ILO Management of Training Institutions Workshop

Flexible Training Delivery

Trevor RiordanILO Senior Training Policy Specialist

Introduction

• A major challenge for training institutions is to be able to deliver training to its target groups in a flexible and responsive manner

• This is particularly true for women, and poor people in rural areas– Most training institutions based in urban areas– Virtually no public institutions offer training

courses in rural or remote areas– A critical issue for equal access and equity

And…• Most training courses delivered in normal

working hours• Often strict entry requirements which puts poorer

students at disadvantage• Rigid curricula means that training does not

meet either the needs of industry or of individuals

• Public institutions often have limited linkage with local industry/enterprises

• Often lack of short courses related to specific market needs

Approaches to flexible delivery

• There needs to be a mechanism for maintaining regular contact with local industry– Senior instructors should be encouraged to

visit local industry/enterprises– Hold open days and invite local enterprises– Offer support to local companies with their

workplace learning/training programmes– Encourage requests for short courses

Approaches to flexible delivery

• Critical to develop short courses that meet the needs of industry/individuals– Meet with local enterprises and discuss their skills

needs– Propose a course of training & get feedback– Design short course based on needs– Prepare a budget to cover costs of the course– Discuss budget with enterprises & get agreement– Implement course, evaluate and validate

Approaches to flexible delivery

Providing flexible delivery for women• Need to consider:

– Timing of training courses• Need to be available at times suitable for women

with family duties (eg morning or afternoon only)

– Training courses delivered locally • Only essential material delivered at institution• Instructors travel to villages to deliver practical part

of course and provide specific technical support• Need to establish partnerships with local

communities

Approaches to flexible delivery

• Providing training in rural/remote areas• Need to consider:

– Economic opportunities of the area• Conduct economic opportunities survey (TREE)

– Training needs assessment based on economic opportunities

– Establish partnerships with local communities• Identify local venues to provide training

– Develop plan for training delivery in community• Provide facility for instructors to travel and deliver

training locally

ILO’s Training for Rural Economic Empowerment

(TREE)

But why TREE?

Some important features of the methodology

Why ‘TREE’ ?

• This approach focuses on TRAINING, is particularly adapted to RURAL and otherwise isolated communities where there are few formal jobs, and is intended to increase ECONOMIC EMPOWERMENT for the people and communities involved.

• Builds on the ‘Community Based Training’ approach which has been successful for over 20 years in rural, isolated and very poor communities in Asia, Africa and Latin America.

What is it?• An approach to skills development

that:– Is focused on identifying potential income

generating activities (wage employment and self employment) before training takes place

– Involves the local community and social partners at all stages ofplanning, design and delivery– Ensures follow up support

How does TREE work?

TREE is based on four key principles:• mobilizing and empowering partner

organizations at national and local levels;• providing demand driven training;• developing and implementing an integrated plan

of post training support services; and• promoting decent work and equal opportunity

-Initial assessment of the needs and scope;

-Establishing appropriate Governance System;

-National and Local Coordinating Units;

-Local Partnership Councils;

-Capacity building;

- Socio-Economic profile of the community; -Economic opportunities identification;- Feasibility Studies;- Selecting project ideas;-Training and support needs identification;

-Tailored content and curricula development;-Selection and training of trainers;-Flexible training delivery-Continued training at the work place

Components : The TREE ConceptComponents : The TREE Concept

- linking with technology resources and other services

-Provision of tools/equipment & raw materials as ‘start-up capital’.

-Designing appropriate investment support schemes

Institutional Organization & Planning

Economic opport. & needs assessment

Training design,

planning and delivery

Mainstreaming & integrating with formal economic

sector

Organizing & Empowering Community Groups

Designing and providing post training support

Mobilization and Empowerment of the Partners & Mobilization and Empowerment of the Partners & Target Groups is the key driving forceTarget Groups is the key driving force

- - organizing the trainees into credit/ savings groups & bus. associations - training members in group management system

-management, leadership development, skills upgrading - expanding enterprise projects - participation in community development & the formal economy

Programme Performance Monitoring Programme Performance Monitoring Mechanism Mechanism

Training & Development Stage

Post-training Support

Some features of the flexible training delivery of TREE

• Training provided based on identified needs and TNA

• Only enough people trained to meet the economic needs of the area

• Training provided at local level where possible

• Training then rotated to other areas where similar training is required

Regional Technical Cooperation; Training for Rural Economic Empowerment in Pakistan and the Philippines (TREE)

Evaluations in the Philippines and Pakistan show:

• 80% of 3,500 beneficiaries trained are using their skills to generate additional income

• Majority of training graduates are self employed, with potential to create additional employment

• In the Philippines average family incomes of participants increased by 28%.

• Social benefits include self-esteem and respect from families and communities.

• More than 40% of beneficiaries are women, for projects operating in highly traditional Muslim areas.

• Well-performing savings and credit groups have been established

Some questions to consider

• How can your training institute develop a better linkage with local industry/enterprises?

• Is your institute capable of developing and delivering short courses for:– Local industry?– Rural or remote communities, in the community?

• If delivering this training is not possible: – how can you develop this capacity?– What technical support do you need?

An example of short course design in Karachi

VTI Buffer Zone