News

Issue No. 1 Volume January 11 No. 2 - MarchApr 2017 - Jun 2013

TEVETA, RTSA Launch Instructor Driving Government to turn ZAMIM City Campus into Curriculum Business Incubator Centre for TEVET Graduates

• Prisoners find hope in TEVET: The case of skills training at Mukobeko Maximum INSIDE •• 2017“The –2019Disease TEVETA is still here,Strategic let’s fightPlan on” • BEAR Project ends: A look at its milestones THISTEVETTEVET News Newsletter 2012 • From Kabwe Trades to Kabwe Institute of Technology: What does it entail? 1 1 ISSUE • Curriculum review: A component of the SSTEP project TEVET 1st Quarter Newsletter 2017 | 1 CONTENTS FORWORD Foreword 2 e welcome you to the 2017 fisrt Quarter TEVET TEVETA, RTSA Launch Instructor Driving 3 newsletter. 2017 started Curriculum W with valuable landmarks among 2017 –2019 TEVETA strategic 2017 –2019 TEVETA Strategic Plan: TEVET for 4 plan. The Strategic Plan is aligned Internationally competitive and transversally to the Republican President’s skilled persons message during the opening of the First Session of the 12th National Assembly that “my administration BEAR project ends: A look at its milestones 5 will create an atmosphere where sectors will work together simultaneously to resolve developmental Northern Technical College graduate wins challenges such as youth unemployment and high levels of poverty, by 7 innovation award harnessing the youthful population into a productive one. This entails the youth embracing innovation and entrepreneurship, advanced technologies and actively participating in the economy.” Curriculum review: A component of the SSTEP 7 project During the quarter, TEVETA and the Road, Transport and Safety Agency (RTSA) launched a driving curriculum for driving instructors. New School-to-Work Skills Clubs and Co-operative components were added to old driving curriculum to avert road accidents Enterprises: A pillar to infrastructure lifespan 8 that have characterised Zambian roads. New drivers would undergo longevity? rigorous training to ensure there was order on the roads and in essence, reduce road accidents. Components added to the old curriculum are Kaputa Skills Training Centre: Pioneering Skills defensive driving and skills award training curriculum for driving instructors. Development in the most Northerly Zambia . 9 Defensive driving seeks to improve driving skills in terms of i) being able to control speed, ii) preparedness to react to other drivers, iii) night driving principles and iv) driving alertness. TEVETA also embarked on an initiative Re-engineering TEVET: Work, Innovation and to introduce Work and Innovation Based Learning environments as a 10 Skills Competition Based Learning System common feature to various training systems or learning pathways making up the Zambian Technical Education, Vocational and Entrepreneurship Milk chilling with biogas: Green TVET skills Training (TEVET) system. One of the measures under this initiative is to improving livelihoods 11 simulate the industrial and/or commercial work experience within school and tertiary education learning environments through the creation and Building or ruining your career or job operation of “School-to-Work Skills clubs and Cooperative Enterprises”. 12 opportunities through social media The BEAR project came to an end during the quarter. The project focused TEVET NEWS A publication of the Technical, Education, Vocational and Entrepreneurship Training Authority (TEVETA) on the construction and tourism Birdcage Walk, Longacres, P/B RW 16X, Lusaka, Zambia, Telephone: +260 211 253331-4, 253211 sectors which were seen as drivers of Fax: +260 211 251060, Email: [email protected] national development. BEAR sought to boost the contribution of TVET to EDITOR sustainable national development and to improve the TVET system’s Clive M. Siachiyako capacity for providing equitable access Information, Education & Communications Specialist to training to individuals while boosting the supply of relevant skills to industry. EDITORIAL COMMITTEE The project led to the commencement of the Secondary School Vocational Victor Zumani Dines Phiri Education and Training (VET) system Entrepreneurship Development Specialist Training Systems Development Specialist with 36 pilot learning institutions. Of the 36, 32 were schools and 4 Trades Priscah N. Chela Christopher Nyirenda Training Institutes. Inspector – Quality Assurance TEVET Fund Manager We hope that you enjoy reading this Kennedy Bowa PHOTOGRAPHY edition and we welcome contributions. Curriculum Development Manager Clive Mutame Siachiyako

DISCLAIMER 2Views | TEVET expressed 1st Quarter Newsletter in the 2017 articles and stories in this newsletter are not necessarily those of TEVETA, its board members or management. TEVETA, RTSA Launch Instructor Driving Curriculum

By TEVET Newswriter good judgment while driving. It further EVETA and the Road, Transport and focuses on how drivers could overcome Safety Agency (RTSA) have launched a negative psychological factors such as driving curriculum for instructors and unneeded stress, fatigue, emotional distress T and road rages that affect their driving. added new components to the old learner drivers’ curriculum to avert road accidents Crash prevention techniques integrated that have characterised Zambian roads. Most in defensive driving including recognising of the road accidents are caused by human potential hazards before it is too late and error such as excessive speed, misjudging avoiding them. It contains a lot of information clearance distance, failing to keep to the on crash prevention techniques that include: near side and cutting in/shortcuts. i) scanning the roadway and adapting to TEVETA Curriculum Development surroundings, ii) each driver knowing their New drivers would undergo rigorous Manager Kennedy Bowa vehicle’s stopping distance, iii) awareness of training to ensure order on the roads and reaction distance and environment hazards, in essence reduce road traffic accidents. and road safety. After the training, driving iv) vehicle emergencies, v) sharing the road Components added to the learner drivers’ instructors were expected to i) effectively principles such as passing and necessary curriculum are defensive driving, while skills train learner drivers on how to administer clear distance/right of way, and vi) speed award training curriculum was developed First Aid; and ii) to effectively develop adjustments and railroad crossings, among for driving instructors. Defensive driving defensive driving skills. others. is an important component in averting They are also expected to iii) effectively train dangers on the road by utilising safe driving Curricula would largely improve the levels of learners how to interpret traffic laws and practices such as i) ability to control speed, competency amongst drivers in Zambia, and safety regulations; iv) interpret the Traffic ii) preparedness to react to other drivers’ protect life, property and save money from Act and regulations in relation to driving ways of driving, iii) applying night driving costs related to road traffic accidents (since school operations; v) instruct learner drivers principles iv) driving alertness. losses from traffic crashes have both social to identify major motor vehicle components and personal impacts) as individuals driving The skills award programme for driving and systems; vi) instruct learner drivers motor vehicles would be equipped with instructors comes at the backdrop of them on motor vehicle operation and handling skills and knowledge to drive safely, thereby not having been trained using a standardised techniques; vii) apply appropriate teaching reducing road traffic accidents. national curriculum. “There have been too methodologies; viii) adhere to business many shortcuts in driving schools. Drivers ethics and; ix) practice entrepreneurial skills Rationale for the new curriculum passing through such a shortcut-laden to identify business opportunities around Zambia is facing a challenge of high road system then get onto the roads with bad transport sector. traffic crashes that kill hundreds of people driving practices that cost lives,” stated What defensive driving entails annually and injuring thousands. The RTSA TEVETA Curriculum Development Manager 2015 Annual Report rated road crashes as Kennedy Bowa. It entails the manner that employs safe driving the third main cause of deaths after HIV/ strategies to help motorists identify hazards The curriculum for driving instructors AIDS and malaria. According to the Zambia predictably. The safe driving strategies go comprises i) theory on handing adult Road Safety Trust report of 2015, there well beyond instruction on basic traffic laws learners; ii) methodology of teaching were 32,392 road crashes in 2014 with and procedures. It integrates consistent driving; iii) assessments of competences 1,858 fatalities. Most of these crashes were improvement of the art of driving to reduce and skills acquired by learner drivers; and iv) attributed to drivers’ errors, which in many driving risks, anticipate situations and documentation of the skills acquired in the cases arise from bad attitude, lack of proper making safe and well-informed decisions. process of learning. training, impatience, misjudgments and Such decisions are implemented based on many other inappropriate actions. Mr. Bowa explained that the curriculum was road and environmental conditions present designed to equip trainees with knowledge, when completing a safe driving maneuver. Currently, there is lack of approved skills and appropriate attitudes to effectively standardised training for driver instructors The goal of good defensive driving is to and efficiently train learner drivers in driving in Zambia. This has resulted in semi-skilled reduce the risk of these accidents by properly skills, traffic laws, good driving practices instructors lacking appropriate teaching educating students to exercise caution and techniques which have contributed to bad Cont'd on page 4

