Minutes from the meeting with the undersecretary at the ministry of Education, Science and Technology of Juba on 29th Oct 2008.
· She welcomed us very well in her office.
· Asked about where the capacity building will take place.
· She has been in office for 3 weeks.
· Inquired about how we can together raise enough money for the project.
· Mentioned that the combination of general and vocational education is important for the reconstruction of South Sudan.
· Also mentioned that there is no appointed person for vocational training at the ministry.
· She was very excited about teaching students how to do things and not just accumulation of knowledge.
· Having practical skills will enable people to develop and set up their own small businesses to earn a living.
· There is a problem of lack of exposure in Sudan.
· There is need to improve the quality of teachers if learning at primary and secondary level has to be achieved.
· We need to consider spreading the project to different parts of S.Sudan rather than concentrating on the pilot.
· Highlighted the need for an awareness campaign through media (television, newspapers and radios) about the importance of vocational training.
· She needs a prospectus of Kyu
· There is a need for de-stigmatization in order to create awareness.
· Encouraged a preparatory course in English for people to improve their communication skills.
· A Sudan school certificate combing general education and vocational practice is relevant.
· We were requested to have a draft where the ministry can fill in.
· Considering the issue of gender is very important especially if business oriented courses are to be introduced in order to motivate ladies to participate in the vocational training.
· She promised to work once given the full responsibility of teaching and managing the vocational education at the ministry of education and when the ministry of labor is only left to give short courses or more of in-service training.
Monday 20 October 2008
Education
From my experiences, there are many education programs which are donor funded like Universal Primary Education (UPE) and Universal Secondary Education (USE) which have not met the needs of the local people to a larger extent hence not facilitating development.
In reality, students are treated like objects which have to be filled all the time and do not study what they are interested in. This is unrealistic and revision of this education process such that people study what can boast their economic status is of great importance to sustainable development.
This will also give continuity to their education because many people dropout of school because they do not find it useful and resort to ‘petty jobs’ to earn a living instead of wasting their time on school and still end up unemployed.
In reality, students are treated like objects which have to be filled all the time and do not study what they are interested in. This is unrealistic and revision of this education process such that people study what can boast their economic status is of great importance to sustainable development.
This will also give continuity to their education because many people dropout of school because they do not find it useful and resort to ‘petty jobs’ to earn a living instead of wasting their time on school and still end up unemployed.
Agriculture
Uganda is a country dependent on Agriculture as its basic economic activity. With the many changes in knowledge and technology, there is need of boasting the agricultural industry with good quality seeds and fertilizers in order to boast the quality of her produces for home and export use. If this has to be attained, then farmers have to be taught good farming practices to give continuity to the quality of the yield. In reality, Uganda used to get a lot of income from farming and agriculture but this is now history because of poor produce and infertile soils.
Sunday 19 October 2008
DEVELOPMENT THAT MEETS THE NEEDS OF THE LOCAL PEOPLE IN UGANDA
DEVELOPMENT THAT MEETS THE NEEDS OF THE LOCAL PEOPLE IN UGANDA
Uganda like any other African country receives foreign aid from various countries like USA among others. Not differing from Professor Easterly, there is a lot to be done if the beneficiaries of these funds have to gain from them.
With a lot of corruption and embezzlement of funds by the people in charge (coordinators of these projects), foreign aid is rather creating more harm than good. A case in point is the recent global fund scenario where the minister of health with his committee rechanneled money for buying mosquito nets, anti-malaria tablets and ARVs for the malaria and AIDS’ patients respectively to their own benefits. The government of Uganda intervened in the situation by requesting the minister and his committee to give accountability of the funds and still failed to do so. Uganda’s IGG investigated the case and these people were found guilty and hence referred to court to make a statement. In the court, they could not defend their position through their lawyers and were to be imprisoned .A month later, they were released but could not still give accountability or even give back the money. This case is pending up to now with limited follow up.
Surprisingly, the donors still requested for another proposal to give out more funds without following the causes of the past incidences being just an example of the many occurring or that have occurred. In my view, these funds will still go through a similar channel if corruption and embezzlement are not handled seriously at all levels of authority hence limiting development.
Uganda like any other African country receives foreign aid from various countries like USA among others. Not differing from Professor Easterly, there is a lot to be done if the beneficiaries of these funds have to gain from them.
