situational analysis study of technical vocational
TRANSCRIPT
Situational Analysis Study of Technical Vocational Education and Training
(TVET) in Sierra Leone (Final Draft Report)
Submitted to the
Ministry of Education Science and Technology Islamic Development Bank
Technical and Vocational Project
Submitted by SahrTambaNyalloma
Date: 26-04-2015
i
Table of Contents
Acknowledgments v
Executive Summary vi
1.0 Youth Unemployment and TVET in Sierra Leone 1
1.1 Youth UnemploymentRX3TV-6X2M9-BWR6F-TRTR2-6X87W 1
1.2 Population Overview 2
1.3 Education Overview 3
1.3.1 Enrolment at Schools and Higher Education Institutions 5
1.4 Labour Market Profile 6
1.5 Economic Overview 8
1.6 Inventions to TVET 9
1.6.1 Joint Response for Youth employment in Sierra Leone 10
1.6.2 Industrial Growth Centres (IGC) – UNIDO 11
1.6.3 Obasanjo Skills Training Centre 12
1.6.4 Private Sector Initiatives 12
1.6.4.1 London Mining Company 12
1.6.4.2 African Mineral Limited 13
1.6.4.3 Addax Bio-energy 13
1.6.5 National Youth Village Project 13
1.6.6 Islamic Development Bank TVET Project 14
1.7 Methodology 15
1.7.1 Desk Research 15
1.7.2 Questionnaire Development 15
1.7.3 Research Administration and Strategy 15
1.7.4 Data Collection and Compilation 16
1.7.5 Objective and Scope of Study 16
1.7.6 Limitations 17
2.0 Policies, Acts and TVET Institutional Structure 18
2.1 Policies, Acts and Plans for TVET 18
2.1.1 Implication of Policies Acts and Plans on TVET 18
2.1.2 National TVET Policy 2010 23
2.2 TVET Delivery Institutions 26
2.3 Physical Infrastructure for Teaching and Learning 27
2.4 TVET Management and Governance Structure 28
2.5 TVET Staff Capacity 28
2.6 Financing TVET 29
2.7 Enrolment in TVET Institutions 31
2.8 Certification and Duration of Programme 31
2,9 Non-Formal TVET 32
2.9.1 Reintegration and Non formal TVET 33
2.9.2 Barefoot College 34
3.0 Analysis of Primary Data 35
4.0 Findings 52
4.1 Strengths 52
4.2 Weakness 53
4.3 Opportunities 55
4.4 Threats 55
5.0 Conclusion and Recommendations 57
5.1 Conclusion 57
ii
5.2 Recommendations 60
References 62
List of Pictures
Fig. 1.1 Population Distribution Age and Sex 3
Fig. 1.2 Structure of Sierra Leone’s Education System 4
Fig. 2.1 Classification of TVET delivery Institutions 26
List of Tables
Table 1.1 Entry requirements to TVET programmes 4
Table 1.2 Enrolment at School levels per Academic year 5
Table 1.3 Tertiary Institution Enrolment for 2011/12 academic year 6
Table 1.4 Employment Statistics by sex and sector 7
Table 1.5 Percentage Contribution to GDP by Sectors 9
Table 2.1 Government Acts and Plans on TVET and Gaps 18
Table 2.2 Infrastructure conditions of TVET institutions 27
Table 2.3 Public Expenditure to Education Sector 30
Table 2.4 INGOs financial Support to TVET 30
Table 2.5 TVET programs and maximum duration of programmes 32
Table 3.1 District and number of institutions where data was collected 35
Table 3.2 Types of TVET Institutions 35
Table 3.3 Types of TVET Institutions Operators 36
Table 3.4 TVET institution type and operators 36
Table 3.5: Support provided by MEST to registered TVET institutions 36
Table 3.6a Body certifying awards offered by respective levels of TVET institutions 37
Table 3.6b Body certifying awards being given by operators of TVET institutions 38
Table 3.7a Operators and level of TVET Institution offering Technical and
Vocational programmes 38
Table 3.7b Operators and level of TVET Institution offering Vocational programmes 39
Table 3.7c: Operators and level of TVET Institution offering Technical programmes 39
Table 3.8a Common Technical courses offered by TVET institutions 39
Table 3.8b Common vocational courses offered by TVET institutions 39
Table 3.9 Levels at which TVET institutions certify programmes 40
Table 3.10 Entry requirement of respective category of TVET institutions 41
Table 3.11a Entry requirement into Certificate level programme 42
Table 3.11b Entry requirement into Participation certificate level programme 42
Table 3.11c Entry requirement into Diploma level programme 42
Table 3.12 Award durations by category of TVET institutions 43
Table 3.13 Stated pre-employment practical working experience of TVET instructors
by category of TVET institution 43
Table 3.14 Operators who use accredited syllabus by category of TVET institution 44
Table 3.15 Accredited Institution/Body stated by TVET institutions 45
Table 3.16 Student population by sex distribution by TVET institution 46
Table 3.17 Average hours of classes per week 46
Table 3.18 Placement/attachment duration by category of TVET institution 47
Table 3.19 Nature of accommodation/premise where TVET is conducted 47
Table 3.20 Ownership of property where TVET institutions are located 48
Table 3.21 Setup of premises where teaching and learning is conducted 49
Table 3.22 Governing body of TVET institutions 50
iii
Table 3.23 Head of Management of TVET institutions 50
Table 3.24 Administrative departments of TVET institutions 51
Table 3.25 Designation of academic heads of department and unit/division 51
Appendices
Appendix-A1a Postgraduate and Graduate academic and TVET staff statistics per
category of TVET institution 64
Appendix-A1b HTC, HND, Diploma and Certificate academic and TVET staff
statistics per category of TVET institution 65
Appendix -A2 Modern tools available for teaching and learning by institutions. 68
Appendix - A3 Institutions with their equipment and tools 70
Appendix - A4 Designation of the heads of these administrative departments 76
Appendix - A5 Responses to interview conducted with TVET stakeholders institutions 79
Appendix - A6 Survey Questionnaires 87
List of Abbreviations
AML African Mineral Limited
ADB African Development Bank
AU African Union
BADEA Arab Bank for Economic Development in Africa
BECE Basic Education Certificate Examination
CEC Community Education Centre
COMAHS College of Medicine and Allied Health Sciences
DFID-UK Department for International Development
ECOWAN ECOWAS Wide Area Network
EU European Union
FAO Food and Agriculture Organization of the United Nations
FBC Fourah Bay College
GIZ German Agency for International Cooperation
GTZ German Agency for Technical Co-operation
IDB Islamic Development Bank
ILO International Labour Organisation
IPAM Institute of Public Administration and Management
IRC International Rescue Committee
JADA Jackson and Devon Anderson Technical College
JICA Japan International Cooperation Agency
JSS Junior Secondary School
LMC London Mining Company
MEST Ministry of Education Science and Technology
MFAIC Ministry of Foreign Affairs and International Cooperation
MoLSS Ministry of Labour and Social Security
MoY Ministry of Youths Affairs
MWHI Ministry of Works, Housing and Infrastructures
NAYCOM National Youth commission
NBTE National Board for Technical Education
iv
NCDDR National Commission for Disarmament, Demobilisation and Reintegration
NCRDC National Curriculum Research and Development Centre
NCTVA National Council for Technical and Vocational and other Academic Awards
NCTVE National Council for Technical Vocational Education
NGO Non-governmental Organisations
NILISA Nigeria, Libya, South Africa
NPA National Power Authority
NPSE National Primary School Examination
NYC National Youth Commission
PPP Public Private Partnership
PRSP Poverty Reduction Strategy Paper
SALCAB Sierra Leone Cables Ltd
SIDA Swedish International Development Cooperation
SLLC Sierra Leone Labour Congress
SLRA Sierra Leone Roads Authority
SLRTC Sierra Leone Roads Transport Corporation
SSS Senior Secondary School
TEP Training and Employment Programme
TVC Technical and Vocational Centre
TVET Technical Vocational Education Training
TVI Technical and Vocational Institute
UN United Nations
UNDP United Nations Development Programmes
UNESCO United Nations Educational, Scientific and Cultural Organization
Unicef United Nations Children's Fund
UNIDO United Nations Industrial and Development Organisation
USAID United States Agency for International Development
VTC Vocational Trade Centre
WAC War Affected Children
WASSCE West African Senior School Certificate Examination
WB World Bank
WHO World Health Organisation
v
Acknowledgements
Words cannot express my sincere thanks and appreciation to all the individuals and Heads of
institutions who have assisted me in diverse ways to successfully complete this study.
