Aboriginal Health Council Of South Australia - 991 Words

Introduction Many Indigenous Australians are experiencing poor health than other Australians. Frequently they are dying at much younger ages. A healthy supportive environment gives a protection from physical and mental abuse and opportunities for personal development. As well as education and employment, these are all essential for a longer happy life. The organisation I chose to do my report on an Aboriginal Health Council of South Australia. This is an Aboriginal community controlled organisation in its own rights. The report provides the organisations History their aim and objectives. Also this includes the services they provide to their members and their contact details. By choosing this organisation it will provide me a knowledge how it is serving the indigenous Australians in different ways mainly with health systems. Aim This report provides the summary of the health services provided by The Aboriginal Health Council of South Australia. Background It has been thirty five years since The Aboriginal Health Council of South Australia (AHCSA) was established. It is a membership-based peak body with a leadership, watchdog, advocacy and sector support role, as well as a commitment to Aboriginal self-determination. It is known as the health voice for Aboriginal people across South Australia. AHCSA represents the professional, needs and aspirations of Aboriginal communities. This includes both state and national levels which are built on a comprehensive health approach.Show MoreRelatedFamily Care Centre : An Indigenous Family Support Centre1164 Words   |  5 Pagesof The Gabba in the council of Brisbane, the state electorate of South Brisbane and the federal electorate of Griffith. QAIHC-Queensland Aboriginal and Islander Health Council West End Qld is a health care provider for Aboriginal and Torres Trait Islander communities. 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Council also provides 79 parks and 16km frontageRead MoreSupporting The Service Delivery For Aboriginal And Torres Strait Islander2733 Words   |  11 PagesFunding submission preparation This is a submission research template conducted for a proposed new agency in the South Burnett Region. The template outlines a rationale for the services aims of being holistic and addressing social-emotional well-being and stakeholders that should be consulted in the design of the service delivery. The practice approach, model and theory that will inform the service delivery. Outlining the strategy culturally safety, to ensure cultural safe service delivery and

The Act Of Terrorism Is Justified - 1514 Words

Introduction For some time, terrorism has been a tactic used in this world often by many individuals and groups. By definition, the act of terrorism is intended to intimidate a civilian population, to influence the policy of a government through intimidation or coercion, in order to appease a political dilemma (N/A, What We Investigate, n.d.). To accomplish an act of terrorism, man power, supplies, and payment, and more are required. But how is it possible generate, store, and transfer a vast amount of currency to purchase everything that is needed. Assuming that terrorist don’t store every form of currency they have under a giant mattress, there has to be a way that they can transfer and save funds without being under suspicion, but how? Cost of the Deeds Not only do Terrorist have to pay for Vehicles, weapons, and explosive material; but they also have to pay for other necessary means of living expenses such as having a place to stay, transportation, and food. However, cost such as these, vary on location and how far a terrorist is from the intended target. Communication is also another important asset to have when organizing terrorist attack plots. As the years passed by technology has made it easier for communicating in long ranges to organize attack plots and scheduled meetings. Terrorist groups also have to pay for training new recruits. This involves paying and providing training camps to trainees. Depending on what type of skilled is required, such as piloting aShow MoreRelatedTerrorism Has Been Used For Centuries As A Weapon Of Change1074 Words   |  5 PagesTerrorism has been used for centuries as a weapon of change. Terrorism used to force change even altered the English language, the creation of the word assassin because of the Hashhashin’s in the 11th century and the Roman’s use of decimation changing the meaning from killing one in ten to massacring all involved. 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Chinese Baby Formula Market New Market Entry Strategy