With a lot of corruption and embezzlement of funds by the people in charge (coordinators of these projects), foreign aid is rather creating more harm than good. A case in point is the recent global fund scenario where the minister of health with his committee rechanneled money for buying mosquito nets, anti-malaria tablets and ARVs for the malaria and AIDS’ patients respectively to their own benefits. The government of Uganda intervened in the situation by requesting the minister and his committee to give accountability of the funds and still failed to do so. Uganda’s IGG investigated the case and these people were found guilty and hence referred to court to make a statement. In the court, they could not defend their position through their lawyers and were to be imprisoned .A month later, they were released but could not still give accountability or even give back the money. This case is pending up to now with limited follow up.
Surprisingly, the donors still requested for another proposal to give out more funds without following the causes of the past incidences being just an example of the many occurring or that have occurred. In my view, these funds will still go through a similar channel if corruption and embezzlement are not handled seriously at all levels of authority hence limiting development.
Tuesday 14 October 2008
A Good Dialogue
The project trip to sudan is key for a good dialogue.Instructors or teachers need to handle themselves as individuals if good quality services are to be offered.
The need to take one step at a time for the progress of vocational education is paramount. Petter Aamo, a teacher of English and Norsk languages at Nord-osterdal upper secondary school elaborated the for steps for a successful assessment of learner's progress in the form of 'developmental talks' ;
The need to take one step at a time for the progress of vocational education is paramount. Petter Aamo, a teacher of English and Norsk languages at Nord-osterdal upper secondary school elaborated the for steps for a successful assessment of learner's progress in the form of 'developmental talks' ;
- There is need to open up a student"s life as He used the phrase "what is in the black box" This is important as it builds trust between the teacher and the student. This answers the question of 'who are the students?'
- A good dialogue is now built between the students and the teachers to answer the the question of' 'how do you feel?' At this stage the teacher should eliminate questions of why but ask for elaborations.
- The consequence stage is important as it pushes the student to the next level,Heshe asseses himher self whether the studying chosen is right for him or her.
- Plan for the future. the learner may change hisher track towards general education. The analysis aspect is therefore important.
Monday 13 October 2008
Visit to the Constuction Site
This was a good experience to protect my self on my way to the construction site.
The apprentices spend atmost two months to finish up a given building project.This makes them work extra time to accomplish this.
Safety at the building construction is highly maintained and electric wires are covered well.
Tuesday 7 October 2008
Methodology
The involvement of the community in a curriculum reform i.e. identifying and analyzing the limitations of the present curriculum of vocational education is relevant if a better one has to be developed. The participation of the instructors/trainers, students and the administrative body at the VTCs as well as the local community around the VTCs will assist in generating validated data for the curriculum.
INVOLVEMENT OF VTCs OF SOUTH SUDAN IN CREATING A CURRICULUM FOR THE VOCATIONAL TEACHER EDUCATION DEGREE
INVOLVEMENT OF VTCs OF SOUTH SUDAN IN CREATING A CURRICULUM FOR THE VOCATIONAL TEACHER EDUCATION DEGREE
According to my experience as a vocational trainer in food processing and life skills, the use of participatory action research (PAR) based on non-expert equality concept will be suitable for empowering the people at the VTCs in South Sudan through a democratic learning process. The use of these participatory principles will boast the development of South Sudan since the curriculum will be familiarized to both the leaders as well as commoners with the language of participation. This will also create space for people’s own initiatives in the struggle of their own rights and development according to their needs.
Further more, this participation should not only focus on the people at the VTCs and vocational industry but also the non-informed citizens so that their needs may as well be fulfilled basing on their participation. This is because villagers use participation as a tool for resistance against indifferent or corrupt authorities.
This will provide an environment for continuity in the local context. I would therefore suggest that the approaches and methods used by the researchers or facilitators should not conflict with participatory action research to some extent for example neglecting any issue raised by the VTC community and rather dictate what the curriculum should constitute of.
According to my experience as a vocational trainer in food processing and life skills, the use of participatory action research (PAR) based on non-expert equality concept will be suitable for empowering the people at the VTCs in South Sudan through a democratic learning process. The use of these participatory principles will boast the development of South Sudan since the curriculum will be familiarized to both the leaders as well as commoners with the language of participation. This will also create space for people’s own initiatives in the struggle of their own rights and development according to their needs.
