ALTERNATIVES TOWARDS ACHIEVING EDUCATION FOR ALL …worldconferences.net/proceedings/gse2014/toc/papers_gse2014/G 070... · The word jua kali is synonymous with the informal sector

Proceeding of the Global Summit on Education GSE 2014 (E- ISBN 978-967-11768-5-6) 4-5 March 2014, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 135

ALTERNATIVES TOWARDS ACHIEVING EDUCATION FOR ALL (EFA): A CASE OF THE INFORMAL SECTOR BUSINESS INSTITUTE (ISBI), NAIROBI, KENYA

Christopher Momanyi

Faculty of Information Technology Strathmore University

[email protected]

ABSTRACT

In 1948 the United Nations declared that everyone has a right to education in the universal declaration of human rights. Education for All (EFA) is an international initiative first launched in Jomtien, Thailand, in 1990 to bring the benefits of education to “every citizen in every society’. To realize this aim, governments, civil society groups, and development agencies such as UNESCO and the World Bank have joined hands to achieve the EFA goals. Kenya is signatory to education for all initiative. Achieving the Education for All goals is critical for simultaneously attaining all 8 Millennium Development Goals (MDGs). The EFA strategies include the establishment of a policy on the re-entry of school-age mothers into the education system and the establishment of a non-formal education unit in the Ministry of Education Science and Technology. The recent implementation of free primary and secondary education is an effort by the government of Kenya to attain Universal primary Education (UPE) and the final attainment of EFA and MDGs. There are many suggestions both at the local and international levels on how to achieve this goal. Non-formal education and Technical and vocational education are some of the alternatives towards EFA, they lead participants to acquire practical skills in a particular occupation. Non formal education is flexible as more people who are out of the formal education system acquire skills. Strathmore Educational Trust (SET), a Public Charitable Trust incorporated in Kenya, established to promote educational initiatives started the Informal Sector Business Institute (ISBI) in 2004; a Non-formal education initiative to train jua kali artisans in ICT and business skills. Since its inception, more than 10,000 people have been trained in various skills. Data collected from artisans who have undergone the ISBI training showed that the artisans trained at ISBI are better than those form the same area that have not undergone the same training.

Field of Research: -------------------------------------------------------------------------------------------------------------------------------------- 1. Introduction

Education, is considered to be a basic human right and is enshrined in the Universal Declaration of Human Rights and the United Nations Convention on the Rights of the Child, it is also a strategic development investment (World Bank, 2011). Several efforts have been made both at the international and local levels towards the achievement of education for all (EFA), since the Jometain conference on education for all (1990). This is an effort to achieve one of the basic human rights as espoused in the millennium development goals (MDGs). For instance The Dakar framework for action conference noted that young people and adults have the human right to benefit from an education that will meet their basic learning needs in the best and fullest sense of the term. An education that includes learning to know, to do, to live together and to be; an education geared to tapping each individual's talents and potential (Dakar framework for action, 2000). Education therefore should draw one’s full potential especially towards self-employment and creation of jobs. EFA has created a body of experience in multi-partner collaboration toward the 2015 targets (World Bank, 2013). One of the eight millennium development goals is to achieve universal primary