Question: Discuss about the Chinese Baby Formula Market for New Market Entry Strategy. Answer: Introduction Baby formula is food that is manufactured and sold for the purpose of feeding babies under 12 months of age, generally prepared in the form of a liquid or a powder, for feeding through the use of a bottle or a cup. The fastest growing category of the global baby food market is infant milk formula. According to the FFDCA, infant formula is as a nourishment meant for special dietary utilisation, exclusively for the sustenance of newborn children due to it's complete or incomplete substitutability of human milk(U.S. Food and Drug Administration, 2015). Infant formula is usually processed from skimmed cows milk, include added ingredients such as fatty acids, vitamins and prebiotics and are available in variations such as soy-based formulas, standard cow's milk-based formulas, reflux formulas, hypoallergenic formulas, formulas for premature/low birth weight infants, lactose-free formulas, and special formulas (Medline Plus, 2015). These baby formulae are used as a medical necessity and also for various other reasons, however, parents must make informed decisions regarding its use and administration, depending on their individual circumstances. Environmental Analysis of the Chinese Baby Food Market The following contains the environmental analysis of the Chinese baby formula industry: Political. The recent abandonment of Chinas one-child policy, fuelled by the likelihood of 1.52 million more babies being born in the country each year will promote growth in the sale of infant formula by 1015% (Haenlein, 2015). Chinas announcement regarding its two child policy occurred recently, owing to rising concerns of an ageing population and as a means to support the economy. Post implementation of the two child policy in March 2016, the market share and the contribution of sales volume from foreign infant formula companies including Abbott, Mead Johnson, Nestl, Wyeth and International Nutrition Co. is expected to cross 34%, which demonstrates the significance of Chinas import market for baby formula. Additionally, the Chinese government had put forwards many policies centered around the baby formula industry, in 2013, such as requirements to pass strict food inspections for receiving permission to distribute their baby formula in China, which were implemented in 2014, making it a transformational year for baby food manufacturers in China (Euromonitor, 2015). However, foreign infant formula manufacturers such as Danone have closed exports to China due to the tightening of a tax loophole by the government that had previously allowed lower prices on baby formula sold through websites that were operating from outside China (Chang, 2016). These products sold online and shipped overseas to consumers in China will now face an effective increase in tax by 11.9% due to the governments overhaul of the e-commerce system that had so long inadvertently given certain foreign companies a pricing edge over Chinas domestic competitors. Chinese authorities have since been trying to close down the grey market that is operated by a cottage industry of applications and websites where Chinese people who were living abroad ordered baby formula, vitamins and diapers online on behalf of consumers who lived in the mainland in order to avoid taxes. Economical. China is a leader among the AsiaPacific countries that drive a domestic market characterised by the annual compound growth rate of 7.7% till 2020, which is above that of the global rate of 6.4%, and expected to earn revenues of $72.7 billion in the period 2015-2020 (Whitehead, 2015). The consumption of infant formula in China is thus higher than most other countries in the world. Furthermore, the prices paid by consumers for baby formula inside China, is higher than the global average, owing to demand pressure and low supply. The reason for such as high demand is that baby formula brands have been heavily promoting their products, causing Chinese mothers to assume that infant formula is better than human milk. Another reason for the demand is owing to the improvement in peoples living standards and the 8% growth in national per capita disposable income. In fact, the per capita disposable income of rural residents have grown by 9.2%, which is higher than their urban counte rparts, due to the decrease in rural poverty by 12.32 million people (Daxue Consulting, 2016). This indicated that the spending capacity of Chinese consumers, as well as their consumption level, is on a constant rise, which increases the sale of baby formulae since children are the core focus of every family, who occupy a majority of household spending. The consumption of baby formula by urban families with infants reached 28,844 RMB in 2014 and will continue to growth rapidly. The quality of the baby food is a factor which is more important over price to the Chinese consumer, owing to concerns about food safety (Kong, 2012). Additionally, for the domestic market, discounts are the most effective promotional tool. This has increased the tendency of producers to simplify processes to save costs, and increase efforts on providing high-quality products in a sustainable and ethical way while satisfying consumers concerns for corporate social responsibility. Social. A lot of Chinese parents are unaware about the correct foods to feed their infants, with babies between 0 to 6 months of age consuming both human milk and baby formula, while babies between 6 months to 3 years of age consuming only baby formula and similar supplements. This means that babies in China consume artificial food much earlier in comparison to their Western counterparts. Also, since the majority of baby foods in China are homemade, due to the lack of commercially produced domestic baby formula there is significant potential for the development of Chinas baby formula market. After the relaxation of the one-child policy, families started to have more children, raising Chinas birth rate by 1.237% in 2014 (Daxue Consulting, 2016). This suggests that there were 16.87 million new baby births in China in 2014, with 40 million babies already existing in the age group of 6 months to 3 years. Market research estimates that consumption of 100g of baby formula by each baby per day makes the Chinese baby food market worth more than 80 billion. The currently available baby formula industry stands at only 7 billion, thus the market scale for the growth of baby formula is greater than 60 billion, even with 128 baby formula manufacturers producing around 700,000 tonnes of baby formula in 2013. Technological. The importance of e-commerce in baby formula industry is increasing, a lot of leading manufacturers in the baby formula category have established a presence in the online retailing channel, due to which baby formula has undergone a positive current growth value(Euromonitor, 2015). According to venture capitalists, the start-ups that focus on goods and services for babies, including baby formula in China, have a potential to grow in spite of Chinas economy slow down, owing to the strong demand for safe, and premium quality infant supplies. The current increase in e-commerce for baby formula is due to the interest of generation Y and millennial, who demand better services and are willing to pay premiums for it. An average website like Mami Zhidao has attracted two million users since 2015 and has received funding from SoftBank Group Corp, the venture-capital department of Japans telecommunications company (Osawa Carew, 2015). According to forecasts, the Chinese market for online and offline businesses that deal with mothers and their infants will increase by 15% to $244 billion in 2016 and is expected to double by 2020. Additionally, progressions in the field of infant formulae production, such the treatment of the puree with high-pressure thermal disinfection lessens the measure of a cancer-causing agent that were otherwise produced because of heat treatment systems like canning and jarring (Sevenich, et al., 2014). These emerging technologies and innovations pave the way for better production processes and superior quality of the baby formula. Environmental. China is expected to impose tougher standards and regulations for companies who sell baby formula online to increase food safety. These changes are secondary to the product registration norms, which were introduced by Chinese authorities in the recent past, to reduce the number of imported baby formula brands flooding the domestic the market since 2008. This was also to counter the Chinese infant formula scandal wherein baby formula was found to be contaminated with melamine, which resulted in the death of six babies and the hospitalisation of another 54,000 (Lynch Wen, 2016). An outcome of this was the whittling of international infant formula brands that could be sold in China to just 94 from a previous 800, by the Certification and Accreditation Administration of China in order to tighten standards of food safety. However, food crime still prevails in this industry, on the basis of cheap capitalism, which centres on inferior quality for low price causing the degradation of business ethics and social morality(Cheng, 2012). There is still a lot of outstanding problems in this regards and potentially hidden dangers, causing the situation to remain grim for consumers(Huang, 2014). Chinas efforts in addressing food safety have also faced complications from new environmental health hazards, such as water and soil pollution. Rice and vegetables used in the manufacture of baby formula may be contaminated by heavy metals deposits, but the clean-up process is highly expensive and may take years to complete. The consumer has thus lost a lot of confidence in domestically produced Chinese baby formula. Legal. Law enforcement is the ultimate method for food safety in China (Ni Zeng, 2009) and the legislature regarding pre-packaged baby formula consist of the need for major details to be labelled on the package, which include the following: Name, net substance, specifications and date of manufacture, Ingredients and formula detailing, Producer name, contact data and address, Shelf life, Item standards code, Storage prerequisites, Generic name of the substances added as controlled by national measures; License Number of production, and Other data that must be demonstrated as per relevant laws, controls, and nourishment security norms (GAIN, 2015). A recording system is also expected to be maintained by producers to keep a record of the supply and the examination of food ingredients, related products and additives. Such record is expected to be kept for 6 months after the date of expiration of the relevant food products, or for 2 years if the date of the expiration date is unspecified. An importer of baby formula has to be recorded with the General Administration of Quality Supervision, Inspection and Quarantine (Sim Yang, 2016). A key revision has also been to the law, stating that formula, ingredients, additives, and labels of baby formula have to be recorded with Food and Drug Administrators of the provincial level. The formulas must also be registered with China Food and Drug Administration. Reports and different materials demonstrating the production procedure and security of the recipe must be submitted for formula enrolment. Baby formula equivalents that are made abroad and imported into China must not be repackaged for import purposes. For producers of baby formula, the same recipe can't be utilised under different brand names. External Analysis of the Company The following consists of the external analysis of the company in order to identify market opportunities and threats. 3.1 Opportunities. The baby formula industry in China is expected increase at a value of 15% CAGR (Euromonitor, 2015), owing to the relaxation of the one-child policy, the declining rate of breastfeeding due to the increase in number of working women and modern trends of urbanisation that has gripped the nation(Belasco, 2014). Illegal imports of baby formula that are unavailable in China at cheaper prices has increased the number of the private seller of imported baby formula to over 5,900 stores (Ebeijing.gov, 2015). These stores mainly sell New Zealand brands of baby formula, which shows that there is a huge demand for international brands of baby formula, especially those from Australia. Even though the offline sales of baby formula were around 11 times that of online sales during the period of September 2013-14, the sale of baby formula through e-commerce is expected to rise (EU SME Centre, 2015). In the recent future, smaller brands are forecasted to be delisted or acquired, which will reduce the barriers to entry for new entrants(Daxue Consulting, 2016). The distribution channels for baby formula are also going to become more in number with the increase in e-commerce platforms, super/hypermarkets, convenience/retail stores, and specific baby stores. Chinese parents also prefer international baby formula over domestic players owing to their bad reputation (Daxue Consulting, 2016). Consumers are willing to pay a premium, which shows the increasing popularity of imported baby formula. 3.2 Threats. China's baby formula business sector is immense and developing, with aggregate sales growth of 25% in 2012 to achieve RMB 77 billion ($12.55 billion USD). The territory is home to around 130 domestic baby formula organisations, creating around 600,000 tonnes of baby formula on a yearly basis (GAIN, 2013). In any case, the manufacturers are attempting to rival established foreign players. Presently, foreign organisations represent as much as half of the main 10 dealers of baby formula, which displays large-scale difficulties in the future for China's own baby formula makers. In 2013, among the top10 merchants of baby formula in China, 5 were from abroad, namely Nestle, International Nutrition Co., Mead Johnson, Wyeth, and Abbott which held about 34% of the baby formula market in China. This shows the extreme level of competition and the possible rivalry that can be expected for a new market entrant. The biggest possible competitor, Shanghai Wyeth Nutritional Co Ltd, was the leader of baby formula production in China with a market share of 12% in 2015 (Euromonitor, 2015). Due to the fact that it has been involved in fewer defilement cases, the company continues to establish a strong brand value and brand reputation in China. Likewise, through its premium position, the company possesses the capacity to win the trust of numerous Chinese purchasers, particularly those with solid wellbeing and health concerns. Keeping in mind the end goal to improve trust in its baby formula brands among purchasers, the company has additionally welcomed the shoppers to visit its production plant in Suzhou through a promotion scheme placed in the Huaxi Newspaper. Buyers are permitted to visit each zone of the plant, from production to final packaging. This company will thus prove to be a big threat for an MSE that is a new entrant in the domestic market. Recommendations After conducting an environmental and external analysis of the Chinese baby formula market, for an Australian SME producer of baby formula, it is evaluated that there are a host of opportunities of a global market development strategy into China, owing to the relaxation of the one-child policy, increase in demand for international brands which are considered safer and the growing purchasing power of consumers. However, the intense competition should not be overlooked since it will be difficult for a small/medium enterprise to compete with an established market leader. In this context, it is recommended that the company opt for a brown-field market entry strategy through the establishment of strategic alliances with the market leaders. This will help it to gain a foothold in its market expansion strategy and establish a dominance among foreign importers like itself. References Belasco, W. J. (2014). Appetite for change: How the counterculture took on the food industry (2nd ed.). New York: Cornell University Press. Chang, R. (2016, April 18). China Tax Rules to Cool Gray Market for Danone, A2 Baby Milk. Retrieved from Bloomberg.com: https://www.bloomberg.com/news/articles/2016-04-17/china-tax-rules-to-cool-gray-market-for-danone-a2-baby-formula Cheng, H. (2012). Cheap capitalism: A sociological study of food crime in China. British Journal of Criminology, 52(2), pp. 254-273. Daxue Consulting. (2016). The Baby Food Market in China: a valuable Industry. Retrieved from Daxue Consulting Market Research China: https://daxueconsulting.com/baby-food-market-in-china/ Ebeijing.gov. (2015). Mothers buy foreign formula online. Retrieved from Ebeijing.gov.cn: https://www.ebeijing.gov.cn/BeijingInformation/BeijingNewsUpdate/t1107974.htm EU SME Centre. (2015). The Food Beverage Market in China. China: EU SME Centre. Euromonitor. (2015). Baby Food in China. Euromonitor. GAIN. (2013). China - Peoples Republic of Chinas Baby Formula Market. China: Global Agricultural Information Network. GAIN. (2015). China - Peoples Republic of Chinas Food Safety Law (2015). China: Global Agricultural Information Network. Haenlein, O. (2015, November 4). Worldwide infant formula sales set to rocket as China ends one-child policy. Retrieved from Dairyreporter.com: https://www.dairyreporter.com/Markets/Worldwide-infant-formula-sales-set-to-rocket-as-China-ends-one-child-policy Huang, Y. (2014, July 16). The 2008 Milk Scandal Revisited. Retrieved from Forbes.com: https://www.forbes.com/sites/yanzhonghuang/2014/07/16/the-2008-milk-scandal-revisited/#14c08bf74428 Kong, D. (2012). Does corporate social responsibility matter in the food industry? Evidence from a nature experiment in China. Food Policy, 37(3), pp. 323-334. Lynch, J., Wen, P. (2016, April 14). China tightens infant formula regulations. Retrieved from The Sydney Morning Herald: https://www.smh.com.au/business/china-tightens-infant-formula-regulations-20160413-go5x5g.html Medline Plus. (2015, November 05). Infant formulas - overview. Retrieved from Medline Plus Medical Encyclopedia: https://medlineplus.gov/ency/article/002447.htm Ni, H. G., Zeng, H. (2009). Law enforcement is key to China's food safety. Environmental Pollution, 157(7), pp. 1990-1992. Osawa, J., Carew, R. (2015, November 15). Chinese Baby-Goods Market Grows Up Fast. Retrieved from The Wall Street Journal: https://www.wsj.com/articles/infant-formula-baby-business-in-china-is-growing-up-fast-1447619404 Sevenich, R., Kleinstueck, E., Crews, C., Anderson, W., Pye, C., Riddellova, K., . . . Knorr, D. (2014). Highà ¢Ã¢â€š ¬Ã‚ Pressure Thermal Sterilization: Food Safety and Food Quality of Baby Food Puree. Journal of food science, 79(2), pp. M230-M237. Sim, A., Yang, Y. (2016, April 19). China: An Overview of the New Food Safety Law. Retrieved from Foodsafetymagazine.com: https://www.foodsafetymagazine.com/enewsletter/china-an-overview-of-the-new-food-safety-law/ U.S. Food and Drug Administration. (2015, May 06). Questions Answers for Consumers Concerning Infant Formula. Retrieved from People At Risk of Foodborne Illness: https://www.fda.gov/Food/FoodborneIllnessContaminants/PeopleAtRisk/ucm108079.htm#1 Whitehead, R. J. (2015, November 30). China drives global baby food growth. Retrieved from Foodnavigator-asia.com: https://www.foodnavigator-asia.com/Markets/China-drives-global-baby-food-growth