I also wish to extend my deepest appreciation to Ms. Rebecca Turay of the Murray Town
Junior Secondary School, who acted as Coordinator and Data Collector in the West end of the
Western Area, Tejan Koroma the Secretary General of the National Council Technical and
Vocational Institutes who covered the East end of the Western area, Emmanuel S. Kamanda
a 3rd
year Biological Science student at Njala University College who covered Bo and its
environs and Suliaman G. Mansaray Lecturer at the Civil Engineering department, Eastern
Polytechnic who covered Kenema and its environs. Your selfless endeavours amidst the
spread of the deadliest Ebola virus, have earned you my highest professional respect.
Special thanks and appreciation go to Prof. J. A. S. Redwood-Sawyerr who found time amidst
his busy schedule to read and contribute to the report.
Finally to Mr. Ibrahim Thorlu-Bangura who was persistently urging and encouraging me to
continue working and to ignore the stress associated with the Ebola pandemic, I want to thank
you for the confidence reposed in me. May the good Lord richly bless you.
vi
Executive Summary
This Situation Analysis of Technical and Vocational Education Training (TVET) in Sierra
Leone Study was funded by the Ministry of Education Science and Technology and the
Islamic Development Bank.
The overall objective of the study is for Government and Islamic Development Bank to have
a clear knowledge of the status of TVET with respect to access and service delivery, with the
aim of enhancing quality and mitigating the shortage of skilled middle manpower.
The scope of the study includes;
Policies, regulatory framework status, enrolment, teaching staff capacity by gender
and TVET delivery system in both formal and informal settings
Nature and quantum of sources for TVET financing
Training curricula and programmes for TVET teachers and Instructors
Articulation of TVET in the entire education system including linkages between
formal and informal sectors
Outline TVET qualifications framework and quality assurance systems including
existing curricula, examination modulation, staffing and teaching and learning
materials.
Management and information systems with TVET
The management and governance arrangements/structures for TVET at educational
institutions and national level; roles and responsibilities of various stakeholders
The extent of partnerships and involvement of the private sector and other civil
societies in the design, implementation and funding of TVET programmes and
initiatives
The priorities, challenges and opportunities facing TVET as articulated by
institutional leaders
The extent of collaboration and cooperation in TVET among the TVET institutions
and MEST
Suggest any new idea on how to improve accessibility and use of labour market
information in Sierra Leone.
vii
Three approaches were adopted in pursuing this study; online desk research, personal
interviews of key officials of institutions that are considered as stakeholders to TVET and
administering of structured questionnaires. The questionnaires were administered in the
Western Area, Bo, Kenema, Portloko and Makeni.
A number of limitations were experienced while conducting the study. The first and major
one was the Ebola pandemic that restricted access to certain areas. In areas that visitation was
possible, the TVET institutions visited were not in operation. Hence the data obtained was
based solely on what was provided by the institutions’ management which the Data collectors
were unable to confirm the accuracy.
The second was the amount allocated to conduct the study inclusive of consultancy. TVET
institutions are scattered all over the country, this required extensive travelling which was
expensive as in many cases data collectors had to visit institutions three or more times to
retrieve questionnaires. The cost of producing the questionnaires was also expensive as such
consultancy was inadequate.
Finally, two of the major departments that would have provided detailed information on the
global situation of TVET and curricula development in MEST are unmanned.
The findings of the analysis of the administered questionnaires and personal interview of
officials were structured within the context of strengths weakness, opportunities and threats.
Strengths
The recognition by the African Union (AU) of the importance of Technical and Vocational
Education and Training (TVET) as a means of empowering youths and young adults to take
control of their lives through its Plan of Action Second Decade of Education (2006-2015), is
a clear manifestation of African governments and the donor community intention to revitalise
TVET as a means of mitigating youth employment. This plan of action has resulted in a
number of TVET initiated projects being funded by the World Bank, European Union,
German Development Cooperation, United Nations, through UNIDO and the Islamic
Development Bank. The following are a few of such projects;
Joint Response for Youth employment in Sierra Leone;
Industrial Growth Centres
viii
Islamic Development Bank TVET Project
Investment on TVET is also being undertaken by large conglomerates as part of their
cooperate-social responsibility to the community in their areas of operations. These current
investments have introduced the concept of Private-Public-Partnerships in TVET. This
initiative can be developed by government as a policy for future investors.
The Education Act of 2004 established the National Council for Technical and Vocational
Education (NCTVE) to coordinate TVET and advise government on TVET activities. This
positive move will bring an end to the fragmented, unregulated and uncoordinated operations
of TVET.
The approval by Cabinet of the National policy TVET 2010 that awaits parliamentary
ratification, now serves as a guide for the implementation of TVET. The policy amongst
other activities clearly defines the source of funding for TVET and the curricular.
Large numbers of youths and young people are now opting for technical and vocational
training programmes as a way of acquiring skills that will provide them with sustainable
livelihood. This has resulted in the proliferation of TVET institutions by the private sector
with varying skills set especially in the areas of computer and digital technologies that were
lacking in government TVET institutions.
Weaknesses
The division in MEST charged with the responsibility of monitoring and supervising TVET
education is poorly manned.It could boast of one officer only, who has now retired.
Government funding/support to TVET compared to formal schooling is relatively low. This
has portrayed TVET as a poor further education alternative by targeted beneficiaries.
The current education system in the country appreciates the fact that not all students/pupils
have natural aptitudes for academic work. TVET therefore comes in as a suitable alternative.
