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RURAL SKILLS TRAINING a Generic Manual on Training for Rural Economic Empowerment (TREE)

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RURAL SKILLS TRAINING a Generic Manual on Training for Rural Economic Empowerment (TREE) RURAL SKILLS TRAINING A Generic Manual on Training for Rural Economic Empowerment (TREE) cover-523.indd 1 25.8.2009 15:11:20 Rural skills training: A generic manual on training for rural economic empowerment Rural skills training A generic manual on training for rural economic empowerment (TREE) Skills and Employability Department (EMP/SKILLS) Copyright © International Labour Organization 2009 First published 2009 Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright Convention. Nevertheless, short excerpts from them may be reproduced without authori- zation, on condition that the source is indicated. For rights of reproduction or translation, applica- tion should be made to the ILO Publications (Rights and Permissions), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email: [email protected]. The International Labour Office wel- comes such applications. Libraries, institutions and other users registered in the United Kingdom with the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP [Fax: (+44) (0)20 7631 5500; email: cla@cla. co.uk], in the United States with the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923 [Fax: (+1) (978) 750 4470; email: [email protected]] or in other countries with associated Reproduction Rights Organizations, may make photocopies in accordance with the licences issued to them for this purpose. Rural skills training: a generic manual on training for rural economic empowerment (TREE) International Labour Office. – Geneva: ILO, 2009 1 v. ISBN 978-92-2-122329-0 (print) ISBN 978-92-2-122330-6 (web pdf) ISBN 978-92-2-122693-2 (CD-ROM) International Labour Office guide / capacity building / training / income generating activities / entrepreneurship / microenterprise / vulnerable groups / low income / rural area / developing countries 03.02.2 ILO Cataloguing in Publication Data The designations employed in ILO publications, which are in conformity with United Nations prac- tice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of the International Labour Office concerning the legal status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers. The responsibility for opinions expressed in signed articles, studies and other contributions rests solely with their authors, and publication does not constitute an endorsement by the International Labour Office of the opinions expressed in them. Reference to names of firms and commercial products and processes does not imply their endorsement by the International Labour Office, and any failure to mention a particular firm, commercial product or process is not a sign of disapproval. ILO publications can be obtained through major booksellers or ILO local offices in many countries, or direct from ILO Publications, International Labour Office, CH-1211 Geneva 22, Switzerland. Cat- alogues or lists of new publications are available free of charge from the above address, or by email: [email protected]. Visit our website: www.ilo.org/publns Photocomposed in Switzerland WEI Printed in Switzerland SRO Rural skills training 5 Contents Preface . 11 Acknowledgements . 13 List of acronyms and abbreviations . 15 PART 1 Volume I Introduction to the TREE methodology Introduction . 19 I. Brief introduction to the TREE methodology . 19 1. Description of TREE . 20 2. Rationale for TREE . 20 3. Governance, processes, activities and tools . 21 4. Key Factors for planning and implementing TREE . 25 5. Institutionalization . 28 6. Financing a TREE programme . 28 7. Sustainability . 29 II. Role of the ILO and other stakeholders . 29 6 Contents Rural skills training VOLUME II Institutional organization and planning Introduction . 33 I. Institutional organization and planning . 33 1. Institutional organization at national level . 34 2. Institutional arrangements at the local level . 36 II. Capability building of partner organizations in the use of the TREE methodology . 41 Annexes Annex 2.1 Contents of a TREE programme document . 43 Annex 2.2 Suggested Terms of Reference for the staff of a TREE programme . 46 Annex 2.3 Suggested criteria for selecting communities . 49 Annex 2.4 Suggested topics for discussion with potential partner organizations . 51 Annex 2.5 Suggested criteria for selecting partner organizations . 53 VOLUME III Identification of economic opportunities and training needs assessment I. Purpose of economic opportunities and training needs assessment . 57 II. Suggested steps in conducting socio-economic surveys . 58 Step 1. Identifying potential market opportunities surveys . 58 Step 2. Discussions of results of surveys with stakeholders . 