculture is accounting for about 33%
of the Gross Domestic Product (GDP)
Human resource development is very crucial to
such a growing country like Sudan.
Although vocational education and training
started early in Sudan, yet it did not go parallel to
the academic education in term of growth and
development.
Although Sudan is classified as one of the least
developed countries (LDC) in the world, recent
reports shows impressive and significant
recovery in the domestic economy of an average
of 5.8% a year during the last five years
Social stigma is associated with VET inferior’s
status compared to academic education
The unsecured fund resources and the
dependency on government or state funding have
resulted in deterioration of VET facilities.
Many graduates of technical and vocational
education institutions, mainly males was
attracted and moved to neighboring countries in
searching for better job opportunities.
The ratio of female to male in technical and vocational
education is 1:3.
Girls are usually take certain specializations such as
Home Economics (mainly Dressmaking and handicrafts),
computer and technical drawing.
Only few have began recently to enter non-traditional areas
such as electricity general, electronics and unfamiliarly
architecture.
Many conferences and workshops were conducted to
discuss the current situation of technical and vocational
education and training in the Sudan
It was clearly evident that lack of field data on VET
situation is hindering authorities to undertake concrete
decisions for improvement.
Objectives of the Study
Therefore, the main purpose of this study was to
investigate the real situation of technical and
vocational education in the Sudan in order to help
policy makers and planners to improve its
situation.
The specific objectives of the study were to:
1. Analyze the VET situation from the perspective
of
students,
graduates,
instructors
and
administrators.
2. Assist VET professionals to investigate and report
VET situation and activities in their regions
(states).
Historical Background
Technical Training
1.
Vocational education in the Sudan started in the early
20th century with the establishment of a technical
secondary school at Gordon College
2.
By the middle of the last century, some ministries and
government bodies had also established specialized
training institutes.
3.
During the 1960s, universities and higher education
institutes started to teach curricula that lead to higher
degrees in a variety of specializations.
Some important polices and decisions were made
during the higher education revolution
The government’s goal is to develop technical
and vocational education to form 60% of the total
secondary school curriculum
Since its establishment, requirements for
technical education in the Sudan has been
changing
At present there are 33 Vocational Artisan
Training Centers (VATCs) distributed throughout
the Sudan.
They offer technical training in areas such as
woodworking, general electricity, automotive, leatherwork,
building, carpet weaving, and welding.
The target group is the basic education dropouts
who can be trained in two years.
The training curriculum is composed of 10%
general subjects, 20% technically related subjects
and 70% practical training.
A total of 2,000 students were enrolled in VATCs
during the 2001–2002 academic year, but the
VATCs are generally under-funded and suffer from
a shortage of trained staff.
They are all operated under the administration of
state governments.
The number of Vocational Technical Schools
(VTS) has increased during the period, 1989–1998
but
the
increase
was
not,
however,
commensurate with the increase in enrollment.
There has been a serious decrease in enrollment
such as the continuous changes that have
occurred to the education system
This instability has been aggravated with a lack of
adequate textbooks and references
Moreover, many previous intermediate schools
have been transformed into technical schools
that do not comply with requirements established
for technical schools
Another reason for enrollment problems has been
the intake policies of most secondary schools
Vocational Training
The formal vocational training in the Sudan
started in 1956 with the establishment of
Khartoum (I) Vocational Training Center
In 1964 the government of West Germany
established Khartoum (II) Vocational Training
Center, followed by Wad-Medani Vocational
Training Center, which was established jointly by
the government of the Sudan and the United
Nations Development Program (UNDP) and
International Labor Organization (ILO) as
executing agency in 1970.
The same year 1970 witnessed the establishment
of Kosti Vocational Training Center and Wau
Vocational Training Center with national
government effort and fund. But later both
received technical assistance from World Bank
and West Germany respectively.
The year 1975 witnessed the establishment of
Juba Vocational Training Center with (NGOs) and
World Bank funds.
In 1980 Germany built the Vocational Training
Center in Port Sudan as a turn-key project.
In 1983 Malakal Vocational Training Center was
created with a cost sharing fund from
government of Sudan and Swiss government.
In 1990 and 1991 UNDP/ILO and the government
of Sudan collectively established the twin
Vocational Training Centers of Nyala and El-Obeid
respectively.
In 1994 the government of Sudan established
Khartoum (III) Vocational Training Center, and the
government of South Korea established the
Sudanese Korean Vocational Training Center in
Khartoum in 1996 (SCVTA, 2003).