Unfortunately, government has neither provided the enabling resources to support TVET nor
has the National office of the West African Examination Council (WAEC) undertaken to
examine its (TVET) courses in WASSEC as being done in Ghana and Nigeria.
ix
The NCTVA Act 2001 that established the NCTVA body was mandated to accredit and
certify TVET institutions. Unfortunately the mandate was confined to five polytechnics under
the first schedule. The government’s intention for polytechnics to train TVET instructors and
tutors for schools and TVET institutions cannot be achieved as the existing polytechnics lack
technical and vocational capacity and the NCTVA examining system is academic excellence
focused.
The Education Act 2004 established NCTVE but to date this body has not been formally
constituted. This has led to the proliferation of TVET institutions (especially by the private
sector) offering varying quality of courses and unaccredited certification up to diploma and
higher diploma level. The absence of the NCTVE also enabled operators of TVET
institutions to self determine their TVET institution’s level, even though they lack the
capacity in terms of staff, facility and equipment, to provide the expected service at that level.
This situation is further compounded by MEST, NCTVA and other institutions co-certifying
courses offered by private sector operators of TVET institutions using varying curricular.
Government funding to government and government assisted (Associations and
Mission/faith) TVET institutions is comparatively low compared to funding to mainstream
schools. This has resulted in the following;
Deteriorating and dilapidated TVET physical infrastructure,
Relatively poor quality instructors and tutors, many of whom lack the experience to
provide the requisite practical skills training.
Poorly equipped TVET institutions without modern teaching and learning tools and
equipment.
Poorly managed TVET institutions.
Relative poor quality of graduates, who, at the best of time are unemployable
Private sector operated TVET institutions that do not receive funding from government
depend solely on students’ fees and assistance from the donor community to run their
institutions. The fees collected are used to support operational and administrative expenses;
pay for renting/lease of premises where service delivery is conducted, salaries of staff and
consumables. The limitation of funds has made it difficult/impossible for them to buy tools
and equipment for the courses they offer. As such, graduates from these institutions are
relatively less trained compared to those from government institutions.
x
Management of private operated TVET institutions is often a one man show where the
proprietor/tress directs all activities. In these institutions, staff attrition rate is high and there
is no job security. This has resulted in the closure of many of these institutions,as was
observed in the Western area. Also, most of the instructors/tutors are poorly qualified and
skilled; as the best trainees are employed as tutors/instructors compromising quality. Further,
the proprietors/tresses of these institutions are engaged in technical-vocational businesses that
require extra manpower and because of weak monitoring, use TVET as a way of recruiting
unpaid labour.
Heads of Managements of TVET institutions in most cases have limited background on
technical/vocational programmes and low business and managerial skills to manage
institutions their institutions effectively.
Tutors and instructors in TVET institutions seldom benefit from external or out of country
training, as such the course content and practical skills acquired by students are inadequate to
meet present day expected expertise. By the same token, transformations that are introduced
in TVET courses are not reflected in programmes.
The interventions by the International community to TVET focus more on supply oriented
instead of demand oriented or labour market demand. This has made it difficult for graduates
to make meaningful contributions to the development of their communities. The duration
allocated to TVET by these interventions; six months to a year, is inadequate for acquiring
meaningful proficiency that will enable graduates to gain employment or become self
employed.
The most common technical courses being offered by majority of the TVET institutions are
computer related. These courses though necessary, have limited job opportunities for youths
and young people considering the skills-set employers are looking out for, especially in the
mining and agriculture sector that recruit the largest number of workers.
TVET courses are far more expensive to support than academic courses. Government’s
ability to fund TVET institutions in light of the new focus for progression from JSS to SSS
will be constrained as TVET will be the sort out alternative. Many SSS do not have the
xi
capacity to services TVET course as such the quality of programmes that will be offered will
be of poor in quality and limited in options.
Opportunities
Government’s adaption of the National TVET 2010 policy has brought in a new focus on
TVET in terms of source of funding and curricular; 1% tax levy on the private establishments
and competency based curriculum respectively. The NCTVE when constituted will regulate
both formal and informal TVET ensuring quality assurance, programme coordination,
standardisation of certification and TVET institution levels. The development of a labour
market database by the MoLSS will guide the NCTVE and TVET operators on new courses
that should be introduced and the nature of the training programmes that should be
developed.
Threats
The recent enforcement of a minimum pass grade in BECE to qualify to sit to the WASSCE
by MEST has resulted in large number of pupils unable to complete formal schooling. The
absence of an attractive and suitable alternative programme to address this situation and the
National office of WAEC not conducting WASSCE examination on technical and vocational
courseswill increase the existing large numbers of unskilled, untrained and poorly educated
youths and young people.
Financing TVET is a challenge to governments the world over. The National TVET 2010
policy on financing TVET failed to indicate a strategy for the implementation. Very few
successful private establishments exist in the country. These establishments already have in
their budget cost for corporate social responsibility contribution that they fulfilled
intermittently. Introducing a 1% tax levy to finance TVET will introduce a new financial
burden to these entities, considering the country’s economic status.
Management and service delivery capacity is a serious problem in nearly all TVET
institution, resulting in poorly trained graduates that are unemployable. This discourages
future applicants from enrolling and a waste of government’s limited funds.
Based on the above, the following conclusion was arrived at and recommendations made;
xii
Conclusion
The situation analysis on TVET in the country shows a fragmented, uncoordinated and
unregulated system and structure. TVET institutions lack the capacity to deliver the
appropriate training requirements to enable the graduates they produce employable.
Government’s ability to finance TVET is unsustainable. The infrastructures available for
TVET delivery services are inadequate and obsolete. Small and medium scale private sector
participation in TVET is not viable as it depends on government’s funding for sustainability.
Recommendations
There is need for a total overhaul of the TVET system with the introduction of
periodic strategic focus, aligned with labour demand.
The fragmented, uncoordinated and unregulated system and structure of TVET can
only be stemmed through the formal constituting of the NCTVE with an effective
TVET inspectorate with devolved responsibility to regulate all TVET activities.
TVET operators should be made aware of the Education Act 2004 in relation to
TVET and the Cabinet approved National TVET policy 2010 through workshops and
seminars.
Government should ask the WAEC National office to expand its examined courses to
include TVET courses as is done in Nigeria and Ghana.
Government should give serious thought to including and improving TVET courses in
the mainstream schooling system.
Government must redirect support given by NGOs and the international community to
equip SSS with tools and equipments to enhance teaching of TVET courses.
Inter-ministerial collaboration between MEST and MFAIC should be enhanced to
ensure that TVET instructors/tutors fully utilise the India Commonwealth technical
and vocational training programme for refresher training.
xiii
Private TVET operators must be allowed to offer a maximum of three vocational and
technical courses and only at certificate levels. Also, subvention to such institutions
should be attached strictly to adherence to quality assurance.
Government should demand that all ministries and state owned enterprises that have
activities relating to technical and vocational training open TVET institutions.
Examples are the now defunct NPA and SLRTC training schools. SLRA has the
Mechanised Service Unit but it does not function as a TVET school.
Private-Public Partnerships which have been introduced by African Minerals, the
now defunct London Mining and Addax, should be included in further licenses and
agreements.
Government should revise the criteria for subvention to TVET institutions to include
minimum number of students required to qualify.