Kirchhoffs Current Law Essay Example

Kirchhoffs Current Law Paper In 1845, a German physicist, Gustav Kirchoff developed a pair or set of rules or laws which deal with the conservation of current and energy within electrical circuits. These two rules are commonly known as: Kirchoffs Circuit Laws with one of Kirchof’s laws dealing with the current flowing around a closed circuit, Kirchoffs Current Law, (KCL) while the other law deals with the voltage sources present in a closed circuit, Kirchoffs Voltage Law, (KVL). Kirchoff’s first law that is KCL states that the total current or charge entering a junction or node is exactly equal to the charge leaving the node as it has no other place to go except to leave, as no charge is lost within the node. In other words the algebraic sum of all the currents entering and leaving a node must be equal to zero. This idea by Kirchoff is commonly known as the Conservation of Charge. The term node in an electrical circuit generally refers to a connection or junction of two or more current carrying paths or elements such as cables and components. Also for current to flow either in or out of a node a closed circuit path must exist. We can use Kirchoffs current law when analyzing parallel circuits.  Kirchoff’s second law that is KVL states that in any closed loop network, the total voltage around the loop is equal to the sum of all the voltage drops within the same loop which is also equal to zero. In other words the algebraic sum of all voltages within the loop must be equal to zero. This idea by Kirchoff is known as the Conservation of Energy. Comment: All the value of result in the experiment was awfully close to the theoretical value and therefore, in this part of the experiment it shows that the KVL and KCL are true and can be applied. We will write a custom essay sample on Kirchhoffs Current Law specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Kirchhoffs Current Law specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Kirchhoffs Current Law specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Discussion 1. From experiment Part A,B,and C we had Vsupply = 10.02 V .An error was occurred because Vsupplys should 10.0 v.This is because the instrumental error was occurred.So,to overcome this problem,the students should be able use the instrument correctly and the technician should keep instrument optimized.When we doing practical for part A ,we\does not have many problem ,this because the objective for this experiment we have absolutely achieve . But absolute error was occurred.For the example,experiment A set 1 an absolute error was occurred,Absolute error is different between the expected value and the measured value. e= Yn- Xn where e=absolute error  Yn= expected value  Xn=measured value  e=10.02-10.0  =0.02v  Error in percentage:  % error= e/Yn (100) = 0.02/10.02 (100) = 1.99%  2.Beside that, when we run our experiment, we always have different thinking to get better result.Thus, the gross error was occurred. Example, we have incorrect reading when we measured the multimeter. Also, parallax error should be taken into consideration. Parallax error is the error that human make when taking a reading from any device where our eyes are not perpendicular to the scale reading. To overcome this problem, we carefully read the scale reading to minimize any fault.  3.Next, the problem that our group have come to face is incorrect reading of the multimeter, voltmeter and ammeter. We suspected that the fault was caused by the instrument itself. To overcome this problem, we take at least three separate reading to obtain better reading.  Conclusion  From the experiment that we had conducted, we had practically use Kirchoff Law to determine the voltage drop, voltage supplied, current for each resistor in series and parallel circuit. References http://www.electronics-tutorials.ws/dccircuits/dcp_4.html

Flight and The Snake by John Steinbeck Essay Example

Flight and The Snake by John Steinbeck Paper John Steinbeck is a well-known author who was born in Salinas, California in 1902. The town of Salinas later became the setting of many of his stories, includingâ€Å"Flight† and â€Å"The Snake†, which were short stories in the Long Valley. Steinbeck was well known for his writing style. He was a master of imagery and symbolism, and he made sure the reader had a clear picture of what he was writing. In â€Å"Flight† and â€Å"The Snake† he uses animal references for the main characters, Pepe in â€Å"Flight† and the mysterious woman in â€Å"The Snake†. Besides those references, both stories use color symbolism to describe the character and setting. Both Stories also indicate what happens when an individual is stripped of what they are, either material or psychological. Using these references and symbols makes the readers think more deeply into the story. Even though both stories use similar references and symbolism, the two stories are comp letely different. Many interpretations have been given to both stories so many people will have different opinions on what these two stories mean. As with Steinbeck’s other writings, both â€Å"Flight† and â€Å"The Snake† take place in Salinas, California, one setting out in the Torres ranch and the other setting in a laboratory.â€Å"Flight† tells a tale of an unprepared youth’s failure to achieve maturity (Placentino, 1980) and â€Å"The Snake† tells a story about a Marine Biologist meeting a mysterious woman and what effect she has on him. Animal imagery is used throughout both stories. In â€Å"Flight†, Steinbeck describes Pepe as having as having â€Å"sharp Indian cheekbones and his â€Å"eagle nose†, suggesting his primitive animal-like nature (Placentino, 1980). Snake references are also used for Pepe as when he throws his knife, his wrist â€Å"flicked like a head of a snake† (Placentino, 1980).Similarly, in â€Å"The Snake†, the mysterious woman is described as being snakelike, swaying back an We will write a custom essay sample on Flight and The Snake by John Steinbeck specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Flight and The Snake by John Steinbeck specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Flight and The Snake by John Steinbeck specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Sauroposeidon - Facts and Figures

Sauroposeidon - Facts and Figures Name: Sauroposeidon (Greek for Poseidon lizard); pronounced SORE-oh-po-SIDE-on Habitat: Woodlands of North America Historical Period: Middle Cretaceous (110 million years ago) Size and Weight: About 100 feet long and 60 tons Diet: Plants Distinguishing Characteristics: Extremely long neck; massive body; small head About Sauroposeidon For years, pretty much all we knew about the fancifully named Sauroposeidon derived from a handful of cervical vertebrae (neck bones) unearthed in Oklahoma in 1999. These arent just your garden-variety vertebrae, thoughjudging by their massive size and weight, its clear that Sauroposeidon was one of the largest herbivorous (plant-eating) dinosaurs that ever lived, outclassed only by the South American Argentinosaurus and its fellow North American cousin Seismosaurus (which may well have been a species of Diplodocus). A few other titanosaurs, like Bruthathkayosaurus and Futalongkosaurus, may also have outclassed Sauroposeidon, but the fossil evidence attesting to their size is even more incomplete. In 2012, Sauroposeidon underwent a resurrection of sorts when two other (equally poorly understood) sauropod specimens were synonymized with it. The scattered fossils of Paluxysaurus and Pleurocoelus individuals, discovered near the Paluxy River in Texas, were assigned to Sauroposeidon, with the result that these two obscure genera may one day be synonymized themselves with the Poseidon Lizard. (Ironically, both Pleurocoelus and Paluxysaurus have served as the official state dinosaur of Texas; not only may these be the same dinosaur as Sauroposeidon, but all three of these sauropods may also have been the same as Astrodon, the official state dinosaur of Maryland. Isnt paleontology fun?) Judging from the still-limited evidence available, what set Sauroposeidon apart from other enormous, elephant-legged, small-brained sauropods and titanosaurs was its extreme height. Thanks to its unusually long neck, this dinosaur may have towered 60 feet into the skyhigh enough to peek into a sixth-floor window in Manhattan, if any office buildings had existed during the middle Cretaceous period! However, its unclear if Sauroposeidon actually held its neck to its full vertical height, as this would have placed enormous demands on its heart; one theory is that it swept its neck and head parallel to the ground, sucking up low-lying vegetation like the hose of a giant vacuum cleaner. By the way, you may have seen an episode of the Discovery Channel show Clash of the Dinosaurs stating that Sauroposeidon juveniles grew to huge sizes by eating insects and small mammals. This is so far from accepted theory that it seems to have been completely made up; to date, theres absolutely no evidence that sauropods were even partly carnivorous. There is, however, some speculation that prosauropods (the distant Triassic ancestors of the sauropods) may have pursued omnivorous diets; perhaps a Discovery Channel intern got his research mixed up! (Or perhaps the same TV network that enjoys making up facts about Megalodon simply doesnt care whats true and whats false!)

Criminal and Civil Litigation Essay Example | Topics and Well Written Essays - 1500 words

Criminal and Civil Litigation - Essay Example The scenario of Foster and Powell falls under the Anti-Trust laws. The Civil Litigation Process has the following stages a) Stages of Civil Litigation i) Issuing the Statement of Claim; the litigation process always starts with issuing a statement setting out facts and legal grounds supporting the Plaintiff’s claim against the defendant (The Law Society, 2012). ii) Replying to the statement of defense; the moment the Defense has been submitted to the Plaintiff, the Plaintiff has a chance to reply the statement of defense. iii) Affidavit of Documents; this process is always after all parties have received their claims; for instance at this stage the parties will prepare, swear and serve their Affidavit of Document (Heydary Hamilton PC, 2011). This is a sworn document containing all the documents that each party has in possession and are relevant for the litigation process between the parties. In the case of Foster where we have a disputed contract, the documents required are a copy of the contract, and letters between the parties must and should be included in the Affidavit of Documents (The Law Society, 2012). ... or Discovery; in case the parties are unable to clear their differences at the mediation meeting, the lawyers of the Plaintiff get an opportunity to ask defendants questions under oath and vice-versa (Heydary Hamilton PC, 2011). vi) Undertakings and Motions before trial; during the examination for discovery stage, some information especially of the party answering questions may not be readily available. Given this situation, parties can provide answers and copies of the missing documents following the discovery (Heydary Hamilton PC, 2011). On agreement to do this, the parties are given an undertaking. However, if a party refuses to comply with the undertaking he is likely to face punishment of a Judge or Master. vii) Trial Scheduling Court; after all refusals and undertakings have been dealt with, the litigants will attend in front of a Judge to get a trial date. With regard to the simplicity or complexity and length of trial, will determine how fast the litigants can have their matt ers resolved (Heydary Hamilton PC, 2011). viii) Settlement Conference; this occurs before trial and is always before the Judge. Normally, the settlement conference takes place after all parties have agreed to go to trial and hence they will be possessing documents that they will be relying on together with reports from their respective experts (Heydary Hamilton PC, 2011). ix) Trial; in many cases, litigation cases do not reach the trial stage as it is expensive and hence majority of litigation disputes are resolved early enough. However, if the disputes are not resolved early, then the trial is inevitable (Heydary Hamilton PC, 2011). The trial stage is the last step in litigation. b) i) Application made in case of the missing agreement The dispute between Foster and Powell, if Foster

