Marketable Vocational Skills Assessment in Bossaso Somalia · Marketable Vocational Skills Assessment Report Page v residential status and vocational skills studied were represented

Marketable Vocational Skills Assessment Report Page i

Marketable Vocational Skills Assessment in Bossaso – Somalia

This Market assessment was funded by The World Food Program

(WFP), The Switzerland Development Cooperation (SDC) and Danish

Refugee Council

January, 2014

Consultancy carried by

Leads and Associates Consulting

P.O. Box 15297 00509 Nairobi, Kenya

Karen, Maasai West Lane, off Ushirika Road.

Website: http/www.leads-consulting.com

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TABLE OF CONTENTS

LIST OF TABLES ............................................................................................................................................. iii LIST OF FIGURES ........................................................................................................................................... iii Abbreviations ............................................................................................................................................... iii ACKNOWLEDGEMENT .................................................................................................................................. iv EXECUTIVE SUMMARY TABLE ...................................................................................................................... iv 1.0 Background ............................................................................................................................................. 1

1.1 Purpose of Consultancy ...................................................................................................................... 2 1.2 Scope of work ..................................................................................................................................... 2 1.3 Definition of terminologies in the report ........................................................................................... 3

2.0 Market Assessment Methods ................................................................................................................. 4 2.1 Conceptual and theoretical framework for the task .......................................................................... 4 2.2 Overall methodology .......................................................................................................................... 4 2.3 Target Population and sample of the study ....................................................................................... 5 2.4 Research Questions ............................................................................................................................ 8

3.0 FINDINGS AND DISCUSSIONS .................................................................................................................. 9 3.1 Results of the survey .......................................................................................................................... 9

3.1.1 Profile of the respondents in the survey ..................................................................................... 9 3.1.2 Core courses studied at FFT/VST centre ................................................................................... 10 3.1.3 Job opportunities for FFT/VST beneficiaries ............................................................................. 11 3.1.4 How long in months it takes FFT/VST trainees to get work after graduation ........................... 13 3.1.5 Additional reasons enhancing employment opportunities of graduates ................................. 20 3.1.6 Whether graduates do work that is related to the core courses studied ................................. 21 3.1.7 Perception of FFT/VST graduates on job opportunities in year 2014 ....................................... 21 3.1.8 Whether or not the courses prepare graduates for the labour market ................................... 22

3.2 Results of assessment using the Market Assessment Toolkit .......................................................... 23 3.2.1 Market observation ................................................................................................................... 23 3.2.2 Assessment of consumer behaviour ......................................................................................... 24 3.2.3 Assessment of job opportunities in local businesses ................................................................ 24 3.2.4 Assessment of job opportunities in national and multinational companies ............................ 25 3.2.5 Perspective of the youth on FFT/VST and job opportunities .................................................... 26 3.2.6 Views of the Local Government on FFT/VST and job opportunities ......................................... 26 3.2.7 Feedback by women graduates and Cooperating Partners on job market .............................. 28 3.2.8 Views of Chamber of Commerce, Industry and Agriculture on Job opportunities ................... 30

3.3 Labour dynamics, regulatory frameworks and procedures ............................................................. 31 3.4 Strategies and criteria for targeting beneficiaries for training ......................................................... 32 3.5 The government of Puntland’s overall approach, policy and strategy ............................................ 33

3.5.1 Mission, Objectives and some challanges of TVET in Puntland ................................................ 34 3.5.2 Structure of the Technical Vocational Education and Traininig ................................................ 34 3.5.3 An inventory of Vocational training Centres ............................................................................. 35

4.0 CONCLUSIONS ....................................................................................................................................... 39 5.0 RECOMMENDATIONS............................................................................................................................ 39 REFERENCES ................................................................................................................................................ 42 APPENDICES ................................................................................................................................................ 43

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LIST OF TABLES

Table 1: List of respondents interviewed ...................................................................................................... 6 Table 2: Respondents for the survey by gender ......................................................................................... 10 Table 3: Respondents for the survey by gender and residential status ..................................................... 10 Table 4: The core courses studied segregated by gender within a course ................................................ 10 Table 5: Segregation by gender of respondents between the courses studied ......................................... 11 Table 6: Percent of respondents who are either working or not ............................................................... 12 Table 7: Percent of respondents either working or not by specific course studied ................................... 12 Table 8: Cross tabulation of gender and working status ............................................................................ 12 Table 9: Percent of respondents either work or not by residential status ................................................. 13 Table 10: Additional reasons that enhance chances of getting a job ......................................................... 20 Table 11: Do graduates of FFT/VST do work related to course studied? ................................................... 21 Table 12: Perception of FFT/VST graduates on job market in year 2014 ................................................... 22 Table 13: Perception of the respondents on course preparation for the labour market ........................... 23 Table 14: Existing &potential employment opportunities in Government projects .................................. 28 Table 15: Vocational Training Centres in Bosaso, Puntland ....................................................................... 38

LIST OF FIGURES

Figure 1: Distribution of ages of survey respondents ................................................................................... 9 Figure 2: Months it takes FFT/VST graduates to get jobs after graduating ................................................ 14 Figure 3: Months it takes graduates of specific course (3a-3j) to get jobs ................................................. 15 Figure 4: Number of local businesses willing to partner with FFT/VST centres ......................................... 25 Figure 5:Proposed structure of the Puntland Education System ............................................................... 37

ABBREVIATIONS

CP Cooperating Partner DRC Danish Refugee Council DWP Decent Work Programme EFA Education For All ESSP Education Sector Strategic Plan FFT Food For Training ICT Information Communication and Technology IDP Internally Displaced Persons ILO International Labour Organization (ILO) IOM International Organization for Migration LASCO Leads And Associate Consulting Limited MATVT Market Assessment Toolkit for Vocational Training MoE Ministry of Education PCCIA Puntland Chamber of Commerce, Industry and Agriculture PDRC Puntland Development Research Centre PEPP Puntland Education Policy Paper TVET Technical Vocational Education and Training VST Vocational Skills Training WFP World Food Programme

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ACKNOWLEDGEMENT

Acknowledgment is attributed to many people who contributed valuable information and supported the activities during the entire duration of the Market Assessment of Vocational Skills Training in Bossaso, Puntland. Special recognition goes to Rumbidzai Chitombi of WFP and Suleiman Ahmed the Livelihood Coordinator of DRC for reviewing assessment tools, inception report and providing oversight on the consultancy. Indispensable inputs from Omar Kassim the Support coordinator of DRC Puntland and his team for the logistical support are appreciated. Another recognition to Mohamoud Ahmed Abdurahman, the M&E officer for helping in arranging for, and accompanying Leads and Associate Consultant to appointments and assisting in the training of Research Assistants. Also the role played by Musa Ali, DRC WASH Coordinator Puntland for expeditiously arranging appointments with local authority personnel is appreciated. Hussein Mohamud and Said of DRC livelihood and WASH sectors for the valuable contribution during the initial briefing meetings. Gratitude also goes to the Cooperating Partners (Executive Director of ILSAN Chairlady and G.D.A, Puntland Girl Association/ Vice Chairlady), the Director of Social Services-Bossaso Municipality, Director of Planning, Director Chamber of Commerce and the Mayor of Bossaso who were very instrumental in providing valuable information. Sincere appreciation is also extended to the various National and Multinational Companies, Youth groups, Local business owners and consumers who provided relevant information for the study. The market assessment on FFT/VST was conducted by a team of experts from Leads and Associate Consulting consultants (LASCO): Greg Umaya (Team Leader), Dr. Caren Ouma (Associate consultant) and Elias Obudho (Statistician).

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EXECUTIVE SUMMARY TABLE

Purpose of the study The purpose of the study was to ensure that the courses offered by FFT/VST were informed by the availability of employment opportunities within the job market in Bossaso, Puntland.

Objectives of the study 1. Assess and identify existing and potential marketable opportunities for vocational skills within Bossaso.

2. Review existing labour dynamics including regulatory frameworks and procedures and document enabling and disenabling factors.

3. Document strategies and criteria for targeting beneficiaries. 4. Map the government of Puntland’s overall approach, policy and

strategy towards vocational skills training.

Scope of the study The scope of the study covered Bosasso where WFP/DRC was implementing FFT/VST activities. A detailed analysis of the existing and potential employment opportunities and enabling factors for vocational skills trained graduates was analyzed. Seasonal trends affecting work and employment opportunities in Bossaso were assessed. The quality, availability and accessibility of jobs in the employment sectors in Bossaso were analyzed. Service providers were interviewed and information on their opinions with regard to the quality of training offered by Vocational Skills Training Centers was collected.

Methods

A survey method was used to collect data from respondents. The survey questionnaire was developed using Magpi software1 and uploaded on Nokia E5 mobile phone connected to GOLIS mobile company network. Real-time data collected was relayed from the field to a web based profile of Leads and Associates Consulting Company for further action. In addition to the survey, observation, Focused Group Discussion and Key Informant Interview methods were used. Using these methods, qualitative data was collected by administering seven tools adapted from the Market Assessment Toolkit for Vocational Training Providers and Youth developed by Women’s Commission for Refugee Women and Children. The seven tools were i) market observation ii) consumer iii) local business iv) national and multinational companies v) Government tool vi) business association tool and vii) youth. Also KII and FGD methods were used to collect qualitative data from Cooperating Partners and women at training centres.

Target group The main target population were the youth and vulnerable women who benefited from FFT/VST program. In this report, the definition of the youth by Puntland State of Somalia is adopted. That is persons aged from 15-30 years (Puntland State of Somalia, 2008). The vulnerable women were either single or married or separated or divorced or widows heading their households. The residence status of both the groups comprised of IDPs, host community, refugees, returnees, immigrants and asylum seeks.

Sampling technique Purposive stratified sampling was used to ensure that every target group by

1 Magpi software is used in carrying out surveys using mobile phones. It is used by a number of organization

including UNICEF, USAID, International Red Cross. For more details refer to www.magpi.com

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residential status and vocational skills studied were represented in the assessment. A total of 415 graduates of FFT/VST were sampled during the survey. Furthermore, there was equitable representation of respondents for each of the 7 selected tools in the Market Assessment Toolkit for Vocational Training (MATVT) whereby 51 respondents comprising of markets, local businesses, companies, consumers, business associations, government officials, cooperating partners and youths were interviewed.

Findings Over 70% of FFT/VST graduates took less than or up to 5 months to get employed meaning that the skills studied were useful for getting employment. Highly marketable courses were- tailoring, hairdressing and beauty, fisheries, carpentry, plumbing and phone repair. Fisheries and plumbing employ over 80% of the graduates that studied the courses; hairdressing and beauty, and carpentry employs over 77% of graduates that studied the courses. In addition to the core skills studied, complementary courses such as numeracy and literacy, entrepreneurship, book-keeping, marketing and customer relations increase graduates’ chances of finding jobs. Majority of the graduates (90.3%) do jobs related to the core course they studied (Table 11). For example 86% of respondents that were trained on hairdressing and beauty skills work on jobs related to their training. Same case applies to tailoring (91.5%), tie and dye (87%), arts and crafts (77.3%), phone repair (88%), fisheries (100%), plumbing (92%) and carpentry (100%). Ability to find work related to what one studied demonstrates to an extent that there is a fitting match between what is studied and what the labour market requires. The chances of graduates of FFT/VST getting employed at any time in 2014 had varied. Graduates of hairdressing and beauty training, phone repair, masonry and ICT will have unchanged employment status. Tailoring, fisheries, plumbing, carpentry and others will have very high chances of getting employed. Tie and dye were to have decreased chances of graduates getting employed. Informal private sector is the main employer of graduates of FFT/VST in Bossaso either as self or salaried employees. The main vocational skills that the informal labour market required were for tailoring, hairdressing and beauty, electronics, mobile phone repair, plumbing, tie and dye, electrical, mechanics, carpentry and masonry. These opportunities could be increased if graduates were facilitated with adequate start-up capital and toolkits under set terms and conditions. In the formal sector, the skills required were electrical engineering and Information Communication and Technology (ICT). The fact that fish trade was common in Bossaso demonstrated the importance of the fishing industry and self - employment opportunities to many fishermen. There were limited formal job opportunities in national and multinational construction companies for masons, carpenters, plumbers, and electricians. In the year 2014, there is anticipation that these companies could win contracts and employ the required vocational skills. Most likely there will be increased investment and expansion by companies after the national elections in January 2014. Many existing and upcoming opportunities in the middle level hotels and restaurants employ persons with cookery skills.

Potential employment opportunities for FFT/VST graduates within public

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services sector and those created by the actions of the government were identified to be in the construction sector. Of all the courses studied at the centres, tailoring had the most existing and potential informal job opportunities. Arts and craft is the course with the least existing and potential job opportunities. Few people buy handicrafts because tourists who are the main buyers do not visit Bossaso. A study can be done to find if there are markets for arts and crafts outside Bosasso but the trained women face problems accessing those markets. Often graduates of carpentry, plumbing and electrical engineering who had attended courses running for more than a year had jobs available and were satisfied with the money they earned from the jobs. For electrical engineering, carpentry or masonry, it is advisable that the period of training be extended to more than 6 months to increase the chances of graduates with those skills getting employed. Generally women with skills on tailoring find work to do and earn a living. Labor dynamics in Bossaso are seasonal and dependent on weather patterns and festive events. Every year from May to October (summer season), the hotel industry and fishing jobs are very limited because of the high temperatures and rough seas respectively. The Government of Puntland in collaboration with private sector and the International Labour Organization (ILO) have developed an employment placement framework that will slightly increase job opportunities from year 2014.

Conclusion 1. Over 70% of youth and vulnerable women that were trained on vocational skills are either in self or formal (wage) employment. The residential status of FFT/VST beneficiaries comprised of host community making up 29.2% of the survey sample, IDPs made up 62.9%, refugees 6%, returnees 1%, immigrants and asylum seekers each 0.5%

2. Focussed Group Discussions revealed that the programme reached the most food insecure and particularly vulnerable women.

3. The top 5 marketable vocational courses are 1st -tailoring; 2nd-hairdressing and beauty; 3rd- fisheries; 4th - carpentry and plumbing, and 5th -phone repair.

4. Among the top 5 vocational skills courses, fisheries, carpentry and

plumbing are projected to increase offering working opportunities. Hairdressing and beauty training and tailoring opportunities are projected to decrease.

5. Art and craft is the least marketable skill in the labour market. The

course prepares trainees to make and sell art and crafts products but there is no market. Its market is dependent on tourists visiting the country but tourism is still underdeveloped in Puntland.

6. Start up kits and funds are essential in increasing the changes of

FFT/VST graduates getting jobs.

7. Informal sector is the largest employer of FFT/VST graduates.

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Construction and fisheries sectors within the formal or informal sector employ most vocational skills. For Puntland, fisheries have great untapped potential to employ very many youth now and in the future.

8. Low literacy and numeracy levels amongst FFT/VST graduates is a

challange. Although the VST centres offer training in literacy and numeracy, the number trained is small and the duration of the course is shorter than is required by the policy of the Ministry of Education of Puntland. Another challenge is that the centres are often mistaken to be in competition with the Goverment in offering literacy and numeracy training.

Recommendations Recommendation to Cooperating Partners (CPs) 1. CPs should continue offering vocational skills training on tailoring;

beauty & hair dressing, fisheries carpentry, plumbing and phone repair because the skills are marketable. Emphasis should be on fisheries, carpentry and plumbing because in year 2013 persons trained on those skills got jobs in less than 5 months after graduating and the trend is projected to continue in 2014.

2. Introduce cookery and catering courses especially for women trainees because there is existing and growing vocational skilled labor demand in the expanding hotel and restaurants businesses. At the time of assessment, some workers in hotels, restaurants and catering industry in general were foreigners because of inadequate number of national personnel possessing required vocational skills.

3. Introduce courses that are women-friendly and marketable while

recognizing the socio-economic and cultural context. For example, women can pursue fish-preservation and fish-marketing courses without the need to study fishery courses that require deep sea fishing.

4. Arts and crafts course should no longer be offered because it is not

marketable. Tourists are relied upon to buy such products, but tourism industry is still under developed in Puntland.

5. The period of training on vocational skills should be extended to more than 6 months for building and construction courses like carpentry, masonry, plumbing, electrical engineering. An extension of the training period is to adequately prepare the trainees for job opportunities in the labour market. However the training period for courses like hairdressing and beauty need not change.

Recommendation to the Government of Puntland 1. The Government of Puntland to work with DRC/WFP and FFT/VST

centres to develop a framework for internship, attachment and employment opportunities in companies and business that win government contracts. Ideally, intership/attachment should be for all FFT/VST but it should be mandatory for construction related courses including masonry, carpentry, plumbing, electrical engineering. Further, it might be useful for WFP/DRC and other international

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agencies to work with Government of Puntland to develop a policy/framework for employment of FFT/VST graduates.

2. There should be an employment contract to protect the interest of

both the employer and employee during the low and high business periods which recognizes that labor dynamics in Bossaso is dependent on weather pattern and festive events.

3. A study should be carried out to establish why financial institutions to

which the youth are linked are not providing the necessary startup capital and equipment toolkit. The study should make recommendations that benefit both the institutions and the youth. There should be a regular follow- up of the businesses of the beneficiaries of start-up toolkits.

4. The Ministry of Education of Puntland in consultation with donors,

development agencies and CPs should develop abridged customized syllabii for literacy and numeracy courses offered by FFT/VST/TVET centres. The syllabii should be implemented within the donor/development agencies funding cycle but still impart relevant numeracy and literacy skills to a trainee. The syllabus should complement and not compete the primary level formal education and non-formal education system. Please refer to Figure 5 for the structure of the system of education in Puntland.