Financing TVET should be based on nature of course per student as is done in
Finland.
Existing government TVET institutions should be encouraged to engage in
enterprising activities to attain partial self sustainability. Many of these institutions are
engaged in such activities but the returns are used for personal enhancement.
Top management of institutions should be appointed on an agreed two term contract
duration with signed performance contract including clear expected deliverables.
1.0 Youth Unemployment and TVET in Sierra Leone
1.1 Youth Unemployment
Unemployment amongst youths and young adults who make up a third of the country’s
population is about 60%, which is amongst the highest in the West African sub-region1. This
is because 40% of youths in the country are illiterate and unskilled and the remaining 20%
lack employable skills and have little or no working experience.
Against this back drop, the country has among the fastest growing numbers of young workers
living on less than US$1 per day. About 80% of the country’s youth population are unable to
earn enough to lift themselves and their families above the US$2 per day poverty level. Less
than 50 percent of youth workers receive payment for their labour, compared with two thirds
of adults. Women are particularly vulnerable when it comes to education and job
opportunities.
In the second Poverty Reduction Strategy Paper (PRSP II) or Agenda for Change for 2008-
2012, government implemented new legislations for youth-friendly initiatives that aimed to
provide an environment conducive to youth development, employment and empowerment.
Youth employment remains a top priority in the third Poverty Reduction Strategy Paper
(PRSP III) or Agenda for Prosperity2.
In 2012, Ernst and Young3, one of the world’s leading accounting firms, ranked skills
shortages as one of the top risks facing mining companies in 2013. Sierra Leone’s skills
deficit affects most of the Country’s employers. The booming economy has created job
opportunities and there are an estimated 800,000 young people actively seeking employment.
Unfortunately, there is a significant mismatch between the two; employers report plenty of
job applicants, but few with the requisite skills-set or working experience.
Skills gap was echoed by London Mining Company (LMC) where Sierra Leoneans make up
23% and 12% of their middle level and senior level work force respectively4. Lack of the
1 http://www.worldbank.org/en/country/sierraleone/overview
2ibid
3 http://www.ey.com/Publication/vwLUAssets/EY_-_Mining_in_rapid-growth_economies/$FILE/EY-Mining-
in-rapid-growth-economies.pdf 4 From mines to minds: An integrated approach to training and local economic development, GIZ, April 2013
ii
requisite skilled staff to operate modern technology hampered the mining sector’s economic
development as well as enhancing the issue of local content in multi-national enterprises.
The Organisation for Economic Co-operation and Development makes it clear that skilled
workforce is central to national development, economic growth and individual progress:
“Skills have become the global currency of the 21st century economies. Without proper
investment in skills, people languish on the margins of society, technological progress does
not translate into economic growth, and countries cannot compete in an increasingly
knowledge-based global society.” In his speech in November 1947, Mohamed Ali Jinnah of
Pakistan stated that “There is immediate and urgent need to train people in the scientific and
technological education in order to build up future economic life... Do not forget, that we
have a world which is moving very fast in this direction, greater attention must be paid on
technical and vocational education5.”
The Government has taken decisive action to improve basic and youth skills through the
National Literacy Action Plan, establishing the National Youth Commission (NYC) and the
Ministry of Youth Affairs (MoY): The former to coordinate dozens of employment projects
across the country and implement an ambitious youth policy that aims to integrate young
people in all national development, and the latter to boost opportunities for education,
training and business creation among youths.
1.2 Population Overview
The census of 2004 estimated the population of Sierra Leone to be four million nine hundred
and seventy-six thousand eight hundred and seventy-one (4,976,871) with a population
growth rate of 2.3%6.
The calculated 2013 population is estimated at six million and ninety–two thousand
(6,092,000)7. Figure 1.1
8 shows the calculated age distribution by sex, based on the growth
rate of 2.3%. Youths (ages between 15years to 35years) account for 34% of the population.
5The All-Pakistan Educational Conference,held in Karachi on 27th November, 1947, Reorientation of education.
6http://www.indexmundi.com/sierra_leone/demographics_profile.html
7 http://data.worldbank.org/country/sierra-leone
8 http://www.indexmundi.com/sierra_leone/demographics_profile.html
iii
1.3 Education Overview
Sierra Leone's education system is divided into four stages called the 6-3-3-4; primary
education lasting six years, junior secondary education of three years, three years of either
senior secondary education or technical vocational education and four years of university or
other tertiary education. This education system, adopted in 1994, was largely aimed at
developing the human resources needed to meet the development challenges of the nation. Its
implementation strategy emphasized the need to reduce human resource wastage but ensure
effective utilization of non-academic knowledge and skills at the different levels of the
system with TVET being the focus.
Movement to the different stages of school levels is based on passing two Internal National
school examinations; National Primary School Examination (NPSE) and Basic Education
Certificate Examination (BECE), and one external examination; West African Senior School
Certificate Examination (WASSCE), all organised and conducted by the West African
Examination Council. In order to progress from primary to secondary education, pupils have
to pass the NPSE. As stated earlier, secondary education has two stages Junior Secondary
School (JSS) and Senior Secondary School (SSS). Progress from the JSS to the SSS is by
passing the BECE. At any point along this mainstream school system, academic and/or
economically challenged pupils or students can enter into a TVET program, fig. 1.1
Fig. 1.1: Population Distribution Age and Sex
iv
Table 1.1 Entry requirements to TVET programs
TVET Program Entry Requirement Level
Community Education Centre – B
(CEC-B)
No formal education No formal/Primary
Community Education Centre – A
(CEC-A)
Complete Primary
School Primary to JSS
Vocational Trade Centre (VTC) Attempted BECE JSS to early SSS
Tech/Voc Centre (TVC) Pass at least three at
BECE level JSS to SSS
Tech/Voc Institutions (TVI) Attempted
WASSCE
SSS to post SSS
below Tertiary
Polytechnics
Pass at least 4
subjects in
WASSCE
Post SSS to Tertiary
The TVET option is yet to achieve its potential as a successful alternative to main stream
education, as a result of the preferential attention being given to the latter by the MEST,
parents with an academic background as well as students. In the whole country, only two
schools are known to be equipped for TVET programme, Muraldo Secondary School at
Lunsar, Port Loko district and Technical Secondary School at Congo Cross, Freetown.
In 2010 this system was changed to 6-3-4-4 as a result of one of the recommendations of the
Gbamanja Commission report that inquired into the poor performance of students in the
Basic Education Certificate Examination (BECE) and West African Senior School Certificate
Examination (WASSCE) in 2008. The WASSCE is taken at the SSS-4 level to progress
either to university or other tertiary education institutions for successful candidates. Table 1.4
shows the entry requirements into the TVET programs from the different formal education
institutions and duration of training.
Fig. 1.2 Structure of Sierra Leone’s Education System
v
1.3.1 Enrolment at Schools and Higher Education Institutions
The 2004 Education Act abolished school fees for all children at primary school level. This
resulted in an increase in primary school enrolment; 78,000 students sat to National Primary
School Examination (NPSE) in 2005 as compared with 26,000 in 2001. The government as a
way of encouraging girls to acquire basic education status instituted a fee exemption scheme
in the Junior Secondary School (JSS) for them: fee exempt at JSS-1, two-third of fees paid in
JSS-2 and full fees paid in JSS-3. Table 1.2 shows enrolment in the 2003/2004, 2004/2005
and 2010/2011 academic years for the different school levels.