TEVET 1st Quarter Newsletter 2017 | 3 Cont'd from page 3

driving practices on the Zambian roads. training programme for motor vehicle would improve and harmonise driving Presently, isolated certificates are obtained driver instructors. This program was aimed instructions in Zambia to Regional and Global in First Aid and defensive driving but under at equipping the driver instructors with standards. Furthermore, the anticipated this new programme, everything would be necessary skills, knowledge and attitudes reduction of road crashes by competent integrated into one programme. which enable them to train competent drivers would result in the increase of Gross drivers. This would enhance road safety by Therefore, the solution to the foregoing Domestic Product and other benefits at having well trained drivers. The programme challenge is the improvement of driver family and individual levels. in motor vehicle driver instructor training training, hence the development of a

2017 –2019 TEVETA Strategic Plan: TEVET for Internationally competitive and transversally skilled persons

By TEVET Newswriter trategic plans are valuable roadmaps experiences so as to motivate and comparative advantages relative to that outline what to do, how and when attract Career Information seekers and agricultural potential, natural resource Sto do it. They are management tools Career Explorers of different age groups endowments, regional trade and/or that help organisations do their job better by to the TEVET learning experience; transport corridor positioning, and/ focusing the required energy, resources, and or existing or potential SADC and East b) instil mind-sets and abilities for Africa region tourism circuit positioning; time towards the strategic goals. Accordingly, world class standard skills excellence, TEVETA has set a new strategic plan for 2017 productivity innovation and leadership e) provide standards and/or guidelines –2019 after the expiration of the 2014 –2016 in learners, trainers and industry skills based on international best practice, to strategic plan. experts, by sourcing and domesticating enable smooth Labour market first time The 2017 –2019 strategic plan is aligned to international skills standards pertaining entry or re-entry for TEVET graduates the Republican President’s message during to technology, entrepreneurship and/ transitioning as interns to pursue one or the opening of the First Session of the 12th or leadership, into value chain specific both of the following career pathways: National Assembly that “my administration district level economic activities, using i) Salaried worker career pathway; will create an atmosphere where sectors the TEVET system; will work together simultaneously to resolve ii) Entrepreneur/Employer career pathway; c) instil mind-sets and abilities in learners developmental challenges such as youth for “internationally competitive f) develop the TEVET Research and unemployment and high levels of poverty, producer and supplier careers” to public Innovation system as a tool for by harnessing the youthful population into and/or private sector procurement promoting continuous improvement a productive one. This entails the youth systems by using public and/or private in service quality by all sector players embracing innovation and entrepreneurship, sector “reserved procurement schemes” including TEVETA, as well as fostering advanced technologies and actively and Learn-Work-Earn – Play and Ethical policy and technical level social- participating in the economy.” The new (LWEPEP) learning systems to simulate economic demand responsiveness of TEVETA Strategic Plan is thus prepared to authentic industrial and/or commercial the TEVET system; enable the Authority exercise its statutory workplace experiences within TEVET explore through appropriate Research function of regulating, coordinating, and g) learning environments; and Innovation efforts, alternative ways monitoring Technical Education, Vocational for sustainable financing of TEVET; the and Entrepreneurship Training (TEVET) in d) instil entrepreneurial industrialist following will be among the ideas to be consultation with stakeholders. This is in career mind-sets and abilities in explored: order to ensure that the TEVET system is learners and trainers using Science, Technology, Engineering, Mathematics developed and primed to: i) national and/or sector based skills and Learning (STEMEL) based learning development levies; a) provide quality and timely career systems for value chains associated information and/or learning-by-doing with a district’s high impact potential ii) Reserved public and/or private sector Cont'd on page 5

4 | TEVET 1st Quarter Newsletter 2017 institution procurement schemes project funds, which would in turn c) improve competiveness and innovation; for TEVET Learner and/or Intern present assessment and certification d) strengthen governance mechanisms cooperative enterprises, premised on candidates; and institutional capacities;” the principle of: “Learn, Work, Earn, Play h) explore innovative ways of developing Overall 2017 – 2019 Strategic Plan Objective: and Ethical Practice (LWEPEP)”; a system for ensuring recruitment and iii) Village or urban community based retention of top Quartile professionals To regulate and administer the TEVET system traditional based collaborative by TEVETA; so as to attract Career explorers of all age groups and produce and supply the labour financing models such as “Ichilimba”; i) introduce and promote Lean market with graduates who have potential inclusion of matching grant facility Management practices in TEVET to transform into internationally competitive using say TEVET Fund resources could institutions to strengthen institutional and transversally skilled persons. Such be used to stimulate this method of quality management systems and foster persons whilst pursuing the Salaried Worker TEVET financing; international competitiveness in the Career pathway and/or Entrepreneur/ Tool Box Loan schemes premised on provision of TEVET services; iv) Employer Career pathway are expected to the principle of: “Learn, Work, and Earn”; The Strategic Plan will be implemented in act as catalysts for i) improved performance v) Use of TEVET institution based the context of the 2017 to 2021 Seventh of existing enterprises relative to relevant Entrepreneurship and Investment skills National Development Plan and the Vision international best practices; and ii) creation clubs for anchoring periodically held 2030 national development target. The of internationally competitive sustainable commodity trading markets for goods following objectives had been formulated enterprises, with due reference to the Vision produced by local community; under the National Performance Framework 2030 national development target and the by the Ministry of National Development 2064 industrialization agenda. vi) Equipping managers of TEVET Planning, to realise the Vision: institutions with Project finance In the pursuit of world class or international proposal writing and negotiation skills “To reach Vision 2030, Zambia will: competitiveness standards, TEVETA will through a variety of activities, benchmark to enable them access locally available a) diversify and make economic growth the Zambian TEVET system and develop resources for skills development inclusive; from decentralized funds such as capabilities with reference to the respective Constituency Development Funds, b) enforce socially and environmentally TEVET systems of selected countries as Youth Empowerment Funds, Citizen sustainable development principles; comparators for international technical or Economic Empowerment and Donor technological skills standards.

BEAR project ends: A look at its milestones By TEVET Newswriter echnical and Vocational Education and needed to improve TVET systems. Better ran from 2011-2016; with an overall budget Training (TVET) is one of the best ways Education for Africa’s Rise aimed to do just of US$10 million. Tof alleviating poverty and empowering that. With its comprehensive, structured individuals while giving enterprises the skills approach, the project worked on updating In Zambia, the BEAR project focused on the they need to drive economic growth. As part curricula, improve teacher training, improve construction and tourism sectors which were of its TVET Strategy, UNESCO with financing infrastructure and engage employers and seen as drivers of national development. The from South Korea supported five SADC enterprises in helping TVET to focus on construction sector has grown fast in the past countries (Botswana, DR Congo, Malawi, specific sectors carefully chosen for their ten years. It was seen as a major contributor Namibia and Zambia) in the TVET sector potential for creating jobs. It also aimed to to employment after the mining sector in through the Better Education for Africa’s Rise increase people’s access to quality TVET, with terms of its ability to create permanent jobs. (BEAR) project. a special focus on young people. The overall aim was to boost the contribution of TVET to sustainable national development SADC countries in 2010 recognised that The ultimate aim was to help promote better and to improve the TVET system’s capacity TVET was a key factor for enabling economic TVET systems and to give young people a Cont'd on page 5 development and decided more work was better chance of finding jobs. The project Cont'd on page 6