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education by the year 2015 (UN Millennium Summit, 2000). Which is considered to be a means of achieving basic human rights. The experience with the MDGs shows us that setting global goals can be a powerful way of mobilizing common action (United Nations, 2013). Education is a fundamental human right. It is the key to sustainable development and peace and stability within and among countries, and thus an indispensable means for effective participation in the societies and economies of the twenty-first century, which are affected by rapid globalization. Achieving EFA goals should be postponed no longer. The basic learning needs of all can and must be met as a matter of urgency (Dakar framework for action, 2000). Seminars have been organised by United Nations International Children Education Fund (U N I C E F) and International Institute of Educational planning (IIEP) to provide support to national efforts in favour of Education for All, to facilitate the sharing of difficulties, successes, and initiatives, and to voice the results achieved to all partners involved in bilateral and multilateral co-operation. The first seminar in this series of meetings was held in Ouagadougou, Burkina Faso, in April 1993, it brought together decision makers from six countries of the Sahelian region. The second seminar was conducted in Kampala, Uganda, in September 1993, participants from seven countries of Southern and Eastern Africa attended. The third such meeting was held in Amman, Jordan, in October 1994 (IIEP, 1994). Thus demonstrating that to achieve EFA is an initiative of all development partners local and international. Since March 1990 when the World Conference on Education for All was convened in Jometien Thailand, national governments and donors have focused more on the entitlement of all children and adults’ access to basic education. The main aim of basic education is to equip learners with knowledge, skills and the right attitude to pursue their future careers. Often the focus has been on careers that are in the formal sector. This focus seems to omit one critical sector; the informal otherwise known as Jua Kali which constitutes a critical mass. The Republic of Kenya in a sessional paper of 1989 identified the potential in this group. This potential can no longer be ignored. In Kenya there are programmes of vocational or ‘diversified’ education. Also present a whole range of post-school youth training schemes and National Youth Service. These programmes supplement formal education and are meant to equip the participants with skills for employment. The World Bank was once the financial backer of many of the diversified and vocational school projects, (Psacharopoulos and Loxley 1985; World Bank 1991). Technical and vocational education encompasses on-the-job training, apprenticeships, vocational secondary schools, sector specific vocational training institutions and vocational secondary schools. The technical and vocational training in Kenya has been criticised as being irrelevant (Ngure, 2013).

The International Foundation for Education with Production, (1990) says that in many cases, young people need a variety of predetermined projects that they can take up, identify with or modify, according to their interests or needs. The Jua Kali sector in Kenya provides this opportunity as there are a variety of projects that one can venture into, but what most people lack are business skills (Momanyi, 2008). Basic education has a direct impact on the productivity of workers in the informal sector and the higher the level of education; the more productive a worker becomes. It was noted in India in the 1970s, that an increase in primary schooling increased workers productivity by 20% (Psacharopolous and Woodhall, 1985). The Jua Kali sector has been described as work done outside the formal sector, it encompasses all the informal jobs that people do to earn a living, for example blacksmiths, auto mechanics. Barbers, carpenters, kiosk owners and hawkers are considered to be in the jua kali sector. (Momanyi, 2008). The word jua kali is synonymous with the informal sector. This sector mainly focuses on vocational skills that ordinarily cannot be acquired in the formal training (mainstream education sector). There



is need therefore to re-design the education structure to align itself with the diverse needs of the society. Whenever reference to the training needs of the informal/Jua Kali sector has been made, whether by government, NGOs or by individuals, attention has been largely focused on how to design or strengthen appropriate training programmes for the sector, to be run at or by formal technical training institutions or agencies. The relative neglect of, or passive attention to the training component of the informal Jua Kali sector seems to be predicated on three assumptions: that formal vocational and technical training institutions are major suppliers of the informal Jua Kali workforce (Republic of Kenya, 1986; Oketch, 1995), that vocational training programmes in the informal sector can develop independently and function effectively and efficiently without any external support; and that the training function of the informal sector is secondary to, and a by-product of the production function (King, 1996). 2. Approaches for Achieving EFA Everyone has the right to education (United Nations, 1948). The World Education Forum noted that 85.4% of the world's population lives in developing countries in which millions of children still miss out on even the most basic schooling. An inequitable access to educational opportunity fosters social unrest and hinders the realisation of untapped human potential (World Economic Forum, 2012). There are many approaches that have been employed to achieve education for all. At the 2000 World Education Forum held in Dakar (Senegal), the international community reaffirmed its commitment to achieving Education for All, following the recommendations of the World Conference on Education for All, held in Jomtien (Thailand) to achieve education for all, the Dakar education forum identified; child care, free and compulsory education, learning and life skills, adult literacy and gender parity as approaches of achieving Education For All (UNICEF, 2007). One of the ways of achieving EFA, is through integrated Vocational Educational and Training. Vocational Education and Training (VET) is a direct means of providing workers with skills more relevant to the evolving needs of employers and the economy (Johnson and Adams, 1992). Through VET, one is equipped with all round education that can meet the needs of a dynamic society. The knowledge and skills acquired in this training has been considered to be both relevant to the needs of the society. The key ingredients in this training has been on technical skills tempered with basic business skills. Allen (1972) notes that there is need to further enhance the business skills so as to have an impact on society. 2.1 Universal Primary Education (UNESCO)