Internet Security Essay Example | Topics and Well Written Essays - 1750 words

Internet Security - Essay Example For this reason, there are those small business entrepreneurs that resort to online help provisions. IT has been considered that online help provisions are much practical, more informative and more up building for those who are still starting as novice online business operators. Within the discussion that follows, presenting the different readings that might be able to support the need to understand what network security is and how free online training could help in proceeding with its application shall be better presented herein. The world of online business networking is indeed a very much inviting new arena for business owners who have both large and small scale entities which are designed to particularly generate profit for better income returns. This is especially true for small scale businesses. This is the reason why there are many individual network business establishers who are best able to consider the different possibilities of earning through online connections. How is this particularly done Through the systems of online networking, business owners are able to maintain proper contact with their clients, their possible outsourced workers and their partners from the different parts of the world. Do not be misled, yes, the business scales considered herein are those that of the small ones. Small as they are though, functioning through the internet involves several considerations upon the capability of each element of the business to perform well for its success is essential. The book of Rick Segel (2006) on The essential online solution: the five step formula for small business success mentions of the five most important considerations that online business owners should give particular attention to. According to Segel, these five steps enable even small scale business operators to gain the best out of the online networking systems that are expected to further fuel small time profit organizations towards the success that they all deserve to have (43). This is further supported by Edward Firegold (2001) as he writes about the Internet Infrastructure: a blueprint for success, the ultimate guide to understanding and delivering open source system online. Through this analysis, Firegold tries to point out the importance of using a well enabled system that would be able to support the functions of modern networking operations when it comes to business deals and transactions made and verified online. He further notes that there are certain transactions over the internet that might cause a small scale business to fail in the process of getting its clients' loyalty and trust (65). To avoid this particular matter from happening, the utilization of a user-friendly online operating system is essential (112). Surely, through adapting to a well-adjustable online operating system, even small scale business operators would be able to manage their online resources effectively. Meanwhile, Susan Payton (2009) discussed safety on online marketing procedures as she writes about the Internet marketing for entrepreneurs: using web 2.0 strategies for success [the small business management collection]. In this writing, Payton intends to show small scale busin

White Paper on the film Henry V Essay Example | Topics and Well Written Essays - 1000 words

White Paper on the film Henry V - Essay Example Setting a concrete example for this leadership is the leadership of Henry V during his term. Perhaps during his motivational rhetoric before he and his people went off to a battle what made his leadership notable. The content of his speech had a power to move or compel his member toward his vision. To scrutinize the content of his inspiring â€Å"St. Crispin† speech will help this study to understand Charismatic Leadership. Citing the reality of life and death in his speech, King Henry V’s St. Crispin’s speech appealed truthful. Thus it brought another dimension to view life, enough to motivate people to move in his direction. To have his people not to fear regarding their number, he made them realized that greater honor was waiting for the few people rather than the multitude. The share of honor in multitude will be a lesser credential than to a group of fewer people. Perhaps in his speech, King Henry V’s charisma was emphasized when he cited and imply about God’ will with his own vision and plans. This just signified humility on his part towards a more Greater Power than his own that he was acknowledging. In a study of trait of charismatic leadership done by Quarterman Lee (2008), he came up with certain descriptions to describe such kind of leaders. The descriptions will also served as categorical arrangement to analyze the context of King Henry V’s St. Crispian’s speech in this study. In order to present to people being governed a leader’s compelling vision, a certain means of transmission will be needed. Speech or rhetoric to address the people is one of those (Nelson, Megill, and McCloskey, 1987). King Henry V used a persuasive rhetoric in his St. Crispian’s Day speech. Apparently, after the speech were given, the cited expected effect of such act manifested towards King Henry V’s people. He declared that certain day to be the St. Crispian’s Day,

