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Training Centre
A Preliminary Proposal
Ahmed Khidir Yagoub Email: akyagoub@gmail.com

Objectives & Goals

This is a preliminary proposal for the establishment of a training centre as a semiprivate/nonprofit NGO. The goals are to produce technologist, technicians and high skilled laborer as well as offering ability improvement and capacity building for the poorly trained. The demand for these in the market labor is high in industry and as self-employed capable of running competitive small businesses and cottage industry. The field of study extends from the engineering and management to artisanship. The proposal will discuss the disciplines, the curricula, the teaching staff and the workshops and laboratories required as well as phases of development and logistics. The target group is school leavers who will take study course for maximum of three years to acquire a diploma. The establishment accommodates in-service training and short technical training courses as well as evening classes.

Introduction
Training means gaining real life experience and skill on performing a certain job successfully. There is a vast amount of information, rules and methods to be acquired as knowledge. However experience has shown that applying this knowledge and making it useful to mankind has many difficulties and obstacles that require special strategies to overcome. There is always an end product whether it is a service or an object whose qualities could be assessed besides the fact that no two persons could do it the same. Inventing the best ways and means of making the trainee acquire the ability and capability to achieve such high qualities of the end product is a must and stand as the main goal of training.

These ways and means and how are they implemented to produce the high quality personnel sought raise the need for training and becomes its motto.

Effective Training Strategies People teaching technical information and skills includes peer-educators, technical experts with little or no teaching experience, as well as those accustomed to teaching in academic settings. It is hard to characterize a general type of trainees. As we consider successful approaches to education, it is helpful for us to remember that they want to earn more money, and want their families to be healthier and more stable. Therefore, they can be enthusiastic learners. It is also critical to remember that many may have had not been successful learner at school or elsewhere. Being acknowledged as being good at learning is critical to being confident enough to ask critical questions when we do not understand something. It is also important to establish the link between learning information and changing behaviors. Our goal in training is behavior change. Whether it is using a new piece of equipment effectively or being able to do maintenance on equipment to ensure long-term use, our primary focus is on establishing behavior change that enhances health and wealth. Vocational Training Technical education is associated with training and depends quite a lot on its effective application. Vocational training of craftsmen on professions such as carpentry, plumbing or welding might naively look like something anybody would pick by see-it-once and then become an expert. Mastering an art requires repeated practices under instructions and guidance which is to mature through continuous assessment of progress and advancement. Science is an important component of the processes. Hammering a nail involves some elements of physics, dynamics and statics. As man learned the different sciences and applied his knowledge to the profession of health, agriculture and engineering, the lower level professions similarly undergone refinement and their techniques were improved in an ever continuous manner since the enlightenment and the industrial revolution. Mathematics helped in improving measurements and precision, the two pillars that mostly support high quality. This goes side by side with geometrical 3D visualization of shapes and objects as well as the laws of

physics and chemistry. This has far reaching effects in every technical art and has entrenched on all aspects of modern human life including services, housing, food, clothes and entertainment. Technical education and training are the antidote against unemployment now becoming an index of the nation failure. Recently it has associated strongly with job creation which is now turning into an art. It is curbed by paving the way for small businesses by raising the level of skill and competence and by promoting ingenuity and cutting down taxes rate and government dues. Creation of jobs based on artistic professions like painting sculpture, music, drama and fashion requires some guidance for creativity and improvisation of new ideas. This is not to be undermined because there is considerable demand for the end products and the local production is weak and is compensated by import.

Manpower
It is quite apparent that a good carpenter may not be a good teacher in the subject of carpentry, which makes an apprentice a good craftsman. The qualities of a teacher must be retained by the trainer or else we should allow provisions for training the trainers. The manpower required to run the training center may not be available at home. While foreign recruitment at the beginning is necessary, the local manpower should be assessed under tight measures to note the inadequacies and locate the knowledge gaps, so as to build a strategy for training the teacher. Averting the need for good faculty by filling the vacancies with unqualified teachers transforms the center into an opportunity pool for the unemployed. This experience has plagued the existing higher education system. It is a severe transgression from the centers goals and objectives. Who are successful trainers? The answer for this question follows from the UNIDO and UNDP philosophies in training. The following are excerpts from the manual for training the artisan gold miners*. It is helpful to first have a look at ourselves. Are we people who learn best and easiest how to do things by reading a book, by watching someone else do something first, by trial and error, by talking to friends about it or by looking at images? Do we learn best in a loud and crowded room or in a quiet and calm atmosphere? One thing we know about teachers is that we like to teach in the same style