The second target of the Millennium Development Goals is to achieve universal primary education by 2015, children everywhere, boys and girls alike, should complete a full course of primary schooling (United Nations, 2013). Enrolment in primary education in developing regions reached 90 per cent in 2010, up from 82 per cent in 1999. Even countries with the toughest challenges have made large strides, (United Nations, 2013). There are over 30 million more children in school than in the beginning of the decade Primary school enrolments have increased dramatically in sub-Saharan Africa as well as in South and West Asia (UNESCO). For instance in Ethiopia and Kenya the primary school enrolment increased after the abolition of primary school fees and other charges. It has been noted by UNESCO (2013) that many governments are neglecting the education of those on the fringes of society, ranging from indigenous populations to street children, from the disabled to linguistic and cultural minorities. New approaches must be tailor-made for such groups, increasing opportunities for standard schooling is not enough. Unless there are efforts to reach the children who are being left behind, the goal of education for all children will not be reached.



Large increases in enrolment are very significant but tell only part of the story. Drop-out rates are high and literacy and numeracy levels remain low. A report by the Overseas Development Institute (2012) shows that about 17% of the world’s adults 796 million people still lack basic literacy skills. From a recent global report on the MDGs, it was concluded that international assistance for education has risen to unprecedented levels, but it has not generated the expected improvements in outcomes. For instance, between 1998 and 2008, an additional 52 million children were able to enrol in primary school. In Africa as a whole, enrolment rates rose by a third. A recent National Audit Office report found that emphasise has been put on enrolment at the expense of completion or attainment thus the amount of education actually delivered and received remains low (Department For International Development, 2012).

2.2 Expansion Diversification of Education

The world is facing a global learning crisis. Too many children in school are learning little or nothing at all and there are still too many who have never been to school. But clearly more needs to be done and done differently to ensure all girls and boys are not just in school but learning. Learning at the centre is a vital and measurable dimension of a quality education. Achieving basic literacy and numeracy skills as well as developing other non-cognitive skills (critical thinking, problem -solving) are components of a rounded education (Department for International Development, 2013). Susan Peters (2003) notes that Significant numbers of disabled children and youth are largely excluded from educational opportunities for primary and secondary schooling she further state that exclusion, poverty and disability are linked. The term inclusive education indicates a concern with minimising barriers to participation in an education setting. Inclusive education in this sense is concerned with the barriers that can be potentially be experienced by all learners in any education la setting. It however has particular focus on those learners who have traditionally been marginalised in the formal education system (Dayson, 1999)

Not all school going children will fit in a formal learning environment; there is need for diversification so that all children and adults that need education can get it based on their circumstances. For instance Ekundayo and Thompson (2001) noted that The alternative Approaches to Basic Education (AABE) In Kenya, is an example of a system of learning which is characterized by flexibility, capacity to recognize and creatively utilize diversity and transparency in terms of the degree of openness, open-access, open learning and limitless opportunities to release the creative potential of the learners. This system comprises of non-formal education centres offering basic education to Aids orphans, children from poor families and vocational education to adults for self-employment. Mukuru Promotion Centre and Jitegemee NFE Centre are noted as some of the examples of AABE centres (Karin et al. 1997). The Undugu basic education programme was started and established by the Undugu Society of Kenya in 1974 to rehabilitate street boys.

2.3 Harmonisation of Education Systems

Harmonization of education systems has been described as uniformity, congruency or development of a singular education system for Partner States. It should be done in such a way that there is an increasingly networked and interrelated group of curriculum and examination systems. The curriculum and examinations should be linked in such a way that these systems possess overlapping, interconnected and comparable logics that are capable of influencing each other across the partner states. Subjects taught and examined at various levels of education should be harmonized to include core subjects that must be studied in all Partner States as well as electives from which to select to meet the full load of subject content. As a consequence, this system will require an examination and grading system that is re-aligned to achieve comparability and some commonness. (East African community Report, 2011).