Improving Youth Livelihood through Institutional Support

Improving Youth Livelihood through Institutional Support Strengthening Technical, Vocational Education and Training Institutions for Improved Livelihood Skills ACRONYMS ANDP Activists Network for Disabled People AYODA Africa Youth Development Association CLHE Candle Light for Health and Education CSS Central and South Somalia DFID Department for International Development DRC Danish Refugee council DRP Disaster Recovery Plan EBT Enterprise- Based Training EC European Commission IAS International Aid Service ICRA Islamic Childrens Rescue agency IBT Institution Based Training IDPs Internally Displaced Persons IICO International Islamic Charitable Organization ILO International Labour Organization IOM International Office of Migration MOE Ministry of Education NFE Non Formal Education NGO Non-Governmental Organization PEER Regional Programme for Education in Emergencies PIDAM Puntland Institute of Development Administration and Management SCD Save the Children, Denmark SIDA Swedish International Development Cooperation Agency SOSTA Somali Skills Training Association STEO Skills Training Employment Opportunity TVE Technical and Vocational Education TVET Technical and Vocational Education Training UNCTAD United Nations Conference on Trade and Development UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Childrens Fund VTC Vocational Training Centre WFL Water for Life WFP World Food Programme WHO World Health Organization US AID US Agency for International Development Fact Sheet Somalia[1] Somalia is situated in a place where most of the bordering countries are unstable except Kenya which has also observed post election violence in December 2007. It has border with Djibouti,Kenya, YemenandEthiopia. It has been in midst of a civil war since early nineties, the civil war has disrupted livestock breeding and agriculture which are the main stay of local economy. The major reason of civil war is due to the hidden interests of business community which is benefitting from the prevailing situation and other reason is clan based conflicts which are also at large. There are three main clans â€Å"Daroud, Hawaya and Issak â€Å".Somalia had an invasion from Ethiopian forces in December 2006 but now they have also evacuated but the fight is still going on between Al-Shabab and government forces. Puntland and Somaliland regions have declared themselves to be autonomous of the federal government at Mogadishu. Important statistics are as under: Area 637,667 sq km 246,201 sq miles, semi arid, 2% arable, 1.6% water Total irrigated land 2000 sq km in 2003 Population 9,558,666 (85th[2]) Density 13/sq km (198th) 100% population belongs to Sunni Muslim branch of Islam. GDP-PPP US $ 5.575 Billion (153rd) GDP Per Capita US $ 600 (222nd) Livestock and Agriculture 65 %, Industrial Sector 10% Services Sector 25 % Exports 65% Livestock, remaining fish, hides/leather frankincense (aromatic gum)) etc Foreign Remittances US $ 2 billion/year Internet usage increased 44900% from year 2000 to 2007, highest in Africa Urbanization 8% increase per year, one of the highest in Africa, currently 34 % population lives in cities. Literacy Male: 24%, Female : 36%, 14%, 22% of Somali children are enrolled in Primary schools[3] Executive Summary There had been number of stakeholders working in the field of TVET in Somalia resulting in different policies and guidelines given by the state governments, different organizations and donor agencies according to their own mandate. There was no uniform approach being followed by different organizations working in the field of income generation and TVET activities. I felt the need to have a standardized approach for better delivery in the TVET sector. An in-depth analysis was carried out on Overview of TVET management in Somalia, study of TVET institutions, Management model, a content analysis of UNESCO PEER assisted syllabuses and review of economic sectors and recommendations made after each part of this thesis report on each of these thesis components. , For this purpose I remained in Somalia from 12 Dec 2009 till 23 Dec 2009.Detailed meetings were held to discuss, evaluate and consolidate its finding after interaction with MOE officials, VTC managers, trainers, donors and experts from relevant technical and vocational education sectors. The thesis also discussed in detail valuable contribution made in the TVET field by other stakeholders in Somalia. The existing management system of VTCs was analyzed. A workable management model for a VTC has been worked out for uniform implementation. The TVET curriculum designed by UNESCO-PEER with the help of Italian Government has been recommended to all stakeholders to be adopted as standard syllabi for entire Somalia. Finally overall analyses of the TVET situation in Somalia have been carried out to give recommendations for best possible way for improvement in this field. The need to have overall coordination between all stakeholders for TVET has been highlighted to make any intervention meaningful and effective. It is expected that based on the thesis and the recommendations Somali Education Authorities and key implementation partners regarding the appropriate strategies to be implemented for addressing the most important areas in the field of TVET. PART I 1. BACKGROUND TO THE THESIS AND VISITS TO TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES 1.1 INTRODUCTION AND BACKGROUND Technical and vocational education and training (TVET) in conflict and post conflict areas is a critical component of the socio-economic development programmes as well as a fundamental component of reintegration. Acquisition of livelihood skills results in battling poverty and social exclusion in favour of self-employment. This helps to reduce unemployment, among marginalized population in conflict and post conflict countries. TVET acts for creation of skilled manpower that becomes self-employed and thereafter creates employment opportunities within their enterprises for others. It is within this framework that UNESCO PEER and other stakeholders like Diakonia and SCD has been implementing TVET projects in Somalia with the financial support of partners mainly the EC, SCIDA, Italian and Norwegian Governments. TVET curriculum/syllabi according to the market demand, training of centre managers, instructors and provision of support materials and textbooks to vocational training centres (V TCs) and initiation of standardized assessment and certification are examples of activities undertaken by UNESCO-PEER in Somalia. The syllabi and support materials so far developed have been popular with the users and a number of countries have shown interest to adapt them through the assistance of UNESCO-PEER. Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Merka, Biadoa, Galkayo, Wajid, Kismayu, Bossaso, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft and artisan levels. These courses were properly managed by government and the youth joined these institutions and specialized in various courses that enabled them to earn a living. Most of these institutions were, however destroyed or run down during the civil war period. Consequently, the youth who dropped out of school or were never enrolled in schools at all, found themselves helpless without any livelihood skills. This problem was aggravated by returnees who also had no skills. The Ministries of Education in Puntland, Somaliland and Central South Somalia in collaboration with international agencies have played significant rolls in catering for the training needs of the youth and other vulnerable groups. 1.2 PURPOSE The main purpose is to identify and propose the best options in terms of training of youth for improving their livelihood skills through institutional development and income generation activities. The needs assessment of the VTCs was carried out to propose new skills according to the market demand. 1.3 OBJECTIVES i. To review the current approach to delivery of TVET and provide policy advice; ii. Conduct baseline study; iii. To Conduct needs assessment and skills gap analysis; iv. Review existing syllabuses developed by various stakeholders v. To study the management of the one Technical and Vocational Education Centre and on the basis of the findings recommend, the model to be applied to other TVET institutions. 1.4. SCOPE I planned to cover the whole of Somalia for my thesis but due to insecurity in the Central South Somalia, I was not cleared to go there. The research took place in the Puntland State of Somalia (PSS) and Somaliland. The research targeted the Non Formal and technical and vocational Education sub-sector using the IDPS, Refugees, Returnees, pastoral communities and ex militia as research subjects. 1.5 SIGNIFICANCE i. It will act as a catalyst for streamlining the TVET sector in Somalia. ii. The need to have better understanding of the ground realities was brought out in the study for better decision making. iii. The requirement to have a coordinated strategy in TVET field has been highlighted. Better coordination between various stakeholders will contribute to optimum utilization of available resources. iv. Will act for capacity building of MOE, VTCs and other stakeholders. 1.6. METHODOLOGY A number of meetings and visits were held with different stakeholders, NGOs and UN agencies working in the field of TVET. This was done in close collaboration with the Somali Ministries of Education at various levels, and other stakeholders involved in Vocational Education. Vocational Training Centers were visited and interaction was carried with their managers, students and trainers to find out their potential, weaknesses and requirement for upgrading and other Livelihood Skills opportunities An assessment of the job market was carried out to find out the livelihood skills required in Somalia. 1.7 VISITS TO TRAINING CENTRES AND MEETINGS WITH STAKE HOLDERS Site visits were arranged by the field staff of UNESCO PEER in consultation with the Ministries of Education in both Somaliland and Puntland. My movement was however, hampered by the adverse security environment, making it difficult to visit such places as Galkayo, in Puntland and Berbera and Burao in Somaliland. Movement in Central South Somalia remained restricted. Site visits were conducted in Bossasso, Hargeisa and Borama as shown in the table below; VISITS AND MEETINGS WITH STAKEHOLDERS REGION PLACE DATES INSTITUTIONS VISITED GAROWE 13-15 Dec 2009 Ministry of Education Garowe VTC PUNTLAND BOSSASSO 16-18 Dec 2009 1. PIDAM- Puntland Institute of Development, Administration and Management 2. Dan Door VTC 3. Bossasso College of Health Sciences 4.East Africa Fishing Factory, Tannery, Radio and Electronic repair shops 5. Telecommunications offices 6. Puntland Hospital SOMALILAND HARGEISA 18-20 Dec 2009 1. Hargeisa Training Institute 2. HAVOYOCO 3.FAO 4.I LO 5. Save the Children Denmark 6.ANDP( Activist Network for Disabled People) 7.ICRA( Islamic Children Refugee Agency BORAMA 20-22 Dec 2009 8.AYODA (AfricaYouth Development Association 9.SOSTA( Somaliland Skills Training Association) 10 Dalphis Furniture Workshop Due to security constraints the following institutions which offer technical and vocational courses could not be visited: i. SIITCO(Scientific Institute and Information Technology College) ii. BVTC( Burao Vocational Training Centre) iii. Candlelight for Health Education and Environment, iv. GAVO NGO Berbera The meeting, which took place with Director of Non Formal Education (NFE) and other officials from the Ministry of Education in Puntland[4] to discuss the TVE, was very productive. The key issues like selection criteria for the trainers and trainees, adoption of standardized curriculum developed by UNESCO-PEER through out Puntland were discussed at length. It was apparent that the government was committed to getting the TVET Policy in place, it had commissioned Save the Children Denmark which had developed a TVET policy for Puntland and Somaliland and once established, future funding by donors would need to be channeled through the MOE for effective planning and quality control by the governments. A similar visit and discussion with the senior management of the Ministry of Education in Somaliland[5] covered the strategy, policy and future planning. Unlike in Puntland, the management of TVET was being managed within institutional framework. In the course of these visits and meetings with other stakeholders, I gained detailed prevailing knowledge about the TVET and Livelihood skills among other aspects of the TVET Outcome of Field Visits to Puntland and Somaliland.  · It was felt that the MOE officials need more capacity building before they can effectively handle or deliver.  · Similarly the VTC managers and trainers though very keen would benefit from additional training and upgrading courses.  · The VTCs need to be improved in every manner, from repairs of buildings to provision of training equipment.  · The trainee students particularly the girls are very keen to proceed with TVET and would like diploma and degree courses to begin as soon as possible.  · The UNESCO-PEER worked curriculum has been adopted by Somaliland with Puntland taking time to implement it due to various constraints. Trainees eager to learn new skills PART II 2 OVERVIEW OF THE MANAGEMENT AND DELIVERY OF TVET 2.1 DEFINITION OF TVET AND BENEFICIARIES According to the Guidelines issued jointly by UNESCO and ILO and adopted by UNESCO General Conference at its 31 Session in 2001 and recommended for implementation by countries according to their socio-economic status, [6]TVET (Technical and vocational education and training) is defined accordingly as â€Å"a study of technologies and related sciences, and the acquisition of knowledge, skills and attitudes related to occupation in various sectors of economic and social life.