and atmosphere in which we learn best. However, if we only teach in the style that we identify with most, we are often ineffective for a majority of students. Hence, learning to teach outside our natural comfort style is critical. Next, lets look at ourselves as learners. Do we learn material well if there is no clear positive outcome for us as individuals? The answer is no. Why do we learn how to use the new machine at work? We do this possibly because we will lose our job if we dont. Pretty clear. Why do we learn how to maintain and fix the latest machine at work? We do this possibly because there is a chance of promotion if we do. Why do we get good scores in school? We do this probably because we want to earn a degree or have a certain job in the future. When planning training programs for mining communities, we need to offer them knowledge and skills that they value. In other words we need to have the question, Why do these people want to learn this material and new skill set? answered by the community itself. So, setting up time to listen to questions, needs, stories about failed training programs in the past, as well as what has worked in that community is necessary while in the planning stage of the training. How many times do we need to hear, read or discuss something before we really know it? How much of what we learn do we remember? How many times do we need to practice a new skill before we feel comfortable with it? Think about how to learn to ride a bicycle. Remember those crashes? When planning trainings, it is essential that we only teach material that is essential in order for real changes to take place. What we do not want to happen is for a person to leave a training remembering only the theory about construction engineering or medical terminology. This information is interesting, but does not give the people any new skills or behavior change experience. If people only remember 10% of what they are told, then we want to make sure that the critical material is told ten times rather than other interesting background material we might really like to teach. A good rule of thumb for teaching skills is 1 part of information to 7 parts of practice. Think back to the last time you tried to change one of your behaviors. Possibly, beginning to exercise or giving up cake and chocolate. Did it take a lot of effort? Was it easy? My guess is that it was at least a significant challenge. Behavior change to the point of habit development is very difficult, even if we know exactly why it is a good idea. Understanding this and being

supportive over time of efforts to change, and understanding failed attempts results in better sustainable change than in any way suggesting that people are bad or hopeless for not changing. As we all know from experience of receiving such negative messages, these messages can be very subtle. However, being listened to about why our efforts were not successful encourages future attempts. Would it have been easier for you if all your friends and acquaintances had been engaged in the same change at the same time? Chances are that it would have been. This is because people learn behavior change best in a social context. Our job as trainers is to provide appropriate information, time for skills practice, time to listen to individual and community concerns, time to consider obstructions to success. Community change evolves from community planning and ownership of the information over time. Maintaining a positive supportive attitude while working with a community makes all the difference.

Curriculum
There is no foundation to undergo curriculum development locally. The few who had their education locally in the last 20 years have been through a degenerate system of education in which all the objective galls and aims have lost their sense and meaning. The relation between the teacher and the student was transformed into a duty of passing very limited and fragmented information to be reproduced in an examination with every function of the human brain related to objectivity and rationality being relaxed. We recommend a criterion of setting up a curriculum based on defining the skill and modeling on real basis how our candidate is to acquire it. This is maintained under the auspice of foreign expertise and the careful transfer of state-of-the-art training policies and methodologies. The principles, theories, laws and methods taught determines the type of practical training associated with these as laboratory, simulated field environment or real life training in the respective field off campus. What is a successful curriculum? Again here we refer to the UNIDO and UNDP for an answer*. Successful curricula incorporate strategies that have been proven by research to support long-term skill and health enhancing

behavior change. Important components are: training of local natural leader heroes; widespread training of affected community members; and community development with local traditional, professional and elected leaders In order to achieve the two goals of an effective program, three main components are considered:
1. The train-the-trainer components are workshops specifically tailored for the needs of

the technical experts. Participants demonstrate teaching skills and core competencies in technical and health related areas.
2. The training component for craftsmen and families comprises workshops provided by