TEVET 1st Quarter Newsletter 2017 | 5 INSERT: of

Cont'd from page 5 for providing equitable access to training BEAR Project, the contributions of the through practical exercises. We spent most to individuals while boosting the supply of project were on i) improving learner support of our time in the field, constructing a new relevant skills to industry. through capacity development for the building. We have learned how to lay the design and development of Visual or Photo foundations for a building, learning the main UNESCO in Zambia worked with Technical based Learning and Formative Assessment skills for construction work, landscaping and Education, Vocational and Entrepreneurship Manuals; ii) piloting the On-The-Job Training leveling the ground to make it level. Training Authority (TEVETA) to achieve system for out-of-school youths, through objectives of the BEAR project. The main the construction and equipping of a skills We have learned how to make the best implementation components and expected training workshop at the Mazabuka School mixture of cement with crushed stones outcomes of the project included i) for Continuing; iii) initiating the simulation and river sand for the foundations of the introducing demand-driven decentralised of industry, commercial and/or public building and how to make cement slabs. TVET including alternative modes of delivery sector work place experiences within I feel better equipped now with skills and I such as open, and flexible distance learning learning environments, in lieu of Industrial know how to lay foundations for a buildings or recognition of prior learning; ii) increasing Attachments, using “School –to Work Skills” which is important for me because there is equitable access to training in these sectors Clubs and Cooperative Enterprises; and iv) more demand for this now in Zambia and I by developing a management information pre-testing the idea of Skills Competition now have skills to be able to do this. I’ve also system; and iii) improving the TVET system’s based Recognition of Prior Learning (RPL) met different people with different skills on capacity to measure its performance. Assessment system. the course and we shared ideas and this improves our knowledge. BEAR Project Coordinator for Zambia Dr. The project closure was in Mazabuka and was Kaulule highlighted that the project enabled done with a handover of a workshop to the Before I joined this course I was a freelance the commencement of the Secondary Mazabuka School of Continuing Education. welder. I did some training but it was not School Vocational Education and Training The workshop was constructed as one of the formal. The UNESCO training has helped me (VET) system as it started when the piloting ways to promote long term skills training for because I’ve learned more technical skills. I of the two tier Secondary School was being people in the area. want to study further and have a better future rolled out. A total of 36 learning institutions for me and my family. I am married with four were involved in the piloting of the model. Focusing on one of the beneficiaries from children and it’s a struggle to provide for Thirty-two of the institutions were schools the BEAR project them. I earn roughly 1500 Zambian currency and 4 Trades Training Institutes. TEVETA has and it’s barely enough to survive on. conducted Trade Tests for the 2014 and 2015 Innocent Makumba, aged 38, enrolled in the commencement pupil cohorts at Grade 9. Mazabuka School for Continuing Education This course gave me better opportunities The number was just above 2,000. in October 2014 to learn skills needed for and I can apply for jobs with big construction construction work. Innocent, along with companies and this meant that I will get paid However, beginning 2017, the number of 50 trainees, learned bricklaying, carpentry, a better salary. I would not have been able to Secondary Schools has jumped from 32 to 252 and Trades Training Institutes from 4 to 7; it is very likely that the number of candidates sitting Trade Test would approach 17,000 by December 2018. Whatever number that will be achieved, the BEAR project will be remembered for having provide the growth trigger and catalyst.

The exploratory nature of the BEAR project activities has also laid a foundation upon which to develop and build the TEVET Research and Innovation capability of TEVETA and the TEVET system at large. It gave TEVETA the motivation and direction to venture in changing the TEVET system so that learning mainly takes through a combination of Work, Innovation and Skills Competitions.

Among the key elements of the Work, Innocent Makumba working on a construction project in Mazabuka (Courtesy of UNESCO) Innovation and Skills Competition based TEVET Learning system will be the “School – to-Skills Clubs and Cooperative Enterprises”. electrics and plumbing, while building a new pay for a course like this myself so I am glad The BEAR project also enabled TEVETA school as part of the course supported under that I was able to join the training.” develop Operational Guidelines to help with the BEAR project. piloting of the Skills clubs to promote skills Innocent received a TEVETA certification in growth, career options and career pride. “Training for months and learned skills in metalwork/fabrication and electrical when metalwork, bricklaying, electrics, plumbing he completes the course in January 2015. Since the Ministry of Higher Education and carpentry that I didn’t have before. chaired the Steering Committee of the It’s a very practical course and we learned

6 | TEVET 1st Quarter Newsletter 2017 Northern Technical College graduate wins innovation award By TEVET Newswriter

Innovation shapes corporate and that are best suited to resolve the challenges the government to continue investing in personal life and helps conceive that young women and men face. the youth as they are the region’s greatest resource.

previously unimagined strategic options. The forum was organised by the Ministry Organisations that see and act on the of Youth and Sport and UNESCO in The UN Resident Coordinator Ms. Janet

“opportunities and possibilities for change collaboration with the International Rogan called upon the youth to complement through innovation successfully compete Labour Organisation (ILO), United Nations government efforts by engaging in world and flourish in the face of emerging Population“ Fund (UNFPA) and Action Aid. It affairs through the UN. She extended an adverse and changing business and was officially opened by the Vice President invitation to the youth to join efforts being economic conditions. Innovation is thus Inongwe Wina, who assured the youth of made by the UN Secretary General’s office premium at corporate and individual government support towards empowerment and play leading roles in the implementation levels. with professional, technical, vocational and of UN programmes and Sustainable alking the innovation talk, a entrepreneurial skills because they were Development Goals (SDGs). valuable for sustainable social and economic Northern Technical College UNESCO’s work on youth in Zambia spans (NORTEC) graduate Joseph development. W over a multitude of areas from social Lungu invented a device designed to curb Speaking at the opening session of the overloading on passenger vehicles. The inclusion to education, developmental forum, UNESCO Regional Director and action, communication as well as the device won Joseph the 2017 innovation Representative, Professor Hubert Gijzen preservation of Zambia’s rich culture and award at the Zambia Youth Entrepreneurs highlighted that the youth play a critical and Innovation Forum. role in shaping developmental action in heritage. Ongoing projects include the their communities. He applauded the youth Basic Education for Africa Rise (BEAR), Joseph’s invention will help the Road World heritage and sustainable tourism, Transport and Safety Agency (RTSA) to across the region for taking the initiative to Empowering local radios with ICTs, and that monitor overloading on public vehicles. The improve their communities by engaging in safety device when fitted on a passenger many entrepreneurial initiatives that have on promoting quality education (http:// vehicle would automatically stop the the capacity to completely turn around www.unesco.org). engine when the vehicle is overloaded and the economy. Prof. Gijzen also appealed to send an alert message to RTSA with details of the motor vehicle the message was generated from. Joseph said he developed the safety device due to increased overloading of public service vehicles and road traffic accidents Curriculum that have characterised Zambian roads. Zambia police statistics show that road traffic accidents in the country rose by 39% in the last 8 years from 19, 727 in 2008 to review: 32,350 in 2016. Thus innovative actions such as this, which work as strategic, systemic A component of the SSTEP and enterprising lever for developing agile innovation culture are valuable in meeting project corporate goals and global industry eco- systems. By TEVET Newswriter The Forum held under the theme “unity and innovation for a smart Zambia” provided he attainment of Zambia’s and policies towards increasing access, a platform for young people to showcase development agenda articulated in efficiency, improving labour productivity, their talent and innovations to drive Tthe national vision 2030 that reflects equity education at different levels and economic development of the country. aspirations and determination to be a spread of skilled labour within and across The forum was held in commemoration of middle-income country by 2030 requires sectors. The strategic interventions seek the 2017 Youth Day. The forum attracted human capital characteristic of a middle- to provide the critical skills needed for the over 1000 participants that included young income country. The human capital should economy and reduce youth unemployment. people, senior government officials, youth possess appropriate mindsets, attributes, In support of this agenda, the African organisations, civil society, United Nations skills and attitudes that drive the 2030 Development Bank (ADB) under the Support (UN) agencies, private sector and members national goals. Shortage of skilled human to Science and Technology Education of the diplomatic community attended the capital is currently a major constraint to (SSTEP) project provided US$50 million to event. Zambia’s competitiveness, diversification help improve the quality and relevance and equitable growth. One of the focus The forum was an opportunity for the of skills development levels in Zambia for areas of the Vision 2030 and Seventh government to seek youth support in job and youth employability. It involves National Development Plan thus has human the implementation, monitoring, and collaboration of learning institutions and development, mostly skills development for evaluation of the 2015 National Youth industries to foster linkages between training the youth. Policy and its Action Plan. It also provided and industry players. Curriculum review is an opportunity for the youth to engage the The human capital and skills development part of the project to ensure training is done government on matters that affect their strategies seek to align national and sectorial well-being and make recommendations Cont'd on page 7