Further more, this participation should not only focus on the people at the VTCs and vocational industry but also the non-informed citizens so that their needs may as well be fulfilled basing on their participation. This is because villagers use participation as a tool for resistance against indifferent or corrupt authorities.
This will provide an environment for continuity in the local context. I would therefore suggest that the approaches and methods used by the researchers or facilitators should not conflict with participatory action research to some extent for example neglecting any issue raised by the VTC community and rather dictate what the curriculum should constitute of.
INVOLVEMENT OF VTCs OF SOUTH SUDAN IN CREATING A CURRICULUM FOR THE VOCATIONAL TEACHER EDUCATION DEGREE
INVOLVEMENT OF VTCs OF SOUTH SUDAN IN CREATING A CURRICULUM FOR THE VOCATIONAL TEACHER EDUCATION DEGREEAccording to my experience as a vocational trainer in food processing and life skills, the use of participatory action research (PAR) based on non-expert equality concept will be suitable for empowering the people at the VTCs in South Sudan through a democratic learning process. The use of these participatory principles will boast the development of South Sudan since the curriculum will be familiarized to both the leaders as well as commoners with the language of participation. This will also create space for people’s own initiatives in the struggle of their own rights and development according to their needs.Further more, this participation should not only focus on the people at the VTCs and vocational industry but also the non-informed citizens so that their needs may as well be fulfilled basing on their participation. This is because villagers use participation as a tool for resistance against indifferent or corrupt authorities.This will provide an environment for continuity in the local context. I would therefore suggest that the approaches and methods used by the researchers or facilitators should not conflict with participatory action research to some extent for example neglecting any issue raised by the VTC community and rather dictate what the curriculum should constitute of. Methodology The involvement of the community in a curriculum reform i.e. identifying and analyzing the limitations of the present curriculum of vocational education is relevant if a better one has to be developed. The participation of the instructors/trainers, students and the administrative body at the VTCs as well as the local community around the VTCs will assist in generating validated data for the curriculum.
Use of self analysis groups at the VTCsThe different categories of people at the VTCs can assess themselves to find out how many opportunities they have created during their stay at the VTCs in the promotion of vocational education. These categories of people will be instructors/trainers, students and the administrative body (principle, deputy principle, financial controller and heads of departments). .Each of these people will use different approaches to come up with their contribution. There is therefore need for each of these categories of people to go through the whole process of analysis at the VTCs. This will help in prioritizing activities and use of the general information for decision making. It also enables people to reflect upon opportunities, assess their potential for carrying out any project and identifying any services needed for successful vocationalisation at the VTCs.StudentsThe students can do this by building a rapport. The facilitator should not tell them what to do and how to do it. This will help them to actively participate in the developing process and not passively listening and just accepting what the facilitator will tell them. This rapport should begin with personal information for example their names, their vocational field or what they are studying and their family life. As a facilitator, my role will therefore be to raise probing questions so that the students can generate relevant information to development of the curriculum of vocational education.Instructors/ trainersThese can get involved by the use of media, seminars and interviews. Self conducted seminars and radio programs will be of great importance in generating enough information for curriculum development at these VTCs. My role as a facilitator here is to come up with a good interview which will probe instructors/trainers to reflect and generate information (data) relevant for curriculum development. The use of group interviews will supplement the one on one interview (Irwin, 1970:4-5). These will be more productive on vocational education curriculum because it is reasonably public and not a matter of one’s particular embarrassment. By allowing a moment of not having to talk and being able to listen to others, group interviewing allows each person to rethink and amend any initial account that upon reflection, seems in need of any amplification, amendment of opinion, providing instances of exchange between contrasting perspectivesAdministrative body at the VTCs .The administrative body at the VTCs may also be given an opportunity through dialogue seminars to share their ideas about what they reflect upon as being relevant to the VTCs in relation to vocational education. Dialogue seminars are remarkable combinations of narratives about the participants’ experiences and theory of knowledge. They study the nature of knowledge in particular, its foundation, scope and validity in relation to vocational education.Industry and local communityExtensive interviews as personal logs may be used in generating information from the industry and local population relevant to the curriculum. This is because the researcher or facilitator may be unable to make first hand observations and may wish to supplement the already collected data. This will assist us in formulation of a curriculum in south SudanAnalysis of vocational education at the VTCs. There is need to ask the population at the VTCs as well as those in the industry to identify challenges in vocational education in south Sudan or analysis of the situation at the VTCs before a new curriculum is developed. We need to inquire about what they think of vocational education at the bachelor level and what is very relevant for its curriculum to be developed.The use of resource personnel in the community who would be experts in the field of vocational education to assist in the sensitization of the local population cannot be undermined. It is therefore important to identify the challenges in vocational education (inquire about them) and the possible suggested solutions to these challenges. Gender disparity issues should not be undermined in this project if a successful and relevant curriculum has to be developed.My role as a facilitator here is to assist in prioritizing issues with one constraining issue at a time.