Recommendation to Donors that support FFT/VST/TVET 1. WFP/DRC should facilitate the development of diversified vocational

courses in fisheries, cookery and catering because these subsectors have huge existing and future potential job opportunities.

2. Provision of start -up capital and equipment to FFT/VST graduates

should not be directly done by the sponsors of FFT/VST or TVET. Instead, if sponsors have resources they should be channelled through financial institutions to manage a “business start-up scheme for graduates trained in vocational skill”. This will enhance sustainability of the scheme. Applicants for the start-up capital and equipment must meet all requirements set by CPs, financial institutions and sponsor. There should be regular monitoring of the businesses of beneficiaries of start-up toolkits.

3. Donors supporting cooperating partners (CPs) and training centres

should release funds to pay for the allowances/wages of CPs and training centres personnel contingent upon terms and conditions in the funding agreement in a timely manner. Delays in remunerating the personnel can be potential cause for under performance which may lead to CPs offering poor quality training at the centres.

4. Donors and INGOs should facilitate business linkages between Micro

Finance Institutions (MFIs) and FFT/VST/TVET graduates so that MFIs fund business start-up and growth for graduates. Already, there are

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opportunities because MFIs like Kenya Rural Enterprises Program (KREP) that carry out their businesses in accordance with Islamic banking want to have a business presence in Puntland. Others like First Community Bank (FCB) will follow. Also, Dahabshiil is establishing a MFI/Banking Division, an opportunity that should be tapped by the youth.

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1.0 BACKGROUND

The Danish Refugee Council (DRC) is a humanitarian, non-governmental, non-profit organization founded in 1956 that works in more than 30 countries throughout the world. DRC fulfils its mandate by providing direct assistance to conflict-affected populations- refugees, internally displaced persons (IDPs) and host communities; and by advocating on behalf of conflict-affected populations on the basis of humanitarian principles and human rights.

The Danish Refugee Council (DRC) has been providing relief and development services in the Horn of Africa since 1997. DRC aims at integrating its Somalia activities within a wider regional mixed migration programme, comprising the existing programmes in Kenya, Somalia (South Central, Puntland and Somaliland), Ethiopia and Yemen. DRC Somalia programme operates within a regional framework (East Africa and the Horn) and incorporates three major components namely: long-term community-driven development, emergency urban/rural humanitarian interventions and protection/advocacy.

Poverty; limited education options and a lack of livelihood opportunities have had a tremendous impact in the lives of young men and women in Somalia. DRC and the World Food Programme Somalia (hereinafter referred to as WFP) have been implementing Vocational Skills Training (VST) activities in Somalia by partnering with accredited technical training institutions to offer the training. DRC and WFP are currently implementing VST and Food for Training (FFT) activities in Puntland’s Bossaso, Gardo and Garowe areas with Government Ministries such as Education and Labour. This training is aimed at enhancing human resources, targeting both informal and formal sectors of employment of affected youth.

DRC is currently implementing VST in Bossaso which target IDPs living in protracted IDP situations and their host populations. If not provided with alternatives and sustainable sources of income, idle youth without skills and opportunities can easily be recruited into armed groups and criminal affiliates as well as exposing their lives to serious risk through unsafe migration practices such as using poor quality boats. The courses offered by DRC run between four and six months, with certificates awarded by the relevant ministry on completion of the course. Areas of training include masonry, electrical engineering, tailoring, hair-dressing, tie and dye, ICT and mobile repairing, and beauty hairdressing and beautys. It is envisaged that these will meet the increasing demand for skilled human resource as a result of the burgeoning construction and hotel industries in the city.

The WFP Somalia Country Office (CO) has a comprehensive program of delivering livelihoods support in Somalia through Food for Training projects. The V/FFT projects are currently being implemented in Central, Mogadishu and Puntland. The V/FFT intervention aims to enable members of food insecure households to acquire skills, including basic literacy and numeracy, with which they can become gainfully employed and increase their income. It mainly targets vulnerable groups such as unemployed women, female-headed households, unemployed youths, former child soldiers and disabled persons who had limited access to education.

The V/FFT activities in Bossaso have been implemented since 2010. As of July 2013 the V/FFT activities were reaching close to 75 000 beneficiaries and assisting an average of 12 500 Households. There are 19 CPs who are currently working with WFP to implement V/FFT activities in Puntland. Different activities are implemented in different localities with some clear distinctions between the activities implemented in the urban, rural and coastal areas of Puntland. There are 46 centers in rural areas, 23 in urban areas and 7 centers in coastal areas training participants.


Common activities include tailoring, arts and crafts, mobile phone repairing supported by a component of numeracy and literacy training for those who have not had a chance to attend formal school. Lately, new V/FFT participants have been trained on how to manage fisheries and find ways of realizing income from such activities in the coastal areas. Most of the participants in urban areas are IDPs.

1.1 Purpose of Consultancy

In order to ensure that the courses offered were informed by the availability of opportunities within the job market within Puntland, DRC and WFP commissioned a Markets Skills Assessment within potential employing industries for the VST finalists in Puntland/Bossaso to document this information. To this end, DRC invited qualified professionals to conduct this assessment. The assessment was conducted by Leads and Associate Consulting Limited (LASCO) in the month of December, 2013.

Specifically, the purpose of the consultancy was to conduct an assessment and document marketable skills within Bossaso in Puntland, targeting both formal and informal sectors and the objectives of the consultancy were to; 1. Assess and identify existing and potential marketable opportunities for vocational skills within

Bossaso, targeting various sectors of the economy. 2. Review existing labour dynamics including regulatory frameworks and procedures and document

enabling and disenabling factors and how these can be harnessed or strengthened to enhance employability of vocational skills trainees.

3. Document strategies and criteria for targeting beneficiaries for training in each of the identified skills and how the opportunities can be exploited for maximum economic gain of the beneficiaries.

4. Map the government of Puntland’s overall approach, policy and strategy towards vocational skills training in both rural and urban areas.

1.2 Scope of work

This consultancy was conducted in Bossaso where WFP and DRC were implementing VST and FFT activities. A detailed analysis of the existing and potential employment opportunities and enabling factors for vocational skills training qualifiers was required. The consultant was required to carry out an analysis of how seasonal trends affect work and employment opportunities in Bossaso. It was also important for the consultant to look at the quality, availability and accessibility of jobs in the employment sectors in Bossaso. The consultant was also expected to interview service providers and collect information on their opinions with regard to the quality of training offered by Vocational Skills Training (VSTC) Centers.

In addition, an inventory of all the vocational training centers in Puntland, listing their affiliations, what trainings they provided, which populations they serviced was to be included in the report. The vocational skills in consideration were also to be guided by DRC and WFP implementation frameworks and contexts in Somalia. The key tasks to be undertaken included: 1. Development of a research plan: This detailed among other things: the process and methodologies

to be employed for the assignment; including time and interview schedules for this exercise; a list of stakeholders targeted for participation. This document was to be presented to DRC/WFP for review and further inputs before proceeding to the field for data collection.

2. Designing of data collection and evaluation methodology/tools as appropriate, guided by the objectives and scope of consultancy; including international guidelines and relevant framework(s). The data collection tools was critiqued (with DRC team) before being refined and finalized.

3. Undertaking desk review of relevant documents including the proposals; DRC/WFP programme management guidelines; DRC/WFP strategy documents; existing Somalia Labour guidelines; related


ILO and Somalia Food Security Cluster documents and any other relevant documents and which took into consideration donor programme guidelines and standards.

4. Presenting an inventory of all VST/FFT centres in Puntland/Bosasso – the courses they offer, how long they have been operating for etc.

5. Review of any governmental policy or strategic documents regarding vocational skills training and consult with key government officials. Annex policy and strategy documents.

6. Conducting a comprehensive field-based assessment [using both quantitative and qualitative data collection methods] based on the purpose and objectives of the consultancy. The consultant was to undertake a multi-stakeholder analysis, including relevant line ministries, ILO and Food Security Cluster member organizations, youth and women groups, VST providers, formal and informal sectors, Chamber of Commerce, and any other relevant stakeholders to help gather information that will inform decision making in VST programming.

7. Write and present a draft report, capturing key findings against objectives of the assessment to DRC team for review before producing a second draft.

8. Present a Draft Report (2nd draft report) to DRC and other stakeholders in a feedback workshop to facilitate sharing of the assessment results with a view of incorporating inputs from stakeholders in the final draft.

9. Compile and Submit a Final Assessment Report to DRC as stated in the Consultancy Contract. 10. The expected outputs are: 11. A detailed analysis of the employability of the VST qualifiers (or employment absorption potential)

in various sectors in Bossaso. 12. A clearly enumerated and ranked list of marketable and potential vocational skills in Bossaso. 13. A well analyzed and documented regulatory framework and any opportunities for partnership to

enhance employment of the VST qualifiers.

1.3 Definition of terminologies in the report

According to (UNESCO, 2013) Technical Vocational Education and Training (TVET) is a comprehensive term referring to those aspects of the educational process involving, in addition to general education: the study of technologies and related sciences; as well as the acquisition of practical skills, attitudes, understanding, knowledge relating to occupations in various sectors of economic and social life. Definition of employed persons: Persons who during a specified brief period such as one week or one day, (a) performed some work for wage or salary in cash or in kind, (b) had a formal attachment to their job but were temporarily not at work during the reference period, (c) performed some work for profit or family gain in cash or in kind, (d) were with an enterprise such as a business, farm or service but who were temporarily not at work during the reference period for any specific reason. (Current International Recommendations on Labour Statistics, 1988 Edition, ILO, Geneva, page 47). We found the above definition of ILO very inclusive because working for only 1 hour per week does not earn a person sufficient money to meet their individual needs, let alone those of their family. In this report, a person is considered employed if daily for a minimum of 8 hours, they engage in an income earning activity for at least 6 days per week. If the person daily works for 9 hours then they should work for 5 days in a week. The minimum hours are defined by Puntland Labor Code (Puntland, 2012). According to ILO, the unemployed is defined as those who, during the period mentioned (1) have no job, (2) are able to work at any time but were not currently working, and (3) were actively looking for jobs. Anybody who met the three conditions at the same time may be called an unemployed person.


2.0 MARKET ASSESSMENT METHODS

2.1 Conceptual and theoretical framework for the task The Marketable Vocational Skills Assessment (MVSA) in Bossaso - Somalia involved critical evaluation on the supply and demand side of Vocational Skills Training (VST) activities in Bossaso, as well as interviewing key informants. The consideration was to have matching principles, an objective, exhaustive discussion, conclusion and recommendations on marketable VST. Bossaso is characterized by mixed migration origin especially of the youth who are unemployed and choose to migrate to either the Middle East or Europe in search of better livelihoods. In addition, the migration transit flows towards Yemen, the Middle East, and beyond. Private vessels, normally operated by smugglers, depart from the Somaliland coast. According to the International Organization for Migration (IOM), during the months of August, September and October 2011, about 3,500 young men and women from Somaliland went through Ethiopia, to Sudan, then to Libya and on to cross the Mediterranean Sea on their way to Western Europe. The Somaliland National Youth Organization estimated that up to 50 youths are smuggled northwards to Sudan, Libya en-route to Europe every month.

2.2 Overall methodology

In carrying out the Marketable Vocational Skills Assessment (MVSA), the overarching goal of the consultancy influenced the choice of the methodology and methods. It was decided to find a matching principle fit between the training offered at the Vocational Skills Training Centres (VSTCs) and the labour market opportunities within the broader formal and informal sectors. To this end, the methods contained in Market Assessment Toolkit for Vocational Training Providers and Youth developed by Women’s Commission for Refugee Women and Children (2008) were adapted. In addition, a survey of existing and potential employment opportunities for graduates of FFT/VST was conducted using mobile phones running on magpi software. Further details on Magpi can be accessed at www.magpi.com. A detailed analysis of the existing and potential employment opportunities was done and enabling factors for vocational skills training qualifiers were explained. Seasonal trends that affect work and employment opportunities in Puntland were evaluated. An analysis of the quality, availability and accessibility of jobs in the employment sectors in Puntland was looked into. Key informants interviews were conducted to collect information on their perceptions with regards to the quality of training offered by (VSTCs) Vocational Skills Training Centers. An inventory of all the vocational training centers in Puntland, listing their affiliations, what trainings they provided, which populations they service etc, was documented. The vocational skills in consideration were also guided by DRC and WFP implementation frameworks and contexts in Somalia. Desk review from national (e.g., Government) and international (e.g., ILO) sources were done to triangulate field findings. Participatory approaches were used. A modified form of Market Assessment Toolkit for Vocational Training (MATVT) that was adapted comprised of the following stages and steps: Stage 1: Formulating research questions Step 1: The objectives in the consultancy Terms of Reference (ToR) were formulated into broad questions. Additional questions were set after discussion with the client before the start of field work. Step 2: Applicable tools from the Market Assessment Toolkit for Vocational Training (MATVT) that addressed the formulated questions were identified. Against each identified tool, there was a brief description of the information about the tool to gather and corresponding sources of the information. Seven tools were used namely:

Market observation tool – Appendix 1

Consumer Tool – Appendix 2

Local business tool – Appendix 3

http://www.magpi.com/


National and multinational tool- Appendix 4

Youth tool- Appendix 5

Government tool- Appendix 6

Cooperating Partner/Vocational training provider tool- Annex 7

Stage 2: Cross matching chart Step 1: The identified tools were cross matched with research questions that is the tools that answered the identified research questions. These were presented in a chart or matrix for ease of visualization. Stage 3: Information gathering Step 1: The identified tools were used to gather information. Within a tool, a mix of primary and secondary research methods was to be used to collect data. For questions that required answers by researching secondary literature, the tentative high level sources of information are indicated. Each of the seven tools has the following sections: Purpose: States the main objective of the tool and the key issues the tools brings out. Research question: A summary of questions that the tool answers. Instructions: Additional guidance to facilitator/research assistant. Resources: To assist the research assistant/consultant to gather the relevant information. Reflection boxes: In order to facilitate an analysis of market for vocational skills, some key questions were included in subsections called “reflection boxes”. If possible, responses to these questions were ticked/checked when administering the tools and were re-checked ones the tool had been completed. Summary Charts: Once the interviews from specific sector respondents were completed, the information gathered was processed and analyzed in a summary chart for all the interviews held. A summary sheet was completed once sufficient evidence was gathered to enable the making of an informed assessment and reflection on key themes of the tool. In addition to using Market Assessment Toolkit for Vocational Training (MATVT), a survey was conducted. The survey targeted FFT/VST graduates purposefully to assess the existing and potential employment opportunities for the same. The survey questionnaire was administered using E5 Nokia mobile phone handset running on magpi software. The survey questionnaire is in Appendix 8.

2.3 Target Population and sample of the study

The main target population were the youth and vulnerable women who benefited from FFT/VST program. Their immediate direct benefit was training on vocational skills as a strategy to equip them with means of livelihoods after graduating. In this report, the definition of the youth by Puntland State of Somalia is adopted. That is persons aged from 15-30 years (Puntland State of Somalia, 2008). The vulnerable women either single or married or separated or divorced or widows heading their households. The residence status of both the groups comprised of IDPs, host community, refugees, returnees, immigrants and asylum seeks. Purposive stratified sampling was used to ensure that every target group by residential status and vocational skills studied were represented in the assessment. A total of 415 graduates of FFT/VST were sampled during the survey from Mustagbal IDP camp, Tawakal IDP camp and the host community in Bossaso District. Also, there was equitable representation of respondents for each selected tool in the Market Assessment Toolkit for Vocational Training (MATVT) where 51 respondents were interviewed.


Table 1 is a list of respondents interviewed using the 7 tools in the MATVT on the specified dates. A survey was conducted on December 24th and 25th 2013.

Table 1: List of respondents interviewed

Date No Respondent Type of tool Location/Street Appendix

21/12/2013 1 Anonymous market observation Suweyto 1

21/12/2013 2 Anonymous market observation Town Centre-Market 1

22/12/2013 3 Anonymous market observation Bus station to Galkayo, Hergesia & Garowe

1

22/12/2013 4 Anonymous market observation garage, workshop area 1

22/12/2013 5 Anonymous market observation Port of Bossaso 1

21/12/2013 6 Anonymous market observation Daarasalam road 1

21/12/2013 7 Anonymous market observation Daarasalam road 1

22/12/2013 8 Anonymous consumer Port of Bossaso 2

22/12/2013 9 Anonymous consumer around market 2

22/12/2013 10 Anonymous consumer town center 2

21/12/2013 11 Anonymous consumer Gaaca street 2

21/12/2013 12 Anonymous consumer Gaaca street 2

21/12/2013 13 Anonymous consumer Market 2

21/12/2013 14 Anonymous consumer Market 2

21/12/2013 15 Hussien Farey tailoring

local business Near market milk 3

21/12/2013 16 Sharmarke Electronics

local business Eastern Bosaso 3

21/12/2013 17 Nuradin elctronics

local business Achuke area 3

21/12/2013 18 Al Ihsan tailoring

local business market milk 3

21/12/2013 19 Carwo Hariso local business behind Golis 3

21/12/2013 20 Mohamed tailoring

local business next Golis 3

21/12/2013 21 Rasmi local business Juba street 3

21/12/2013 22 Sundus local business street 30 3

21/12/2013 23 Santose local business Santose 3

21/12/2013 24 East Africa beauty hairdressing and beauty

local business Halwo Banaadir junction 3

21/12/2013 25 Amin arts local business behind hospital 3

21/12/2013 26 AC milan beauty hairdressing and beauty

local business Five Star 3

21/12/2013 27 lady beauty local business milk market 3

22/12/2013 28 Al-Fadli workshop

local business main road near Al-Macruf 3

22/12/2013 29 Al-Haramayn furniture

local business Safari hotel street 3



workshop

22/12/2013 30 Al-Najah workshop

local business Daarasalam street 3

22/12/2013 31 Mubarak funiture

local business National link street 3

22/12/2013 32 Mubarak workshop

local business Darasalaam street 3

22/12/2013 33 Personally wage employed

local business Halwo Banaadir street 3

22/12/2013 34 Bosaso national animal quarantine

National and multinational Co.

near State House 4

22/12/2013 35 Juba group of companies

National & multinational Co.

near Gaaca Street 4

21/12/2013 36 Universal engineering

National &multinational Co.