2.4 Signing of MOUs For Exchange Programmes

UNESCO and UNDP in 2008 signed a memorandum of understanding for cooperation through complimentary and joint programming efforts supporting UNDPAF out comes in areas where UNDP capacity development and UNESCO technical expertise. The areas of cooperation in education for all, including educational planning, literacy, secondary education, technical and vocational education and training (TVET). On the basis of “Education for All” movement and the “United Nations Millennium Development Goals (MDGs)”, the EU along with other development partners have committed themselves to support developing countries to achieve a multitude of objectives, such as ensuring primary education for all children and improving the education quality. For instance the British council signed Memorandum of Understanding (MoU) with local stakeholders in Kaur in Indonesia to launch a two year partnership programme (2012-2014) in three sub districts of Kaur (European Union/British Council, 2012). Such partnerships help sharing of expertise and experience from other development partners possible, thus benefiting the disadvantaged groups.

2.5 Policy A multi sectoral approach should be adopted in policymaking and implementation to achieve the EFA and MDGs. For instance UNICEF has provided sustained multi-sectoral support beyond funding. This includes being actively involved in day-to-day decision-making, it has been noted that more and more countries, are adopting sector-wide approaches to education development, with UNICEF participating along with other key development partners in policy and planning processes. UNICEF provides key support in collecting and sharing data on children’s educational status, helps establish stronger educational information and management systems, and shares good policy-making practices and innovations. It also advocates bold initiatives that can boost enrolments and participation, like abolishing school fees and reducing other costs, and devising an ‘essential learning package’ that can be used in emergency situations. UNICEF is also a key partner in the Education for All Fast-Track Initiative launched by the World Bank and supported by many bilateral donors, to help mobilize resources toward the Education Goal. The Initiative aims to help countries with policy, data, capacity-building and financial support, and to help them improve the efficiency of their resources. 2.6 Goals

Talbot (2013) observes that the EFA movement has given some attention to non-formal education, adult literacy and skills development, most of the political impetus and financial investment has been on expansion of formal schooling. The education component of a future post-MDG global development agenda needs to be comprehensively worded, allowing for the inclusion of all population groups, all situations and all sub-sectors of education systems. The future post-EFA goals need to spell out, as far as possible, objectives for all those population groups, situations and sub-sectors. The EFA and MDGs therefore need to be specific and inclusive of all groups that need education, the need to be broad to accommodate all groups. 3.0 Alternatives for Achieving EFA

3.1 Skills Based Training A research by Barasa and Kaabwe, (2001) noted that in Kenya, the combined formal public and private sectors contribute less than 29% of the Jua Kali sector’s skilled workforce, with the public pre-employment technical training institutions specifically contributing less than 13% of the



workforce. The informal sector itself as a mode of vocational training, accounts for over 71% of the entire skilled workforce. In another study by the World Bank on vocational education by Psacharapoulos and Loxley (1985) revealed that higher levels of general education are not necessary, but a good general education provides a good foundation for vocational education. A World Bank policy paper on vocational and technical education and training made the same recommendations (Middleton et al, 1991). Messina (1993) states that the informal sector is almost invisible as far as government policy is concerned. NGO training and non-formal education, on the other hand, appear to have got much closer to the training needs of the informal sector (McGrath et al. 1993). McLaughlin, (1979) notes that levels of formal education amongst trainees within the informal sector appear to have been increasing for a long time. A good basic education facilitates access to traditional apprenticeship and enhances subsequent performance as an entrepreneur (Utria and Salomé, 1994). Although the primary route to the establishment of an artisanal enterprise in the informal sector is perhaps through the various forms of traditional apprenticeship system (Mead and Kunjeku 1993; Oketch 1993). Ducci (1991) says that in Africa, the informal sector has continued to be neglected by the state.