TEVET 1st Quarter Newsletter 2017 | 7 School-to-Work Skills Clubs and Co-operative Enterprises: A pillar to infrastructure lifespan longevity?

By TEVET Newswriter

Regular maintenance is essential to keep respective institutions to prevent infrastructure from that are coming up will go to ruins without anyone premises, equipment, machines and the running down to unacceptable levels. The minister maintaining them” she added. work environment safe and reliable. It helps said “there is an unfortunate culture of having no “ to eliminate workplace hazards. Lack of preventive maintenance in all the public institutions. How School-to-Work Skills Clubs and Co-operative maintenance leads to dangerous situations, This practice must be reversed to avoid raising Enterprises relate to preventive maintenance? accidents and health problems. Maintenance cost of repairing damaged infrastructure after it

To nurture the spirit of preventive maintenance involves keeping the workplace, its structures, deteriorates to levels that you cannot manage to in communities, TEVETA has embarked on an

equipment, machines, furniture and facilities in repair on their own but call for government bailout.” good repair and operating efficiently and safely. initiative to introduce Work and Innovation Based The minister said it is not enough for the institutions Learning environments as a common feature to It includes many tasks including repairing, “ replacing, servicing, inspecting and testing. to simply employ resident engineers without various training systems or learning pathways The term could also be used in relation to the support staff such as plumbers and carpenters to making up the Zambian Technical Education, importance of keeping your staff safe, fit and maintain the institutions. She was disappointed Vocational and Entrepreneurship Training (TEVET) healthy. It makes economic sense as it reduces that termites were eating up old buildings in most system. public institutions without action from management, the need for major repair projects. One of the measures under this initiative is to when the problem could easily be addressed if simulate the industrial and/or commercial work he absence of what is crafted above displeased those managing the institutions regularly bought experience within school and tertiary education the Minister of Higher Education prof Nkandu chemicals to control the termites. “We just want to learning environments through the creation and Luo who directed vice-chancellors and build new structures. But even the new buildings T operation of “School-to-Work Skills clubs and principals of government-owned universities and colleges to put in place maintenance teams in their Cooperative Enterprises”. The Work and Innovation based Learning initiative is in response to the following policy measures by the Government of Cont'd from page 7 the Republic of Zambia, among others: a) introduction of the Secondary School Curriculum review: Vocational Education and Training (VET) under the two (2) tier general education A component of the SSTEP project system; b) mainstreaming of Out-of-School youth On- The-Job Training systems into the national system for TEVET; c) promotion of increased access and participation to TEVET, while at the same time ensuring quality of learning environments and graduates; d) Zambia a Middle Income nation by 2030, and developed or industrialised high income nation by 2064; The School–to-Work Skills Clubs and Cooperative Enterprises shall involve any or a combination of the following production oriented activities: Stakeholders during the TEVET curriculum review sponsored by the African Development Bank in Lusaka a) School, community and/or public infrastructure using apt learning and assessment tools. Permanent Secretary (PS) Owen Mgemezulu construction or preventive maintenance; said government obtained a loan from ADB in b) Agriculture, Forestry, Fisheries, Water, and SSTEP Coordinator Alex Simumba said its resolve to improve quality and relevance Energy based commercial production units; curriculum review was the second of skills developed at different levels for component of the project; covering 25 job creation and youth employability c) Design and Manufacturing; TEVET curricula that is industry driven. promotion administered through SSTEP. The “Curriculum review will contribute to PS added that reviewing TEVET curricula d) Creative Arts and Design; the Zambia we want. It can help change would improve the quality, relevance and e) Tourism and travel services; our country’s collection of human narrowing skills mismatches between what capital and its quality. But reviewing was taught and required by the industry. curriculum is often given little attention. f) Leisure, Sport and Entertainment; We are interested in sending children to He urged participants in the curriculum g) Information and Commination Technology school even when they learn outdated review process to consider skills needs and (ICT) services and irrelevant things and expect to be demands embedded in the Seventh National competitive,” contended Mr. Simumba. Development Plan. “In addition, make The School–to-Work Skills Clubs and Cooperative due reference to the TEVET policy impact Enterprises will also operate as part of the And Minister of Higher Education pillars with respect to modes of curriculum Cont'd on page 9

8 | TEVET 1st Quarter Newsletter 2017 Cont'd from page 8 National Skills Competition system designed to and Mazabuka School for Continuing Education for technical expertise which shall act as mentors in among other things, source, domesticate and in Southern Province were identified as TEVET each respective technical field with the support of infuse international skills standards pertaining to Research and Innovation study sites inception teacher of design and technology. technology, entrepreneurship and leadership, into activities of the “School-to-Work Skills club and What is preventive maintenance system? district economic activities. Cooperative Enterprise” idea. Post-secondary TEVET inception of the idea would among It is a system intended to prolong useable life The primary aim is to develop and maintain institutions involve the Trades Training Institutes of infrastructure and provides for a conductive an incubation system or nursery for the future piloting the two (2) tier Secondary School model, teaching and learning environment ranging from entrepreneurs and innovators, whose mind sets and as well as those which contributed learners to the cleaning of the surrounding to minor repair works abilities will be focused on sustained creation of new inaugural national skills team which represented in building, painting, electrical, carpentry, plumbing industrial and/or commercial enterprises as well as Zambia at the 43rd world skills championship, and metal fabrication infrastructure. jobs, through provision of practical value for money which was held in Sao Paulo, Brazil. The Institutes solutions to communities near them and/or far from What is Mentoring? were: Chipata Trades Training Institute, Choma them. This system should also be the incubator or Trades Training Institute, Lukashya Trades Training It is a relationship in which a more experienced or nursery for development of future tax payers (i.e. Institute, Mansa Trades Training Institute, and more knowledgeable person helps to guide a less in line with the constitutional responsibilities of Nkumbi International College. experienced or less knowledgeable person. This every citizen) as well as internationally competitive case members of the community who are experts suppliers of goods and services to the procurement Escalation of the initiative will be informed by in each skill area, shall with the support of teachers systems of Government and private sector lessons and experiences arising from annual of design and technology act as mentors to the club institutions. Monitoring and Evaluation of the implementation members. Whereas a mentor is skilled resource process. TEVETA will make full use of institutional With the support of UNESCO Better Education for personnel in their area of expertise level benchmarking, peer education and mentoring Africa’s Rise (BEAR) Project, TEVETA developed to accelerate deployment of this idea in the spirit of What is Community Collaboration? regulations and guidelines for implementing promoting equity and inclusive access to TEVET. “School-to-Work Skills clubs and Cooperative The community working in-conjunction with Enterprises” which will among other things, involve Understanding the Preventive Maintenance System the school by providing the relevant technical mentorship partnerships with skilled experts from (PMS) expertise in skills acquisition, material donations, local industries and/or public service provider necessary tools and equipment and awareness The system shall depend on the cooperation institutions such as health service clinics, power for responsiveness and a sense of responsibility to between the management of the institution, and water utility companies. school infrastructure. teachers, learners, parents and the community. Luangwa Secondary School, in Lusaka Province, The community in this case shall act as a resource