Juba street 4

20/12/2013 37 Sheel National & multinational Co.

Gaaco 4

20/12/2013 38 TAWFIIQ G National & multinational Co.

Juba street 4

22/12/2013 39 Eeneye electric company

National & multinational Co.

Eeneye street 4

22/12/2013 40 Wellman electric company

National &multinational Co.

Main road street 4

22/12/2013 41 Mayor Government mayor's office 6

22/12/2013 42 Director of planning

Government mayor's office 6

22/12/2013 43 Director of Chamber of Commerce

Bussiness association

Chamber of of Commerce, Bosaso

6

22/12/2013 45 Youth beneficiaries

Youth tool Mustagbal IDP camp 5

45 Youth non beneficiaries

Youth tool Mustagbal IDP camp 5

46 Youth beneficiaries

Youth tool Tawakal IDP camp 5

47 Youth beneficiaries

Youth tool Host community 5

24/12/2013 48 Executive Director of ILSAN

Cooperating Partner (CP)

Bossaso 7

24/12/2013 49 Chairlady, G.D.A


Bossaso 7



24/12/2013 50 Puntland girl association/ Vice chairlady


Bosaso town 7

26/12/2013 51 Director of social services-Bossaso, municipality

Government Bossaso town 6

Source: Field survey 2013

2.4 Research Questions

This involved formulating research questions and identifying applicable tools. From the consultancy terms of reference, the following research questions were developed:

What businesses (formal and informal) currently have existing and potential employment opportunities for graduates that benefited from FFT/VST?

What national producer and business associations currently have existing and potential employment opportunities for FFT/VST graduates?

What national producer and business associations currently have existing and potential vocational training attachment and career guidance for FFT/VST graduates?

What are the existing labour dynamics including regulatory frameworks and procedures, enabling and disenabling factors and how these can be harnessed or strengthened to enhance employability of vocational skills trainees?

What are strategies and criteria for targeting beneficiaries for training in each of the identified skills and how can the opportunities be exploited?

What is the Government of Puntland’s overall approach, policy and strategy towards vocational skills training in both rural and urban areas?

Which are vocational training centers in Puntland, their affiliations, what trainings they provide, which populations they service?


3.0 FINDINGS AND DISCUSSIONS

The findings presented in subsections 4.1 and 4.2 are results of the quantitative assessment using survey method and of the qualitative assessment using the Market Assessment Toolkit for Vocational Training (MATVT). In addition, the findings from the desk review are presented. The findings have explained the existing and potential employment opportunities for the FFT/VST graduates. 3.1 Results of the survey 3.1.1 Profile of the respondents in the survey A survey was administered to FFT/VST graduates to gather data to help assess the potential and existing employment opportunities in the labour market for graduates after graduating. An analysis of the age of the respondents showed that out of the 415 respondents, 316 (76%) were youth. Only 7 respondents were aged marginally below 15 years with 4 of them aged 14 years and the remaining 3 aged 12. This was probably an error by the respondents who provided an inaccurate age but was corrected in this report. After the correction, the number of youth interviewed increased to 323 (78%) which was justified because the FFT/VST program focus was on the youth. A graphical representation of the distribution of ages of the survey respondents is shown in Figure 1. Segregation of the respondents by gender show males made up 64.3% and females 35.7% (Table 2). Although male respondents were more than females in the survey sample, but in the focussed group discussions (FGDs) it was the reverse. For example in three FGDs held at training centres managed by Cooperating Partners (CPs) all the participants were female except in one centre where there were four 4 male youth. The residential status of the respondents was also considered. Host residents made up 29.2% of the survey sample, IDPs made up 62.9%, refugees 6%, returnees 1%, immigrants and asylum seekers each had 0.5% (Table 3). Of all the males interviewed, 31.1% were host community; 61.8% were IDPs, 4.5% were refugees; 1.1% were returnees and 0.7% each of immigrants and asylum seekers.

010

2030

Per

cent

10 20 30 40 50 60 70Respondents' ages in years

The distribution of ages of respondents

Figure 1: Distribution of ages of survey respondents


Table 2: Respondents for the survey by gender

Residential status

Respondents gender

Male Female Total

Count % Count % Count %

Host community 83 68.6 38 31.4 121 100.0

IDP 165 63.2 96 36.8 261 100.0

Refugee 12 48.0 13 52.0 25 100.0

Returnee 3 75.0 1 25.0 4 100.0

Immigrant 2 100.0 0 .0 2 100.0

Asylum seeker 2 100.0 0 .0 2 100.0

Total 267 64.3 148 35.7 415 100.0


Table 3: Respondents for the survey by gender and residential status

Residential status

Respondents gender

Male Female Total


Host community 83 31.1 38 25.7 121 29.2

IDP 165 61.8 96 64.9 261 62.9

Refugee 12 4.5 13 8.8 25 6.0

Returnee 3 1.1 1 .7 4 1.0

Immigrant 2 .7 0 .0 2 .5

Asylum seeker 2 .7 0 .0 2 .5

Total 267 100.0 148 100.0 415 100.0


3.1.2 Core courses studied at FFT/VST centre

The core courses studied at FFT/VST were hairdressing and beauty tailoring, tie and dye, arts and crafts, phone repair, fisheries, plumbing, masonry and Information Communication and Technology (ICT). An analysis showed that almost all respondents (97%) that studied mobile phone repair course were males, whereas tailoring was more balanced genderwise (Table 4). Otherwise apart from tie and dye, the other courses were mainly done by males. The top five core courses studied by all the respondents were tailoring by 20.0%, hairdressing and beauty by 16.1%, carpentry and fisheries tying with 10.6% and phone repair at 10.4% (Table 5). The top three courses chosen by females were hairdressing and beauty at 33.8%, tailoring at 29.1% and tie and dye at 21.6% also shown in Table 5.

Table 4: The core courses studied segregated by gender within a course

Core courses Gender of respondent

Male Female Total Count % Count % Count %

Hairdressing and beauty,

17 25.4 50 74.6 67 100.0

Tailoring 40 48.2 43 51.8 83 100.0 Tie and Dye 8 20.0 32 80.0 40 100.0


Arts and crafts 24 82.8 5 17.2 29 100.0 Phone repair 42 97.7 1 2.3 43 100.0 Fisheries 41 93.2 3 6.8 44 100.0 Plumbing 30 96.8 1 3.2 31 100.0 Masonry 7 100.0 0 .0 7 100.0 Carpentry 39 88.6 5 11.4 44 100.0 ICT 13 81.3 3 18.8 16 100.0 Others 19 79.2 5 20.8 24 100.0 Total 267 64.3 148 35.7 415 100.0

Table 5: Segregation by gender of respondents between the courses studied

Core courses

Respondents by males and females

Male Female Total


Hairdressing and beauty

17 6.4 50 33.8 67 16.1

Tailoring 40 15.0 43 29.1 83 20.0

Tie and dye 8 3.0 32 21.6 40 9.6

Arts and crafts

24 9.0 5 3.4 29 7.0

Phone repair 42 15.7 1 .7 43 10.4

Fisheries 41 15.4 3 2.0 44 10.6

Plumbing 30 11.2 1 .7 31 7.5

Masonry 7 2.6 0 .0 7 1.7

Carpentry 39 14.6 5 3.4 44 10.6

ICT 13 4.9 3 2.0 16 3.9

Others 19 7.1 5 3.4 24 5.8

Total 267 100.0 148 100.0 415 100.0


3.1.3 Job opportunities for FFT/VST beneficiaries

In order for the beneficiaries to find the courses offered relevant and motivating, self or formal (salaried) employment opportunities corresponding to the courses pursued should be available in the labour market. An analysis was performed to estimate the proportion of vocational skills holders that are either working or not working differentiated along the vocational skills. It was found that the majority of 291 respondents (70.5%) were working (Table 6). However, two respondents did not respond to the question, which reduced the number and percentage of respondents. Among the 291 respondents working, the top five vocational skills with the highest number of FFT/VST graduates are tailoring at 20.6%, hairdressing and beauty at 17.5%, fisheries at 12.4%, carpentry at 11.7% and phone repair at 8.9% (Table 6). Further analyses of the job market in each vocational skill presented in table 7 shows that over 80% graduates were employed in fisheries and plumbing. Similarly over 70% of graduates who studied the hairdressing and beauty and carpentry were employed. The percentages below 50% came from masonry at 28.6% and ICT at 43.8% which however, had fewer respondents sampled.


Table 6: Percent of respondents who are either working or not

Core courses

Are you working?

Yes No Total



51 17.5 15 12.3 66 16.0

Tailoring 60 20.6 23 18.9 83 20.1

Tie and dye 23 7.9 17 13.9 40 9.7

Arts and crafts 22 7.6 7 5.7 29 7.0

Phone repair 26 8.9 16 13.1 42 10.2

Fisheries 36 12.4 8 6.6 44 10.7

Pplumbing 25 8.6 6 4.9 31 7.5

Masonry 2 .7 5 4.1 7 1.7

Marpentry 34 11.7 10 8.2 44 10.7

ICT 7 2.4 9 7.4 16 3.9

others 15 5.2 9 7.4 24 5.8

Total 291 100.0 122 100.0 413 100.0

Table 7: Percent of respondents either working or not by specific course studied

Core courses

Are you working

Yes No Total


Hairdressing and beauty 51 77.3 15 22.7 66 100.0

Tailoring 60 72.3 23 27.7 83 100.0

Tie and dye 23 57.5 17 42.5 40 100.0

Arts and crafts 22 75.9 7 24.1 29 100.0

Phone repair 26 61.9 16 38.1 42 100.0

Fisheries 36 81.8 8 18.2 44 100.0

Plumbing 25 80.6 6 19.4 31 100.0

Masonry 2 28.6 5 71.4 7 100.0

Carpentry 34 77.3 10 22.7 44 100.0

ICT 7 43.8 9 56.3 16 100.0

others 15 62.5 9 37.5 24 100.0

Total 291 70.5 122 29.5 413 100.0

Chi-square test of homogeneity revealed that there is a significant relationship between gender and work opportunity (p value = 0.001). More males than females get working opportunities as shown in Table 8.

Table 8: Cross tabulation of gender and working status

Gender of respondents

Total Male Female

working Yes 205 86 291

No 61 61 122

Total 266 147 413

Highly significant (p value=0.000)


Out of the total respondents working, 62.2% were IDPs and 31.3% were host community (Table 9). Chi-square test showed that there was no significant association between residential status and getting work opportunity. For example, an IDP who is a trained tailor has an equal chance as a host community tailor to find work opportunity.

Table 9: Percent of respondents either work or not by residential status

Residential status

Are you working?

Yes No Total


Host community 91 31.3% 30 24.6% 121 29.3%

IDP 181 62.2% 78 63.9% 259 62.7%

Refugee 16 5.5% 9 7.4% 25 6.1%

Returnee 2 .7% 2 1.6% 4 1.0%

Immigrant 0 .0% 2 1.6% 2 .5%

Asylum seeker 1 .3% 1 .8% 2 .5%

Total 291 100.0% 122 100.0% 413 100.0%

3.1.4 How long in months it takes FFT/VST trainees to get work after graduation

It is important to gauge the marketability of the courses studied by establishing the duration (in months) it takes the graduates to get work either in self or salaried (formal) employment. Analyses were done for the period before year 2010 until 2013 to find out how many respondents got jobs:

Less than or equal to 5 months after graduating

More than 5 but less than 10 months after graduating




More than 25 months after graduating.

Across all the vocational skills, the percentage of graduates taking less than or equal to 5 months after graduating to get jobs increased from year 2010 to 2013. Inversely, the percentage of graduates taking greater than 25 months decreased over the same period (Figure 2). During that period, there was a progressive relative peace and reduced armed conflicts. This resulted into a conducive environment in which jobs were created for employment opportunities. Unless there will be a sudden negative change in the operating environment, it is projected that the percent of VST/FFT graduates that work will not decrease in 2014. Analyses of the period graduates who studied specific courses take to get jobs after graduating are presented in Figures- 3 a-h. Overall, majority of the respondents that studied hairdressing and beauty), tailoring, phone repair, plumbing, fisheries, ICT and carpentry got working opportunities in less than 5 months after graduation. Specifically regarding fisheries, carpentry, plumbing and ICT courses, there was a reduction in the unemployment period to the extent that in 2013 it took up to 5 months only. Conversely for tie and dye and arts and craft, it is increasingly taking more months for graduates to get work. From the results of the analyses it was established that:

The top 5 marketable vocational courses are 1sttailoring; 2nd-hairdressing and beauty; 3rd-fisheries; 4th - carpentry and both plumbing and phone repair in 5th position

Among the top 5, fisheries, carpentry and plumbing are projected to increase offering work opportunities. Hairdressing and beauty and tailoring work opportunities are projected to decrease.


Tie and dye and arts and crafts are the two vocational skills whose graduates are spending increasingly longer periods after graduation to find work

The sampled size of graduates of masonry during the survey was too small to make any inference from the analysis. Instead, analysis of KII, FGDs and desk review elsewhere in this report was relied upon.

Figure 2: Months it takes FFT/VST graduates to get jobs after graduating


Figure 3: Months it takes graduates of specific course (3a-3j) to get jobs Source: Field survey, 2013

Figure 3a: Period it takes hairdressing and beauty graduates to find jobs after graduating

Figure 3b: Period it takes tailoring graduates to find jobs after graduating


Figure 3c: Months it takes tie and dye graduates to find jobs after graduating

Figure 3d: Months it takes arts and craft graduates to find jobs after graduating


Figure 3e: Months it takes phone repair graduates to find jobs after graduating

Figure 3f: Months it takes fisheries graduates to find jobs after graduating


Figure 3g: Months it takes plumbing graduates to find jobs after graduating

Figure 3h: Months it takes masonry graduates to find jobs after graduating


Figure 3i: Months it takes carpentry graduates to find jobs after graduating

Figure 3j: Months it takes ICT graduates to find jobs after graduating


3.1.5 Additional reasons enhancing employment opportunities of graduates

An analysis was done to find out extra reasons in addition to the core vocational courses studied that enhance chances of a vocational skilled person of getting a job. Table 10 shows the additional reasons that enhance job opportunity for specific vocational skill. Complementary course studied e.g. numeracy, literacy and business skills was expressed by 41.1% of the respondents to enhance getting a job. This was followed by physical fitness as was expressed by 26.9%, then by family or clan connection expressed by 20.7%. Respondents that did not give any reason accounts for 3.1%. That numeracy, literacy and business skills are relevant for tailoring and carpentry were cited by 51.7% of the respondents as additional reasons which enhance chances of a carpenter or a tailor of getting a job. This is understood because numeracy and literacy knowledge is required to accurately measure and cut either cloth or timber to required sizes and, business skills are needed in order to run a business. Family or clan connection enhanced chances of working in fisheries-related jobs. Physical fitness was applicable for plumbing and carpentry (26.6%) because of the masculine nature of the work.

Table 10: Additional reasons that enhance chances of getting a job

Core courses

Additional reason

Complementary course studied e.g. numeracy,

literacy business skills

Family or clan connection

Physical fitness Others No reason Total

Count % Count % Count % Count % Count % Count %


18 35.3 11 21.6 16 31.4 4 7.8 2 3.9 51 100

Tailoring 31 51.7 10 16.7 15 25.0 2 3.3 2 3.3 60 100

Tie & dye

8 34.8 3 13.0 5 21.7 7 30.4

0 .0 23 100

Arts & crafts

6 27.3 7 31.8 5 22.7 2 9.1 2 9.1 22 100

Phone repair

12 48.0 8 32.0 2 8.0 1 4.0 2 8.0 25 100

Fisheries 9 25.0 13 36.1 12 33.3 2 5.6 0 .0 36 100

Plumbing

10 40.0 2 8.0 10 40.0 2 8.0 1 4.0 25 100

Masonry 0 .0 0 .0 2 100.0

0 .0 0 .0 2 100

Carpentry

20 58.8 4 11.8 9 26.5 1 2.9 0 .0 34 100

ICT 5 71.4 0 .0 2 28.6 0 .0 0 .0 7 100

Others 5 33.3 2 13.3 3 20.0 3 20.0

2 13.3 15 100

Total 120 41.4 60 20.7 78 26.9 23 7.9 9 3.1 290 100

Source: Field survey, 2013 This implied that complimentary courses should be included in the training curriculum to increase the chances of graduates getting job opportunities either in self or formal employment sectors.