† It approaches the target beneficiaries to gain quality training which can bring stability and prosperity in their lives through income generation activities. In the Somalia context, the beneficiaries of training for occupational fields, alleviation of poverty and empowerment include; out of school youth due to drop out, demobilized soldiers, returnees, disabled persons, young adults of 18-24 years, girls and women heads of households whose husbands have either fled the country or killed in civil strive, refugees and secondary school leavers. These categories of Somali nationals benefit from interventions organized by international and local non governmental organizations, UN agencies and donor communities 2.2 INSTITUTIONAL FRAMEWORK IN THE MANAGEMENT OF TVET Organizationally, in both Somaliland and Puntland, TVET is regarded as part and parcel of Non Formal Education and is headed by a Director of Non Formal Education in the same way Formal Education is headed by a Director. It was not possible for me to establish whether similar arrangement exists in Central South Somalia. The TVET institutions in both Somaliland and Puntland are understaffed. Through National and Regional Councils for technical and vocational education training, the units are expected to: i) Plan and coordinate TVE Programmes, monitor supply and demand for goods and services, knowledge and skills in demand and approve new TVE Programmes, ii) Provide a sound financial framework in which TVE costs are shared among the government, industry, community and the trainees; iii) Establish a quality assurance mechanism that should enable the units to direct the following aspects of the TVET programme: Ø Quality admission criteria and standards which should be reviewed and evaluated periodically Ø Acceptable quality of curriculum and teaching materials Ø Acceptable ratio of teaching and training staff to learners Ø Staff qualifications Ø Physical facilities and layout Ø Quality and type of equipment Ø Trainee qualification requirement A theoretical organizational frame work is reflected in the organizational chart below Source; MINISTRY OF EDUCATION IN SOMALILAND[7] The units are constrained by the following factors: * Understaffing of the units makes implementation of the above functions difficult * Management and implementation of TVET is decentralized and left in the hands of various stakeholders including UN agencies, NGOs and Government institutions. The State Governments do not have the resources to run these institutions in an efficient manner. This state of affairs makes the management and control of standards difficult in a situation where implementation may be determined by donor interest. The institutions lack strategies for sustainability. 2.3 INTERVENTION STRATEGIES From the discussions held between me and the Ministries of Education, some UN agencies and international and local NGOs, the following intervention strategies in Somalia were mentioned:[8] Programme proposals are developed by UN agencies and other stakeholders and their viability discussed with the local authorities who sign letters of agreement with the stakeholders defining their respective responsibilities; Multi-sectoral approach, where organizations form themselves into a consortium to implement certain programme activities or UN agencies in strategic partnerships Area-based approach in which local administrators are beneficiaries and act as beneficiaries and implementing partners at the same time Specific capacity building activities with local institutions During the various meetings and discussions, it was observed that no home grown interventions initiated by local authorities and implemented jointly with willing donors. 2.4 TVET DELIVERY STRATEGIES The methods of delivery of TVE in Somaliland and Puntland are still predominantly either IBT, Institutional based training, through full time training in establishments or EBT, Enterprise based training, in business establishments. The main differences being as shown in the table below TABLE 3 COMPARISON OF IBT AND EBT TRAINING MODELS Centre-Based Training Mode Enterprise-Based Training Mode 1. Recruitment of Trainees 2. Training in theory, practical and entrepreneurship (6 Months) 3.Industrial attachment (2 months) and contracts 4.Assessment of skills and products 5.Centre-based Certification 1. Conducting Training needs assessment 2.Designing appropriate syllabus 3. Recruitment and selection of trainees 4. Identification recruitment of host trainers 5. Training (8 Months) 6. Work-based self employment programmes 7. Enterprise-Based Assessment and Certification Source: Summarized from discussions with training management Discussions with some stakeholders and previous studies by UNDP[9] cited the following constraints in the EBT mode of training * It takes too long to conduct needs assessment and design tailor made courses for enterprise-based training * Limited resources and lack of program sustainability on the part of EBT due high cost of machines * Conflict between trainee needs and customer needs, the latter tend to command priority * Limited training capacity in the both personnel and learning space by trainee While institutional based training organized on full time basis requires a lot of resources and may ensure quality training, EBT comes in handy due to tailor made course. Full time institutional training may lock out young adults and working populations that need to study part time. RECOMMENDATIONS I. As a matter of policy , it is recommended that training institutions and the governments in Somalia consider adopting flexible modes of delivery based on part time participation, involving work and training as follows: a) Day release system-in which workers attend an educational or training establishment for agreed period in a week b) Sandwich system where learners-alternate between educational institution and firm, factory or other establishment c) Block release workers are released to attend a specific programme for a specified period. d) Open and distance education programme by correspondence 1. Local authorities in Somalia should be actively involved in designing home grown projects that address local need. 2. The governments and other agencies should work closely with host trainers for better standard of training through financial and material support including training and certification personnel. 3. Due to possible conflict of interest, local personnel who are identified beneficiaries should not act as implementing partners at the same time. PART III 3.0 STUDY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES In order to conduct a base line study of the institutions visited and those which were not visited, a questionnaire was used and covered the following aspects. There was another detailed questioner of 15 pages which was used to collect the data and was sent to Prof Kim for review Name of the institution Number of trainees enrolled in each course Number of instructors in each course Qualification of instructors in each course. Machines available Training aids available New trades in demand New training aids / machines required? Trainees ending the course The employment status of former trainees Water, Electricity, Toilets Overall environment of education within the institutions Political stability, law order and other conditions required for education The majority of TVET centres did not provide the information required partly due to the limited time available to me necessitating obtaining some of the information online. Most of the information requested was not available online from most of the TVET centres but it was possible to obtain the information in the table below on the trades offered in the following institutions; TABLE 3 TVET COURSES OFFERED TVET CENTRE YEAR FOUNDED OWNERSHIP TRADES OFFERED Havoyoco VTC 1998 NGO-Horn of Africa Voluntary Youth Committee formed in 1992 (Havoyoco) Centre- Based Vocational skills training in i) Woodwork (joinery and fitting) ii) Electricity iii) Metal work iv) Masonry v) Computer Studies vi) Garment making vii) Office Management Basic Literacy and Numeracy Enterprise-Based Vocational Training. Amoud Vocational Centre for Agricultural Technology and Environment (AVOCATE) 1998 Government- Ministry of Education i) General agriculture ii) Animal Husbandry iii) Food Processing iv) Marketing Burao Vocational Training Centre 1998 NGO-Candle Light for Health and Education (CLHE) i) Accounting ii) Computer Studies iii) Typing iv) Secretarial Studies v) Plumbing vi) Basic Literacy and Numeracy Berbera Port Vocational Training Centre 1996 Government-Port Authority/ UNDP Port Related Technical Skills i) Cargo handling equipment ii) Power supply and illumination iii) Diesel mechanic iv) Machinist course Other Technical courses i) Motor vehicle mechanic ii) Plumbing and pipe fitting/welding iii) Auto Mobile electrician course iv) General Electrician (house wiring) v) Woodwork vi) Computer hardware and maintenance Office-related Skills i) Secretarial Studies ii) Personnel Management iii) Business Accounting iv) Cost Accounting v) Business Management vi) Computer Applications Dan Dor Vocational Training Centre 2001 NGO-Dan Dor (Direct Aid to Nature Development Organization) i) Woodwork ii) Electricity iii) Metal work iv) Garment making v) Auto Mechanics Bossasso Port Training Centre 1996 Government in conjunction with Bossasso Port Authority i) Financial Accounting I ii) Financial Accounting II iii) Cost accounting II iv) Management Accounting v) Business Mathematics and Statistics vi) Business Law vii) Basic Economics IV viii) Computer Application ix) Management Principles Source: Information gathered from the field[10] The trades offered in the following established training centres are analyzed to illustrate vocational demand for some of the courses offered. TABLE 3.1 SKILLS OFFERED IN HARGEISA AND BOSSASO TECHNICAL INSTITUTES HARGEISA T I BOSSASSO TI Skills offered Skills requested Skills offered Skills requested Syllabuses developed by UNESCO Electricity Automobile repair training Electricity and cooling system Nursing and Midwifery Agriculture Plumbing Metal work fabrication Fisheries Beauty Saloon Basic Accounting II Carpentry Electronic equipment repair Plumbing Masonry Basic Accounting I Masonry Carpentry Computer Studies II Computer/IT painting and Art Computer Studies I Commerce Building and construction Carpentry and Joinery Secretarial Studies Electrical Installation Logistics and Storekeeping Garment Making ICT Hospitality Operations II Garment making Hospitality Operations Masonry Metal Fabrication Plumbing II Plumbing III Source: Data collected during the field visits UNESCO PEER developed syllabuses to meet demand but the following can be observed from this table: 1. According to the need of the market following subjects were developed in the two training institution not covered by UNESCO[11] a) Automobile repair b) Commerce c) Electricity and cooling system d) Fisheries e) Painting and Art 2. There is demand which has not been met in the following fields: a) Nursing and midwifery b) Beauty Salooning 3. In the UNESCO PEER study of 2002[12] demand was expressed for the following fields: a) Business adminstration b) Import Export management c) Vetrinary d) Well Engineering e) Salesmanship f) Natural resources management 4. Demand is determined by the following factors: a) Environment activity; pastorists need vetrinary services, communities near the sea and river valleys require fishing techniques and those in dry and arid areas require well engineering while farming communities will go for Agriculture. b) Skills in the market for formal employment c) Skills for self employment. d) Traditional trades such as carpentry, masonry,electrical installation and garment making seem to enjoy popularity but the new ones are yet to have a foothold in livelihood skills. 5. From the baseline study information received and discussions with stakeholders analyzed, the following situation still prevails in the Sub-sector: a) Somalia is fit for intervention in almost all fields of livelihood and skills development. The best way to intervene is through development of skills through TVET. This is the shortest way to both becoming self earning or getting a job opportunity. b) The TVET centres still lack qualified trainers, training equipment and text books in relevant TVET programmes Some of the available text books are still written in English and due to the low academic level of trainees, they cannot use books effectively while Somali translation versions do not exist c) The standard curriculum developed by UNESCO-PEER needs to be adopted in all VTCs in order to have a common syllabi. It will also help to determine a common grading system and the quality of the grading system will improve. RECOMMENDATIONS 1. Planning for higher levels courses needs to be done for enhancing management, administrative and technical skills of the VTC managers and business executives by stakeholders. The following subjects which have been identified as creating skill gaps and which by their very nature should be used in regular full time training institutions be developed by UNESCO PEER which has accumulated experience in this area: a) Business Administration b) Import Export Management c) Veterinary d) Natural Resources Management e) Well Engineering f) Automobile repair g) Commerce h) Salesmanship 3. Issues related to management and inadequate facilities are taken up by institutional managers, who should develop master plans for these institutions with a view to making them sustainable. 