Kaputa Skills Training Centre: Pioneering Skills Development in the most Northerly Zambia

By TEVET Newswriter and others,” argued Mrs. Musonda. any people mistakenly believe that Training Programmes at Kaputa Skills and pioneering something have no place opportunities in the area The area has many opportunities that in the public sector. This is because trained and enterprising individuals can M Despites its isolation, the training Centre utilise to improve the economic status of of how things like profit and shareholder has a very dedicated and committed team the place and create wealth and jobs. Firstly, value work to provide the motivation towards work. Principal Agness Musonda and imperative for change. However, the area is favourable for growing potatoes salutes the trainers at the Centre for their and rice (Kaputa rice). Teaching people on personal qualities of strength, courage dedication to duty regardless of the area’s and resilience are making institutions like agriculture and nurturing mind-sets towards ups and downs. Kaputa Skills Training it can elevate its economic profile. Secondly, Kaputa Skills Training Centre relentlessly Centre is the only school offering Design pursue the provision of technical, vocational abundant water from rivers and streams and Technology under VET school. Design in the area provides opportunities for fish and education and training (TVET) skills and Technology consists of Industrial Arts, development in the area. farming and horticulture. The Kaputa Skills Electrical and Carpentry and Joinery. Principal argued that although the area Kaputa Skills Training Centre is on the “The development of the area requires was humid, it had many opportunities that uppermost north of Zambia. It is about 1, 2 skilled people. But it has been disadvantaged people could take advantage especially that 00km from Lusaka, 400km from Kasama and for a number of years since it only has one the area was close to the Congo DR where about 350km from Mansa. Most development training institution that imparts different most agro-products were in short supply. support facilities such as general and higher skills on people to build modern houses and education are limited. For example, the only “The soil here is favourable for growing other infrastructure, design industrial artistic potatoes. There are very tasty brown skills training institution in the area is Kaputa works, carryout electrical and carpentry Skills Training Centre. Its catchment area is potatoes grown and supplied by a small works. Kaputa people should drive their own number of people. If more people learned Nsama, Mporokoso and Kaputa districts. The development agenda utilising their skills. training Centre offers Vocational Education agriculture and entrepreneurship, they can Skills training thus is a pillar to that effect. utilise border business opportunities to and Training (VET School) under the two-tier Without skills they will remain dependent on system. earn sustainable income. The population in skilled people from other areas to do things Congo DR is higher than the Zambian one for them such as construction, agriculture,

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TEVET 1st Quarter Newsletter 2017 | 9 Cont'd on page 9 and the focus on most people in that country watch the practical. The funding have an is not on agriculture; a situation we can use immediately impact on the people” added to constantly supply agro-products and earn Mrs Musonda. reasonable income throughout the year,” she “Newspapers reach Kaputa days after the noted. news has become sterile. Sometimes they Fishing is another economic activity in don’t even reach. So newspapers with the Kaputa. Most people have grown up advertisements about the TEVET Fund don’t fishing. However, the fish population has reach us or reach us after the deadline. We been dwindling due to overfishing and bad were lucky in 2016 because TEVETA emailed fishing methods people use. As a result, the us the copy of the advertisement. It paid area has been adversely affected in terms of off well because we have made a legacy for nutritional and sources of income. Training Kaputa Skills and its management. We look people in fish farming would improve their forward for more such financing.” livelihoods and income levels from fish sales, “The DEBS use me as a role model to encourage girls “The financing will increase the number of processing and household consumption. aim high in school” Kaputa Skills Training Manager Mrs. skilled youth and SME business owners in Mrs. Musonda contended that fish farming Musonda the area. It will also help impart enterprising skills in such a fishing community would mindsets in learners as the syllabus includes resonate with their historical livelihood. the first in the area. It excited people. They entrepreneurships components. People “Skills in economic activities people have did not know what TEVET was and did will be able to look at food production with grown up doing will not be as problematic not believe it was true. During practical a business/money making perspective, as it is to training them in agriculture or food examinations, people came to watch how it agriculture as business rather than way of production. Their interest in rice and fishing was done. It was a dream come true to most life for rural/agrarian communities, fishing due to availability of water in the area; and learners and the community. as an economic activity to earn income and they pull out children from school to go catch others. People can earn apt acumen to take “We accessed the funds for the first time in fish and rice planting. As a result, there’s too comparative advantage of their location September 2016. People were very excited. much absenteeism,” the Principal contended. near border areas and utilise cross business During examinations, assessors were opportunities” she argued. She added that “food production financed surrounded by local people who came to under TEVET was a challenge. People didn’t understand what food production was about. They didn’t want to do it because they felt they knew how to prepare food already. Their understanding of food production was limited; they didn’t see it as something one Re-engineering TEVET: Work, can sit in class to learn. But the situation was different with bricklaying and carpentry Innovation and Skills Competition and joinery. They were enthusiastic about them. They wanted to take advantage of Based Learning System construction opportunities in the area. Where they didn’t make a connection to economic activities in the area, they shunned it.” Attitude towards school By TEVET Newswriter Mrs Musonda highlighted that school was EVETA has embarked on an initiative to national system for TEVET; not a priority to many children. The situation introduce Work and Innovation Based was worse among girls and absenteeism Learning environments as a common c) promotion of increased access and T participation to TEVET, while at the was rife. School age children either opted to feature to various training systems or learning participate in economic activities that earn pathways making up the Zambian Technical same time ensuring quality of learning their families a livelihood or marriage. They Education, Vocational and Entrepreneurship environments and graduates; did not aim higher with their education. Training (TEVET) system. d) Zambia a Middle Income nation by Thus, the area lacks valuable skills to drive One of the measures under this initiative is 2030, and developed or industrialised its economic frontier in construction, to simulate the industrial and/or commercial high income nation by 2064; agriculture, wildlife, and hospitality work experience within school and tertiary The Technical Education, Vocational and management. education learning environments through Entrepreneurship Training Authority the creation and operation of “School- She said when the Centre punishes the (TEVETA) is established under Section 4 to-Work Skills clubs and Cooperative learners for absconding school; some argued of TEVET Act No. 13 of 1998 to regulate, Enterprises”. The Work and Innovation “I am aging what will I be eating if I remain coordinate and monitor training in based Learning initiative is in response in school?” The District Education Board consultation with industry, employers, to the following policy measures by the Secretary’s (DEBs) office has come on board employees and other stakeholders. TEVETA’s Government of the Republic of Zambia, Vision for Zambia is: “A world class Technical to educate people about the importance of among others: education and skills training for the area and Education, Vocational and Entrepreneurship individuals’ development. The DEBS “uses me a) introduction of the Secondary School Training (TEVET) system that drives skills as a role model to encourage girls to focus on Vocational Education and Training empowerment for sustainable development.” school and set their priorities right,” indicated (VET) under the two (2) tier general This Vision was crafted and adopted by the Mrs Musonda. education system; TEVETA Board in order to ensure that the TEVET Financing impact in Kaputa b) mainstreaming of Out-of-School youth TEVET system was regulated, coordinated On-The-Job Training systems into the and monitored in such a way that there The Principal said TEVET financing was sustained development and supply of skilled