Legislation and management structure
The most recent legislation development
occurred is the enforcement of the new
Vocational Training and Apprenticeship Act that
has been issued on May 2001.
The Supreme Council has been formed for
Vocational Training and apprenticeship (SCVTA)
as a policy making body.
The Council is formed to set policy, approve
training standards, curricula, issue certificates
and develop the vocational training system on
national basis.
Training programs and activities
Four training programs and services are common
to all VTCs with 13 running specializations
offered. The key programs included:
1. Apprenticeship program lasts for three years,
2. Skill-upgrading courses which are short courses
for three months (duration depended on the
volume of training gap to be bridged) directed to
already employed workers in both public and
private sectors to allow them to cope with
advancement of technologies, raise their
productivity, and improve their product quality,
3. Short courses (three months) directed to the
dropouts and out of school youth mainly those
who could not be accommodated in the
apprenticeship program for one reason or other.
Short courses are designed to lead the young
people into self-employment market and were
built on modular basis,
4. Women in Development programs have been
recently introduced in the vocational training
system. The concept materialized in vocational
training centers of Nyala and El-Obeid. Port
Sudan, Omdurman and the Sudanese Korean
Centers have borrowed the idea.
Trade Testing activity
The trade testing activity is carried out to certify
the skills of workers acquired through informal or
traditional means of vocational training.
The major and chronic problem of vocational and
technical education in the Sudan is funding.
Government resources are crucial for the
development of quality VET. Nevertheless, private
sector and community financial support is also
needed for better human resource development.
During the period, 1985–1996, only 0.5% of
Sudan’s GDP was spent on education.
There is a great need for establishing means to
finance critical human resource development.
Methods
Study was conducted in 4 states (total
number of states is 26). Khartoum, Gazira,
North Kordfan and White Nile states were
selected
as
they
have
Technical
Secondary Schools as well as vocational
training centers.
Sample
Sample frame:
Includes all Technical Education Schools
(TESs) as well as all-Vocational Training
Centers (VTCs) in the Sudan.
600 students (300 from TESs and 300 from VTCs)
were selected for this study half of whom were
selected from Khartoum state.
Hundred students are representing each of the
other 3 states.
The numbers of graduates included in this study
were 100 of whom 40% of them were in Khartoum
and 20 graduates from each of the other 3 states.
Administrators and instructors of TESs and VTCs
were also participated in the study. One
administrator and two instructors participated
from each TES and VTC. A total of 15
administrators
and
30
instructors
were
participated.
Instrument development and data collection
Three types of structured instruments were
developed to collect data needed for this study.
The first instrument was designed to collect data
from students of both TESs as well as students of
the VTCs.
Data collected was on demographics, reasons for
choosing such specialization, satisfaction with
the curriculum, training and infrastructure.
Students were also asked to suggested ideas for
improvement of vocational education and
training.
Instrument for graduates to collect data on demographics,
graduation year, specialization, job opportunities,
obstacles faced. They were also asked to evaluate their
previous curricula and training methods and make
recommendations for improvement.
Administrators and instructors were asked to state the
historical development of their institutions, source of
funding, selections of students and how such training
attract them. They were also asked to evaluate the current
status of their institutions in term of efficiency of their labs
and workshops, availability of qualified staff and their
selection and what they suggest for improvement.
Students were selected randomly from various school
levels. Graduates were interviewed in their work settings.
Data analysis
Due to the small number in the sample from each
state and the uniformity of curricula in all
technical schools and vocational centers, it was
decided to make a collective analysis for all
states together. Data was analyzed manually,
results, were discussed in the following section.
Results and Discussion
The percentage of females to males is higher in
TESs than in VTCs (40% compared to 29.7%
respectively).
Younger students are found in the VTCs than
TESs (62% compared to 47.3% respectively).
Around two thirds of the students in both
groups were of middle socioeconomic status and
the rest were of low socioeconomic status.
High socioeconomic status families prefer
academic education for their children than
vocational and technical education.
The TES graduates usually sit for the Sudanese
high School Certificate (Technical section) and
have the chance to enter the university.
Those who complete the 3 years program at VTC
can also compete to have university education at
the technical departments.
Nearly half of the students of TESs (42%) and
VTCs (43%) not satisfied with their studies.
The majority of TESs students (82%) and VTCs
students (79.3%) needed further studies and
training after graduation.
The majority of TESs students (80%) and VTCs
students (70.7%) do not have other family
members with VET training background.
