Đang chuẩn bị liên kết để tải về tài liệu:
Skills Development in Sub-Saharan Africa phần 7

Một cách tiếp cận có sự tham gia cần phải được sử dụng trong quy hoạch đào tạo. Kết quả tích cực đã thu được thông qua phương pháp này ở Tanzania và Kenya. Về mặt tiêu cực, Cameroon APME dự án theo một cách tiếp cận gia trưởng, | 138 Skills Development in Sub-Saharan Africa awareness on problems related to apprenticeship training for example organization and conditions of apprenticeship training and lack of start-up capital . A participatory approach needs to be used in planning the training. Positive results were obtained through this method in Tanzania and Kenya. On the negative side the Cameroon APME project followed a paternalistic approach in which the artisans were more subjects than partners. The training needs were not indicated by the micro-producers themselves but by the trainers who were said not to listen well to the artisans. It is difficult to reorient VTIs to training for the informal sector. This was found earlier in an examination of attempts by training institutions to reorient themselves to training for entrepreneurship and self-employment see chapter 3 . Most alleged reorientations were VTIs converting into some form of enterprise start-up abandoning vocational training entirely. Others simply added on enterprise components without much success. Thus few successful reorientations can be identified and certainly no replicable models Grierson and McKenzie 1996 . National training agencies supported by DANIDA in Sub-Saharan Africa were criticized for their almost exclusive orientation to pre-employment training in the rapidly disappearing wage sector. There was no clear vision supported by well-defined objectives . . . in relation to poverty alleviation and how in particular micro-enterprises could be more effectively served DANIDA2002 p. 43 . This review found the same difficulties in reorientation of formal training providers to the clientele and requirements of the informal sector. Linkages with VTIs proved disappointing in the Kenya SITE project. They did not become sustainable providers of training to micro and small enterprises. The use of instructors from technical training colleges in the ISTARN project in Zimbabwe who were accustomed to teaching trainees with much