3.1.6 Whether graduates do work that is related to the core courses studied

Table 11 presents the findings on whether FFT/VST graduates who have jobs do what is related to the core courses studied. Majority (90.3%) do jobs related to the core course they studied (Table 11). For example 86% of respondents that were trained on hairdressing and beauty skills work on jobs related to their training. Same case applies to tailoring (91.5%), tie and dye (87%), arts and crafts (77.3%), phone repair (88%), fisheries (100%), plumbing (92%) and carpentry (100%). Although all the graduates of masonry and ICT do what is related to the core courses they studied, the sample size was too small to allow adequate inference. Ability to find work related to what one studied demonstrates to an extent that there is a fitting match between what is studied and what the labour market requires. Very few respondents, only 11 out of 288 do what is not related to the core courses they studied. Out of 291, 288 respondents responded to the relevant question asked. This was a very high response, only 3 did not. Specific to a core course, the number doing work not related to the course studied is even smaller ranging between 1 and 3 (Table 11). Very low counts registered would not allow meaningful statistical analysis as to why they do not work in jobs related to what they studied. In order to enrich the findings of the study, the survey was complemented with FGD, KII and secondary review. Focus Group Discussion (FGD) separately targeted trained youth that are working and non trained youth not working. Questions as to why not all respondents were working were asked (see youth tool annex 5). Also, during FCD with women that had graduated from training centres, questions were asked why not all the trained women were working. Answers to these questions form part of the findings of reported under sub section 4.2 “Results of assessment using the Market Assessment Toolkit for Vocational Training”

Table 11: Do graduates of FFT/VST do work related to course studied?

Core courses

work related

Yes No Not indicated Total

Count % Count % Count % Count %


43 86.0 3 6.0 4 8.0 50 100.0

Tailoring 54 91.5 0 .0 5 8.5 59 100.0

Tie & dye 20 87.0 1 4.3 2 8.7 23 100.0

Arts& crafts 17 77.3 2 9.1 3 13.6 22 100.0

Phone repair 22 88.0 1 4.0 2 8.0 25 100.0

Fisheries 36 100 0 .0 0 .0 36 100.0

Plumbing 23 92.0 2 8.0 0 .0 25 100.0

Masonry 2 100 0 .0 0 .0 2 100.0

Carpentry 34 100 0 .0 0 .0 34 100.0

ICT 7 100 0 .0 0 .0 7 100.0

Others 10 66.7 2 13.3 3 20.0 15 100.0

Total 260 90.3 11 3.8 17 5.9 288 100.0

3.1.7 Perception of FFT/VST graduates on job opportunities in year 2014

The perceptions of the respondents were sought regarding chances of graduates of FFT/VST getting working opportunities in year 2014. They were asked whether the employment chances will either “decrease very much” or “decrease” or “not change” or increase very much” and the finding is presented in Table 12.


Table 12: Perception of FFT/VST graduates on job market in year 2014

Core courses

Perception of getting job opportunities in year 2014

Decreased very much Decreased Not change

Increased very much Total

Count % Count % Count % Count % Count %


12 17.9% 15 22.4% 27 40.3% 13 19.4% 67 100.0%

Tailoring 15 18.1% 16 19.3% 22 26.5% 30 36.1% 83 100.0%

Tie and dye 5 12.8% 16 41.0% 8 20.5% 10 25.6% 39 100.0%

Arts and crafts 6 20.7% 3 10.3% 15 51.7% 5 17.2% 29 100.0%

Phone repair 8 18.6% 5 11.6% 16 37.2% 14 32.6% 43 100.0%

Fisheries 3 6.8% 5 11.4% 11 25.0% 25 56.8% 44 100.0%

Plumbing 1 3.2% 4 12.9% 9 29.0% 17 54.8% 31 100.0%

Masonry 1 14.3% 1 14.3% 5 71.4% 0 .0% 7 100.0%

Carpentry 0 .0% 4 9.1% 11 25.0% 29 65.9% 44 100.0%

ICT 3 18.8% 1 6.3% 9 56.3% 3 18.8% 16 100.0%

Others 0 .0% 6 25.0% 8 33.3% 10 41.7% 24 100.0%

Source: Field survey, 2013

According to perceptions, the top three vocational skills occupations whose graduates will have employment opportunities in year 2014 are carpentry expressed by 65.9%, fisheries 56.8% and plumbing 54.8%. Persons skilled in arts and craft will have the least employment opportunities 17.2%. There were multiple responses on core courses which explain why total number of responses for this particular question in the questionnaire was 427 instead of 415. Others represent vocational courses like electrical engineering, electricians, electronics, boat repair and electronics. These perceptions mirror earlier findings and confirm that carpentry, fisheries and plumbing are among the top 5 marketable vocational skills. Consistently, arts and craft trails the list.

3.1.8 Whether or not the courses prepare graduates for the labour market

The survey respondents were asked “did the courses you studied at the FFT or VST or TVET prepare you to be either self employed or be employed in a formal or informal sector after graduation?”. In order to eliminate bias from non working respondents, the analysis was of responses by those working. The findings in Table 13 show that tailoring, carpentry, fisheries, saloon and plumbing are the top five courses that prepared trainees for job market. Again that fisheries, carpentry and plumbing are in the top 5 partly explain why they are the courses whose graduates are most in employment.


Table 13: Perception of the respondents on course preparation for the labour market

Did the course undertaken prepare you for any form of employment – self, formal and/or informal

Did not prepare Somehow prepared Prepared


Core courses Hairdressing and beauty

15 25.9 23 17.3 13 13.3

Tailoring 7 12.1 32 24.1 20 20.4

Tie & Dye 6 10.3 8 6.0 9 9.2

Arts & Crafts 5 8.6 11 8.3 6 6.1

Phone Repair 5 8.6 12 9.0 9 9.2

Fisheries 6 10.3 15 11.3 14 14.3

Plumbing 6 10.3 9 6.8 10 10.2

Masonry 1 1.7 1 .8 0 .0

Carpentry 3 5.2 14 10.5 17 17.3

ICT 0 .0 4 3.0 3 3.1

Others 5 8.6 7 5.3 3 3.1

Total 58 100.0 133 100.0 98 100.0

3.2 Results of assessment using the Market Assessment Toolkit

An assessment of existing and potential employment opportunities for the FFT/VST graduates was conducted in business areas (market observation), amongst consumers, in local business premises, in national and multinational business premises, at the Government office and Puntland Chamber of Commerce, Industry and Agriculture (PCCIA) in Bossaso using the tools from MATVT explained under the methodology section. The findings are reported under sub sections that follow.

3.2.1 Market observation

Findings of market activity observations made at different places (e.g., Port of Bossaso please refer to Table 1), in Bossaso and different times (morning and evening) on a Wednesday, Saturday and Sunday are explained in this subsection. Thereafter, the findings are discussed with respect to existing and potential job opportunities for graduates of FFT/VST. Food stuff (including sugar, rice, cooking fish, vegetables, fish, sugar, rice, cooking oil, milk and spaghetti) was the most common item sold in all the places, all times and all days. Second most traded were clothes followed by mobile phones, computers, pair of shoes, building materials and medicines in the top five most traded items. Goods and services observed to be most in demand locally are foodstuff, clothing, hairdressing and beauty products and electronics. By large, the goods or services observed being sold mainly by women were cosmetics, clothes, foodstuff (e.g. milk, vegetables), shoes, medicine and jewelry. By and large, the goods or services observed as being sold mainly by men were foodstuffs, shop operations , hotel and taxi services, clothes and shoe sales. Items that appear to be in greatest demand in town that are not produced locally are food stuffs (e.g. sugar, vegetables), petroleum, apparel, textile materials, medicine and cement. Of the items on sale others such as shoes could be produced locally from hides and skins if technology, equipment and a good environment for investment were made available. The sectors in which most people work are informal retail outlets (e.g. supermarkets, sale of spare parts,) service (e.g. food stores, hotels and restaurants) formal (teaching) and livestock.


Based on the findings above, vocational skills in tailoring, mobile phone repair and electronics like computers fisheries and hairdressing and beauty business for women have existing employment opportunities because goods and services most traded and are in great demand are connected with those vocational skills. Textiles and apparels have to be imported to meet the demand for tailoring.

3.2.2 Assessment of consumer behaviour

Most consumer respondents had an average of 23 years. The goods that were used on a daily basis are mainly foodstuffs bought from the local market. On a weekly basis, the goods and services used by the consumers included food, clothes and water, which were highy ranked, while soap, tooth paste, shoes, and refreshments came second. The goods and services used by the consumers on special occasions (e.g. Ramadan) included food stuffs, clothes, pepper, milk, soft drinks (e.g. fruit juices, soda (coke, fanta etc), wheat and goats. The sectors whose goods/services are in high demand on a daily basis include; food stuffs, ICT, soft drinks, fisheries and electrical and electronics. . In this report, the focus is on low- skill ICT occupations as classified in ISO-88, classification (74 – Electronic technology trade workers) and specifically sub class (742 – Electronics and telecommunications installers and repairers). The market survey found that the services of ICT installers and services of electronic fitters, (ISCO -88 classifications 7423) are in great demand. Specifically, customers in Bosasso constantly require their television Set to be fitted with decoders, to be tuned to watch programs available in DSTV channels like Aljazeera. One of the most important reasons why the vendors or service providers were preferred was quality (31% of the respondents). This was followed by good personality (25% of the respondents), accessibility (19% of the respondents), friend/family connections and price of the goods/services (13% of the respondents) respectively. This meant that the quality of the goods was the most important consideration for the consumers’ choice of the goods/services. It was further revealed that smart phones, special kinds of food and high quality clothing are the products that separate profitable vendors or service providers from less profitable ones. The reasons why the consumers cannot get some of the goods were lack of resources/money to purchase the required goods/services, and some of the consumers reside out of town. When the IDPs leave the camps, the goods and services that would still be required include; mobile phone repairs, hotel, and medicine.The goods and services that are in high demand and not fully served by the market currently include; carpentry, clothing, vegetables, electrical services, hair dressing, masonry and ICT. Based on the findings of consumer behaviour, goods and services of FFT/VST on fisheries, hotels (cookery and customer care), mobile phone repairs, electrical services, carpentry, masonry, hair dressing, clothing retail and ICT are in demand. Even after people leave IDPs camps to settle elsewhere when peaceful conditions prevail, goods and services such as mobile phone repair, hotels and medicine will be needed. Thus tailoring and mobile phone repair vocational skills will remain in need.

3.2.3 Assessment of job opportunities in local businesses

Using local business tool 19 (Appendix 3) local businesses in Bossaso were interviewed. The types of businesses interviewed are arts and craft; electronics, fish trading, furniture, mobile phone repair, plumbing, hairdressing and beauty and tailoring. 10 out of 19 interviews conducted reported that different types of employment opportunities in tailoring, hairdressing and beauty, electronics and mobile phone repair businesses exist. Eighteen of the 19 businesses require their employees to possess a particular level of vocational skills; 17 out of 19 require that employees to be trained in book keeping;


15 out of 19 require employees to be trained in marketing and 14 out of 19 require employees skilled in entrepreneurship. All the businesses interviewed except those in fish markets would be willing to partner with VST/FFT programs/institutions to offer industrial training/apprenticeship opportunities for interested youth (Figure 4). Males and females work in local businesses but it was found that masculine jobs are mainly done by men. Furniture businesses want to expand to other areas and these are indications of future employment opportunities. Furniture businesses hire temporary and regular staff directly from local markets. Low purchasing power of customers and competition are the challenges local businesses experience. The findings of local business interviews showed that informal private sector is the main employer of graduates of FFT/VST in Bossaso either as self or salaried employees. The main vocational skills the informal labour market requires are for tailoring, hairdressing and beauty, electronics, mobile phones, electrical work, motor vehicle mechanics, carpentry and masonry. In the formal sector the skills required are electrical engineering and ICT e.g. GOLIS. The fact that fish trade is common in Bossaso demonstrates the importance of the fishing industry. It provides self employment opportunities to many fishermen.

Figure 4: Number of local businesses willing to partner with FFT/VST centres

3.2.4 Assessment of job opportunities in national and multinational companies

4 construction, building materials, 1 livestock, 1 grocery and 2 electrical service companies were interviewed. They hire labour and sub-contractors from communities in Bossaso. Construction and building companies plan to undertake construction works in year 2014 and will employ local labour. However, materials for the companies are procured mainly from China and Dubai. The construction companies occasionally contract centres to provide VST/TVET trainee labour. Limited job opportunities for masons, carpenters, plumbers, electricians exist in national and multinational construction companies. In the year 2014, companies anticipate winning contracts and will in effect be able to employ the required vocational skills. Also, as incidences of conflicts reduce, there is a likelihood that the business environment will grow leading to more constructions, more people buying cell phones and needing services. Due to the very basic level of training provided to them, few


opportunities exist in the formal sector for FFT/VST graduates. Other graduates who are trained for longer duration have more opportunities in the formal employment than FFT/VST graduates.

3.2.5 Perspective of the youth on FFT/VST and job opportunities

Fishing, tailoring, carpentry, hairdressing and beauty, mobile phone repair, tie and dye, arts and craft and masonry were some of the vocational skills youths interviewed reported to have learnt in FFT/VST program. In addition, the majority of the youth studied complementary courses in business skills/entrepreneurship, marketing, customer service and inter personal relations, literacy and numeracy. All the FFT/VST centres visited that are run by Cooperating Partners (CPs) offer literacy and numeracy classes. It was established that sometimes some training institutions provide start-up capital, offer career advise to the youth and link graduates to financial institutions so that they get additional funding to start businesses. A toolkit was reported as the most important item that a trainee receives when they graduate because it enables them to be self sufficient, work and earn money. Prospect of opportunities to work and earn money was the reason why a youth chose to study a particular vocational skill. Also, getting trained increases one’s status in the community because they are recognized as “knowledgeable”. All the FFT/VST graduates that work after graduating reported to be working in areas related to the core courses studied. Challenges youth face in finding work to do after graduating from FFT/VST programs include: i) inadequate start-up capital and start-up toolkits especially for those who studied carpentry, masonry, plumbing and fishing courses. With regards to fishing, they lack fishing gear and boats ii) there is seemingly high amount of levies/taxes to be paid to the municipal authority iii) frequent fires incidences that burn down business premises and iv) business competition. Striking contrast exist between youth who were trained and those not. Whilst majority (over 70%) of the trained are able to work, the untrained complained of serious lack of job opportunities and they want to be trained. The findings in the above paragraph show that graduates of FFT/VST have opportunities to be self employed in fishing, mobile phone repair, operating hairdressing and beauty salons, tie and dye, carpentry, plumbing and masonry. These opportunities can be increased if graduates of FFT/VST who are truly committed to being self employed are enabled to have adequate start-up capital and toolkits under set terms and conditions explained in recommendation section. Unless the conditions are met, laxity and misuse of the opportunities like the sale of distributed toolkits by some graduates to obtain money will continue. Provision of start-up capital should not be directly done by the sponsors of FFT/VST or TVET. Instead, if sponsors have resources they should be channelled through financial institutions to manage a “business start-up scheme for graduates trained in vocational skill” for a number of reasons. First, disbursements through financial institutions hides the face of a sponsor whose resources are considered “free donations” by beneficiaries because of the dependency syndrome and thus prone to abuse by beneficiaries ii) beneficiaries should be made to refund the money but no interest charged to conform to Islamic banking norm. The money refunded will form a revolving fund to help other graduates iii) financial institutions have the capacity and expertise to evaluate start-up business plans, monitor them and even lend graduates additional amount of money above the USD 500 and iv) job opportunities in the financial sector will be created to manage the scheme.

3.2.6 Views of the Local Government on FFT/VST and job opportunities

According to the views of the local government, the housing construction sub sector is the major employer of FFT/VST graduates. Specifically, electricians, masons, carpenters and plumbers get jobs. Fisheries is the second most important sector employing the youth and has great untapped potential.


Bossaso is a coastal district in Bari Region of Puntland. It has huge marine resources and fishing is the main economic activity. In general Puntland state is endowed with large sea area that stretches from Lasa Surad (Gulf of Aden) in the North to Gara’d in the South. (Puntland Chamber of Commerce, Industry & Agriculture, 2013). What needs to be done is to develop the fishing sector for local and export markets beyond what existed before the collapse of the Government of Somalia in 1991. Prior to the collapse of the central government, there were four fish processing companies. Fish is eaten by many people in Bari region and the hinterland population is now consuming more than they did before the war, thus an increased local market. This will create employment opportunities for the youth and the population. In addition, training in fisheries and marine resources should be diversified to include lobster fishing.

In another interview with the local authority officers, it was reported that the marketable vocational skills are electrical engineering, carpentry and cookery. Equipping trained VST graduates with start-up toolkits and start-up capital was reported to increase the graduates’ chances of either starting self employment or getting employed in the formal sector. Whenever there is construction works, a carpenter or mason must go to the construction site with their tools because the employer (contractor) does not provide. Therefore fresh graduates without toolkits will not get work. It was reported that women who enrol for any other courses take their studies more seriously than men. Some trainees and especially men enrol at the centres not to learn but to get start-up toolkits and capital if provided. Once they receive them, they sell them at the market to get money.