60 Step 3. Feasibility studies . 62 Step 4. Training Needs Assessment (TNA) . 63 III. Follow up . 64 Annexes Annex 3.1 Factors to be considered when examining the practicality of wage employment . 65 Annex 3.2 Community Profile Survey (sample tool) . 66 Annex 3.3 Consumer Demand Survey (sample tool) . 80 Annex 3.4 Market Opportunities Survey (MOS) (sample tool) . 86 Annex 3.5 Feasibility Study form (sample) . 101 Annex 3.6 Examples of short feasibility reports, Bangladesh . 106 Annex 3.7 Suggested terms of reference for consumer demand surveys, market opportunity surveys and feasibility studies . 112 Rural skills training Contents 7 Annex 3.8 Sample questionnaire for conducting a Training Needs Assessment (TNA) . 114 Annex 3.9 Training Needs Assessment form for people with disabilities 116 Annex 3.10 Training Proposal Form (sample tool) . 120 VOLUME IV Training design, organization and delivery Introduction . 125 I. Training course planning and preparation . 125 1. Preparing the training course plan . 125 2. Identifying, selecting and preparing trainers . 126 3. Training of trainers . 127 4. Selection of training clientele . 128 5. Preparing curricula, lesson plans and training materials . 129 II. Training delivery . 130 1. Client training . 130 2. Group training . 130 3. Gender considerations . 131 4. People with disabilities . 131 5. Conducting the training programme . 132 Annexes Annex 4.1 Sample training course plan: Auto mechanic (petrol) . 134 Annex 4.2 Terms of reference for training instructors and basic instruction techniques . 140 Annex 4.3 Trainer’s guide on how to prepare a skills training syallabus 152 Annex 4.4 Sample form for a skills training syllabus . 155 Annex 4.5 Registration form for a skills training beneficiary . 157 Annex 4.6 Training progress report . 158 Annex 4.7 End of training report . 159 Annex 4.8 Graduation report . 160 8 Contents Rural skills training VOLUME V Post-training support for micro-enterprise development and wage employment Introduction . 163 I. Planning post-training support . 164 1.1 Develop a network of post-training services . 164 1.2 Regularly reassess post-training needs . 164 II. Facilitating access to wage employment . 164 III. Facilitating micro-enterprise development . 167 3.1 Support to small business start up . 167 3.2 Support to accessing credit . 167 3.3 Access to suitable premises for production purposes . 169 3.4 Access to equipment and tools . 169 3.5 Marketing support . 170 3.6 Formalizing: Awareness of legal and regulatory requirements . 172 3.7 Follow-up visits to TREE graduates . 172 3.8 Support to the formation of groups . 173 Annexes Annex 5.1 Example of plan for post-training support in Bangladesh . 174 Annex 5.2 Potential sources of credit for micro-enterprises . 175 Annex 5.3 Assessing the capacity of a microfinance institution . 177 Annex 5.4 Credit guarantee funds . 178 Annex 5.5 Post-training monitoring and visit forms for micro- enterprises (start-up, production, marketing, finance) . 179 Annex 5.6 Modalities of group operations . 184 Annex 5.7 TOR for savings and credit groups . 185 VOLUME VI Monitoring, evaluation and documentation Introduction . 187 I. Programme performance monitoring plan . 187 1.1 Monitoring . 187 1.2 Monitoring at the national level . 188 1.3 Local level monitoring . 188 1.4 Monitoring training courses . 188 1.5 Monitoring training delivery . 189 1.6 Monitoring trainees after training . 189 Rural skills training Contents 9 II. Evaluation . 190 III. Documentation . 190 3.1 TREE reports produced during the programme cycle . 190 3.2 Status and progress reports . 192 Annexes Annex 6.1 Performance Data Table (sample) . 193 Annex 6.2 TREE Programme Performance Monitoring Plan (sample) 196 Annex 6.3 TREE training programmes monitoring . 200 Annex 6.4 How to conduct tracer studies . 207 Annex 6.5 Tracer Study Report Form (sample) . 209 Annex 6.6 Sample Tracer Study Report (TREE Philippines) . 210 Annex 6.7 Assessment instrument for self-employment and small business/enterprise projects . 212 Annex 6.8 How to assess corporate community groups (sample tool from the TREE project in the Philippines) . 217 PART 2 VOLUME VII Gender awareness and advocacy Introduction . 223 I. Key gender issues and constraints in education, training, micro-enterprise development and wage employment . 224 II. Strategies to apply in a gender-responsive TREE programme . 226 2.1 Gender mainstreaming in programme design, institutional organization and planning . 226 2.2 Gender mainstreaming in identification of economic opportunities and training needs assessment . 230 2.3 Gender mainstreaming in training design, planning and delivery . 232 2.4 Gender mainstreaming in post-training support . 235 2.5 Gender mainstreaming in monitoring, documentation and evaluation
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