3.2 Non-Formal Education Non-formal education can be defined as any organized, systematic and quality education and training programmes, outside the formal school system, that are consciously aimed at meeting specific needs of children and adults (MOEST, UNICEF, Feb, 2005). It is a form of administration and program provision (by government and non-governmental bodies), which takes place outside the formal education system. It is simple and flexible and can be delivered at any place convenient to the learners. According to UNESCO (1997) Non-Formal Education is organised and sustained educational activities that do not correspond exactly to the definition of formal education. It is generally designed to meet the basic learning needs of disadvantaged groups and can be availed of at any age. NFE is provided to those sections of the community who have no access to or have dropped out from Formal Education. According to Jeffs and Smith, most people continue learning throughout their lifespans by informal means, in family, community and work settings and much of what they also learn is by means of non-formal education (Jeffs and Smith, 1997, 2005, 2011). Non-formal education takes many forms: part-time ‘second chance education’ for those unable to benefit from regular classes; youth clubs with substantial educational purposes; adult and continuing education; community education; personal development programmes such as cultural, language, fitness and sports programmes; and professional and vocational programmes for the unemployed and upgrading workforces. Non-formal education became part of the international discourse on education policy in the late 1960s and early 1970s. It can be seen as related to the concepts of recurrent and lifelong learning. Tight (1996) suggests that whereas the latter concepts have to do with the extension of education and learning throughout life, non-formal education is about acknowledging the importance of education, learning and training which takes place outside recognized educational institutions. Fordham (1993) suggests that in the 1970s, four characteristics came to be associated with Non-formal Education: relevance to the needs of disadvantaged groups, concern for specific categories of persons and a focus on clearly defined purposes and flexibility in organization and methods. There were moves in UNESCO toward lifelong education and notions of the learning society, which culminated in Learning to Be (The Faure Report, UNESCO, 1972). Lifelong learning was to be the master concept that should shape educational systems (UNESCO, 1972). The notion of Non-formal Education has been a significant feature of policy debates around education in most countries for three decades. It has drawn attention to the importance and potential of education, learning and



training that takes place outside recognized educational institutions. Fordham (1993) comments that if we try to correlate the flourishing of Non-formal Education and political change, then the 1970s can certainly be described as the decade of Non-formal Education. The council for Europe notes that formal educational systems alone cannot respond to rapid and constant technological, social and economic change in society, they should be reinforced by non-formal educational practices to respond to the challenges of modern society. The council further says that Non formal education should be a de facto partner in the lifelong process and accessible for all and it is an integral part of a lifelong learning concept that allows young people and adults to acquire and maintain the skills, abilities and outlook needed to adapt to a continuously changing environment. It can be acquired on the personal initiative of each individual through different learning activities taking place outside the formal educational system (Council of Europe, 2000). In Kenya, Alternative Approaches to Basic Education (AABE) is a system of learning which is characterized by flexibility, capacity to recognize and creatively utilize diversity and transparency in terms of the degree of openness, open-access, open learning and limitless opportunities to release the creative potential of the learners (Ekundayo J.D and Thompson, 2001). This comprises non-formal education centres offering basic education to Aids orphans, children from poor families and vocational education to adults for self-employment. Mukuru Promotion Centre and Jitegemee NFE Centre are some of the examples of AABE centres. (Karin et al. Aug. 1997). Undugu basic education programme was started and established by the Undugu Society of Kenya in 1974. Adult education as an aspect of non-formal education has been given a lot of priority especially by developing countries. According to UNESCO, adult education is a substitute for basic education, which the majority of adults missed. Adult education offers further education to those who have already received high-level training. It aims at improving agricultural activities, health and family care, providing adults with an opportunity to achieve literacy, increasing skills for people engaged in commerce and trade and providing adults with the basic tools necessary for further education. Sifuna (1975) notes that the objective of non-formal education has been to complete the ‘unfinished business of primary schools’ 4.0 Application of Alternatives Approaches For Achieving EFA: Case Of ISBI The Informal Sector Business Institute (ISBI) is an institution sponsored by the Strathmore Education Trust, a pubic charitable trust incorporated in Kenya, established to promote educational initiatives. Among the projects that it sponsors are Strathmore College (1961)/Strathmore University (2002) and Strathmore School (1977). In 2002, the trustees of Strathmore Educational Trust appointed a committee to study the possibility of beginning an activity that could directly benefit the less privileged members of the Kenyan society. After extensive consultations with both the private and public sector stakeholders, the Informal Sector Business Institute was conceived. In 2003 ICEP (an Austrian NGO) and Strathmore Educational Trust started the Informal Sector Business Institute (ISBI) in the Eastlands area of Nairobi with the aim of improving the income possibilities for a target group of entrepreneurially promising people already economically active or wanting to become active in the informal sector. The ISBI has entered into memorandum of understanding with Strathmore University to support its programmes in the area of training micro-entrepreneurs in the Jua Kali sector. The experience accumulated over the years in the real business world (as distinct from academic) can now be put at the service of the informal sector (commonly known as the Jua Kali sector), which is the most dynamic sector of the Kenyan economy. The trustees obtained the sponsorship of the Institut Zur Cooperation Bei Entwicklungs-projekten, an Austrian NGO, for a period of three years starting 2003.