According to figures from the Local Authority, housing construction which is the largest employer of building vocations like masons, carpenters, plumbers and electricians in the town shrunk in Bossaso town from July to December 2013. This may be attributed to run up to national elections in January 2014 as businesses remain apprehensive of the outcome of elections. Also, the evaluators were informed that increase in taxes by the Local Authority could have depressed the business activities. Conversely, there is an increased demand for those vocational skills in the rural areas and other towns. An independent interview with three persons confirmed that masons, carpenters, plumbers are frequently being contacted through their mobile phones by clients who offer them construction jobs outside Bossaso town. Not all the FFT/VST graduates can get jobs because there are very few big companies operating in Bosasso. Moreover opportunities in the local businesses cannot absorb all the FFT/VST graduates as well as other graduates that have been trained elsewhere. For example at the “market” of engineers in Bossaso town where graduates of FFT/VST frequently visit seeking for employment opportunities, it was reported that plumbers and masons lack jobs. Although some donors through Cooperating Partners (CP) offer USD 500.00 as start-up capital for graduates but it is insufficient for beneficiaries to start up own local businesses to offer services of the skills learnt. Potential opportunities within the government and those created by the actions of the government were identified and are summarized in table 14. It is expected that if the forthcoming presidential election is peaceful and there is smooth transition of the government administration, job opportunities will increase. The government has recognized that youth who participate in FFT/VST programs after successfully completing their studies work, get money and so do not engage in criminal activities. Their counterparts that miss the opportunities are idle and some of them are criminal gang members engaging in criminal activities like piracy and human trafficking.


Table 14: Existing &potential employment opportunities in Government projects

Project/Investment Period Duration

Job opportunities of FFT/VST

1 construction of 8 km 30 road contracted to JIBCOM

2013/2014 8 months Very few, a lot of work done moving machines,

2 Construction of 2 km Haruuse road 2013/2014 4 months Same as above

3 Construction of 1.2 km of Darasalaam road contracted to Juba Group

2013/2014 4 months Same as above

4 Construction of Bosasso International Airport. International companies have tendered and tender opening and contracting of successful company expected to be done in year 2014. Project sponsored by the Italian Government.

2014/2015 To be determined (TBD)

Many FFT/VST and TVET graduates expected to be employed in the construction works

5 Expansion/rehabilitation of the port of Bossaso is planned for, but no donor has been found as yet.

TBD TBD Same as above- has high potential for creating jobs.

6 Construction of permanent housing/shelter for IDPs. Implementation of this project is subject to donor and INGO agencies availing resources.

2014-2018 5 years A lot of potential opportunities and trained IDPs on Vocational skills will have an advantage

7 Sinking of water boreholes to provide adequate water for IDPs. Implementation of this project is subject to donor and INGO agencies availing resources.

2014 TBD Potential opportunities for FFT/VST graduates.

8 Construction of health centres for the IDPs- subject to availability of funds from donors and INGOs.

2014 TBD

Source: Municipality of Bossaso, Puntland 2013

3.2.7 Feedback by women graduates and Cooperating Partners on job market

Consolidated findings of the visit at three Cooperating Partner (CP) centres in which FFT/VST are offered are presented here. The three centres were each run by Puntland Girls Association (PGA), ILSAN and GDA. In all the three centres, the majority (over 99%) of beneficiaries of FFT/VST programs are women. Vulnerable women - married, widowed, single women heading households or divorced/or separated are selected to benefit. In particular, vulnerable women who are most food insecure are prioritized to benefit in the program. Once selected, they first attend numeracy and literacy classes before starting to study vocational skills. At PGA, women on FFT/VST program who have completed numeracy and literacy classes can either study tailoring or hairdressing and beauty. Upon enquiring from the trainee women why they chose to study either of the two vocations their responses were as follows: “Is to earn income and also meet our own household needs. Members of our households need clothes and if we know how to tailor then we will save money by doing it ourselves. Also, the female members of


our households need to look beautiful. As trained hairdressing and beauty specialists, we will sell our services hairdressing and beautyand earn money to support us and our households”. All the women studying at PGA centre were confident of starting their own businesses once they graduated. Asked how they will manage competition considering that many women had been trained on tailoring and hairdressing and beauty before them not only by PGA but other centres. Their response was that so far there are not enough tailors and hairdressing and beauty specialists to meet the needs of the IDPs and host community in Bossaso. They will use their business and customer relation skills to market their businesses. This last point really underscores the importance of offering complementary courses in business skills and customer relations. At Badriya/Badria a FFT centre run by ILSAN, women undertake courses in tie and dye, tailoring, literacy and numeracy. In addition the centre trains mechanics and electricians and offers management training. A few men get trained as motor mechanics and electricians. A centre we visited run by GDA offers tie and dye, tailoring, and cookery in addition to numeracy and literacy.

Photo 1: Tie and dye done by FFT/VST graduates


Photo 2: Women FFT/VST graduates Photo 3: Tailoring classroom As in PGA, the women at centres run by GDA and ILSAN expressed confidence in being self employed because some of them were already doing their own businesses like tailoring. During FGD, the participants reported that of all the courses studied at the centres, tailoring has the most existing and potential informal job opportunities. Next is cookery because of the many existing and upcoming low and middle level hotels and restaurants, and then tie and dye. Arts and craft is the course with the least existing and potential job opportunities. Few people buy handicrafts because tourists who are the main buyers do not visit Bossaso. In order to increase the job opportunities for women trainees, upon graduation they can be facilitated with start- up toolkits, capital under specified terms and conditions. It was also learnt that the staff and management at the centres do not regularly receive their salaries/allowances. This is a potential cause for under performance which will lead to offering poor quality training at the centre. A corrective action should immediately be taken by the sponsors of FFT/VST.

3.2.8 Views of Chamber of Commerce, Industry and Agriculture on Job opportunities

According to Puntland Chamber of Commerce, Industry and Agriculture (PCCIA), the vocations required by the labour market are: i) electrical engineers/electricians ii) plumbers iii) masons iv) mechanics and v) tailors. All except tailors are mainly demanded by the construction sector. However, most of the vocational skills practitioners available in the market have not studied under a formal curriculum such as is offered by FFT/VST or TVET programs. Instead, they learnt through non-formal apprenticeships. Generally, work is available for personnel who have attended formal VST or TVET whose curriculum is more than 1 year. Often VST graduates of carpentry, plumbing, electrical engineering who have attended courses running for more than a year have jobs available and are satisfied with the money they earn from the jobs. For FFT/VST like electrical engineering, or carpentry or masonry, it is advisable that


the period of training be extended to more than 6 months to increase the chances of graduates with those skills of getting jobs. Generally women with skills on tailoring find work to do and earn a living.

3.3 Labour dynamics, regulatory frameworks and procedures

Labor dynamics in Bossaso are dependent on the weather pattern and festive events. From the months of May to October (summer season) every calendar year, jobs are very limited because of the prevailing high temperatures. From November to April, there is no shortage of jobs, which also exist during the religious festivities. The Government of Puntland in collaboration with private sector and the International Labour Organization (ILO) have developed an employment placement framework. This framework had been successfully piloted and its scale up and replication is planned to begin in calendar year 2014 and run for five years. In this framework, private companies in consultation with the Government of Puntland and ILO will employ people with skills that they require, and ILO will pay the staff salary. It is a strategy to support the private sector, as well as to build the human resource capacity of Puntland. It is expected that few graduates of FFT/VST or TVET who received sufficient training lasting more than 1 year will benefit from the above framework. Specific laws in Puntland enable the employment of vocational skills trainees: Below are citiations of examples of enabling laws.

Article Seven of Puntland Labor Code For Private and Businesses Organizations (Puntland State of Somalia, 2012): The Fundamental Rights of the Citizen to Work t that states that: 1. Every citizen has the right to compete for any work he desires and, likewise, the citizens have equal rights to employment opportunities, without any distinctions based on one’s sex, color, religion, ethnic origin or political opinion. 2. Every Citizen who is capable of working is entitled to partake in the competition for any employment opportunity he has the required expertise and experience for. 3. It is unlawful to segregate an employee, dismiss or deny him work on the basis of suspicion that he is infected with HIV/AID, if he is healthy enough to perform his duties. The graduates of FFT/VST whether in formal or informal employment are obliged to comply with the Ministry of Labour, Youth, and Sports of Puntland labour code for private and business organizations’ employee law (Labour code no: 65), and Articles No: 12, 13, 14, 15, 31, 32, 33, 35, 37, 38, 39, 42, 116, 130, 134, 135, 136 and 137 of Puntland Constitution which clearly defines the rights of employees. Some of the international laws and charters that Puntland has acceded to include:

The International Covenant on Economic, Social and Cultural Rights (ICESCR). The ICESCR aims to ensure the protection of economic, social and cultural rights including: the right to work (articles 6–7); the right toform and join trade unions (article 8)

The International Covenant on Civil and Political Rights; and the Optional Protocol to the International Covenant on Civil and Political Rights. This covenant gives any person, FFT/VST graduate a right to pursue means of subsitence and economic gain.

In addition to the international laws, it has signed continental and regional laws/charters like:

the African [Banjul] Charter on Human and Peoples’ Rights, on 31 Jun 1985.

Employment of the FFT/VST graduates employment is governed by the ILO Decent Work Programme (DWP) of Southern Somalia and Puntland 2011-2015. This DWP spells out the regulations in terms of


decent work in relation to; employment, international rights, labour standards, social dialogue and tripartism. This is strengthened by the Decent Work Agenda in Africa 2007-2015. By acceding to these international laws, the trainees of VST are provided with legal grounds for employment opportunity. However, there are some disabling factors attributed to the Government of Puntland that disfavour FFT/VST graduates from getting jobs. These include:

Non ratification of the Convention of the Elimination of all forms of Discrimination against Women (CEDAW). This is a disabling factor because women are not given equal opportunities as men in getting employment opportunities. It would be supportive if this law were ratified.

Non adoption of a National Action Plan on United Nations Security Council

Resolution 1325 On Women, Peace and Security (UNSCR). Non ratification of these conventions means that the employees do not enjoy full rights and priviledges in the labour market. The legal and judicial system governing employment and collective labour relations in general are still weak. Ideally and as is the practise in other countries, the Ministry of Labour should have formulated policies that make it mandatory for vocational skills trainees on industrial attachment/internship to have insurance cover. It is an insurance against industrial injuries, death or illness. In Puntland, the operating environment is disabling in that there are neither public nor private insurance companies that offer the required services. Compounded by their lack are the ineffective labour inspection systems to i) compel both employees and employers to eliminate potential work related hazards and ii) comply with international accepted Decent Work Programme. Consequently, employees are usually exposed to hazardous conditions and employers have almost unrestricted power to decide the fate of their employees without checks and balances (International Labour Organization, 2012).

3.4 Strategies and criteria for targeting beneficiaries for training

As per the terms of reference of this assessment, the overall strategy of DRC of targeting the beneficiaries is driven by the objective to reduce poverty and ultimately discourage them from engaging in illegal activities. This targets vulnerable women among host community, IDPs, returnees, refugees, asylum seekers and immigrants. Also included are vulnerable male youth who are idle, unemployed and may choose to migrate to either the Middle East or Europe in search of better livelihoods or engage in piracy, militia actions or other criminal activities as a means of livelihood. In any training centre, IDPs are allocated between 70-80% of the chances while the remaining is for host community. It was established that the choice of a specific vocational course to study is a decision made by a trainee. For maximum economic gain to the beneficiaries, what is required is a Career Advisory Office to advise trainees to choose courses whose graduates are demanded by the labor market. Reports of market assessment like this one and any others should be shared with the Career Advisory Office. And, this should be a continous process to keep the potential trainees informed. Puntland Ministry of Education (PMoE) has specific objectivies and corresponding strategies for targeting TVET trainees (Government of Puntland, 2012). They are as follows:

35% of post-primary and primary dropouts enrolled in technical, vocational or professional programmes. The strategy to achive this will be by sensitizing the public on the importance of the linkages between TVET training and poverty alleviation.


It is desirable for the enrolment rates for girls, and children from pastoral communities to increase by 10% in TVET programs. The strategy to achive this objective will be by improving access and enrolment to all with focus on females by establishing more TVET training centers nationwide.

3.5 The government of Puntland’s overall approach, policy and strategy The Government of Puntland’s overall approach, policy and strategy towards vocational skills training in both rural and urban areas are contained in the following documents: Puntland Education Policy Paper (PEPP) of 2012 is emphasizing that Technical and Vocational Education and Training (TVET) is designed to contribute to occupational proficiency through the inculcation of appropriate skills and training in the development and application of indigenous technology. The strategic vision for (TVET) as stipulated in the Puntland Education Sector Strategic plan (PESSP) will be to ensure widespread strengthened provision of opportunities for the many, especially unemployed youth, who require opportunities to gain employment or to become self-employed and self-reliant. TVET programmes will be designed to develop occupational proficiency to meet the skills requirements of the labour market as it evolves. This will include a TVET policy that provides for equitable access, quality and relevance to labour market needs and income generating opportunities, and to ensure that the enrolment rate of girls and students from pastoral communities increases by 10% over the ESSP period. Additionally, with the involvement of business and industry under the leadership of the MoE, develop a competency-based curriculum and accreditation framework covering relevant occupational standards. The FFT/VST offered should take into consideration this Policy guideline.

The FFT/VST should also be guided by the Educational Goals of the Puntland State which is spelled out in the Sector Strategic Plan (ESSP) 2012-2016. This strategic plan has emphasized that “the overall goal of the Ministry of Education (MoE) is the inclusive development of education in order to satisfy human needs in accordance with Education for All (EFA) and Millennium Development Goals (MDGs) while taking full consideration of the cultural and spiritual values and attitudes, and developing knowledge and skills that will prepare capable citizens who contribute to economic development for a healthy working nation and quality holistic education system that responds to, recognizes and realizes the spiritual, cultural, intellectual and physical potential of all participants thus enabling them to make fulfilling life choices.”

Below are some of the Government of Puntland policy statement on TVET contained in the policy paper (Government of Puntland, 2012).

The links and pathways between non-formal providers, technical schools and institutes and TVETs will be supported to meet labour market needs of the country.

Institutions demonstrating best practice through effective mechanisms to gain funding and other resources will be considered for support.

The Ministry of Education will support effective policies and strategies for all TVET institution

The public and private sectors and non-government organizations all play major roles in the provision of Technical, Vocational Education and Training. The Government’s role will be predominantly that of facilitating and fostering.

Support of TVET by the Government of Puntland is evidenced in the following indicators of Education Sector Strategic Plan:


By 2016, at least 50 per cent of those who complete a phase of Non-Formal Basic Education enrol in formal education or TVET;

By 2016, at least 35 per cent of TVET graduates are employed (or self-employed) using skills in which they received in training.

3.5.1 Mission, Objectives and some challanges of TVET in Puntland

The mission of TVET in Punltand is: Quality technical, vocational and applied educational programmes to enable people to be gainfully employed in order to meet the skills and requirements of industry and labour market demand in Puntland (Government of Puntland, 2012). According to Puntland Education Strategy (Government of Puntland, 2012) the objectives of technical/vocational education and training at both the post-primary and post-secondary levels are to:

Provide training opportunities for school leavers to enable them be useful an self supporting citizens.

Provide a technical/vocational education and training which is relevant to the industrial, commercial and economic needs of Puntland.

Reduce disparities through increased training opportunities for females, the handicapped and learners from disadvantaged communities.

Below are the challenges facing TVET sector and a brief explanation of how some of the challenges are currently being addressed.

Limited access to quality skills training, particularly in rural areas. WFP is making significant contribution by supporting CPs that have FFT/VST centres in the rural areas.

Lack of progression from basic training to higher levels: This now being tacked. The Punltand Ministry of Education structure ( Figure 5) shows a pathway for progression from either primary formal education or Non-formal Education through a 3-year course up to middle level and tertiary TVET institutions.

Available training programmes lacking standardisation, assessment/certification and quality assurance: Under the European Union (EU) funding stream known as LOT 2 Education Sector Support Programme (ESSP) is funding an “Education is Light” Project. The project implemented by a consortium of international NGOs is already working on Vocational Qualification Framework (VQF) and Vocational Qualification Authority (VQA) to address the challange.

Lack of interface with the private sector/labour market: The EU funded “Education is light project” is partly addressing the problem by conducting labour market analysis and making the relevant recommendations.

Limited TVET governance structures and policy framework.

Inadequately equipped training facilities and trainers in relation to the needs in the economy- Private and donor agencies are working towards addressing the inadequacy.

Partial saturation of market demand (at basic levels of TVET) resulting in limited employment opportunities.

Lack of credit access for small-scale start-ups.

Marginal opportunities for employment within the formal sectors. 3.5.2 Structure of the Technical Vocational Education and Traininig The structure of Technical Vocational Educational and Training (TVET) education sub-sector is presented together with other subsectors in Figure 5. It begins after a learner has either completed eight years of


primary level Formal Education (FE) or Non Formal Education (NFE). At the end of either the primary FE or NFE, a learner is required to sit for a national examination, the Puntland School Leaving Examination (PSLE). Thereafter, a learner proceeds to under take a three-year TVET course. Learners that continue with formal education after PSLE, at end of 4 year secondary school course sit for a national examination the Punltand Secondary Certificate Examination (PSCE). After PSCE, a learner can switch to TVET and join a Technical and Vocational Training Institutes for a two year course. These 2 year TVET courses can also be taken by learners who after PSLE completed the 3 year TVET courses. TVET in Puntland comprises of a range of programs with courses offered at different levels. The TVET courses are either Institutional-Based (TVET-IB) or Enterprise-Based (TVET-EB). The former are situated in major towns of Puntland like at Garowe, Galkacyo, Bosaso and Qardho. TVET-EB trainings are managed by CBOs and local NGOs and private enterprises. The TVET-EB courses include masonry, carpentry, electricity, auto-mechanics, beauty therapy, tailoring and computer trainings. From the description of the structure of TVET in Puntland, it is clear the FFT/VST courses offered by the (CPs) funded by WFP do not exactly follow the structure of the Puntland Ministry of Education (PMoE). The glaring major difference is in the duration of learning at any stage of the curriculum. The MoE policy requires a potential TVET trainee to have attained a PSLE after completing either primary FE or NFE. Understandably, FE and NFE impart numeracy and literacy skills that are indispensable to study a TVET course. As per the MoE policy, FE and NFE curricula run for a number of years in contrast to less than 2 months literacy and numeracy courses offered to FFT/VST trainees at the centers managed by Cooperating Partners (CPs) funded by WFP. According to MoE policy, vocational skills like carpentry, masonry should take 3 years but FFT/VST courses take a maximum of six months. Part of the resaons for the differences is the Government unclear policy and position on FFT/VST particularly in the context of linking relief to reconstruction and finally to development. The PMoE educational system (see Figure 5) is assumes a context of normal development. However, this is not the case in Bosasso where there are many IDPs. Although the structures, curricula and durations are different, the main questions to be answered:

Are the FFT/VST courses relevant in meeting the needs of target beneficiaries?