4. TVET managers should work out a mechanism for getting some of the textbooks in specified courses translated to facilitate their use by trainees PART IV 4. INVOLVEMENT OF STAKEHOLDERS IN CAPACITY BUILING AND OTHER ACTIVITIES IN SOMALIA. A number of donor organizations, UN agencies and local and international non governmental organizations are active in supporting capacity building and other activities in Somalia. The information summarizes interventions and achievements. Some of the agencies may wish to partner with others for implementation of programmes. Due to time constraint, and insecurity mainly in Central south Somalia, this information was obtained partly online in order to ensure accuracy of what is reported. These activities for these organizations are summarized in the table below and reported in detail after the table. TABLE 4 ORGANIZATIONS ACTIVE IN TVET IN SOMALIA ORGANIZATION PROGRAMME LOCATION TARGET GROUP RESULTS Present status UNDP Recovery and sustainable livelihood program- agriculture based skills CSS in middle Shabelle IDPS 3300 trained in Agriculture and book keeping skill 1350 are in gainful employment Consortium headed by SCD PETT Project Northern Somalia Youth, girls, women and other vulnerable groups 5500 trained in various vocatio Improving Youth Livelihood through Institutional Support Improving Youth Livelihood through Institutional Support Strengthening Technical, Vocational Education and Training Institutions for Improved Livelihood Skills ACRONYMS ANDP Activists Network for Disabled People AYODA Africa Youth Development Association CLHE Candle Light for Health and Education CSS Central and South Somalia DFID Department for International Development DRC Danish Refugee council DRP Disaster Recovery Plan EBT Enterprise- Based Training EC European Commission IAS International Aid Service ICRA Islamic Childrens Rescue agency IBT Institution Based Training IDPs Internally Displaced Persons IICO International Islamic Charitable Organization ILO International Labour Organization IOM International Office of Migration MOE Ministry of Education NFE Non Formal Education NGO Non-Governmental Organization PEER Regional Programme for Education in Emergencies PIDAM Puntland Institute of Development Administration and Management SCD Save the Children, Denmark SIDA Swedish International Development Cooperation Agency SOSTA Somali Skills Training Association STEO Skills Training Employment Opportunity TVE Technical and Vocational Education TVET Technical and Vocational Education Training UNCTAD United Nations Conference on Trade and Development UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Childrens Fund VTC Vocational Training Centre WFL Water for Life WFP World Food Programme WHO World Health Organization US AID US Agency for International Development Fact Sheet Somalia[1] Somalia is situated in a place where most of the bordering countries are unstable except Kenya which has also observed post election violence in December 2007. It has border with Djibouti,Kenya, YemenandEthiopia. It has been in midst of a civil war since early nineties, the civil war has disrupted livestock breeding and agriculture which are the main stay of local economy. The major reason of civil war is due to the hidden interests of business community which is benefitting from the prevailing situation and other reason is clan based conflicts which are also at large. There are three main clans â€Å"Daroud, Hawaya and Issak â€Å".Somalia had an invasion from Ethiopian forces in December 2006 but now they have also evacuated but the fight is still going on between Al-Shabab and government forces. Puntland and Somaliland regions have declared themselves to be autonomous of the federal government at Mogadishu. Important statistics are as under: Area 637,667 sq km 246,201 sq miles, semi arid, 2% arable, 1.6% water Total irrigated land 2000 sq km in 2003 Population 9,558,666 (85th[2]) Density 13/sq km (198th) 100% population belongs to Sunni Muslim branch of Islam. GDP-PPP US $ 5.575 Billion (153rd) GDP Per Capita US $ 600 (222nd) Livestock and Agriculture 65 %, Industrial Sector 10% Services Sector 25 % Exports 65% Livestock, remaining fish, hides/leather frankincense (aromatic gum)) etc Foreign Remittances US $ 2 billion/year Internet usage increased 44900% from year 2000 to 2007, highest in Africa Urbanization 8% increase per year, one of the highest in Africa, currently 34 % population lives in cities. Literacy Male: 24%, Female : 36%, 14%, 22% of Somali children are enrolled in Primary schools[3] Executive Summary There had been number of stakeholders working in the field of TVET in Somalia resulting in different policies and guidelines given by the state governments, different organizations and donor agencies according to their own mandate. There was no uniform approach being followed by different organizations working in the field of income generation and TVET activities. I felt the need to have a standardized approach for better delivery in the TVET sector. An in-depth analysis was carried out on Overview of TVET management in Somalia, study of TVET institutions, Management model, a content analysis of UNESCO PEER assisted syllabuses and review of economic sectors and recommendations made after each part of this thesis report on each of these thesis components. , For this purpose I remained in Somalia from 12 Dec 2009 till 23 Dec 2009.Detailed meetings were held to discuss, evaluate and consolidate its finding after interaction with MOE officials, VTC managers, trainers, donors and experts from relevant technical and vocational education sectors. The thesis also discussed in detail valuable contribution made in the TVET field by other stakeholders in Somalia. The existing management system of VTCs was analyzed. A workable management model for a VTC has been worked out for uniform implementation. The TVET curriculum designed by UNESCO-PEER with the help of Italian Government has been recommended to all stakeholders to be adopted as standard syllabi for entire Somalia. Finally overall analyses of the TVET situation in Somalia have been carried out to give recommendations for best possible way for improvement in this field. The need to have overall coordination between all stakeholders for TVET has been highlighted to make any intervention meaningful and effective. It is expected that based on the thesis and the recommendations Somali Education Authorities and key implementation partners regarding the appropriate strategies to be implemented for addressing the most important areas in the field of TVET. PART I 1. BACKGROUND TO THE THESIS AND VISITS TO TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES 1.1 INTRODUCTION AND BACKGROUND Technical and vocational education and training (TVET) in conflict and post conflict areas is a critical component of the socio-economic development programmes as well as a fundamental component of reintegration. Acquisition of livelihood skills results in battling poverty and social exclusion in favour of self-employment. This helps to reduce unemployment, among marginalized population in conflict and post conflict countries. TVET acts for creation of skilled manpower that becomes self-employed and thereafter creates employment opportunities within their enterprises for others. It is within this framework that UNESCO PEER and other stakeholders like Diakonia and SCD has been implementing TVET projects in Somalia with the financial support of partners mainly the EC, SCIDA, Italian and Norwegian Governments. TVET curriculum/syllabi according to the market demand, training of centre managers, instructors and provision of support materials and textbooks to vocational training centres (V TCs) and initiation of standardized assessment and certification are examples of activities undertaken by UNESCO-PEER in Somalia. The syllabi and support materials so far developed have been popular with the users and a number of countries have shown interest to adapt them through the assistance of UNESCO-PEER. Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Merka, Biadoa, Galkayo, Wajid, Kismayu, Bossaso, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft and artisan levels. These courses were properly managed by government and the youth joined these institutions and specialized in various courses that enabled them to earn a living. Most of these institutions were, however destroyed or run down during the civil war period. Consequently, the youth who dropped out of school or were never enrolled in schools at all, found themselves helpless without any livelihood skills. This problem was aggravated by returnees who also had no skills. The Ministries of Education in Puntland, Somaliland and Central South Somalia in collaboration with international agencies have played significant rolls in catering for the training needs of the youth and other vulnerable groups. 1.2 PURPOSE The main purpose is to identify and propose the best options in terms of training of youth for improving their livelihood skills through institutional development and income generation activities. The needs assessment of the VTCs was carried out to propose new skills according to the market demand. 1.3 OBJECTIVES i. To review the current approach to delivery of TVET and provide policy advice; ii. Conduct baseline study; iii. To Conduct needs assessment and skills gap analysis; iv. Review existing syllabuses developed by various stakeholders v. To study the management of the one Technical and Vocational Education Centre and on the basis of the findings recommend, the model to be applied to other TVET institutions. 1.4. SCOPE I planned to cover the whole of Somalia for my thesis but due to insecurity in the Central South Somalia, I was not cleared to go there. The research took place in the Puntland State of Somalia (PSS) and Somaliland. The research targeted the Non Formal and technical and vocational Education sub-sector using the IDPS, Refugees, Returnees, pastoral communities and ex militia as research subjects. 1.5 SIGNIFICANCE i. It will act as a catalyst for streamlining the TVET sector in Somalia. ii. The need to have better understanding of the ground realities was brought out in the study for better decision making. iii. The requirement to have a coordinated strategy in TVET field has been highlighted. Better coordination between various stakeholders will contribute to optimum utilization of available resources. iv. Will act for capacity building of MOE, VTCs and other stakeholders. 1.6. METHODOLOGY A number of meetings and visits were held with different stakeholders, NGOs and UN agencies working in the field of TVET. This was done in close collaboration with the Somali Ministries of Education at various levels, and other stakeholders involved in Vocational Education. Vocational Training Centers were visited and interaction was carried with their managers, students and trainers to find out their potential, weaknesses and requirement for upgrading and other Livelihood Skills opportunities An assessment of the job market was carried out to find out the livelihood skills required in Somalia. 1.7 VISITS TO TRAINING CENTRES AND MEETINGS WITH STAKE HOLDERS Site visits were arranged by the field staff of UNESCO PEER in consultation with the Ministries of Education in both Somaliland and Puntland. My movement was however, hampered by the adverse security environment, making it difficult to visit such places as Galkayo, in Puntland and Berbera and Burao in Somaliland. Movement in Central South Somalia remained restricted. Site visits were conducted in Bossasso, Hargeisa and Borama as shown in the table below; VISITS AND MEETINGS WITH STAKEHOLDERS REGION PLACE DATES INSTITUTIONS VISITED GAROWE 13-15 Dec 2009 Ministry of Education Garowe VTC PUNTLAND BOSSASSO 16-18 Dec 2009 1. PIDAM- Puntland Institute of Development, Administration and Management 2. Dan Door VTC 3. Bossasso College of Health Sciences 4.East Africa Fishing Factory, Tannery, Radio and Electronic repair shops 5. Telecommunications offices 6. Puntland Hospital SOMALILAND HARGEISA 18-20 Dec 2009 1. Hargeisa Training Institute 2. HAVOYOCO 3.FAO 4.I LO 5. Save the Children Denmark 6.ANDP( Activist Network for Disabled People) 7.ICRA( Islamic Children Refugee Agency BORAMA 20-22 Dec 2009 8.AYODA (AfricaYouth Development Association 9.SOSTA( Somaliland Skills Training Association) 10 Dalphis Furniture Workshop Due to security constraints the following institutions which offer technical and vocational courses could not be visited: i. SIITCO(Scientific Institute and Information Technology College) ii. BVTC( Burao Vocational Training Centre) iii. Candlelight for Health Education and Environment, iv. GAVO NGO Berbera The meeting, which took place with Director of Non Formal Education (NFE) and other officials from the Ministry of Education in Puntland[4] to discuss the TVE, was very productive. The key issues like selection criteria for the trainers and trainees, adoption of standardized curriculum developed by UNESCO-PEER through out Puntland were discussed at length. It was apparent that the government was committed to getting the TVET Policy in place, it had commissioned Save the Children Denmark which had developed a TVET policy for Puntland and Somaliland and once established, future funding by donors would need to be channeled through the MOE for effective planning and quality control by the governments. A similar visit and discussion with the senior management of the Ministry of Education in Somaliland[5] covered the strategy, policy and future planning. Unlike in Puntland, the management of TVET was being managed within institutional framework. In the course of these visits and meetings with other stakeholders, I gained detailed prevailing knowledge about the TVET and Livelihood skills among other aspects of the TVET Outcome of Field Visits to Puntland and Somaliland.  · It was felt that the MOE officials need more capacity building before they can effectively handle or deliver.  · Similarly the VTC managers and trainers though very keen would benefit from additional training and upgrading courses.  · The VTCs need to be improved in every manner, from repairs of buildings to provision of training equipment.  · The trainee students particularly the girls are very keen to proceed with TVET and would like diploma and degree courses to begin as soon as possible.  · The UNESCO-PEER worked curriculum has been adopted by Somaliland with Puntland taking time to implement it due to various constraints. Trainees eager to learn new skills PART II 2 OVERVIEW OF THE MANAGEMENT AND DELIVERY OF TVET 2.1 DEFINITION OF TVET AND BENEFICIARIES According to the Guidelines issued jointly by UNESCO and ILO and adopted by UNESCO General Conference at its 31 Session in 2001 and recommended for implementation by countries according to their socio-economic status, [6]TVET (Technical and vocational education and training) is defined accordingly as â€Å"a study of technologies and related sciences, and the acquisition of knowledge, skills and attitudes related to occupation in various sectors of economic and social life.