10 | TEVET 1st Quarter Newsletter 2017 persons for the realization of Government’s measure. The primary goal is to develop and Innovation and Skills Competition based Industrialization and Job creation strategy supply internationally competitive skilled Learning system. Initiation or inception of aimed at creating at least 1,000,000 jobs, persons to the Zambian economy. this new system will commence with the within the context of Vision 2030; while at the piloting of “School – to – Work” Skills Clubs same time laying a foundation for developed The system has been designed to provide a or industrialised nation status by 2064 in line mechanism which can progressively escalate and Cooperative Enterprises in twelve (12) with the 2015 to 2063 SADC Industrialization the performance of learners from basic learning institutions for the period 2017 to Strategy and Road map to which Zambia is competence level standards associated with 2019, complemented by preparation for and a signatory. learning outcomes in national curricula, to Zambia’s eventual participation in the 44th the international skills excellence standards world skills championships scheduled for As a member state of the United Nations such as those associated with the test Abu Dhabi between 14th and 19th October Zambia is also committed to developing projects used by WorldSkills International in 2017. skills for actualization of the Sustainable its international skills competitions. Development Goals. Achieving national, This will be followed by inception of the regional and United Nations crafted Acquisition of these international skills National Skills competition League (Technical developmental goals require strategic excellence standards is what will enable a and Entrepreneurship skills) from August approaches. TEVETA in implementing its TEVET learner or graduate to perform to 2017 for the Technical/Technology biased the required standards of a job if pursuing 2017 to 2019, Strategic plan, has adopted skills completion League. The Technical/ the salaried worker career pathway, or the Work, Innovation and Skills Competitions Technology biased skills competition Based TEVET Learning System as one of the to competitively and consistently secure League will pivot on the World Youth Skills ways to ensure attainment of these goals. customer Orders for products and/or services, if pursuing the entrepreneur/employer day (on 15th July every year), while the What is a “Work, Innovation and Skills career pathway. It is envisaged that the Work, Entrepreneurship biased skills competition Competition” based TEVET Learning Innovation and Skills Competition based League will pivot around the annual Global system? Learning system will involve simulation of Entrepreneurship Week which falls in the It is a collection of complementary activities industrial, commercial, and/or public sector second week of November every year. and experiences designed to enable management work place experiences within individuals acquire the Knowledge, Skills, TEVET learning and/or skills competition Attitudes and Values (Competences) which environments. Learning institutions not in the initial pilot will be added progressively every year with time, professional practice, mentorship How will the “Work, Innovation and Skills guided by pilot project Monitoring and and/or incubation support should help them Competition” based Learning transform into internationally competitive system be structured? Evaluation outcomes and recommendations. skilled persons exhibiting the following It is envisaged that conferences and pilot attributes among others: The main elements making up the Work, project stakeholder consultative workshops Innovation and Skills Competition based organized as part of the commemoration a) International skills excellence standard Learning system will be as follows: programmes for either World Youth Skills performer a) Various Learning pathway Day or Global Entrepreneurship Week, will b) Critical thinker environments linked to district and/ be part of the Monitoring and Evaluation c) Entrepreneurial and Innovative or sector economic activities (NB. system. incorporating “School-to-Work” problem solver Who will be the key actors? Skills Clubs and related Cooperative d) Effective and ethical leader Enterprises); • Career Information seekers and Career e) Productive and responsible Citizen b) TEVET curriculum linked National Explorers; f) Science, Technology, Engineering Skills Competition league made up • Learners/Competitors; Mathematics (STEM) literate of “School-to-Work” Skills clubs - • Trainers and industry skills experts; regulated by TEVETA in partnership g) Climate change resilience and with multi-stakeholder Skills Advisory • Managers of post –Secondary adaptation agent Groups (SAGs); Education TEVET institutions, as well This is irrespective of whether these c) International Skills competition events as Managers of Secondary Schools individuals pursue the salaried worker, and/ (such as competitions organised by offering VET; or Entrepreneur/Employer career pathways. WorldSkills International every two • Skill and/or programme sponsors and/ Why introduce and integrate a “Work, years); or general support institutions from Innovation and Skills Competition based d) Post-International skills competition public and private sector institutions; Learning system” as part of the Zambian Learning and Innovation activities; • Employers, Professional bodies and/or TEVET system? (NB. Inclusive of Curricula review or Industry associations or chambers; development); Zambia’s national development aspirations • WorldSkills Zambia (NB. Secretariat have been expressed through Vision 2030 e) District and/or Sector economic anchored in TEVETA) whereby the quality of life should by 2030 activity environments – receiving skills be that of a Middle Income nation, and excellence talent inflows from the • Central and Local Government developed or industrialised nation by National skills competition League and/ Authorities; 2064; that is at the time of the centenary or post-international skills competition celebrations of her political independence. event Learning and Innovation system. • WorldSkills International and its global industry partners seeking market and/ Least Developed Nation status was the How will the Work, Innovation and Skills or investment opportunities in Zambia baseline at the time of setting the Vision 2030 Competition based Learning system and the Africa region at large; back in 2006. Development and deployment operate? of a TEVET system with the combining of • Work, Innovation and Skills Competition as TEVETA will use existing regulatory and Donors and Development partners of the key feature for learning experiences, has training service provision systems as the the Zambian Government identified as one key strategy or regulatory foundation upon which to build the Work,

TEVET 1st Quarter Newsletter 2017 | 11 Milk chilling with biogas: Green TVET skills improving livelihoods By Clive Mutame Siachiyako –IEC Specialist [BMC, MSC]

ilk production is a key resource for runs on biogas, produced from any type of developing financial products that can smallholder farmers in farming areas of domestic biogas system. support farmers to procure bio-digesters and, Zambia. However, milk spoils quickly in ultimately, milk chillers; ii) partnered with the M In Zambia, SNV has since trained 42 masons Dairy Association of Zambia and other players warm condition. Since the cold chain for milk (men and women) in bio-digester construction, is not reaching remote dairy farmers, it results in the industry to promote the technology maintenance and marketing. In addition, in limited supply of high-quality milk to dairy and ensure it is of the highest standards; iii) 8 bio-digesters have been constructed in processors from a large portion of smallholders called upon cooperating partners to consider Copperbelt, Lusaka, Western, Central and farmers in the country. supporting the development of the biogas Southern provinces for demonstration. These sector which will provide poor rural farmers Stakeholders are stepping in to avert such achievements have laid the groundwork for SNV with much needed energy that will enhance problems and impart skills that enable farmers to commence developing a market for biogas their productivity levels. store their milk longer without getting spoiled. in the country and to mark this decision. The A Dutch NGO, SNV working with SimGas, NGO held field day at Lusunga farm in Chilanga The possibilities of biogas are endless. Biogas Mueller and BoP Innovation Centre are training district to demonstrate the possibilities of bio- cannot only provide energy for milk chilling, and supporting the development and market digesters and biogas to government officials, but for piglet warming, production of heat introduction of the first biogas-powered milk cooperating partners, representatives from for improved rearing of chicks, energy for chiller for smallholder dairy farmers in Zambia, financial institutions and farmers in the area. hot water to improve milk collection and Tanzania and Kenya. The training and supported safety by sterilising milk collection and Bio-digester plants convert animal manure into target the farming groups that face limited storing equipment, as well as the bio slurry combustible methane gas known as biogas. access to market since most of the farmers live that enhances agricultural production SNV is a leader in Biogas programming and too far from the milk collection centres and are without further damaging and degrading has installed over 500,000 digesters across off the national power supply grids. the environment. About 40 dairy farmers are the world – primarily in Africa and Asia. Since expected to sign contracts with masons to When delivering milk for the previous evening January 2013, SNV Zambia has been working construct digesters and more are expected to the following morning, farmers face the risk of as part of a multi-country, public-private visit the demo sites to witness the technology milk rejection due to spoilage, which negatively partnership to further the use of Biogas for in action. The foundation for the biogas market impacts their income. SNV and its partners Milk Chilling together with world leaders in the has been set and can only grow with a dedicated have thus designed a milk chilling system development of chillers. Prototype milk chillers and supportive multi-actor approach. that uses biogas energy through absorption developed by the NGO and its partners (SimGas cooling, supporting farmers to make their milk How will it improve the livelihoods of small- production more sustainable, and to increase and Mueller BV) has been since launched in Zambia. scale farmers by reducing food waste and their sales. spoilage? The technology supports off-grid, smallholder The biogas-powered milk chiller provides a This is the question many can put forward. solution to this problem by cooling 10 litres dairy farmers who need to chill their milk overnight before delivering to the milk Drivers of open innovation platforms that of milk from 35°C to 4°C within 3.5 hours. The encourage solving community are challenges cooling level is within the standard milk cooling collection centres, and provides additional benefits in bio-slurry – an organic fertilizer that for social good contend that there abundant standard. The milk chiller capacity is tailored ideas to the question. One of the responses to the availability of surplus evening milk at improves crop and fodder production, and also energy for lighting and cooking on-farm. resulted into designing of the Biogas-Powered smallholder dairy farms with 2-10 cows. A 10 Milk Chiller being used in Zambia, Kenya and litre capacity chiller is sufficient to serve more SNV has also i) started working with financial Tanzania. than 80% of the target group. The milk chiller institutions to support the possibility of The Biogas Milk Chiller provides off-grid biogas-powered milk cooling on-farm, allowing smallholder dairy farmers without access to electricity to store and sell the highest possible quality of raw milk and increase their income. This bottom-up approach is new to the dairy industry; instead of focusing on processors who are on the top of the cold chain, the biogas- milk-chiller approach focuses on filling the gap at the bottom (on dairy farms) where the problem originates. Biogas plants (biodigesters) convert animal manure, human excrement and other organic materials into combustible methane gas, known as biogas. A household family with just three heads of cattle or seven pigs can generate sufficient gas to meet their basic domestic and/or productive energy needs. This is clean cooking, powering and/or basic lighting energy Biodigesters come in different forms and made from different materials. Above is the plan for that is resonate with green economy values. a concrete biodigestr. http://www.homepower.com/ In addition, the residue of the process (bio- Cont'd to page 13