Are the FFT/VST syllabi for literacy and numeracy appropriate for the purposes of imparting basic skills to the trainees?

The answer is yes because an assessment found out that approximately 30% of FFT/VST trainees get jobs that enable them earn livelihoods. However, the duration of construction related courses including masonry, carpentry, electrical engineering and plumbing should be increased after consultation with relevant stakeholders.

Inadequate duration for teaching for example literacy, numeracy, carpentry, masonry and plumbing courses provide hind sight as to why a massive 70% of FFT/VST graduates fail to get jobs in the labor market. WFP and DRC programming contexts and funding cycles do not support courses whose duration extend beyond beyond six months. By Cooperating Partners (CPs)anchoring FFT/VST courses with the Ministry of Labor that is mandatory to develop and link human resources to the labour market, the MoE policy on TVET curriculum was not circumvented. Therefore, it is important that the Goverment of Puntland in consultation with funding agencies, INGOs and service providers develop appropriate syllabi for FFT/VST courses including numeracy and literacy.

3.5.3 An inventory of Vocational training Centres

In year 2012, there were 28 TVET centers throughout Puntland, the majority being privately owned with their concentration in major towns of Puntland like at Garowe, Galkacyo, Bosaso and Qardho. Since then


there has been a steep rise in the number of centres. In year 2013 in Bosasso district alone, there are 18 centres (Table 15).


19 years

Home based ECD (early stimulation for 0-3 years)

Home and centre based ECD 3-6 years

0years 6 years

Figure 5:Proposed structure of the Puntland Education System

15 years 5 years

Alternative primary education for out-of-school children

Early Childhood Development

1 2 1 2 3 ? 4 5 6 7 8 PSLE 2 3 4

PSCE

3 2 1

3 2 1

1

-

Non Formal Education (NFE)

Improved Koranic Curriculum

Elementary Cycle

Intermediate Cycle

Primary Education

TVT

Secondary Education

Puntland

Universities

Primary Teachers

Education Garowe Teachers

Training College (GTTC)

Secondary teacher Education

Middle Level Tertiary Institutions

1 2

Technical and Vocational Training Institutions

PSLE - Puntland School Leaving Examination

PSCE - Puntland Secondary Certificate Examination

2

1

14 years 18 years

1 2 3


Table 15: Vocational Training Centres in Bosaso, Puntland

# Abbreviation Name of Centre Vocational Courses offered

1 PVTC Puntland vocational technical centre Masonry, Carpentry, Tie & Dye, Electrical, Beauty Hairdressing and beauty, Mechanic, Welding and Cooling System

2 AWCO Amin women and children organization Tie &Dye and Tailoring

3 XBBR Xidig boat building and repairing Boats Repairing

4 CW Ciyow Workshop Welding, Mechanic and Electrical

5 TAF Tawakal Aluminum & furniture Carpentry and Welding

6 SCVT Samira centre for vocational training Tailoring, Electrical and Tie& Dye

7 PSA Puntland Girls Association Tailoring, Literacy, Numeracy and Tie& Dye

8 GDA Girls development Association Tailoring, Tie & Dye, Literacy and Numeracy

9 ASAL Action in semi-Arid lands Farming, Road Filing and Clearance

10 SEDO Social environmental and development organization Road Filling and Clearance

11 PSA Puntland students Association Literacy and Numeracy, Computer Applications and Health Related Courses

12 OTP Ocean Training and promotion Tie & Dye, Mechanic, Fishing, Tailoring , Trainings, WASH and Protection Issues

13 YODO Youth Development organization Tailoring and Youth Training

14 DO Dandor organization Masonry, Carpentry, Tie & Dye, Electric, Beauty Hairdressing and beauty, Mechanic, Welding, Cooling System

15 LC Lasqore Concern Tailoring, Literacy, Numeracy and Tie& Dye

16 ISDO Iftin Social Development organization Cookery, Electric and Masonry

17 TASS Tadaamun Social Society Tailoring Cookery, Electrical, Education and Protection

18 PS Professional Schoold Masonry, Capentry,Tie & Dye, Electrical, Beauty Hairdressing and beauty, Mechanic, Literacy and Numeracy


4.0 CONCLUSIONS

Over 70% of youth and vulnerable women that were trained on vocational skills are either in self or formal (wage) employment. The residential status of FFT/VST beneficiaries comprised of host community making up 29.2% of the survey sample, IDPs made up 62.9%, refugees 6%, returnees 1%, immigrants and asylum seekers each 0.5%.

Focussed Group Discussions revealed that the programme reached the most food insecure and particularly vulnerable women.

The top 5 marketable vocational courses are 1st tailoring 2nd hairdressing and beauty 3rd fisheries 4th carpentry and 5th plumbing and phone repair.

Among the top 5 vocational skills courses, fisheries, carpentry and plumbing are projected to increase offering work opportunities. Hairdressing and beauty and tailoring work opportunities are projected to decrease.

Arts and craft is the skill that is the least marketable in the labour market. The course prepares trainees to make and sell art and crafts products but there is no market. It is market is dependent on tourists visiting the country but tourism is still underdeveloped in Puntland.

Informal sector is the largest employer of FFT/VST graduates. Construction and fisheries sectors within the formal or informal sector employ most vocational skills. For Puntland, fisheries have great untapped potential to employ very many youth now and in the future.

Low literacy and numeracy levels amongst FFT/VST is a challange. Although the VST centres offer training in literacy and numeracy, the number trained is small and the duration of the course is shorter than is required by the policy of the Ministry of Education of Puntland. Another challange, the centres are often mistaken to be in competition with the Goverment in offering literacy and numeracy courses.

5.0 RECOMMENDATIONS

Recommendation to Cooperating Partners (CPs)

CPs should continue offering vocational skills training on tailoring; hairdressing and beauty , fisheries carpentry, plumbing and phone repair because the skills are marketable. Emphasis should be on fisheries, carpentry and plumbing because in year 2013 persons trained on those skills got jobs in less than 5 months after graduating and the trend is projected to continue in 2014.

Introduce cookery and catering courses especially for women trainees because there is existing and growing vocational skilled labor demand in expanding hotel and restaurants businesses. At the time of assessment, some workers in hotels, restaurants and catering industry were foreigners because of lack of skilled national personnel.

Introduce courses that are women friendly and attractive while recognizing the socio-economic and cultural context. For example, women can pursue fishing preservation and fish marketing courses without the need to study fishery courses that require them doing deep sea fishing.


Arts and crafts course should no longer be offered because it is not marketable. Tourists are relied upon to buy such products but tourism industry is still under-developed in Puntland.

The period of training on vocational skills should be extended to more than 6 months for building construction courses like carpentry, masonry, plumbing, electrical engineering. An extension of the training period is to produce better-trained graduates for the job opportunities in the labour market. However the training period for courses like hairdressing and beauty need not change.

Start up kits and funds are essential in increasing the changes of FFT/VST graduates getting jobs.

Recommendation to the Government of Puntland

The Government of Puntland to work with DRC/WFP and FFT/VST centres to develop a framework for internship, attachment and employment opportunities in companies and business that win government contracts. Further, it might be useful for WFP/DRC and other international agencies to work with Government of Puntland to develop a policy/framework for employment of FFT/VST graduates.

Recognizing that labor dynamics in Bossaso is dependent on weather pattern and festive events, there should be an employment contract to protect the interest of both the employer and employee during the low and high business periods.

A study should be carried out to establish why financial institutions to which the youth are linked are not providing the necessary start-up capital and equipment toolkits. The study should make recommendations that benefit both the institutions and the youth. There should be a regular follow up of the businesses of the beneficiaries of start-up toolkits.

The Ministry of Education of Puntland in consultation with donors, development agencies and Cooperating Partners should develop abridged customized syllabii for literacy and numeracy courses offered by FFT/VST/TVET centres. The syllabii should be implemented within the donor/development agencies funding cycle but still impart relevant numeracy and literacy skills to a trainee. The syllabii should complement and not compete with the primary level formal education and non formal education system. Please refer to Figure 5 for the structure of the system of education in Puntland.

Recommendation to Donors that support FFT/VST/TVET

WFP/DRC should facilitate the development of diversified vocational courses in fisheries, cookery and catering because these sub sectors have huge existing and future potential job opportunities.

Provision of start-up capital and equipment to FFT/VST graduates should not be directly done by the sponsors of FFT/VST or TVET. Instead, if sponsors have resources they should be channelled through financial institutions to manage a “business start-up scheme for graduates trained in vocational skill”. This will enhance sustainability of the scheme. Applicants for the start-up capital and equipment must meet all requirements set by CPs, financial institutions and sponsor.


Donors supporting cooperating partners (CPs) and training centres should release funds in a timely manner in order to pay for the allowances/wages of CPs and training centres personnel contingent upon terms and conditions in the funding agreement. Delays in remunerating the personnel can be potential cause for under performance which may lead to CPs offering poor quality training at the centre.

Donors and INGOs should facilitate businesses linkages between Micro Finance Institutions (MFIs) to fund business start-up and expansion of graduates of FFT/VST and TVET. Already, there are opportunities because MFIs, like Kenya Rural Enterprises Program (KREP) that carry out their businesses in accordance with Islamic banking laws want to have abusiness presence in Puntland. Others like First Community Bank (FCB) will follow. Also, Dahabshiil is establishing a MFI/banking division, an opportunity that should be tapped by the youth.


REFERENCES

1. Economic Research Institute, Somalia. http://www.erieri.co.uk/freedata/HRCodes/SOMALIA.htm 2. Government of Puntland. (2012). Puntland Education Policy Paper (PEPP), revised draft edition.

Garowe: Government of Puntland. 3. Government of Puntland. (2012). Puntland Education Sector Strategic Plan 2012-2016. Garowe:

Government of Puntland. 4. International Labour Organization. (2012). Decent Work Programme: Somalia (Southern Somalia and

Puntland) 2012-2015. Geneva: ILO. 5. International Labour Organisation. The Millennium Declaration, the MDGs and the ILO’s Decent

Work Agenda. (2010) 6. International Labour Organisation. Labour Standards http://www.ilo.org/dyn/normlex/ 7. International Labour Organisation. Ratification and promotion of fundamental and governance ILO

Conventions. http://www.ilo.org/gb/GBSessions/WCMS_150863/lang--en/index.htm (2011). 8. http://www.ilo.org/public/english/bureau/pardev/download/mdg/2010/overview2010.pdf 9. International Labour Organisation: Recovering from the crisis: A Global Jobs Pact. (2009) [Online]

http://www.ilo.org/public/libdoc/ilo/2009/109B09_101_engl.pdf 10. Puntland State of Somalia. (2012). Puntland Labor Code for Private and Business Organizations.

Garowe: Puntland State of Somalia. 11. UNESCO. (2013, October 07). Technical Vocational Education and Training. Retrieved October 07,

2013, from United Nations Education, Scientific and Cultural Organization (UNESCO): http://www.unesco.org/new/en/newdelhi/areas-of-action/education/technical-vocational-education-and-training-tvet/#topPage

12. United Nations Development Programme. Millennium Development Goals Report for Somalia. (2002) http://www.so.undp.org/index.php/View-document-details/4-MDG-Report-for-Somalia-English-

13. Women’s commission for refugee women and children (2008). Market Assessment Toolkit for Vocational Training Providers and youth: Linking vocational training programs to market opportunities. Women’s commission for refugee women and children. School of International and Public Affairs (SIPA), Columbia University.

14. Puntland Investment Guide 2013. Puntland Chamber of Commerce, Industry & Agriculture, 2013

http://www.erieri.co.uk/freedata/HRCodes/SOMALIA.htm

http://www.ilo.org/dyn/normlex/

http://www.ilo.org/public/english/bureau/pardev/download/mdg/2010/overview2010.pdf

http://www.ilo.org/public/libdoc/ilo/2009/109B09_101_engl.pdf

http://www.so.undp.org/index.php/View-document-details/4-MDG-Report-for-Somalia-English-

http://www.so.undp.org/index.php/View-document-details/4-MDG-Report-for-Somalia-English-


APPENDICES

Appendix 1: Market Observation Tool Full name of Research Assistants: ______________________ and ________________ Date _________________ Place /Location of interview_____ Interview No:__ _ I. Local Supply 1. Which five items have the most traders/vendors? 2. Which five items have the fewest vendors/traders? 3. In which five sectors/vocations do the most people work? 4. In which five sectors/vocational skills do the fewest people work? 5. Which stores/stalls/businesses have the most customers? 6. What goods or services are they selling or providing? 7. What are some characteristics about these stores/businesses, workshops that contribute to them

having many customers? Briefly describe their characteristics under the following headings:

a) Location :____________________________________________________________ b) Local supply __________________________________________________________ c) Quality of goods/service(s) ______________________________________________ d) Store/shop/stalls appearance ___________________________________________ e) Staff ______________________________________________________________ f) Time of day e.g. business hours_________________________________________ g) Prices ___________________________________________________ h) Other, please specify_______________________________

Reflection Box: Local Supply 1

8. Judging from the number of customers, what goods/services are most in demand locally?

9. What stores/stalls have the fewest customers? ______________________

10. What goods or services are they selling or providing?_____________________


11. What are some characteristics about these stores/businesses, workshops that contribute to them

having few or no customers? _____________________________________________

a) Location :____________________________________________________________ b) Local supply __________________________________________________________ c) Quality of goods/service(s) ______________________________________________ d) Store appearance _____________________________________________________ e) Staff ______________________________________________________________ f) Time of day e.g. business hours_________________________________________ g) Prices ___________________________________________________ h) Other, please specify

Reflection Box: Local Supply 2

12. What characteristics are the same or similar amongst businesses with few customers or little

demand?

In the evening walk back to the town paying particular attention to the shops, stalls, etc. that you first visit in that area in the morning then answer the questions that follow

13. Which stalls have the most items remaining?

14. What are the goods or services you observe being sold mainly by women?

15. What are the goods or services you observe being offered mainly by men?

16. What are the goods or services you observe being offered by both men and women?

Reflection Box: Local supply 3 17. Are there any other sectors where you think women could be successful? Which ones? 18. Are there any other sectors where you think men could be successful? Which ones?

II. Regional Market Go to the bus station or main entry roads to the town or exit road from the town and at the Port of Bossaso to observe what types of goods are being brought into or taken out of the town. (Important: Please if your team was not assigned to be at the Port or bus stations do not go there, you can answer this question based on your observation at the location you are assigned).

19. What types of goods are being brought into or taken out of town:

In the morning 19a) Brought in:

19 b) Taken out:


In the evening 19c) Brought in:

19d ) Taken out:

20. Where are these items/goods coming from?

21. Are any of the items being brought into town b u t also produced locally?

22. W h i c h a r e t h e i t e m s b r o u g h t i n b u t a l s o p r o d u c e d l o c a l l y ?

23. How are these items different from those produced locally?

24. What items appear to be in greatest demand in town that are not produced locally?

Reflection Box: Regional Market 1

25. What items are being imported that could be produced locally? 26. Why are these items not being produced locally? 27. Is it because of lack of materials or lack of skilled producers or another reason?

28. What items are being taken out of town to be sold or traded?

29. Where are they going?

30. What locally produced items appear to be in greatest demand outside of town?

Reflection Box: Regional Market 2 31. What items are being exported in the greatest quantity? 32. Where is there highest demand? 33. Are there opportunities to expand market in these sectors?

Market Observation Summary Chart

Instructions: • In the left-hand column, list all VST, FTT or TVET that DRC or WFP or any other agency offers. • Also, list any other vocational skills mentioned when gathering information using this tool. • Based on information gathered in this tool, mark the appropriate answer to each question with

respect to the VST, FFT or TVET listed in the left-hand column. • Each column corresponds to the section of the tool with the same title and reflection box.

VST//FFT/TVET skills trained on

A. Local supply I

What is the local level of supply

B. Local supply II

What is the local level of demand

C. Local supply III

Is there opportunity for expansion or doing business beyond traditional gender roles?