(Table 1)
Students Evaluation of Schools/Training Centers environment (n = 300 in each category)
Far above average
Variable
TESs
Above average
VTCs
TESs
VTCs
F
%
F
%
F
%
F
%
Teachers/
Instructors
210
70
248
82.7
64
21.3
38
12.6
Students/
Colleagues
202
67.3
222
74.0
70
23.3
70
23.3
Training Methods
108
36
80
36.7
80
26.7
90
30.0
Machines
86
28.7
50
16.6
52
17.3
68
22.6
Infrastructure
178
59.3
110
36.7
76
25.3
84
28.0
Curricula
162
54
140
46.7
92
30.7
92
30.6
Average
averaBelow ge
VTCs
TESs
TESs
VTCs
Variable
F
%
F
%
F
%
F
%
Instructors
Teachers/
24
8.0
8
2.7
2
0.7
6
3.0
Students/
Colleagues
26
8.7
4
1.3
2
0.7
4
1.3
Training Methods
84
28
114
38.0
28
9.3
16
5.3
Machines
128
42.7
98
32.6
34
11.3
84
28.0
Infrastructure
44
14.7
94
31.3
2
0.7
12
4.0
Curricula
42
14.0
48
16.0
4
1.3
20
6.7
Key:TESs:Technical Education Schools
VTCs: Vocational Training Center
The findings of Table (1) reflected the
deteriorated condition of the infrastructure and
machines in the TESs and VTCs
There is a need for innovative training methods
to enhance student’s capabilities as a future
skilled laborers.
)Table 2)
)Students Suggestions for Improvement of TES and VTC (n= 300 in each category)
Variable
TES
Frequency
%
VTC
Frequency
%
116
184
38.7
61.3
138
162
46
54
Suggestions for Improvement.
Improve workshops/ machines and raw
materials.
Improve infrastructure.
120
40.0
20
14.0
26
8.7
80
26.7
Introduce computer training.
Introduce academic subjects.
6
8
2.0
2.7
76
55.1
Train instructors and teachers.
Introduce study tours.
Increase chances for university education.
10
2
14
3.3
0.7
4.6
4
22
2.9
15.9
Introduce English language.
-
-
76
55.1
Improve curricula.
Introduce new specializations.
Increase government support for TES & VTC.
8
-
5.8
-
4
28
18
2.9
93
6.0
No response
114
38.0
8
5.8
_______________________________________________
_______-_______
.Need for curricula change
Yes
No
Although more than half of both the TESs and
VTCs students stated no need for curricula
change, Many suggestions were listed to improve
the educational training environment including
curricula.
Many suggested the need to improve the
workshops, laboratories and machines and make
raw material available.
More than half of the VTCs students felt the need
for introducing the English language as a subject
or as medium of instructions to improve their
ability to use the language (medium of instruction
is exclusively Arabic in both TESs and VTCs all
over the country).
With the advancement of communication world
wide, it is high time for students to acquire
English skills to be able to explore possibilities of
advancement in their fields of study.
A total of 120 graduates were selected randomly
for this study (sixty from TESs and sixty from
VTCs). Half of each category was identified in
Khartoum and the other half were selected evenly
from the other 3 states.
Graduates were identified at their working place.
Females composed only 30% of the graduates of
TESs interviewed.
No female graduate was included in the VTCs
sample.
Years of graduation spread from 1965 – 2003 with
more than half of each sample graduated between
1976 –1995.
The monthly income was also varied between
less than 15,000 Sudanese Dinars (SD) (1 US$
equivalent to 260 SD) to over 50,000 SD.
One can argue that graduates monthly salary is
low for the expenses of living in the capital city
and in big towns in general.
Many of the graduates usually get part of the
profit earned if they work in the private small
businesses and they might find it difficult to
report as a monthly income.
Those who have their own small business
complained from the higher tax they pay to the
government or the higher rent for their shops and
workshops.
)Table 3)
)Workforce Preparation f or TESs and VTCs graduates (n= 60 in each category )
Variable
TESs graduates
Frequency
%
VTCs graduates
Frequency
%
Electricity
Automobile Mechanics
Commercial Department
Technical Drawing
Metal Fabrication
Refrigeration and Air conditioning
Architecture
Electronics
Carpentry
Plumbery
Dressmaking and Design/weaving
Food Processing
Computer
Agriculture Machinery
at school/center?
Yes
No
Encountered obstacles during work
Force preparation.