The analysis of Table 1.5 reveals the following percentage outcomes: enrolment increased
relatively by 11.7% when comparing 2004/05 to 2003/04 and 5.2% when comparing 2004/05
to 2010/11.
Likewise, drop-out percentages for primary to JSS level was relatively high. Comparing
2004/05 and 2003/04 academic year, the dropout rate was 88% and when comparing 2004/05
to 2010/11, it was 80%. For JSS to SSS, dropout percentage when comparing 2005/04 and
2003/04 academic year was 71% with significant fall to 56% when comparing 2004/05 to
2010/11.
Table 1.2: Enrolment at School levels per Academic year9
School 2003/04 2004/05 2010/2011
Pre primary 19,068 20,632 37,351
Primary 1,134,815 1,280,853 1,194,503
JSS 133,401 155,052 244,489
SSS 38,324 44,924 108,243
Total 1,325,608 1,501,461 1,584,586
Enrolment into tertiary institutions during the 2011/2012 academic year totalled 31,103 as
shown in Table 1.3, with the University of Sierra Leone enrolling the highest number of
students with female students accounting for 35.6% of the total enrolment.
9Skills gap analysis for private sector development in Sierra Leone, 2012, Economic sector work. Emmanuel
Mannah and Yvonne Ngadi Gibril.
vi
Table 1.3: Tertiary Institution Enrolment for 2011/12 academic year10
Tertiary Education Institution Location Male Female Total
University of Sierra Leone: West 6,123 3,285 9,408
FBC 3,341 1,143 4,484
COMAHS 635 821 1,456
IPAM 2,147 1,321 3,468
Njala University (NU) South 4,022 2,132 6,154
MMCET West 2,842 1,487 4,329
Eastern Polytechnic (EP) East 2,286 1,268 3,554
Northern Polytechnic (NP) North 1,734 1,200 2,934
Bonthe Technical Institute (BTI) South 54 28 82
Port Loko Teachers College (PLTC) North 834 580 1,414
Freetown Teachers College (FTC) West 2,115 1,113 3,228
TOTAL Enrolments 20,010 11,093 31,103
In 2008, when the last survey of technical vocational institutions was conducted, there were
370 such institutions registered with MEST. However, a hundred or more did not register
with MEST and the number of registered students was 27,055.
1.4 Labour Market Profile
Due to the decade long war in the countryhas led to a limited number of jobs in the formal
sector for youths. Consequently, a vast majority of them make a living in the informal sector
as self-employed youths.
The job market in the country has a direct relationship to the bodies of trade unions that form
the Sierra Leone Labour Congress (SLLC). In 2009, SLLC had a membership of around
75,000 from the informal sector. In 2012, this membership grew to 300,000 self employed
market vendors along with 147,000 motor-bike riders commonly referred to as Okada
riders11
.
The labour market statistics for 2004 by sex of the country indicate agriculture as the largest
employing sector, Table 1.4. The labour market statistics on agriculture remains the same in
2014, with the coming two large agriculture based companies; SOCFIN that employs over
10
Source: Tertiary Education Commission 2012, Republic of Sierra Leone Higher and Tertiary Education Sector
Policy Note 11
Sierra Leone – Labour Market Profile 2013
vii
1000 workers12
and ADDAX that employs over 2,361 workers13
. Also, there has been
significant improvement in employment in the Construction and Civil works industry and the
Mining industry. For the former, massive infrastructural development is being engaged in by
the President Ernest Bia Koroma’s administration especially in the construction and
rehabilitation of highways and feeder roads in the country; andthe latter, three large mining
companies are actively in operation in the country.
Extensive exploration is being conducted all around the country. It is expected that a lot
more job opportunities will be created when these become operational. Information
Communication and Telecommunication (ICT) has also created a lot of jobs as both the
government and private sectors have realised its importance in enhancing governance and
business.
Table 1.4: Employment Statistics by sex and sector14
Sector
Employment
Male Female Total Percentage
Mining & Quarrying 59,311 9,663 68,974 3.6%
Manufacturing 7,397 2,015 9,412 0.5%
Electricity, Gas and Water 7,104 1,243 8,347 0.4%
Construction and Civil works 28,239 10,829 39,068 2.0%
Trade, Restaurant & Hotel 104,831 169,595 274,426 14.2%
Transport and Communication 14,425 1,257 15,682 0.8%
Finance, Real estate and
Business services 9,468 8,251 17,719 0.9%
Public Administration,
education & Health 54,232 26,155 80,387 4.2%
Agriculture 651,245 672,128 1,323,373 68.5%
Other Services 50,914 44,707 95,621 4.9%
It is expected that with the installation of the fibre optic cable networks under Sierra Leone
Cables Ltd(SALCAB) and ECOWAS Regional Backbone and E-Governance Program,
ECOWAS Wide Area Network (ECOWAN) completed and full migration commence, there
will be an increase in employment in IT. The Bank sector is also creating employment with
12
http://socfin.officity.com/Files/media/News/SIERRA-LEONEcomments.pdf,
Sierra Leone – Analysis of the Oakland Institute report 13
http://www.addaxbioenergy.com/real-development.php,ADDAX bioenergy real development 14
Sierra Leone – Labour Market Profile 2013,
http://www.ulandssekretariatet.dk/sites/default/files/uploads/public/PDF/LMP/sierra_leone_2013_final_web.pdf
viii
over ten banks operating in the country competing to access the areas with economic growth;
Pepel and Feregbeya.
1.5 Economic Overview
Sierra Leone possesses substantial mineral, agricultural, and fishery resources, but with a
poor manufacturing and processing industry that caters relatively more for the domestic
market than external market.
Mining remains the major source of hard currency earnings, accounting for a significant
proportion of the country’s exports. The major minerals that are exported are rutile and
bauxite from Moyamba district, iron ore from Lunsar in the Portloko district and Feregbaya
in the Tokolili district. In Kono, alluvial mining for diamonds is still actively being explored.
Industrial agriculture is also being actively engaged in, in Makeni, Bombali district for the
production of ethanol from sugar cane by Addax and biodiesel from Palm oil by SOCFIN in
Sahn Malan chiefdom, Pujehun district. In the Western Area, fishing for export has reduced
significantly with banking Telecommunication, Construction and Civil works and other
Commercial activities being actively engaged in.
In 2009 and 2010 a number of offshore oil discoveries were announced. The development of
these reserves, which could be significant, is still several years away. However, growth
skyrocketed to more than 20% in 2012, as exploration activities began.
The Real Gross Domestic Product (GDP) growth increased from 6% in 2011 to 15.2% in
2012 due to the commencement of iron ore production; non-iron ore GDP growth was 5.3%.