D. Regional market I. Does local demand exceed local supply

D. Regional market I. Does export opportunities exists

Masonry High Medium

High Medium

High Medium

High Medium

High Medium


Low Low

Low

Low

Low

Electrician

High Medium Low

High Medium Low

High Medium Low

High Medium Low

High Medium Low

Carpentry High Medium Low

High Medium Low

High Medium Low

High Medium Low

High Medium Low

Electrical High Medium Low

High Medium Low

High Medium Low

High Medium Low

High Medium Low

Mobile phone

repairing

High Medium Low

High Medium Low

High Medium Low

High Medium Low

High Medium Low

hairdressing

and beauty

High Medium Low

High Medium Low

High Medium Low

High Medium Low

High Medium Low

Tailoring, High Medium Low

High Medium Low

High Medium Low

High Medium Low

High Medium Low

hair-dressing, High Medium Low

High Medium Low

High Medium Low

High Medium Low

High Medium Low

tie and dye High Medium Low

High Medium Low

High Medium Low

High Medium Low

High Medium Low


ICT

High Medium Low

High Medium Low

High Medium Low

High Medium Low

High Medium Low

Fisheries High Medium Low

High Medium Low

High Medium Low

High Medium Low

High Medium Low

Plumbing High Medium Low

High Medium Low

High Medium Low

High Medium Low

High Medium Low

Appendix 2: Consumer Tool Full name of Research Assistants: ______________________ and ________________ Date _________________ Place /Location of interview_____ Interview No:__ _ Contact Information Instructions: • Stop a person who is shopping in the market, at the bus or taxi park or in another area in town where

you are administering the market observation tool.

• Introduce yourself and ask if you can take five minutes to ask a few questions to help you understand more about the local market.

• Explain that you will not write down their name, that they should feel comfortable speaking freely and that they do not have to answer questions they feel uncomfortable about.

• While you introduce yourself take note of their gender, estimated age, dress and anything else that you think is important with respect to the FFT/VST, TVET skills.

• Ask all of the questions in the next section; adapt them as necessary to make sure they are easily understood and specific to the context.

• Record the shopper’s answers, writing down all relevant details.

• Repeat this process with as many people as possible. Try to speak with all different types of people, including men and women, older people and younger people, and others you choose.


Background: Consumer Traits

Gender: Female male Estimated Age: Type of dress worn:______________________

Market Demand 1: Consumer Needs

1. Think about your daily routine. What goods and services do you use every day:

a) At the home: b) In the farms or grazing fields or at the beach: c) At place of your work: d) For your children:

2. Where do you get these items?

Now I would like to ask about your weekly or monthly routine. For example, some people need motor bike repair services every month, or may buy cooking oil once a week.

3. What goods and services do you use on a weekly or monthly basis?

4. What goods and services do you purchase for special occasions? (Probe: e.g. Ramadan, Idd, etc)

Reflection Box: Market Demand 1 5. In what sectors or what vocational skills are there high demand for goods and services on a daily basis? 6. In what sectors or what vocational skills are there high demand for goods and services on a daily basis?

Market Demand 2: Consumer Preferences

7. Do you prefer one vendor or trader (e.g. tailor,) or service provider to others (e.g. phone repairer?)

Yes No If no skip to No. 9

8. If yes, why do you prefer this vendor or service provider? (Probe: Is it because of quality? Or personality? Or near to your house or friend or family or price?

9. In general, what makes people choose certain vendors or service providers over others? (Probe or ask if because of quality or personality or proximity/near to your house/home or friend or family or price?

10. Are there any stores, shops, stalls, etc where you choose not to buy form? Yes No

If no skip to No. 12

11. If yes, why do you avoid these stores or stalls or shops?( Probe or ask if because of quality or personality or proximity/near to your house/home or friend or family or price?

Reflection Box: Market Demand 2 12. Are there traits or things that separate profitable vendors or service providers from less profitable ones? Yes No 13. If Yes, were the FFT/VST, TVET graduates taught these non-technical skills? Yes No


Market Demand 3: Unmet Consumer Needs

14. Think about a relative or friend in another village, town or city or anywhere. Are there other items that are accessible to them that you need or want but cannot get here? Yes No If No skip to No.18

15. What are they?

16. Why can’t you get them?

17. Where do you go to get these services?

18. Will your community need any new products or services as more people leave the IDP camps and

resettle? Yes No

19. If yes, what products or services

Reflection Box: Market Demand 3

20.What are the goods and services that are in high demand and not fully served by the market cur-rently?

21. Were the FFT/VST graduates trained on skills that can lead to employment in these areas where

there is high demand but not fully served by the market?

Consumer Summary Chart

Instructions:

• In the left-hand column, list all FFT/VST in which DRC/WFP trained students. • Also, list any other FFT/VST mentioned when gathering information using this tool that is not amongst

the ones the VST/FFT graduates were trained? • Do not fill out the chart after each interview. Instead reflect on the answers of all interviews completed

using this tool and think about overall trends. • Mark the appropriate answer to each question with respect to the FFT/VST listed in the left-hand

column after all interviews are completed. • Each column corresponds to the section of the tool with the same title and reflection box.

VST//FFT/TVET skills trained on

A. MarketDemand1:

Is there a strong customer demand for goods or services in this sector or vocational skill on a daily basis?

B. Market Demand1:

Is there a strong customer demand for goods or services in this sector or skills on a weekly basis?

C. Market Demand1:

Is there strong customer demand for goods or services in this sector or skill for special occasions?

D. Market Demand 3:

is there a high demand for goods and services in this sector or vocational skills that is not being fully served by the local market?


Masonry High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

Electrician

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

Carpentry High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

Electrical High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

Mobile phone

repairing

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

beauty hairdressing

and

beautyhairdressing

and beautys

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

Tailoring, High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

hair-dressing, High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

tie and dye High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

ICT

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

Fisheries High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

Plumbing High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low

High

Medium

Low


Appendix 3: Local Business Tool Full name of Research Assistants: ______________________ and ________________ Date _____________ Place /Location of interview_____________Interview No______ General Name of business___________________________________________________________ Name Person/Respondent____________________________________________________ Street name__________________________________________________________________ Phone/mobile________________________________________________________________

Email________________________________________________________________________

Gender: Female male

Estimated Age (years):___________________________________________________________

Business Sector or Type of business:__ ________________________________________________

II. Big Picture

1. In which year did the business begin?____________________________________________________

2. In this town, how many businesses which are same or similar to this one of yours are there?________

3. What are the different types of employment positions at this business?_______________________

4. How many employees does this business have in each type of position?________________________ (Please list the number of employees on each position).

5. Are there many female employees in this business? Yes No

6. If yes why ______________________________________________________________________

7. If No why not_____________________________________________________________________

8. What difficulties do female employees face? (Note if there are no female employees indicate note

applicable as an answer)___________________________________________

9. Are there many male employees in this business? Yes No

10. If yes why ______________________________________________________________________

11. If No why not_____________________________________________________________________

12. What difficulties do male employees face? (Note if there are no male employees indicate note

applicable as an answer)___________________________________________

Reflection Box: Big Picture

13. Are there many different employment opportunities (positions) within this business? Yes No

14. How can VST/FFT/TVET training programs help to overcome employment difficulties faced by males and

females in certain sectors or business types?__ ________________


III: Labor Demand 1: Qualifications

15. How do people get jobs at this place of business?____________________________________

16. What kind of traits/characteristics or personalities do you look for when hiring employees in this business?_________________

17. Does this business look for (circles or tick Yes or No):

a) A particular level of VST or V/FTT or TVET Yes No

b) A government certificate Yes No

c) Personal or family connections Yes No

d) Training in marketing Yes No

e) Training in bookkeeping /accountancy Yes No

f) Training in entrepreneurial skills Yes No

g) Particular personality traits Yes No

18.Has the management of this business noticed a difference in the work done by employees who have graduated from either a FFT or VST or TVET institution or centre or program versus those employees who have not graduated from FFT or VST or TVET institutions or centre or program?________________________________________________

19. Briefly describe the core or main skills that an employee working in this business is expected to

have.____________________________________________________________________________

20. Are there specific types of equipment or methods that employees are expected to have been trained in order to work in this business?____________________________________________________

21. Are there specific pieces of equipment that employees are expected to possess in order to work in this business? ___________________________________________________________________________________

Reflection Box: Labor Demand 1—Qualifications 22. What courses would be required to prepare for this business ideal employee(s)?

---------------------------------------------------------------------------------------------------------

23. Which courses does VST /FTT program offer that contain competencies this businesses demands?

----------------------------------------------------------------------------------------------------------------


IV. Sector Growth

24. Can you list some of the challenges you face running this business?[Probe/ask if it faces challenges of e.g. competition/market saturation, employee training/human resources, access to limited market for inputs, purchasing power of community members]

--------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------

25. What are the plans for the future of this business?[Probe or Ask if it has plans for e.g, expanding, hiring employees, downsizing/letting go of employees, diversifying/adding different products or services, entering new sector, beginning new type of service]

--------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------

26. As people move from IDPs camps to their home villages will the products or services of this business be needed? Please tick one choice

More products and services will be needed

Less will be needed more or less

Reflection Box: Sector Growth

27. Is this business in a sector that is growing and likely to need new employees in the immediate future? Yes No

28. What about in the long term? Yes No

---------------------------------------------------------------------------------------------------------------------------------------

V. Linkages: Apprenticeships with Local Businesses

29. Does this business provide on-the-job training for its employees? Yes No

If No skip to 32

30. When does on-the-job training occur?________ [Probe: does on-site training occur when one starts to work, during money-making activities, when a weakness is noted or at another time?]____________________________________________________________________

31. What types of skills does the on-the-job training provide? [Probe: Does the training provide VST (technical skills), business skills, customer service or work ethics?]________________

32. Has the business contacted any VST/FFT program directly to hire graduates? Yes or No

33. If Yes, which program/organization did the business contact?____________ If No, skip to No.35.

34. How did the business learn about the VST/FTT program?______________________________ 35. Would the business be willing to partner with VST/FFT programs/institutions to offer industrial

training/apprenticeship opportunities for interested youth? _Yes or No. If No skip to No 37

36. If Yes, what do you consider should be the details in establishing a formal business/industrial training partnership with a VST or FFT or TVET centre? ___________________________________________________________________________


Reflection Box: Linkages – Apprenticeships

37. Is on-the-job training necessary for youth to obtain employment in this sector?

------------------------------------------------------------------------------------------------------------------- 38. If the business is willing to offer apprenticeships, what are the next steps in starting a

partnership with this business?

------------------------------------------------------------------------------------------------------------------- 39. If the business is not willing to offer apprenticeships, are there other businesses in the same

sector that could offer opportunities for on-the-job training?

-------------------------------------------------------------------------------------------------------------------

40. Business Linkage Decision Chart

• Make a decision based on the answers gathered in each interview with a particular local business • Mark the corresponding as either “Yes,” or “Maybe” or “No.”’ • Use the answers in a given in an interview to decide whether the business need to “Form Linkage”

with a FFT/VST/TVET centre or “Don not Form” linkage a particular FFT/VST/TVET centre or institution.

Business name and type

A. Is the VST/FFT program offering training in for this type (sector) of business

B. Is the business in a suitable location?

C. Will the business cover accommodations, travel, and food or equipment expenses for training of student attached to it? Circles or tick on choice

D. Will the business pay wage to the student?

Circles or tick on choice

E. Will the business provide a safe work environ-ment for the student?


F. Are there opportu-nities for employ-ment of student after the training?


Overall Assessment

On attachment Circles on choice

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

F Form linkage

Do not form linkage

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

F Form linkage

Do not form linkage

Yes

Maybe

Yes

Maybe

Yes

Maybe

Yes

Maybe

Yes

Maybe

Yes

Maybe

F Form linkage


No No No No No No Do not form linkage

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

F Form linkage

Do not form linkage

41. Local Business Summary Chart

Instructions

• In the left-hand column, list all vocational skills in which WFP or DRC or any other Cooperating partners currently trains students.

• Also, list any other vocational skills mentioned when gathering information using this tool that DRC or WFP or any Cooperating partner or agency would consider offering.

• Do not fill out the chart after each interview. Instead reflect on the answers of all interviews completed using this tool and think about overall trends.

• Mark the appropriate answer to each question with respect to the vocational skill listed in the left-hand column after all interviews in this sectors are completed.

Each column corresponds to the section of the tool with the same title and reflection box.

VST/FFT/TVET

skills

A. General:

How many

businesses

in each

type of

sector were

interviewed

? Write the

below.

B. Big Picture: Does this sector/business appear able to offer new graduates employment opportuni-ties?

Tick on box

C. Labor Demand: Would the current courses offered at the VST/FFT centres prepare the participants for employment in this sector/business?

Tick on box

D. Sector Growth: Is this a sector/business that is growing and likely to need new employees or entrepreneurs in the future?

Tick on box

E. Linkages — Industrial Training: Which businesses you talked with could provide industrial training/ap-prenticeship opportunities?

List below.

Masonry Yes NO Yes NO Yes NO

Electrician

Yes NO Yes NO Yes NO

Carpentry Yes NO Yes NO Yes NO Electrical Yes NO Yes NO Yes NO


Mobile phone

repairing


beauty

hairdressing and

beautyhairdressin

g and beautys


Tailoring, Yes NO Yes NO Yes NO

hair-dressing, Yes NO Yes NO Yes NO

tie and dye Yes NO Yes NO Yes NO

ICT


Fisheries Yes NO Yes NO Yes NO

Plumbing Yes NO Yes NO Yes NO


Appendix 5: Youth group (VST/FFT Final stage students or recent graduates and alumni and non-VST/FFT trainees) Full name of Research Assistants: ______________________ and ________________ Date _________________ Place /Location of interview_____ Interview No:__ _ Participant FFT/VST graduates Focus Group Discussion Ia. Participant Intake Form Instructions: Please answer the following questions before participating in the focus group discussion. If you need help understanding the questions or filling in the form, please ask the facilitator or Research Assistant (Note: This form may be translated into Somali Language).

1. How old are you?

2. What is the name of the

most recent FFT/VST by

DRC or WFP or any other

Agency program you

attended?

3. What core or main skills

did you study during this

VST/ FFT or TVET

program?

4. What were the reasons

you chose this core or

main skill you studied?

5. How long did you

spend learning this


main or core skill?

6. Since leaving or graduating

from the FFT/VST or any

TVET program or centre,

what have you been doing

to make money?

7. What has been the

greatest challenge in

making money since

graduating from the

FFT/VST or TVET centre

or institution or

program?

8. Do you use the core or

main skill you learned in

the FFT/VST or TVET centre

or program or institutions

to make money?

9. In addition to the

FFT/VSTskill you studied,

what other courses did

you take?

Please tick from the right

column all the other courses

you did. Multiple responses

possible

Agriculture Reading and

writing English

Mathematics

Business skills/Entrepreneurship training Ethics Health and hygiene Life skills

Marketing skills Customer service/Interpersonal skills Leadership skills

Conflict

resolution Career

counseling

Apprenticeship/Other on-site training Psychosocial support service

10. Of all the courses you just

ticked above in No 9,

which one has been the

most useful for making

money?


11. When you

completed/graduated

from the VST/FFT or

TVET centre or

program did you

receive any of the

listed items or services

on the right hand side

column? Tick against bullets/boxes in the right hand columns that apply. Multiple responses possible

Government certificate

from training program

Toolkit

Start-up capital

Instructions on forming a group

to work with other graduates

An assigned group of other

graduates to work with

Information on microfinance

Career advice

Industrial training placement Employment placement

An opportunity to give feedback on

your satisfaction with the program

Suggestions about further training or

education opportunities

12, Of all the items and

services you just ticked in No

11, which one has been the

most useful for making

money?

13 Why has it or have they

been the most useful for

making money?

Ib. VT Participant Focus Group Guide Research Question:

Opening 14. Tell us your name and your favorite nick name

Transition 15. In this town or district or village, what are the main challenges youth face in making money?

Key Question 16. When you trained in the FFT/VST or any the TVET centre or program, why did you choose to learn the core or main skill you were trained in?

Key Question 17. Do you use the core or main skill you were trained in to make money now?

Key Question 18.What other services or classes would have made making money easier if you were offered?

Ending and additional remarks

19. Do you have any remarks if so please make?

Reflection Box: General


20. Think about the VST/FFT or VST offered at the centre and supported by DRC or WFP. Do they match with the expectations of the youths and participants that you have just heard?

21. If yes explain why __________________________________

22 If No also explain why____________________________________

From the youth’s responses how can the VST/FFT trainings be improved? _____________________________________________________________________

Reflection Box: Labor Supply – Core Skill

23. Did the core skill acquired by the youth and participants seem useful toward helping the youth /participant make money? Why or why not? ________________________________________________________________

24. Does VST or FFT or any other TVET offered by any other agency offer the required core skills the youth require? __________________________________________________________

Reflection Box: Labor Supply – Complementary Courses

25. What complementary courses seemed most useful or necessary toward helping youth/participant make money? _________________________________________________________________________________

26. Does DRC or WFP or any other agency offer these complementary courses? 27. If no, why not? _________________________________________________________________________________

28. Participant Focus Group Assessment•

In the left-hand column, list all VST/FFT vocational skills in which youth participants have been trained.

• Also, list any other vocations mentioned when gathering information using this tool

• Mark the appropriate answer to each question with respect to the vocational skills listed in the left-hand column after all interviews on youth FGD are completed.

• Each column corresponds to the section of the tool with the same title and reflection box.

VST/FFT or TVET

a. labor supply:

Does this core or main skill seem to

help participants/youth make money?

Please tick only ONE box in each row

b. labor supply:

Are complementary courses necessary

to help participants/youth make

money?

Please tick only ONE box in each row Masonry Yes

May be

No

Yes

May be

No


VST/FFT or TVET

a. labor supply:




b. labor supply:



money?