Conclusion
Since training and analysis go hand in hand with practical action, there is need to note that;1. Facilitators in the community need to learn simple concrete working in a participatory manner with people , facilitating analysis which can grow important research in cooperation with researchers(us) and institutions(VTCs and the industry). 2. The use of good communication will guide people to their knowledge and to acquire new skills, it empowers them and creates a new kind of awareness. 3. The use of participatory methods will lead to sharing of experiences and developing of a better understanding of the kind of support and service needed by the community towards vocationalisation and curriculum development.4. It is important to collaborate with the already existing project groups in a similar field or with an aim of being more vocational.5. The use of workshops to give individuals in the vocational institutions a chance to analyze the problems in vocational education at a larger perspective is very important. This can be followed with a recording made by a documentary video of all the discussions and proceeding visits to the scenes of action by the staff in the vocational institutions. The gathered information gives added value to their voices. These workshops should be evaluated and sensitization seminars conducted about the relevance of the bachelor of vocation education highlighted. The documentaries from this analysis should be presented to the government officials or country’s parliament through the Minister of Education, science and technology for assessment and thereafter followed up to see how they are progressing.
07/10/08;05:34
Use of self analysis groups at the VTCsThe different categories of people at the VTCs can assess themselves to find out how many opportunities they have created during their stay at the VTCs in the promotion of vocational education. These categories of people will be instructors/trainers, students and the administrative body (principle, deputy principle, financial controller and heads of departments). .Each of these people will use different approaches to come up with their contribution. There is therefore need for each of these categories of people to go through the whole process of analysis at the VTCs. This will help in prioritizing activities and use of the general information for decision making. It also enables people to reflect upon opportunities, assess their potential for carrying out any project and identifying any services needed for successful vocationalisation at the VTCs.StudentsThe students can do this by building a rapport. The facilitator should not tell them what to do and how to do it. This will help them to actively participate in the developing process and not passively listening and just accepting what the facilitator will tell them. This rapport should begin with personal information for example their names, their vocational field or what they are studying and their family life. As a facilitator, my role will therefore be to raise probing questions so that the students can generate relevant information to development of the curriculum of vocational education.Instructors/ trainersThese can get involved by the use of media, seminars and interviews. Self conducted seminars and radio programs will be of great importance in generating enough information for curriculum development at these VTCs. My role as a facilitator here is to come up with a good interview which will probe instructors/trainers to reflect and generate information (data) relevant for curriculum development. The use of group interviews will supplement the one on one interview (Irwin, 1970:4-5). These will be more productive on vocational education curriculum because it is reasonably public and not a matter of one’s particular embarrassment. By allowing a moment of not having to talk and being able to listen to others, group interviewing allows each person to rethink and amend any initial account that upon reflection, seems in need of any amplification, amendment of opinion, providing instances of exchange between contrasting perspectivesAdministrative body at the VTCs .The administrative body at the VTCs may also be given an opportunity through dialogue seminars to share their ideas about what they reflect upon as being relevant to the VTCs in relation to vocational education. Dialogue seminars are remarkable combinations of narratives about the participants’ experiences and theory of knowledge. They study the nature of knowledge in particular, its foundation, scope and validity in relation to vocational education.Industry and local communityExtensive interviews as personal logs may be used in generating information from the industry and local population relevant to the curriculum. This is because the researcher or facilitator may be unable to make first hand observations and may wish to supplement the already collected data. This will assist us in formulation of a curriculum in south SudanAnalysis of vocational education at the VTCs. There is need to ask the population at the VTCs as well as those in the industry to identify challenges in vocational education in south Sudan or analysis of the situation at the VTCs before a new curriculum is developed. We need to inquire about what they think of vocational education at the bachelor level and what is very relevant for its curriculum to be developed.The use of resource personnel in the community who would be experts in the field of vocational education to assist in the sensitization of the local population cannot be undermined. It is therefore important to identify the challenges in vocational education (inquire about them) and the possible suggested solutions to these challenges. Gender disparity issues should not be undermined in this project if a successful and relevant curriculum has to be developed.My role as a facilitator here is to assist in prioritizing issues with one constraining issue at a time.