This growth in GDP can be attributed to cash injection for road rehabilitation and highways
construction, expansion in agricultural production and the continued increased levels of iron-
ore production in the two large iron ore projects. This growth fell by two percent in 2013 as a
result of the operational problems experienced at the large Tonkolili iron ore mine. The
expected Real GDP growth for 2014 was forecasted at 14%15
. Table 1.5 shows the
contribution of the various sectors to the GDP of the country.
15
www.worldbank.org/en/country/sierraleone/overview
Fig. 1.2: Calculated Age distribution by Sex for 2013
ix
Table 1.5: Percentage Contribution to GDP by Sectors16
Sector 2008 2009 2010 2011 2012
Agriculture 39.45 40.05 39.49 39.22 41.47
Mining and quarrying 2.87 2.90 3.17 2.79 22.13
Tourism & Trade 7.08 6.98 7.05 7.44 6.05
Banking 1.37 1.52 .1.54 1.58 1.32
Manufacturing & Handicrafts 2.39 2.16 2.24 2.42 2.02
Education 3.40 3.09 3.08 3.11 2.54
Transport & Communication 7.07 8.11 8.02 7.94 6.22
Construction 1.96 .1.76 1.93 2.19 1.96
Utilities (Water & Electricity) 0.69 0.61 0.60 0.59 0.47
Others 36.16 32.82 32.88 32.72 15.84
1.6 Inventions to TVET
In its Plan of Action for the Second Decade of Education (2006 - 2015), the African Union
(AU) recognises the importance of technical and vocational education and training (TVET) as
a means of empowering people to take control of their lives. The AU also recognised that
many young people are outside the formal school system and therefore recommend the
integration of non-formal learning methodologies and literacy programmes into national
TVET programmes.
It is within this framework that the department of Human Resources, Science and Technology
of the AU Commission spearheaded the development of a new strategy to revitalize TVET in
Africa.
The objectives of the strategy are the following;
Revitalize, modernize and harmonize TVET in Africa in order to transform it into a
mainstream activity for African youth development, youth employment and human
capacity building in Africa;
Position TVET programmes and TVET institutions in Africa as vehicles for regional
cooperation and integration as well as socio-economic development as it relates to
improvements in infrastructure, technological progress, energy, trade, tourism,
agriculture and good governance;
16
Source: Statistics Sierra Leone – 2011 Annual Economic Survey: May, 2012,
http://www.statistics.sl/2012_reports_pdf/annual_economic_survey_report_2011_vol.4.pdf
x
Mobilize all stakeholders in a concerted effort to create synergies and share
responsibilities for the renewal and harmonization of TVET policies, programmes and
strategies in Africa.
With this new awareness, policy makers in many African countries and the International
donor community are now realising the importance and critical role of Technical, Vocational
Education and Training (TVET) in national development, capacity building and solving of
youth unemployment. TVET is now reflected in the Poverty Reduction Strategy Papers
(PRSP) that many African governments have developed in collaboration with the World
Bank17
.
1.6.1 Joint Response for Youth Employment in Sierra Leone
In recognition of the serious challenges of youth employment, the key partners in youth
employment in Sierra Leone; German Development Cooperation (GIZ), World Bank (WB)
and the European Union (EU) initiated this Joint Response for Youth employmentproject.
The project was funded by EU, WB, UN and GIZ, and had a life span of three years (2010 –
2012). The total budget of the project was Forty-six million United States dollars
(US$46million) with WB providing US$ 24million, GIZ (GTZ) US$ 13million and UN
family US$ 9million,
The project had six interrelated components that it aimed at addressing;
Labour intensive public work;
Public sector and agro business jobs;
Skills development and employment support;
Youth empowerment;
Research on the situation of youths;
Sector planning and coordination.
In the area of skills training, the UN under UNDP provided support to nine (9) TVET
institutions in the districts of Kono, Tonkolili, Bombali, Kenema and the Western Area to
train and place youths in apprenticeship. The UN also conducted informal apprenticeships in
17
World Bank (1991): “Vocational and technical education and training” A World Bank Policy Paper.
Washington, DC.
xi
Bombali and Moyamba districts with master-craftsmen. The targeted beneficiaries of the
programmes were 1000 youth.
GIZ (former GTZ) at the other end promoted a skills development and functional literacy
programme to enhance entrepreneurship and an apprenticeship scheme. The latter lasted
between one year and one year and six months. The theoretical work was combined with
practical training in collaboration with artisan workshops. Trades for which apprenticeship
was supported included auto-mechanics, welding and metal-work, building and construction,
domestic electrical installation, tailoring and beauty care.
WB for its own part engaged three NGOs to implement skills training programme: Child
Fund, to train urban youths with lower levels of education; Help Sierra Leone, for youths
with secondary level of education; and PaRD-SL for rural youths in Port Loko, Kambia,
Koinadugu, Tonkolili, Moyamba, Pujehun, Bonthe and Kailahun. Child Fund and Help Sierra
Leone placed 1200 youths each into 16 TVET institutions and 13 TVET training centres
respectively. The training received by these youths were catering, auto-mechanics, welding
and metal work, building and construction, domestic electrical installation, tailoring and
beauty care, wheel-chair manufacturing and repairs, shoe-making and caterpillar operation.
ParD-SL provided skills training to 1200 rural youths in agro-processing.
1.6.2 Industrial Growth Centres (IGC) – UNIDO
In its bid to boost middle manpower development in rural communities, the United Nations
Industrial Development Organization established and rehabilitated eleven Industrial Growth
Centres (IGCs) in Sierra Leone, namely in Binkolo, Bo, Gbendembu, Kamakwie, Kambia,
Koindu, Konta Line, Kpandebu, Newton, Pujehun and Rotifunk, with the Centre in Bo being
the largest in the country. The project was supported by the Government of Japan through
UNIDO as implementing partner and the Ministry of Trade and Industry. The Japanese
Deputy Chief of Mission to Sierra Leone, Ghana and Liberia, Shigeru Hamano in a statement
on the re-opening of the Bo-IGC asserted that “Most African countries do not develop the
secondary industry that generates more employment than the tertiary industry.” The
secondary industry, he went on to state “improves the middle income. The economic impact of
the secondary industry was small but important”. He maintained that Sierra Leoneans should
“start doing something small but important” adding that “it will become big in the future.”
xii
The main objective of the IGC project was to provide community entrepreneurship training to
meet the high demand of youth unemployment and livelihood development.The centres
provide skills training to young people in basic skills, ranging from entrepreneurship to trades
such as masonry, carpentry, metalwork, solar installation and tailoring.
1.6.3 Obasanjo Skills Training Centre
The Obasanjo Skills Acquisition and Youth Transformation College at Newton was founded
by the Federal Government of Nigeria. The centre was constructed and equipped by the
Nigerian government as a result of the NILISA Initiative, a tripartite agreement between
Nigeria, Libya and South Africa made in 200118
. The skills training centre will provide
training for youths in various capacity building disciplines, which include: Tailoring, Food
Processing, Carpentry, Bricklaying and Masonry, Plumbing, Hairdressing and Cosmetology,
Information and Computer Technology (ICT), with a complete rice milling plant with
accessories. Welding and Electrical Technology will be taught in theory and practice to
enable the trainees to contribute meaningfully to the development of the country. On Tuesday
28th January 2014, five hundred young men and women drawn from various parts of the
country graduated from the centre, with diplomas in different courses.