† It approaches the target beneficiaries to gain quality training which can bring stability and prosperity in their lives through income generation activities. In the Somalia context, the beneficiaries of training for occupational fields, alleviation of poverty and empowerment include; out of school youth due to drop out, demobilized soldiers, returnees, disabled persons, young adults of 18-24 years, girls and women heads of households whose husbands have either fled the country or killed in civil strive, refugees and secondary school leavers. These categories of Somali nationals benefit from interventions organized by international and local non governmental organizations, UN agencies and donor communities 2.2 INSTITUTIONAL FRAMEWORK IN THE MANAGEMENT OF TVET Organizationally, in both Somaliland and Puntland, TVET is regarded as part and parcel of Non Formal Education and is headed by a Director of Non Formal Education in the same way Formal Education is headed by a Director. It was not possible for me to establish whether similar arrangement exists in Central South Somalia. The TVET institutions in both Somaliland and Puntland are understaffed. Through National and Regional Councils for technical and vocational education training, the units are expected to: i) Plan and coordinate TVE Programmes, monitor supply and demand for goods and services, knowledge and skills in demand and approve new TVE Programmes, ii) Provide a sound financial framework in which TVE costs are shared among the government, industry, community and the trainees; iii) Establish a quality assurance mechanism that should enable the units to direct the following aspects of the TVET programme: Ø Quality admission criteria and standards which should be reviewed and evaluated periodically Ø Acceptable quality of curriculum and teaching materials Ø Acceptable ratio of teaching and training staff to learners Ø Staff qualifications Ø Physical facilities and layout Ø Quality and type of equipment Ø Trainee qualification requirement A theoretical organizational frame work is reflected in the organizational chart below Source; MINISTRY OF EDUCATION IN SOMALILAND[7] The units are constrained by the following factors: * Understaffing of the units makes implementation of the above functions difficult * Management and implementation of TVET is decentralized and left in the hands of various stakeholders including UN agencies, NGOs and Government institutions. The State Governments do not have the resources to run these institutions in an efficient manner. This state of affairs makes the management and control of standards difficult in a situation where implementation may be determined by donor interest. The institutions lack strategies for sustainability. 2.3 INTERVENTION STRATEGIES From the discussions held between me and the Ministries of Education, some UN agencies and international and local NGOs, the following intervention strategies in Somalia were mentioned:[8] Programme proposals are developed by UN agencies and other stakeholders and their viability discussed with the local authorities who sign letters of agreement with the stakeholders defining their respective responsibilities; Multi-sectoral approach, where organizations form themselves into a consortium to implement certain programme activities or UN agencies in strategic partnerships Area-based approach in which local administrators are beneficiaries and act as beneficiaries and implementing partners at the same time Specific capacity building activities with local institutions During the various meetings and discussions, it was observed that no home grown interventions initiated by local authorities and implemented jointly with willing donors. 2.4 TVET DELIVERY STRATEGIES The methods of delivery of TVE in Somaliland and Puntland are still predominantly either IBT, Institutional based training, through full time training in establishments or EBT, Enterprise based training, in business establishments. The main differences being as shown in the table below TABLE 3 COMPARISON OF IBT AND EBT TRAINING MODELS Centre-Based Training Mode Enterprise-Based Training Mode 1. Recruitment of Trainees 2. Training in theory, practical and entrepreneurship (6 Months) 3.Industrial attachment (2 months) and contracts 4.Assessment of skills and products 5.Centre-based Certification 1. Conducting Training needs assessment 2.Designing appropriate syllabus 3. Recruitment and selection of trainees 4. Identification recruitment of host trainers 5. Training (8 Months) 6. Work-based self employment programmes 7. Enterprise-Based Assessment and Certification Source: Summarized from discussions with training management Discussions with some stakeholders and previous studies by UNDP[9] cited the following constraints in the EBT mode of training * It takes too long to conduct needs assessment and design tailor made courses for enterprise-based training * Limited resources and lack of program sustainability on the part of EBT due high cost of machines * Conflict between trainee needs and customer needs, the latter tend to command priority * Limited training capacity in the both personnel and learning space by trainee While institutional based training organized on full time basis requires a lot of resources and may ensure quality training, EBT comes in handy due to tailor made course. Full time institutional training may lock out young adults and working populations that need to study part time. RECOMMENDATIONS I. As a matter of policy , it is recommended that training institutions and the governments in Somalia consider adopting flexible modes of delivery based on part time participation, involving work and training as follows: a) Day release system-in which workers attend an educational or training establishment for agreed period in a week b) Sandwich system where learners-alternate between educational institution and firm, factory or other establishment c) Block release workers are released to attend a specific programme for a specified period. d) Open and distance education programme by correspondence 1. Local authorities in Somalia should be actively involved in designing home grown projects that address local need. 2. The governments and other agencies should work closely with host trainers for better standard of training through financial and material support including training and certification personnel. 3. Due to possible conflict of interest, local personnel who are identified beneficiaries should not act as implementing partners at the same time. PART III 3.0 STUDY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES In order to conduct a base line study of the institutions visited and those which were not visited, a questionnaire was used and covered the following aspects. There was another detailed questioner of 15 pages which was used to collect the data and was sent to Prof Kim for review Name of the institution Number of trainees enrolled in each course Number of instructors in each course Qualification of instructors in each course. Machines available Training aids available New trades in demand New training aids / machines required? Trainees ending the course The employment status of former trainees Water, Electricity, Toilets Overall environment of education within the institutions Political stability, law order and other conditions required for education The majority of TVET centres did not provide the information required partly due to the limited time available to me necessitating obtaining some of the information online. Most of the information requested was not available online from most of the TVET centres but it was possible to obtain the information in the table below on the trades offered in the following institutions; TABLE 3 TVET COURSES OFFERED TVET CENTRE YEAR FOUNDED OWNERSHIP TRADES OFFERED Havoyoco VTC 1998 NGO-Horn of Africa Voluntary Youth Committee formed in 1992 (Havoyoco) Centre- Based Vocational skills training in i) Woodwork (joinery and fitting) ii) Electricity iii) Metal work iv) Masonry v) Computer Studies vi) Garment making vii) Office Management Basic Literacy and Numeracy Enterprise-Based Vocational Training. Amoud Vocational Centre for Agricultural Technology and Environment (AVOCATE) 1998 Government- Ministry of Education i) General agriculture ii) Animal Husbandry iii) Food Processing iv) Marketing Burao Vocational Training Centre 1998 NGO-Candle Light for Health and Education (CLHE) i) Accounting ii) Computer Studies iii) Typing iv) Secretarial Studies v) Plumbing vi) Basic Literacy and Numeracy Berbera Port Vocational Training Centre 1996 Government-Port Authority/ UNDP Port Related Technical Skills i) Cargo handling equipment ii) Power supply and illumination iii) Diesel mechanic iv) Machinist course Other Technical courses i) Motor vehicle mechanic ii) Plumbing and pipe fitting/welding iii) Auto Mobile electrician course iv) General Electrician (house wiring) v) Woodwork vi) Computer hardware and maintenance Office-related Skills i) Secretarial Studies ii) Personnel Management iii) Business Accounting iv) Cost Accounting v) Business Management vi) Computer Applications Dan Dor Vocational Training Centre 2001 NGO-Dan Dor (Direct Aid to Nature Development Organization) i) Woodwork ii) Electricity iii) Metal work iv) Garment making v) Auto Mechanics Bossasso Port Training Centre 1996 Government in conjunction with Bossasso Port Authority i) Financial Accounting I ii) Financial Accounting II iii) Cost accounting II iv) Management Accounting v) Business Mathematics and Statistics vi) Business Law vii) Basic Economics IV viii) Computer Application ix) Management Principles Source: Information gathered from the field[10] The trades offered in the following established training centres are analyzed to illustrate vocational demand for some of the courses offered. TABLE 3.1 SKILLS OFFERED IN HARGEISA AND BOSSASO TECHNICAL INSTITUTES HARGEISA T I BOSSASSO TI Skills offered Skills requested Skills offered Skills requested Syllabuses developed by UNESCO Electricity Automobile repair training Electricity and cooling system Nursing and Midwifery Agriculture Plumbing Metal work fabrication Fisheries Beauty Saloon Basic Accounting II Carpentry Electronic equipment repair Plumbing Masonry Basic Accounting I Masonry Carpentry Computer Studies II Computer/IT painting and Art Computer Studies I Commerce Building and construction Carpentry and Joinery Secretarial Studies Electrical Installation Logistics and Storekeeping Garment Making ICT Hospitality Operations II Garment making Hospitality Operations Masonry Metal Fabrication Plumbing II Plumbing III Source: Data collected during the field visits UNESCO PEER developed syllabuses to meet demand but the following can be observed from this table: 1. According to the need of the market following subjects were developed in the two training institution not covered by UNESCO[11] a) Automobile repair b) Commerce c) Electricity and cooling system d) Fisheries e) Painting and Art 2. There is demand which has not been met in the following fields: a) Nursing and midwifery b) Beauty Salooning 3. In the UNESCO PEER study of 2002[12] demand was expressed for the following fields: a) Business adminstration b) Import Export management c) Vetrinary d) Well Engineering e) Salesmanship f) Natural resources management 4. Demand is determined by the following factors: a) Environment activity; pastorists need vetrinary services, communities near the sea and river valleys require fishing techniques and those in dry and arid areas require well engineering while farming communities will go for Agriculture. b) Skills in the market for formal employment c) Skills for self employment. d) Traditional trades such as carpentry, masonry,electrical installation and garment making seem to enjoy popularity but the new ones are yet to have a foothold in livelihood skills. 5. From the baseline study information received and discussions with stakeholders analyzed, the following situation still prevails in the Sub-sector: a) Somalia is fit for intervention in almost all fields of livelihood and skills development. The best way to intervene is through development of skills through TVET. This is the shortest way to both becoming self earning or getting a job opportunity. b) The TVET centres still lack qualified trainers, training equipment and text books in relevant TVET programmes Some of the available text books are still written in English and due to the low academic level of trainees, they cannot use books effectively while Somali translation versions do not exist c) The standard curriculum developed by UNESCO-PEER needs to be adopted in all VTCs in order to have a common syllabi. It will also help to determine a common grading system and the quality of the grading system will improve. RECOMMENDATIONS 1. Planning for higher levels courses needs to be done for enhancing management, administrative and technical skills of the VTC managers and business executives by stakeholders. The following subjects which have been identified as creating skill gaps and which by their very nature should be used in regular full time training institutions be developed by UNESCO PEER which has accumulated experience in this area: a) Business Administration b) Import Export Management c) Veterinary d) Natural Resources Management e) Well Engineering f) Automobile repair g) Commerce h) Salesmanship 3. Issues related to management and inadequate facilities are taken up by institutional managers, who should develop master plans for these institutions with a view to making them sustainable. 4. TVET managers should work out a mechanism for getting some of the textbooks in specified courses translated to facilitate their use by trainees PART IV 4. INVOLVEMENT OF STAKEHOLDERS IN CAPACITY BUILING AND OTHER ACTIVITIES IN SOMALIA. A number of donor organizations, UN agencies and local and international non governmental organizations are active in supporting capacity building and other activities in Somalia. The information summarizes interventions and achievements. Some of the agencies may wish to partner with others for implementation of programmes. Due to time constraint, and insecurity mainly in Central south Somalia, this information was obtained partly online in order to ensure accuracy of what is reported. These activities for these organizations are summarized in the table below and reported in detail after the table. TABLE 4 ORGANIZATIONS ACTIVE IN TVET IN SOMALIA ORGANIZATION PROGRAMME LOCATION TARGET GROUP RESULTS Present status UNDP Recovery and sustainable livelihood program- agriculture based skills CSS in middle Shabelle IDPS 3300 trained in Agriculture and book keeping skill 1350 are in gainful employment Consortium headed by SCD PETT Project Northern Somalia Youth, girls, women and other vulnerable groups 5500 trained in various vocatio