The ISBI course aims at providing basic training to Jua Kali artisans in the following areas; Accounting, Marketing, Management, ICT skills, Business ethics, Business English and Business planning. The course is compatible with the busy schedule of the artisans. Each course is 20 hours long and runs for a period of one month. The course is broken to five 4-hour sessions. The timetable is such that the artisans are in class when it is normally foreseen they will be least busy. Subsequently ISBI started courses addressing the needs of the youth by providing ICT and Life skills training with the help of Samsung Electronics and the International Youth Foundation. More than 5,000 people have taken part in these courses and more than 500 entrepreneurs have participated in ISBI capacity building activities and could improve their income potential. ISBI has built up an excellent reputation among the micro-business community as well as other actors in the field of entrepreneurial empowerment, such as the Grassroots Business Initiative (GBI) of the IFC. 4.1 The benefits of Non-formal training to Jua Kali artisans in Kenya Information gathered about specific courses offered at ISBI whether they were beneficial to Jua Kali artisans and the information gathered is recorded in Table 4.1

Table 4.1: The benefits of ISBI courses to Jua Kali artisans

Skills taught at ISBI Knowledge skills has helped (frequency)

Percentage %

Marketing 60 100

Business ethics 28 28.67

Business English 56 93.33

Basic accounting 60 100

Computer skills 60 100

Business planning 51 85

Management 37 61.67

Source: Momanyi (20008) Table 4.1 presents a summary of the courses taught at ISBI and the number of artisans who have benefited by attending the courses. 4.2 Benefits of the Information Technology skills course to Jua Kali artisans. Data was gathered on how the Jua Kali artisans use their computer knowledge and the data obtained is presented in Table 4.2



Table 4.2 Benefits of the computer skills course to Jua Kali artisans

Business practice

Trained at ISBI (frequency)

%

Didn’t train at ISBI (frequency)

%

Marketing 20 33 3 5

Keeping business records 32 53 0 0

Writing business plans 46 77 0 0

Writing business documents (invoices, reports, letters, etc

56 93 3 5

Source: Momanyi (2008) Table 4.2 shows how artisans use their computer skills. The data is arranged according to how the artisans use their computer skills and according to whether they have undergone the ISBI training or not. Those artisans who had attended the ISBI training in business skills had an advantage in the application of computer knowledge in the day to day running of their business enterprises as 33 % use these skills in marketing. For example the artisans market their products over the internet, by posting their products and addresses for contact by respective buyers. Those who use computer skills in keeping business records were 53% and 77% said that the computer skills helped them write business plans and 93% said that the computer skills were beneficial to them in writing business documents like invoices, reports and letters. A majority of artisans benefited from more than one use of the computer skills and hence the overlap. The usage of computer skills is low among those artisans who had not undergone the ISBI training as only 5% used computer skills in marketing and in writing invoices, reports and letters. The computer skills taught at ISBI has helped the Jua Kali artisans prepare letter heads, write introductory letters and write quotations; 11.6 % of the artisans interviewed had bought computers for management purposes of their business enterprises. 4.3 Z – test statistic on use of Information Technology skills in business A Comparison was done between the artisans who had undergone the ISBI training and those who had not in use of Information Technology in business using a Z - test. The data is summarized in table 4.3