12 | TEVET 1st Quarter Newsletter 2017 Cont'd from page 12 slurry) can be used as a potent organic fertilizer entrepreneurial learning. Green TVET ensures Albert, E. M. (1968). Value systems. New York: to enhance agricultural productivity and sustain that all workers are able to play appropriate Crowell Collier and Macmillan. soil fertility. The market potential for household roles, both in the workplace and the broader Australian Chamber of Commerce and Industry and Business Council of Australia (2002). digesters fed by animal manure is estimated at community, by contributing to environmental, Employability skills for the future. Canberra: 155 million. Bio-digesters can also be used by economic and social sustainability. Department of Education, Science and Training. institutions, businesses and communities. The roadmap for greening TVET necessitates the Australian Industry Group and Deloitte. (2009). National CEO survey – Skilling businesses in tough Today one of the most important goals is inclusion of subjects related with sustainability times. Sydney: Australian Industry Group. to transform existing economies to green and thus revision of the existing curricula Bauman, Z. (1995). Life in fragments: Essays in economies that seek the achievement of promoting the use of cleaner energies, waste postmodern morality. Oxford: Blackwell. sustainable development goals (SDGs). A green management, green technologies, developing Campbell, W. J., McMeniman, M. M., & Baikaloff, economy refers to an economy that result in skills to cope with new technologies, N. (1992). Visions of a desirable future Australian improved human well-being and social equity, promoting entrepreneurship and innovative society. New Horizons in Education, 87, 17–39. while significantly reducing environmental way of thinking, matching theory and practice Feather, N. T. (1975). Values in education and society. New York/London: Free Press/Collier risks and ecological scarcities. In its simplest through work based learning/apprenticeship, Macmillan. expression, a green economy can be thought emphasizing the needs of the sector. Gatto, J. T. (1991). Dumbing us down: The hidden of as one which is low carbon, resource efficient References curriculum of compulsory education. Gabriola and socially inclusive. Another important Island: New Society Publishers. feature of green economy is the emphasis on http://www.snv.org/country/zambia the “regeneration-of individuals, communities and ecosystems”. Green economy embraces green design, green buildings, materials and construction products, waste management, waste-to-energy are part of almost any sector Building or ruining directly or indirectly including woodworking and furniture industry. your career or job It is evident that the green economy can only be achieved in a society where education and opportunities through innovation are accepted as the “prime movers of sustainable growth, where innovation, green skills and the capacity to cope with change are By Clive Mutame Siachiyako –IEC Specialist [BMC, MSC] significant drivers of each economic sector”. Transition to green economies then requires ocial media took over society in the past irrelevant or trying to hide something. re-configuration/re-structuring the formal decade. People are making these social and non-formal education in which not only networks part of their daily routine. Some One major social media ‘fraud’ is said to be themes related with sustainability but also S feel the need to update the cyber world on spelling and grammar mistakes. According to critical thinking should be taught. every little thing they do. Facebook, Instagram, hiring managers, poor grammar and spelling In this context well-trained professionals Twitter, and LinkedIn allow users to update mistakes are worse (54%) social networking who can cope with this paradigmatic change their friends through the use of pictures, ‘sins’ than posting about a binge-drinking in the economy and society will be the statuses, and accomplishments. Without these adventure. backbones in this transformation. Technical social networks, society would be changed According to a study called The Impact of the and vocational education and training (TVET) completely. Employers would not be able to should also be revised not only to provide Big Five Personality Traits on the Acceptance see what potential applicants do “after hours” skills needed for an occupation to be green: of Social Networking Website, employers and be able to determine if they are the right green skills but also skills necessary to adapt are searching for potential employees in all professionals to changes and new technologies candidates for their company. the right places because of the outstanding in order to sustain themselves. Greening TVET Social media sites help filter-out unprofessional number of people interacting with social media is described as “prepares learners for fields of candidates, as hiring new employees has websites every day. The study showed that work and business such as construction, waste become more and more expensive. Employers the main personality traits used by employers management and agriculture, many of which mostly look for top traits in prospective to gauge the potential candidate for the job consume enormous amounts of energy, raw are: agreeableness, openness, extraversion, materials and water. Green TVET helps develop employees which include: conscientiousness, neuroticism and conscientiousness. skilled workers who have knowledge of (and agreeableness and emotional stability. An commitment to) sustainable development, employer can make a judgment just by looking Agreeableness is associated with traits of as well as the requisite technical knowledge. at an applicant’s profile. That is why it is crucial courtesy, flexibility, trustworthiness, forgiving, Greening TVET is crucial for making a that applicants create their personal brand in a and likewise. The study also showed that transition from energy and emissions-intensive positive way on the social media. individuals that are agreeable were more likely economies to cleaner and greener production to contemplate social networking technology and service patterns”. On the contrary, social media websites have become more of a negative and controversial as valuable, as it would help them foster their TVET goes beyond promoting skills issue. Some believe it is unjust to obtain personal relationships with others and use development for employability. It empowers information about someone without their it to build their persona and the brand of young people and adults to develop skills for consent. However, when one displays personal their employers. Openness to experience is work and life. Green TVET therefore means information on the Internet, they are then associated with traits of curiousness, originality, more than developing technical skills for making it public information. Others think or intelligence. Since these types of people are green employment (such as eco-tourism, more curious than others, communicating with renewable energy and recycling). It also social media websites are a waste of time friends and co-workers should be appealing to means developing ‘soft’ green skills such as and do not think they help finding a job. them. enhancing problem-solving skills in everyday Nevertheless, if an employer goes to look for a situations (life skills education), education for potential employee’s social profile and cannot Extroversion is associated with traits of sustainable consumption and lifestyles, and locate one, they may think the applicant is sociability, talkativeness or activeness. Since Cont'd to page 13 Cont'd on page 14