Yes
No
Yes
No
8
9
4
8
6
3
2
1
2
2
8
4
3
1
13.33
15.00
6.66
13.33
10.00
5.00
3.33
1.66
3.33
3.33
13.33
6.66
5.00
1.66
10
10
2
9
12
1
2
6
3
3
2
16.66
16.66
3.33
15.00
20.00
1.66
3.33
10.00
5.00
5.00
3.33
40
20
66.66
33.33
36
24
60.00
40.0
22
38
56
4
36.66
63.33
93.33
6.66
30
30
57
3
50.00
50.00
95.00
5.00
The majority of TESs and VTCs graduates stated that
studies first then experience is what made them
competent the way they are now. This finding emphasizes
the need for a good workforce preparation
Around half (50% of TESs and 53.33% of VTCs graduates)
of the sample encountered difficulties finding a job after
graduation such as low payment in the job market.
When they were asked to compare vocational education
to other professions many mentioned that their type of
education is very important but were undermined by
professionals.
This fact explains why half of the TES graduates had
pursued further studies after graduation (50%).
Graduates of VTCs were more satisfied with their study
curricula (50%) than TESs graduates (3.33%).
Graduates of both TESs and VTCs listed 17 suggestions
for improvement among which the important ones are:
Updating machines and workshops,
addition of more specializations,
introduction of English language,
increasing number of training tools and
provision of more equipments.
It was clearly seen that both students and graduates are
suggesting same things.
This reflects the fact that TESs and VTCs have not
improved over the last years.
The government has to allocate more funds to rehabilitate
laboratories and workshops.
The situation at the state level is even worse as state funds
are very scares.
Average ratio of staff to student is 1:30. A
standard ratio of 1:15 should by be the target of
those TESs or VTCs.
All TESs and VTCs are funded either via Federal
or State government funds. Only few are having
other sources such as student fees or donor
funds.
Selection of students for this field of education is
usually via the Ministry of Education as a result of
their performance at the Basic School Certificate.
Those of lower academic performance (do not
obtain the total points to get academic secondary
school education) will be admitted to vocational
and technical education.
Vocational training centers can also admit basic
school dropouts to encourage them to have skills
education.
The General Committee for selection of
employees for government jobs usually do
instructor’s selection.
TES and VTC report their needs for instructors to
their Ministries who raise them to the Ministry of
Education or Ministry of Labor and Administrative
Reform.
Administrators and instructors interviewed were
asked to evaluate the VET situation in their
institutes.
Although the buildings in most institutes (88.9%)
are good, equipments and workshop were
inefficient for more than half of them (55.6%).
A regular class schedule is available in all
institutes
SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
The “New Sudan” – as it was called upon by all parties
now days with the efforts to sign a comprehensive
peace agreement – need to accelerate the economic
and technological change started.
To do so there is a need to improve productivity in all
economic sectors.
Productivity enhancement is only possible through
skilled work force that has the flexibility to acquire new
skills and abilities for new jobs as the structures of
economy and occupations change.
Technicians and skilled workers enhance the quality
and efficiency of production and maintenance and
impact knowledge and skills to other workers with less
abilities and low performance level.
VET in the Sudan need to re-orient its programs and
operations to better fit into the new economic and
technological environment.
Vocational training and education in general is a social
investment.
It is an investment in the human development sector
and economic return to the society and the economy.
Although Sudan was lucky to have considerable
support from different multi-lateral and bi-lateral
donors, the present situation of the maintenance of
VET facilities is seriously at risk,
The financial cost of maintaining the present VET
facilities is beyond the capability of the Federal and
State governments.
There is a very limited operation budget which makes it
very difficult for replacement of equipments and
maintenance of facilities.
External assistance is always needed for
development of the vocational training system,
the
There is a need to build program capacity which will
require effective planning and management.
Other administrative issues include lack of adequate
involvement by employers, workers, and other
relevant bodies in term of needs assessments,
training plans, and curriculum revision and design.
New developments in vocational–technical education
introduced since 1993 to guide the federal/ state
government system has resulted in the jurisdiction of
VATCs being transferred to the states.
Many problems have been encountered in
operationalzing this transfer, the economic situation
has not allowed the states to manage or finance the
VATCs. Thus, these centers have become a burden to
the states.
Conclusions
Following are the major findings of this study:
The majority of students and graduates were of
either low or middle socio-economic status.
Fewer females are in VET than males and they
were
mostly
in
the
more
traditional
specializations for females such as dress making,
technical drawing, weaving, etc.
Electricity and automobile mechanics were the
most preferred specializations among students
and graduates, Job demand may be behind such
choices.
The majority of students and graduates stated a
strong desire for VET without pressure of family
or relatives.
The strong desire for further studies point to the
need for more integrated curricula.
There was a strong call for improving curricula,
rehabilitating workshops and infrastructure.