Table 2.5 Z-test statistic on use of Information Technology skills in business

How artisans use IT skills in their business

ISBI ARTISANS NON-ISBI ARTISANS

Number % Number %

Marketing 20 33.33 3 5.00

Keeping business records 32 53.33 0 0.00

Writing business plans 46 76.67 0 0.00

Writing other b. documents 56 93.33 3 5.00

Source: Momanyi (2008)

Table 4.3 summarises data in terms of frequencies and percentages on the Jua Kali artisan’s use of Information Technology skills in marketing, keeping business records, writing business plans and other business documents.



The hypotheses for the study were:

Ho - there is no significant difference in percentage in the usage of computer skills in marketing, keeping business records, writing business plans and other business documents between artisans who have undergone the ISBI training and those who have not undergone through the ISBI training i.e.

1 2p p

H1- there is a significant difference in percentage in the usage of computer skills in marketing, keeping business records, writing business plans and other business documents between artisans who have undergone the ISBI training and those who have not undergone through the ISBI training i.e.

1 2p p

133.33 53.33 76.67 93.33

64.17%4

p

25.00 0.00 0.00 5.00

2.5%4

p

We use the Z statistic for difference in proportions,

1 2

1 2

1 1(1 )( )c c n n

p pZ

p p

:

Where; 𝑝𝑐 =𝑝1−𝑝2

𝑛1+𝑛2

In this case; 64.17 2.5

0.5660 60

cp

1 160 60

64.17 2.5 61.67

0.56 0.44 0.0330.56(1 0.56)( )cZ

680.467469.37

0.0911

At 1% level of significance the tabulated Z value ZT is 2.58

Since ZC >ZT The null hypothesis is rejected in favour of the alternative hypothesis. We conclude that the percentage of the artisans who have undergone the ISBI training who use computer skills in marketing is significantly higher than those artisans who haven’t undergone through the ISBI training. 5. Conclusion To attain the EFA and MDGs many approaches are needed not only the formal education. Although a lot has been achieved, there many disadvantaged groups that still need education. From the data presented, the ISBI training helped the Jua Kali artisans who attended the course realize certain aspects of business which they didn’t know before. Their marketing skills improved, they diversified their marketing tactics by using a combination of methods as compared to those artisans who had not undergone the ISBI training. ICT skills had a great impact on all the other business skills the



artisans were taught at ISBI. ICT revolutionalised their marketing, keeping business records and business planning as it became easier for them to practice these skills using a computer. 6. Recommendations Formal educational systems alone are not enough to respond to rapid and constant technological, social and economic change in society. They should be reinforced by non-formal education. NFE is an essential part of the education process. It is an integral part of the lifelong leaning concept. Young people and adults can be helped to acquire and maintain skills, abilities and the outlook needed to adapt to a changing environment. Therefore those who shape educational policies should acknowledge that NFE is an essential part of the educational process and encourage adoption of information technology to NFE.

A link between formal and Non-formal education should be established by recognising the training and skills acquired through non-formal education and by finding various ways of endorsing the experience and qualifications acquired through Non-formal education and other means. Those who acquire skills should find a way of proceeding to higher levels of education. Those who shape educational policies to acknowledge that non-formal education is an essential part of the educational process and to recognise the contribution that can be made by non-governmental organisations (NGOs) involved in non-formal education.

Although the EFA movement has given some attention to non-formal education, adult literacy and skills development, most of the political impetus and financial investment has been on expansion of formal schooling. Governments should set side money to support initiatives meant to achieve EFA and MDGs. The EFA and MDgs need to be comprehensively worded, allowing for the inclusion of all population groups, all situations and all sub-sectors of education systems. References

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ALTERNATIVES TOWARDS ACHIEVING EDUCATION FOR ALL …worldconferences.net/proceedings/gse2014/toc/papers_gse2014/G 070... · The word jua kali is synonymous with the informal sector