TEVET 1st Quarter Newsletter 2017 | 13 Cont'd from page 13 these individuals are assertive and social, they found that 37% of employers use social The good news is that hiring managers are not social networking would be another way to networks to screen potential job candidates. just screening your social media profiles to dig assert themselves and be useful. Conscientious That means about two in five employers browse up ‘dirt;’ they are also looking for information is associated with traits of responsible, candidates’ social media profiles to evaluate that could possibly give you an advantage. being organized and good at planning. their character and personality and some even The CareerBuilder survey revealed that 29% of Conscientiousness is about being persistent base their hiring decision on what they find. surveyed hiring managers found something and capability to follow directions. Such people positive on a profile that drove them to offer “Social media is a primary vehicle of would find that social networking is easier the candidate a job. communication today and because much of to use than others. Neuroticism is associated that communication is public, it is no surprise In some cases it was that the employer got a with traits of anxiety, worry or insecurity. some recruiters and hiring managers are tuning good feel for the candidate’s personality. Others People who are neurotic have trouble trying in,” states CareerBuilder. chose to hire because the profile conveyed a new experiences and are more likely to have professional image. In some instances it was problems with social networking or simply CareerBuilder also asked employers WHY they because background information supported want to avoid this technology completely. use social networks to research candidates. professional qualifications, other people About 65% said they do it to see if the job The study states that some employers said “we posted great references about the candidate seeker presents themselves professionally. no longer have the excuse of relying on self- or because the profile showed that the job About half (51%) want to know if the candidate reports of graduates. We can now reach out seeker is creative, well-rounded or has great is an appropriate candidate for the company to other groups and see the actual electronic communication skills. culture, and another 45% want to learn more traces of their behaviour.” Other findings in the about their qualifications. A third (34%) of This means the job seekers should not just study were that when screening job candidate, employers who scan social media profiles focus on hiding or removing inappropriate one in ten employers use or has used social said they have found content that has caused content; they should work on building strong networking sites. Employers browse potential them not to hire the candidate. About half of social networks and creating online profiles employee’s personal social media pages to those employers said they did not offer a job that do a really good job of representing discover any related information that was not candidate the position because of provocative their skills and experience in the workplace. exposed in the interview. Some employers use or inappropriate photographs and information In this www era, job seekers who are silent or social networking sites to check on a potential posted on their profile; while 45% said they invisible online may be at a disadvantage. They candidate’s personality on the social media, chose not to hire someone because of evidence need to engage on social networking sites to which is basically a pre-interview process. of drinking and/or drug use on their social increase their visibility and searchability with According to Careerbuilder.com’s survey, 63% profiles. prospective employers. Can someone Google of managers who used social networking you and find you? Other reasons they decided not to offer the websites did not hire the person based on the job: the candidate’s profile displayed poor It is not enough to only post a profile and negative things they found on their profile. communication skills, they bad mouthed check your news feed. There are a lot of lurkers “They are using these networks to fish where previous employers, made discriminatory – people who have an online profile but do the fish are. If you do not like a person there (on comments related to race, gender, or religion, not do anything or engage in any meaningful Facebook), you probably will not like working or they lied about qualifications. way. You need to give to the social networking with them.” communities, participate in group discussions, Tips of how to conduct self on social Employers are using these networks to find share expertise or point someone to an networks potential employees because that is where article. You have to work it. While it can feel they spend the majority of their time. With the The study findings showed that no matter what uncomfortable putting yourself out there, if outstanding number of people interacting with information was found on a candidate and you are looking for a job, it is not the time to social media websites every day, employers regardless of where it was found, the process be timid. are searching for potential employees in all had to abide by fair and equal hiring practices. Takeaways the right places. Social media is now being Therefore, if you choose to share content used as an effective source to assess potential publicly on social media, make sure it is working Whether you like it or not, employers are using employee’s professionalism, personality, level to your advantage. Take down or secure social networks to screen job applicants. This of intelligence or in many cases, lack of it. anything that could potentially be viewed means it is important to carefully manage your by an employer as unprofessional and share image on these types of sites. Create a personal Sites like Facebook, Twitter, LinkedIn, and content that highlights your accomplishments brand which will sell you and make you an Google+ allow employers to get a glimpse and qualifications in a positive way. admirable person to recruit. of who you are outside the confines of a curriculum vitae, cover letter, or interview. This Make sure any profiles you write are free Facebook and Twitter are being used a lot to is besides these sites offering job seekers the of typos, the information is coherent and screen job applicants. Using Facebook and opportunity to learn about companies they are applicable to your industry or job you are trying Twitter, hirers are trying to get a more personal interested in; connect with current and former to get and your photographs present you in a view of a candidate, rather than the resume-like employees; and hear about job openings favourable light. You can verify the applicability view they will see on LinkedIn. instantaneously, among other things. That is of the information by checking profiles of Hirers are looking at the social networking probably why half of all job seekers are active others in the same field. profiles of candidates very early in the process. on social networking sites on a daily basis, and The information you provide online about your This means that job seekers need to have their more than a third of all employers utilise these job background and accomplishments should online act in order before they begin looking sites in their hiring process. also be consistent. Do not assume an employer for a job. The bottom line is that it is important To help job seekers better understand the role will only be checking you out on LinkedIn. They for users, whether they are looking for a job or of social media in their job search, CareerBuilder. may also check Facebook, or even Twitter and building up their professional reputation, to com conducted a survey in 2012 that asked Google+. The story you tell on each site should manage their online image across the different 2,303 hiring managers and human resource be pretty much the same, although it is fine to social networks they use. Source: Society for professionals if, how, and why they incorporate adapt the material for the site. Human Resource Management. social media into their hiring process. First

14 | TEVET 1st Quarter Newsletter 2017 PHOTO FOCUS

Stakeholders during the review process of 25 TEVET curricula. The review is financed by the African Development Bank under the Support to Science and Technology Education (SSTEP) project.

Career pride promotion message by Quality TEVET drives productivity and enhanced product Lukashya Trades Students. Career pride drives value for competitiveness; principles TEVET promotes. Individuals to outdo others in doing their work

Some innovative Zambian youth designed and made Some of the TEVET funded small scale business owners at Circuit board to monitor and regulate solar energy Ngungu Youth Resource Centre. The funding was meant to Generation and usage upskills and reskill them for increased productivity

TEVET 1st Quarter Newsletter 2017 | 15 TEVETA MISSION AND MANADATE

VISION: A World-class Technical Education, Vocational and Entrepreneurship Training (TEVET) system that drives skills empowerment for sustainable development.

MISSION: In support of the Technical Education, Vocational and Entrepreneurship Training (TEVET) Policy of the Government of the Republic of Zambia, the Technical Education, Vocational and Entrepreneurship Training Authority will: • Develop and maintain a TEVET system that operates to internationally accepted standards; • Promote efficient, effective and equitable TEVET delivery, through support services to Training Providers; • Source and optimize the utilisation of resources for TEVET; • Facilitate improved interactions and communication between TEVET stakeholders; In order to contribute to the development of Zambia

Mandate of TEVETA The Technical Education, Vocational and Entrepreneurship Training (TEVETA) is an institution created under the Technical Education, Vocational and Entrepreneurship Training Act (No. 13 of 1998), read together with the Technical Education, Vocational and Entrepreneurship Training (Amendment) Act. No. 11 of 2005. Its general function is to regulate, coordinate and monitor technical education, vocational and entrepreneurship training in consultation with industry, employers, employees and other stakeholders

For further Information contact, Technical Education, Vocational and Entrepreneurship Training Authority [TEVETA] Birdcage Walk, Longacres, P/B RW 16X, Lusaka, Zambia Tel: 260 211 253331-4 , 251040, Fax: +260 211 253382, Website: www.teveta.org.zm E-mail: [email protected]

16 | TEVET 1st Quarter Newsletter 2017