Conclusion
Since training and analysis go hand in hand with practical action, there is need to note that;1. Facilitators in the community need to learn simple concrete working in a participatory manner with people , facilitating analysis which can grow important research in cooperation with researchers(us) and institutions(VTCs and the industry). 2. The use of good communication will guide people to their knowledge and to acquire new skills, it empowers them and creates a new kind of awareness. 3. The use of participatory methods will lead to sharing of experiences and developing of a better understanding of the kind of support and service needed by the community towards vocationalisation and curriculum development.4. It is important to collaborate with the already existing project groups in a similar field or with an aim of being more vocational.5. The use of workshops to give individuals in the vocational institutions a chance to analyze the problems in vocational education at a larger perspective is very important. This can be followed with a recording made by a documentary video of all the discussions and proceeding visits to the scenes of action by the staff in the vocational institutions. The gathered information gives added value to their voices. These workshops should be evaluated and sensitization seminars conducted about the relevance of the bachelor of vocation education highlighted. The documentaries from this analysis should be presented to the government officials or country’s parliament through the Minister of Education, science and technology for assessment and thereafter followed up to see how they are progressing.
07/10/08;05:34
Instructors/ trainers at the VTCs
These can get involved by the use of media, seminars and interviews. Self conducted seminars and radio programs will be of great importance in generating enough information for curriculum development at these VTCs.
My role as a facilitator here is to come up with a good interview which will probe instructors/trainers to reflect and generate information (data) relevant for curriculum development.
The use of group interviews will supplement the one on one interview (Irwin, 1970:4-5). These will be more productive on vocational education curriculum because it is reasonably public and not a matter of one’s particular embarrassment. By allowing a moment of not having to talk and being able to listen to others, group interviewing allows each person to rethink and amend any initial account that upon reflection, seems in need of any amplification, amendment of opinion, providing instances of exchange between contrasting perspectives.
Aidah
07/10/08;03:15
My role as a facilitator here is to come up with a good interview which will probe instructors/trainers to reflect and generate information (data) relevant for curriculum development.
The use of group interviews will supplement the one on one interview (Irwin, 1970:4-5). These will be more productive on vocational education curriculum because it is reasonably public and not a matter of one’s particular embarrassment. By allowing a moment of not having to talk and being able to listen to others, group interviewing allows each person to rethink and amend any initial account that upon reflection, seems in need of any amplification, amendment of opinion, providing instances of exchange between contrasting perspectives.
Aidah
07/10/08;03:15
Students at the VTCs
The students can do this by building a rapport. The facilitator should not tell them what to do and how to do it. This will help them to actively participate in the developing process and not passively listening and just accepting what the facilitator will tell them.
This rapport should begin with personal information for example their names, their vocational field or what they are studying and their family life. As a facilitator, my role will therefore be to raise probing questions so that the students can generate relevant information to development of the curriculum of vocational education.
Aidah
07/10/08;03:11
This rapport should begin with personal information for example their names, their vocational field or what they are studying and their family life. As a facilitator, my role will therefore be to raise probing questions so that the students can generate relevant information to development of the curriculum of vocational education.
Aidah
07/10/08;03:11
Use of self analysis groups at the VTCs
The different categories of people at the VTCs can assess themselves to find out how many opportunities they have created during their stay at the VTCs in the promotion of vocational education. These categories of people will be instructors/trainers, students and the administrative body (principle, deputy principle, financial controller and heads of departments). .Each of these people will use different approaches to come up with their contribution. There is therefore need for each of these categories of people to go through the whole process of analysis at the VTCs. This will help in prioritizing activities and use of the general information for decision making. It also enables people to reflect upon opportunities, assess their potential for carrying out any project and identifying any services needed for successful vocationalisation at the VTCs.
03:07;07/10/08
03:07;07/10/08
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