1.6.4 Private Sector Initiatives
Employers agreed that the business sector must step up to its share of responsibility, in
providing training and development to match the required skills needed at their workplaces.
In this respect, the large international companies in the mining and agriculture industries are
now providing TVET facilities for the youths of these communities.
1.6.4.1 London Mining Company
London Mining Company (LMC) and German Agency for International Cooperation (GIZ)
cooperate to improve employability and qualification through the Public Private Partnership
(PPP) approach. The PPP will capacitate St. Joseph’s Vocational Training Institute at Lunsar
to become a competent demand–oriented vocational training and self-employment career
centre for the northern region. The partnership will among other things specifically target and
support the participation of young women in training in skills for which they have for long
18
http://www.networkworld.com/article/2275172/data-center/nigeria-donates-to-it-training-center-to-sierra-
leone.html
xiii
been marginalized. It will focus on young Sierra Leoneans (youths) within the age 16 – 35
years, for employability.
Technical skills training are delivered through the Jackson and Devon Anderson Technical
College (JADA), which LMC sponsors. Courses being offered are computing, electrical
engineering and auto-mechanics. The training offered relates directly to Sierra Rutile’s
operational needs, but will also allow trainees to take advantage of the potential boom in jobs
created by the off-shore oil and gas sector and other expanding industries. This company has
gone into receivership and the status of its TVET program is unclear.
1.6.4.2 African Mineral Limited
African Mineral Limited (AML) is working closely with the Ministry of Education, the
Ministry of Mines and Mineral Resources and the University of Sierra Leone to promote
middle to higher level technical education through its talent development programme. To
kick-start the project, AML has established a talent development steering committee
comprising representatives from the Ministry of Education, the Ministry of Mines and
Mineral Resources, the University of Sierra Leone and African Minerals. The project will
commence with the upgrading of the Magburaka Government Technical Institute to a state of
the art institution that will serve as a centre of excellence for technical education in the
country.
1.6.4.3 Addax Bioenergy
Addax Bioenergy is building the capacity of local farmers in its operational areas by
providing comprehensive skills training in modern and commercial agricultural production
and farm management through its Farmer Development Programme.
1.6.5 National Youth Village Project
In delivering the keynote address at the launch of the Blue Print for Youth Development, the
President Dr. Ernest Bai Koroma, noted that ‘…many youths are too unskilled to seize the
growing job opportunities’. He said the government will face up to the challenges of youths,
through establishing youth private sector development, youth friendly agencies and services
and ensure more skills, training, education, employment and participation of young people.
He informed the gathering that the government has secured land in the Koinadugu district for
the establishment of a National Youth Village that will improve on the skills capacity of
xiv
young people at all levels. This village will follow the model of Songhai village in Benin. Its
skilled training programme will be biased towards agriculture, with a triangular sequence
starting with production to processing and ending with marketing. The project is in its
infancy stage.
1.6.6 Islamic Development Bank TVET Project
The Sierra Leone TVET project was approved on 9 April 2007 and became effective on 6 August
2007. This project was designed shortly after the civil war with a strong focus on youth
demobilization through skills building. This orientation then, was supply and quantity
oriented at the time, to help impart skills on youth all over the country. The scope of the
project was largely determined by such a context. Unfortunately, this has resulted in a
proliferation of TVET institutions offering various types of unregulated certificates. Nearly
all NGOs, agencies and the private sector have drawn up uncoordinated and fragmented sub-
activities for TVET. These include UNESCO, DFID-UK, SIDA, BADEA, ADB, USAID,
IRC, GOAL-SL UNICEF, GTZ, JICA, UNIDO, FAO, WHO, ILO and many other bilateral
and international partners. At present, of the 391 TVET institutions currently registered with
the Ministry of Education, Science and Technology, only 2 are government owned: (i) the
Government Technical Institute at Magburaka and (ii) the Government Technical Institute at
Kissy Dockyard in Freetown. This necessitated the government’s decision to change the
initial project rationale instead, to expand opportunities in 4 regions but in a more qualitative
manner.
This change is in line with the government’s Agenda for Prosperity, given the developments
in the county since the time of its signature. The project shifts from quantitative development
targeting youth in a post-war situation to qualitative improvement of the skills imparted on
the youth for a forward looking economy. This shift also affects the initial strategy which
was supply oriented to demand oriented with labour driven vocational skills and better
prospects for employment. This explains the reason for the development of a new policy to
promote TVET and address the shortage of middle and upper level labour. At present, the
country makes up for the scarcity of skilled middle and upper level labour by importing from
neighbouring countries.
The Ministry of Education Science and Technology (MEST) in collaboration with the
Ministry of Works, Housing and Infrastructures (MWHI) have designed a standard TVET
xv
prototype for all TVET institutions funded by donors and other partners alike. There is
therefore a strong partnership in favour of this initiative. The project has the potential to help
harmonize TVET curriculum and its certification process. Above all, it will also help
generate more skilled youths that are likely to be absorbed by the job- market and to create
jobs themselves.
1.7 Methodology 1.7.1 Desk Research
Over the years, a number of studies (qualitative and quantitative) on TVET have been
sponsored and reports published by the MoLSS, MEST and international organisations like
the World Bank. Furthermore, Education Acts have been passed by Parliament, TVET and
education policies have been written by government, individual and group reports on TVET
have also been published. These documents exist online and offline and will be captured as
secondary data in the report. Primary data was collected through structured questionnaires
and in-depth interviews were conducted with key stakeholders.
1.7.2 Questionnaire Development
The factors that are used to determine the efficiency and effectiveness of a TVET system are
the physical infrastructure, governance and management structure, institutional capacity,
curriculum and delivery system. All of these factors were considered in designing and
developing the four sets of questionnaires used in collecting primary data, three were to be
filled by the institution and one by the beneficiary.
1.7.3 Research Administration and Strategy
The key stakeholders of TVET are MEST, National Council for Technical, Vocational and
Other Academic Awards (NCTVA), National Youth Commission (NAYCOM), Ministry of
Youth Affairs (MoYA), NGOs (GIZ and Child Fund), Government Technical Institute (GTI),
Sierra Leone Roads Transport Corporation (SLRTC). These entities were written to,
requesting interviews with the key personnel/officers in-charge of TVET. Included in the
letters were questions relating to their operation in TVET. The draft reports were tabled for
validation at a workshop by stakeholders and beneficiaries, and their output included to form
the final report.
xvi
1.7.4 Data Collection and Compilation
The survey covered the Western Area, Bo, Kenema, Makeni and Port-Loko. During the desk
research, it was observed that the Western Area which is the focal centre for education,
business and commercial activities has the highest number of MEST registered TVET
institutions and as such was the focal location for data collection and information gathering.
The initial mode considered for data collection was for the data collectors to administer the
questionnaires. This was observed not to be possible as TVET service providers requested to
fill the forms themselves. The data collectors were a teacher, Secretary to the Tech-Voc
association in the Western area, a College student and a polytechnic Lecturer. Collation and
compilation was done using the MS-Access software.