Please tick only ONE box in each row Electrician

Yes

May be

No

Yes

May be

No Carpentry Yes

May be

No

Yes

May be

No Electrical Yes

May be

No

Yes

May be

No Mobile phone repairing Yes

May be

No

Yes

May be

No beauty hairdressing and

beautyhairdressing and

beautys

Yes

May be

No

Yes

May be

No Tailoring, Yes

May be

No

Yes

May be

No hair-dressing, Yes

Maybe

No

Yes

Maybe

No tie and dye Yes

May be

No

Yes

May be

No ICT

Yes

May be

No

Yes

May be

No Fisheries Yes

May be

No

Yes

May be

No


VST/FFT or TVET

a. labor supply:




b. labor supply:



money?

Please tick only ONE box in each row Plumbing Yes

May be

No

Yes

May be

No Yes

May be

No

Yes

May be

No Yes

May be

No

Yes

May be

No Yes

May be

No

Yes

May be

No I Non-VT Participant Focus Group Guide Research Questions:

Opening 29. Tell us your name and your favorite nick name

Transition 30. In this town/district/village, what are the main challenges youth face in making money?

Key Question 31. What has stopped you from participating in a FFT/VST or TVET Training program?

Key Question 32. If you were to participate in a FFT or VST or TVET training program, what skill would you choose to be trained in? Why?

Key Question 33. What other services or classes would you want to have to help making money easier?

Ending and additional remarks

34. Do you have any remarks if so please make?

Reflection Box: Core Skill


35. Are youth interested in pursuing the vocational skills DRC or WFP or any other Agency is offering Yes or No ? 36. If No why? -----------------------------------------------------------------------

Reflection Box: Complementary Courses

37. What complementary courses seemed most useful or necessary for helping this young persons (youth) make money? ----------------------------------------------

38. Does DRC or WFP or any other agency offer these courses? Yes or No _______ 39. If No why? -----------------------------------------------------------------------

Non-VT Participant Focus Group Assessment

• In the left-hand column, list all vocational skills in which youth participants express interest.

• Also, list any other vocational skills mentioned when gathering information using this tool that DRC/WFP or any other Agency would consider offering.

• Mark the appropriate answer to each question with respect to the vocational skills listed in the left-hand column after all interviews are completed.

• Each column corresponds to the section of the tool with the same title and reflection box. 40

VST or V/FFT or TVET in which youth expressed interest

a. Core skill: are youth

interested in

pursuing this VST or

V/FFT or TVET

Please tick only ONE box in each

row

b. Core skill: does this

core skill seem to

help participants

make money?

Please tick only ONE box in each

row

c. Complementary

courses: Are

complementary courses

necessary to help

participants make

money in this VST or

V/FFT or TVET?

Yes

May be

No

Yes

May

be No

Yes

May

be No Yes

May be

No

Yes

May

be No

Yes

May

be No Yes

May be

No

Yes

May

be No

Yes

May

be No Yes

May be

No

Yes

May

be No

Yes

May

be No


Appendix 8: Survey questionnaire for Marketable Vocational Skills ========================================================================= 1:Research Assistant (numeric) Data Field Name : RA_code 2:Supervisor code (numeric) Data Field Name : Supervisor_code 3:Camp (numeric) Data Field Name : Camp_No 4:Camp section code (numeric) Data Field Name : Section_No 5:Respodents code (numeric) Data Field Name : Respodent_code 6:Respondent Household code (numeric) Data Field Name : Household_code 7:Gender of respondent (multi) Data Field Name : Gender__respondent Possible responses:

1. Male 2. Female 3. Boy child 4. Girl child

8:Age of respondent (numeric) Data Field Name : Age_respondent 9:Marital status of respondent (multi) Data Field Name : Marital_status Possible responses:

1. Single 2. Married 3. Divorced 4. Separated 5. Widow 6. Widower 7. Others

10:What is your residential status? (multi) Data Field Name : What_is_your_residential_status_ Possible responses:


1. Host community 2. IDP 3. Refugee 4. Returnee 5. Immigrant - 6. Asylum seeker

11:Have you ever been trained at FFT or VST or TVET centre or institutions? (multi) Data Field Name : Trained_at_FTT_VST_TVET Possible responses:

1. Yes 2. No

12:If yes when did you graduate from a FFT or VST or TVET centre? (multi) Data Field Name : Year_graduated_FFT_VST_TVET Possible responses:

1. Before 2010 2. 2010 3. 2011 4. 2012 5. 2013

13: What one main or core course did you study at the FFT or VST or TVET centre? (multi) Data Field Name : Main_course_studied Possible responses:

1. Hair dressing/beauty 2. Tailoring 3. Tie and dye 4. Arts and crafts 5. Mobile phone repair 6. Fisheries 7. Plumbing 8. Masonry 9. Carpentry 10. Information Communication and Technology (ICT) 11. Others

14:Are you now working and earning money whether self employed (informal) or working in an informal local business or working in formal employment (salary)? (multi) Data Field Name : Working_and_earning Possible responses:

1. Yes 2. No

15:How long in months after graduating from the VST/FFT or TVET training centre did it take you to starting working and earning money? (if given in year convert to months , an answer in whole numbers ) enter 99 if not working (numeric) Data Field Name : Months_graduation


16:In addition to the core skill studied at the FFT/VST, TVET centre which ONE main reason contributed to you getting self employed or being employed ? (multi) Data Field Name : Addition_reason Possible responses:

1. Complementary course studied e.g. numeracy, literacy business skills 2. Family, /clan or clan connection 3. Physical fitness 5. Others 6. Not working (not applicable

17:At your place of work do you do what is related to the core course you studied at FFT or VST or TVET? (multi) Data Field Name : Whether_work_related_to_the_core_course Possible responses:

1. Yes 2. No 3. Not working (not applicable)

18:In your assessment, what will be the chances of graduates from FFT/VST or TVET getting working opportunities at any time in year 2014? (multi) Data Field Name : Chances_of_graduates_getting_jobs_201 Possible responses:

1. Decreased very much 2. Decreased 3. Not change 4. Increased very much

19:Having graduated from the FFT or VST or TVET centre how would you rate the quality of training offered at the centre? (multi) Data Field Name : Rating_of_training Possible responses:

1. Very poor 2. Poor 3. Average 4. Very good

20: Did the courses you studied at the FFT or VST or TVET prepare you to be either self employed or be employed after graduation? (multi) Data Field Name : Whether_course_prepared_for_self_employment Possible responses:

1. Did not prepare 2. Somehow prepared 3. Prepared


Appendix 9: Terms of Reference (TOR) Terms of Reference Marketable Vocational Skills Assessment in Bossaso - Somalia Background

The Danish Refugee Council (DRC) is a humanitarian, non-governmental, non-profit organisation

founded in 1956 that works in more than 30 countries throughout the world. DRC fulfils its mandate by

providing direct assistance to conflict-affected populations- refugees, internally displaced persons (IDPs)

and host communities; and by advocating on behalf of conflict-affected populations on the basis of

humanitarian principles and human rights.

The Danish Refugee Council (DRC) has been providing relief and development services in the Horn of

Africa since 1997. DRC aims at integrating its Somalia activities within a wider regional mixed migration

programme, comprising the existing programmes in Kenya, Somalia (South Central, Puntland and

Somaliland), Ethiopia and Yemen. DRC Somalia programme operates within a regional framework (East

Africa and the Horn) and incorporates three major components namely: long-term community-driven

development, emergency urban/rural humanitarian interventions and protection/advocacy.

Vocational Skills Training

Poverty; limited education options and a lack of livelihood opportunities have had a tremendous impact

in the lives of young men and women in Somalia. DRC and the World Food Programme Somalia

(hereinafter referred to as WFP) have been implementing Vocational Skills Training (VST) activities in

Somalia by partnering with accredited technical training institutions to offer the training. DRC and WFP

are currently implementing VST and Food For Training (FFT) activities in Puntland’s Bosasso, Gardo and

Garowe areas with Government Ministries such as Education and Labour. This training is aimed at

enhancing human resources, targeting both informal and formal sectors of employment of affected

youth.

DRC is currently implementing VST in Bossaso which target IDPs living in protracted IDP situations and

their host populations. If not provided with alternatives and sustainable sources of income, idle youth

without skills and opportunities can easily be recruited into armed groups and criminal affiliates as well

as exposing their lives to serious rik through unsafe migration practices such as usingpoor quality boats.

The courses offered by DRC run between four and six months, with certificates awarded by the relevant

ministry on completion of the course. Areas of training include masonry, electrical engineering, tailoring,

hair-dressing, tie and dye, ICT and mobile repairing, and hairdressing and beauty. It is envisaged that

these will meet the increasing demand for skilled human resource as a result of the burgeoning

construction and hotel industries in the city.

The WFP Somalia Country Office (CO) has a comprehensive program of delivering livelihoods support in

Somalia through Food for Training projects. The V/FFT projects are currently being implemented in

Central, Mogadishu and Puntland. The V/FFT intervention aims to enable members of food insecure


households to acquire skills, including basic literacy and numeracy, with which they can become

gainfully employed and increase their income. It mainly targets vulnerable groups such as unemployed

women, female-headed households, unemployed youths, former child soldiers and disabled persons

who had limited access to education.

The V/FFT activities in Bosasso have been implemented since 2010. As of July 2013 the V/FFT activities

were reaching close to 75 000 beneficiaries and assisting an average of 12 500 Households. There are 19

CPs who are currently working with WFP to implement V/FFT activities in Puntland. Different activities

are implemented in different localities with some clear distinctions between the activities implemented

in the urban, rural and coastal areas of Puntland. There are 46 centers in rural areas, 23 in urban areas

and 7 centers in coastal areas training participants.

Common activities include tailoring, arts and crafts, mobile phone repairing supported by a component

of numeracy and literacy training for those who have not had a chance to attend formal school. Lately,

new V/FFT participants have been trained on how to manage fisheries and find ways of realizing income

from such activities in the coastal areas. Most of the participants in urban areas are IDPs.

Purpose of Consultancy

In order to ensure that the courses offered are informed by the availability of opportunities within the

job market within Puntland, DRC and WFP seeks to commission a markets skills assessment within

potential employing industries for the VST finalists in Puntland/Bosasso to document this information.

To this end, DRC invites qualified professionals to conduct this assessment. The assessment will be

conducted in collaboration with the WFP.

The purpose of this consultancy is to conduct an assessment and document marketable skills within

Puntland/Bosasso, targeting both formal and informal sectors. Specifically, the objectives of the

consultancy are to;

• Assess and identify existing and potential marketable opportunities for vocational skills within

Bossaso, targeting various sectors of the economy

• Review existing labour dynamics including regulatory frameworks and procedures and document

enabling and disenabling factors and how these can be harnessed or strengthened to enhance

employability of vocational skills trainees

• Document strategies and criteria for targeting beneficiaries for training in each of the identified skills

and how the opportunities can be exploited for maximum economic gain of the beneficiaries.

• Map the government of Puntland’s overall approach, policy and strategy towards vocational skills

training in both rural and urban areas.

Scope of work

This consultancy will be conducted in selected locations in Puntland/Bosasso where WFP/DRC are

currently implementing VST and FFT activities. , A detailed analysis of the existing and potential

employment opportunities and enabling factors for vocational skills training qualifiers will be required.


The consultant will be required to carry out an analysis of how seasonal trends affect work and

employment opportunities in Puntland. It would also be important for the consultant to look at the

quality, availability and accessibility of jobs in the employment sectors in Puntland. The consultant will

also be expected to interview service providers and collect information on their opinions with regards to

the quality of training offered by Vocational Skills Training Centers including WFP.

In addition to this, it would also be important for the consultant to provide an inventory of all the

vocational training centers in Puntland, listing their affiliations, what trainings they provide, which

populations they service etc. The vocational skills in consideration should also be guided by DRC and

WFP implementation frameworks and contexts, in Somalia.

The consultant(s) will be expected to implement key tasks as outlined below:

• Develop a research plan: This should detail among other things: the process and methodologies to be

employed for the assignment; including time and interview schedules for this exercise; a list of

stakeholders targeted for participation. This document should be presented to DRC/WFP for review and

further inputs before proceeding to the field for data collection.

• Design data collection and evaluation methodology/tools as appropriate, guided by the objectives and

scope of consultancy; including international guidelines and relevant framework(s). The data collection

tools will be critiqued (with DRC team) before being refined and finalized.

• Undertake desk review of relevant documents including the proposals; DRC/WFP programme

management guidelines; DRC/WFP strategy documents; existing Somalia Labour guidelines; related ILO

and Somalia Food Security Cluster documents and any other relevant documents and should take into

consideration donor programme guidelines and standards.

• Present an inventory of all VST/FFT centres in Puntland/Bosasso – the courses they offer, how long

they have been operating for etc.

• Review any governmental policy or strategic documents regarding vocational skills training and consult

with key government officials. Annex policy and strategy documents.

• Conduct a comprehensive field-based assessment [using both quantitative and qualitative data

collection methods] based on the purpose and objectives of the consultancy. The consultant should

undertake a multi-stakeholder analysis, including relevant line ministries, ILO and Food Security Cluster

member organizations, youth and women groups, VST providers, formal and informal sectors, Chamber

of Commerce, and any other relevant stakeholders to help gather information that will inform decision

making in VST programming

• Write and present a draft report, capturing key findings against objectives of the assessment to DRC

team for review before producing a second draft

• Present a Draft Report (2nd draft report) to DRC and other stakeholders in a feedback workshop to

facilitate sharing of the assessment results with a view of incorporating inputs from stakeholders in the

final draft


• Compile and Submit a Final Assessment Report to DRC as stated in the Consultancy Contract.

Expected Outputs

• A detailed analysis of the employability of the VST qualifiers (or employment absorption potential) in

various sectors in Bossaso

• A clearly enumerated and ranked list of marketable and potential vocational skills in Bossaso

• A well analysed and documented regulatory framework and any opportunities for partnership to

enhance employment of the VST qualifiers.

Key Deliverables

• The Expectations from the Consultant:

• Debriefing at the end of field work is mandatory with relevant DRC staff

• Four (4) bound hard copies of the report

• Soft copy of the Report in two (2) CDs.

• The consultant will also be required to submit to DRC all assessment materials including:

• Soft copies of all data sets: both quantitative and qualitative

• All filled quantitative data collection tools and qualitative data recording materials. Any other non-

consumable documents/items that will be used in the course of the planned consultancy

• Workshop with donors and other stakeholders:PowerPoint presentation of the draft Assessment

report.

Please note that Bossaso is an insecure environment (level 5) with basic living conditions. Social

activities are limited and there are restrictions on movements for security reasons. The candidate should

be in good health due to limited health facilities in Bossaso.

DRC’s Responsibilities

The Consultant will be responsible to the Livelihoods Coordinator with technical oversight provided by

the M&E Coordinator. DRC staff in assessment areas will provide necessary support to the assessment

team, as needed.

DRC will provide the following:

• Transport to and from the field.

• All necessary project documents as requested by the Consultant

• Travel Insurance for the consultant

• Accommodation for consultant in the field.

• Pay consultancy fees at a mutually agreed rate

The terms and conditions of service will follow DRC terms for consultancies. Payment will be according

to the finance procedures of DRC.

Duration of the Consultancy

It is anticipated that the assessment will take 30 days from signing of contract, beginning late

November. The Consultant/Consultancy Firm should develop a feasible costed-work plan/activity


schedule covering a maximum of 20 days, committing to finalize within the period and submit as an

integral part of the proposal for this consultancy.

Consultant profile

• An Advanced Degree in Development Studies/Business Management allowing the candidate to assess

the technical value of the vocational skills, institutional management arrangements and the larger socio-

economic aspect of the intervention.

• Experience with vocational training/management training institutions in similar environments.

• Proven experience in labour market assessment carried out is an added advantage

• At least 5 years’ experience in monitoring, quality control and institutional capacity building efforts

and development projects, preferably in post-conflict countries

• A demonstrated understanding and analytical capacity in the identification of issues relating to

indicators of performance in development projects.

• Good knowledge of socioeconomic and political dynamics of Somalia, specifically Bossaso

• Excellent report writing skills and ability to meet deadlines

Evaluation and Award of Consultancy

DRC will evaluate the proposals and award the assignment based on technical and financial feasibility.

DRC reserves the right to accept or reject any proposal received without giving reasons and is not bound

to accept the lowest or the highest bidder. Only those shortlisted will be contacted.

For general information about the Danish Refugee Council, please consult www.drc.dk.

Commitments

DRC has a Humanitarian Accountability Framework, outlining its global accountability commitments. All

staff are required to contribute to the achievement of this framework

How to apply:

Application process

Interested candidates who meet the required qualifications and experience are invited to submit their

Expression of Interest (Eol) online under vacancies at www.drc.dk no later than 24th Nov 2013. The EoI

should include:

• CV (s) with details of qualifications, experience, telephone number and names of three referees,

• Technical proposal that summarizes your understanding of the ToR including the proposed

methodology.

• Financial proposal providing cost estimates of daily consultancy fees and

• The foreseen work plan for the days. Daily consulting rate is negotiable, although will be

commensurate with DRC consultancy terms and standards. - See more at: http://reliefweb.int/job/613947/marketable-vocational-skills-assessment-bossaso-somalia#sthash.H8ohNwFt.dpuf

http://www.drc.dk/

http://www.drc.dk/

Documents

Marketable Vocational Skills Assessment in Bossaso Somalia · Marketable Vocational Skills Assessment Report Page v residential status and vocational skills studied were represented