The fact that the monthly income of most of the
VET graduates in this study is low might affect
negatively other youth to choose VET careers.
VET graduates like students have their own
choice for career in VET.
VET studies are what matters most for students
and graduates, strengthening of VTE curricula is
necessary.
Considering programs such as school to work
program might satisfy many of those who think
they need further studies to strengthen their
capabilities.
Improving training tools and facilities is very
crucial if we need to have better qualified
graduates.
Linking business and industry to VET is very
important. This can also create opportunities for
VET support.
The staff to students ratio is very crucial for VET;
more staff is needed for TESs as well as VTCs.
Depending on government (Federal or State)
funds only will never help to enhance VET
situation. There is a need to write proposals for
funding.
Unless we pay attention to the economic crisis
facing VET, human resource development will
suffer in the Sudan.
To improve the quality of VET graduates we need
to attract more competent students.
About nine different obstacles were listed by administrators and
instructors :
Funds scarcity is number one obstacle for all of them(100%)
Inefficiency of equipments and labs (88.9%),
irregular maintenance of equipments and workshops(73.3%)
poor enrollment of competent students (66.7%),
lower performance of students (48.9%)
deficiency of raw material for training (46.7%)
Seventeen suggestions for improvement were listed by
administrators and instructors:
Rehabilitation of equipments and workshops was suggested by
more than three quarters of them (77.8%),
Increase Federal and State funds (66.7%), funds allocation by
national and international donors (64.4%),
Improve teachers/instructors capabilities via training (55%)
Recommendations
Recommendations outlined below to emphasize
the need for more efforts to strengthen VET.
1. Policy. It is important to have a clear national
policy and conceptual framework for vocational
education. A comprehensive understanding need
to be developed that articulates the link between
vocational–technical education and national
planning and development, especially in terms of
its importance and outputs. General and higher
education should be revised to specify and insure
the distinct position of technical education at its
different levels.
2. Structure. I recommend the establishment of a
national
council
for
vocational–technical
education that is administered by the Ministry of
Higher Education and Scientific Research.
Technical education should be attached to central
administrative unit to ensure better program
planning,
supervision,
implementation,
monitoring, and evaluation. The specific roles of
secondary
and
postsecondary
technical
education institutes in the preparation of different
technical specializations that are of quality,
flexible, and suit the needs of labor market
should be delineated.
3. General.
1. Media involvement should be solicited to raise
community awareness of the importance of
vocational–technical education. An exchange of
experiences
regionally,
nationally,
and
internationally will help improve the current
vocational–technical education situation in the
Sudan. The establishment of new community
colleges should be encouraged.
Private
education institutions should be encouraged to
establish applied colleges that offer vocational–
technical education programs.
2. Adapt vocational education and training to
local communities and environments, and
provide training that secures productive
employment for rural youth to achieve equity,
growth, and sustainable rural development.
3. Conduct needs assessment at the national and
regional levels, and formulates short–term and
long–term
training
plans
in
different
organizations.
4. Establish vocational and technical training
units in all organizations.
5. Enhance the technology available in different
vocational training fields.
6. Promote training in new fields such as oil
exploration and extraction, and in various
petrochemical industries.
7. Special attention should be given to the needs
of rural areas and design special programs to
meet demands of those needs.
8. Establishment of information system that
provide relevant information in vocational and
technical education that aid in distant education
and training
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ELMagzoub, A.A (2000). Preparing graduates of technical education for
future jobs. Unpublished paper presented at the symposium on
preparation of university structures. Khartoum, Sudan: MOHESR.
Higher Council for Strategic Planning (1992) The National
Comprehensive Strategy (NCS), Sudan.
Ibrahim, A. I. (2000). Labor market needs of technical skills. Centers for
Strategic Planning. Khartoum, Sudan: Author.
Ibrahim, A.I. (2001). Report on the national training system in the Sudan.
Cairo, Egypt: International Labor Organization.
Ministry of Education. (2002). Technical schools in Sudan. Khartoum,
Sudan: Author.
Ministry of Higher Education and Scientific Research. (2000). Present and
future of technical education in Sudan. Omdurman, Sudan:
Barakat Chairty.
Sudan Women’s Health Profile (SWHP) (2003). WHO/MOH.
Unpublished report. Khartoum, Sudan.
Supreme Council for Vocational Training and Apprenticeship (SCVTA)
(2003). Vocational Training. Ministry of Labor and Administrative
Reform.
The researcher would like to
Thank theIVETA-PMGP
for their financial support
which has encouraged me to
undertake this study