the above-mentioned technical experts in the field at the transportable demonstration units (TDUs). Sites vary but include mills, small industries and villages. TDU trainings include: education and health seeking behaviors; access to local micro credit and business skill development for participants. Participants demonstrate new replicable skills related to safer and more productive practice for individuals and whole communities.
3. The community component addresses, local attitudes and beliefs regarding possible

changes, provision of resources and local action plan. This supports local leaders and decision-making processes in regards to micro credit, supply issues and specific health and educational concerns. Participants demonstrate pro-change leadership behavior and work for mobilization and continuity at community levels. This curriculum is designed specifically for areas where normal behavior of primitive and inefficient industrial and agricultural practices, results in immediately dangerous environmental impact and contamination, creating individual and whole community health hazards. Research tells us that there are a few critical characteristics required by a curriculum that are effective in promoting positive behavior change. These characteristics are:
A. Effective programs include a narrow focus on reducing risky behaviors, focusing upon

safer practices specifically.

B. In general, effective programs are based upon theoretical approaches that have been

demonstrated to be effective in influencing other health risk behaviors, e.g., social

cognitive theory, social influence theory, social inoculation theory, cognitive behavioral theory, and the theory of reasoned action.
C. Effective programs employ a variety of teaching strategies designed to involve the

participants in ways that they can personalize the information. Trainers reach participants through active learning methods rather than didactic instruction. Participants are involved in experiential classroom and community activities: Small group discussion, simulations, brainstorming, role playing, practice, feedback/coaching, identifying barriers and creating solutions, use of safety equipment, use of industrial equipment, and goal setting.
D. Effective programs provide basic information that participants need in order to assess

personal risks and avoid unnecessary behaviors. Typically this information is not unnecessarily detailed or comprehensive. Instead, the programs emphasize the basic facts needed to make behaviorally relevant decisions.
E. Effective programs include activities that address social pressures on related behaviors.

It discusses situations that result in inhalation or ingestion of toxins in or near homes (e.g., lack of protective wear, disposal of tailings and associated chemicals near villages).
F. Effective programs reinforce clear and appropriate values in order to strengthen

individual and group norms supporting health-seeking behaviors. The message that child/community health is both vital and possible.
G. Effective programs provide modeling and practice of specific skills including hands on

and communication/negotiation skills. We need the use of the skills, and provides opportunities for skill rehearsal and practice (e.g., use of equipment, role-play and written practice).
H. Effective programs provide training for the educators implementing the curriculum. An

effective train the trainer program provides background information, teaching strategies, rehearsal and practice with equipment, materials and teaching units along with feedback and coaching. How do we recognize successful implementation?

It is recognized that there is no one magic bullet for complex social problems, but when implemented in a culturally specific context, the curriculum can be an effective strategy to address cultural beliefs, socio-demographic status, womens autonomy, economic conditions, physical and financial accessibility, community stability, and disease patterns/health service issues. In regions where this curriculum is appropriate, harm reduction is the goal rather than harm elimination. Success is based on specific appropriate indicators of positive behavior change. Basic knowledge for trainers
a. The goal of training is sustainable, positive behavior change In some situations, harm

reduction is the best approach

b. Behavior change is difficult and involves many steps and practice c. Use effective teaching strategies that involve participants 1. Focus on essential information and skills that help learners make real changes 2. People learn in different ways so try to use a range of teaching styles, not just the

ones that you identify with most

3. Remember to give 1 part information to 7 parts action (skills practice or

discussion)
d. Allow time for individuals to assess personal and family risk e. Include time to consider social pressures NOT to change f.

Behavior change is easier for groups than individuals

g. Identify and support natural community leaders

Conclusion
There should be greater emphasis on the outside world specially the developed world and in particular advancing countries like Japan, South Korea, Canada and India. These countries have envisaged new ideas that suit a developing nation unlike western countries which had emerged with the science and technology. Interaction with others experience transcends the developer much faster towards the most suitable and adequate training, human resource development and capacity building strategies at large.

Annex 1 Technical Education Fields

Engineering Fields
1. Electricity, domestic and industrial installation, high power generation, domestic

appliances.
2. Electronics, computer and telecommunication hardware. 3. Heat engine in the automobile and other driving machines. 4. Metal processing techniques and industry. 5. Cooling and refrigeration. 6. Carpentry, house and furniture making. 7. Building technology. 8. Architecture and internal decoration. 9. Information technology. 10. Software management.

Industrial Fields
1.

Chemical industry: soap and detergents, cosmetics, shoe polish, ink and paints.

2. Food industry. 3. Fitting industry. 4. Leather industry and tanning. 5. Foundry technology. 6. Glass industry. 7. White ware and cement. 8. Textile processing industry. 9. Textile weaving and spinning. 10. Printing and coloring. 11. Recycling of plastic materials. 12. Recycling of paper.

10 13. Recycling of lead and accumulators. 14. Laboratory management and technology. 15. Mining, hydrated lime, gold, cement etc.

Services
1. Hostelling and travel. 2. Catering and management. 3. Nursing. 4. Hospital management. 5. Accounting and commerce. 6. Banking. 7. Office and secretariat management.

Fine Art
1. Music. 2. Video and movie production. 3. Fine art and sculpture. 4. Fashion and readymade cloth industry. 5. Leather made goods.

Supporting Humanities
1. Economics and commerce. 2. Global politics and its games. 3. Literary works and writing. 4. English language and communication skill. 5. International certificate: A-level and international baccalaureate. 6. Profession tests and examinations at global levels.

Annex 2

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Physical Plant
It is recommended to have prefabricated low cost building for the fabrication of the workshops, laboratories, and offices. The actual demands and detailed specifications should follow after the curriculum is set and the objectives are clearly stated for each specialization. An administration building and a library are of course required and complementary to the overall setup. Lay out for Cost

Item One :Running Cost

1. Manpower: ( for each specialization), (T1: teacher level one) a. Academic.

T1: 2(persons) T2: 3(persons) T3: 5(persons)

b. Supporting Staff. (For each laboratory or workshop) (i) Laboratory Management.

Technologists: 1(persons) Supervisors: 2(persons) Attendants: 3(persons)

(ii)

Librarians: Senior Librarian: 1(persons) Deputies: 2(persons) Attendants: 5(persons) Accountants: Senior Accountant: 1(persons) Deputies:

(iii)

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2(persons) Junior Accountant: 5(persons)

(iv)

Personnel: Senior Administrator: 1(persons) Deputies: 2(persons) Junior Administrator: 5(persons) Administration: Director: 1(persons) Deputies: 2(persons) Junior Administrator: 5(persons) Secretaries: 10(persons) 10(persons) Laborers: 50(persons)

(v)

(vi)

(vii)

2. Overheads: a. Electricity: b. Water : c. Telephone: d. Internet: 3. Consumables: a. Chemicals: b. Materials: c. Animals and plants: d. Fuel: e. Stationary: 4. Students Maintenance:

Item Two: Establishment

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A. Physical Plant 1. Lecture rooms 2. Laboratory space 3. Workshops space 4. Library space 5. Entertainment 6. Staff rooms 7. Staff Housing 8. Students Accommodation: B. Scientific and Technical Equipments. C. Library Summary of Lay out Item One : Running Cost Total Manpower Total Overheads Total Consumables Total Maintenance Item Two: Establishment A. Physical Plant B. Scientific and Technical Equipments. C. Library

Annex 3

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Miscellaneous Aspects
Enrolment Students joining the center are expected to have a secondary school certificate or can be rated by internal examination set by the center according to its prerequisite. The center should have provisions for offering remedial courses to bridge the knowledge gaps of the wide sector of displaced people all round the country. Faculty Staff recruitment should maintain a high level of competence and skill in technical material and teaching. This to be assessed by local examination set at the international levels of similar institution Curriculum Curricular shall be designed by national and foreign experts. The major reference is the United Nations bodies like UNIDO, UNDP, FAO, WHO and similar bodies as well as accredited and recognized endeavors elsewhere in Canada, Australia and the BRICS nations. Accreditation System An accreditation system should be adopted by the center. Establishment Fund Is donated by (to be) and covers establishment expenses. Revenue The revenue source is the students' fees and it covers the running expenses. This should always be indicted in value and be covered by some source. This makes the centre runs over realistic budget and accounting system to avoid government down pull and ultimate collapse.