The objective of this study is to obtain information on the present status of TVET in the
country in terms of addressing the needs of the current labour market and alleviating youth
unemployment.
The scope of the study includes;
Policies, regulatory frameworks status, enrolment, teaching staff capacity by gender
and TVET delivery system in both formal and informal settings
Nature and quantum of sources for TVET financing
Training curricula and programmes for TVET teachers and Instructors
Articulation of TVET in the entire education system including linkages between
formal and informal sectors
Outline TVET qualifications frameworks and quality assurance systems including
existing curricula, examination modulation, staffing and teaching and learning
materials.
Management and information systems with TVET
The management and governance arrangements/structures for TVET at education
institutions and national level; roles and responsibility of various stakeholders
The extent of partnerships and involvement of the private sector and other civil
societies in the design, implementation and funding of TVET programmes and
initiatives
xvii
The priorities, challenges and opportunities facing TVET as articulated by
institutional leaders
The extent of collaboration and cooperation in TVET among the TVET institutions
and MEST
Suggest any new idea on how to improve accessibility and use of labour market
information in Sierra Leone.
1.7.6 Limitations
A number of limitations were experienced while conducting the study. The first and major
one was the Ebola pandemic that restricted access to certain areas. In areas that visitation was
possible the TVET institutions visited were not in operation. Hence the data obtained was
based solely on what was provided by the institutions’ management, which made it
impossible for the Data collectors to confirm the accuracy of the data received.
The second was the amount allocated to conduct the study (inclusive of consultancy). TVET
institutions are scattered all over the country, this required extensive travelling which was
expensive as in many cases data collectors had to visit institutions three or more times to
retrieve questionnaires. Cost of producing the questionnaires was also expensive. As such,
consultancy was inadequate.
The third and final was that, two of the major departments that would have provided detailed
information on the global situation of TVET and curricula development in MEST are
unmanned.
2.0 Policies, Acts and TVET Institutional Structure
2.1 Policies, Acts and Plans for TVET
xviii
Several Acts exist that address issues concerning TVET but with gaps, table 2.1. In all of
these, the focus was on self-reliance, self actualisation in individuals and economic
development. Only the Sierra Leone Education Sector Plan 2007-2015 gave a detailed critical
look at the status of TVET in the country.
2.1.1 Implication of Policies Acts and Plans on TVET
Except for the national TVET policy 2010, no prior policy exists on TVET. The four
education acts that were drafted failed in considering TVET as a viable alternative to formal
education. Except for the Tertiary Education Commission Act 2001, which considered TVET
institutions as tertiary institutions, the three other acts (Polytechnic Act 2001, NCTVA Act
2001 and Education Act 2004) considered TVET as an educational activity of little
importance.
The Polytechnic Act 2001, paid more attention to the administrative and academic
management of polytechnic institutions as stated in its schedule and failed to include the
management of TVET institutions.
Table 2.1: Government Acts and Plans on TVET and Gaps
Acts and Planned
Statutes Goal relating to TVET Gaps
Polytechnic Act 2001
Section 7(1) To administer the
polytechnic institution as a
teaching, learning and research
institution.
Managing of TVET
institutions independent of
polytechnic institutions is
not part of its function.
National Council for
Technical Vocational
and other Academic
Awards Act 2001 (page
31-32)
Section 7(1) To provide validation
and certification services for
specialized and professional
programs in tertiary education
institutions; Teacher certificates,
Diploma and Higher Diploma.
No provision for
accreditation and certificate
of Non-formal and formal
institution below Technical
Vocational Trade (TVT) in
TVET institution
No mandate to regulate,
certify or accredit other
TVET institutions
Tertiary Education
Commission Act 2001
Preliminary defined tertiary
education institutions as
comprising universities,
polytechnics and post-secondary
institutions.
TVET institutions were not
considered as part of TEC
concerns.
xix
Section 7(1) To advise
Government on tertiary education
and to provide a liaison with
Government and other
stakeholders organization offering
assistance in the tertiary education
sector and to ensure parity of the
products of tertiary education
institutions.
Section 7(2)(d) Serve as a
depository of all academic and
non-academic programmes of
tertiary institution in Sierra Leone.
Section 7(2)(l) advise the
government on any reviews or
modification of courses or
legislation relating to polytechnic
or universities.
The Education Act
2004, page 12
Section 9(1) Technical and
Vocational education is defined as
that education provided in
government approved educational
institutions
The following are unclear
Specific functions of the
NCTVE.
Category of TVET
institutions to coordinate
Governance responsibility
to TVET institutions
Section 9(2) Establishment of a
National Council for Technical
Vocational Education (NCTVE)
and its responsibility is to assist
the government to run and
coordinate Technical Vocational
Education
Section 9(3) Composition of the
NCTVE
Sierra Leone Education
Sector Plan 2007-2015
(Chapter 6, page 61)
To provide more and improved
literacy and skills training in
TVET institutions below
polytechnic
Source of funding unclear
Sierra Leone National
Youth Policy 2003
This policy identified skills
training as one of the strategic area
that requires priority.
Strategy for implementation
nor government sector to
implementing skills training
was not outlined
Revised Sierra Leone
National Youth Policy
2012 (draft)
Government facilitate the
redesign of TVET to ensure a
new development approach for
Sierra Leone which balances
investment in infrastructure
and relevant projects, with
The TVET policy of 2010 is
still in its draft form.
xx
more significant investment
in human resources
development and upgrading.
Finalisation of the TVET
policy, with implementation in
place, accompanied by a
comprehensive resources
mobilization strategy to
support prioritised
interventions
incorporating development of
a new-look TVET system
and labour market-oriented
education, skills and capacity
development system in the new
TVET Policy
The National Council for Technical and Vocational and other Academic Awards Act 2001
focused on polytechnic institution as stated on its Schedule. Technical and Vocational
institutions providing post secondary service outside this schedule are not under its mandate.
Also, schools and institutions offering TVET programmes below post-secondary cannot be
evaluated under the NCTVA except under special dispensation given by government.
The Tertiary Education Commission Act 2001 categorized tertiary institution as comprising
universities, polytechnics and other post-secondary educational institutions. It is however
unclear with regards to the extent that the TEC should be involved in advising government on
TVET institutions.
The Education Act 2004 only established the National Council for Technical Vocational
Education (NCTVE). The Act stated that the role of the NCTVE was to run and coordinate
courses leading to a level-1 qualification which is the National Vocational Qualification
(NVQ) that falls under the first schedule. The Act states the entry requirements to level-1;
Completion of junior secondary school (JSS) and the BECE subjects and grades stipulated by
the 6-3-3-4 (now 6-3-4-4) Implementation committee or satisfactory performance in the
month access course for girls applying for entry without formal qualification, but with some
non-formal training or animation and community education awards approved by NCTVE.
The Education Act 2004 did not outline the functions and powers of the NCTVE.
xxi
The Sierra Leone Education Plan 2007-2015 report dealt extensively with TVET, looking at
literacy and quality of skills training in terms of appropriateness and demand oriented to fulfil
the needs of the labour market. Technology related programmes and courses that are vital
were identified as unavailable in a number of districts. The report also highlighted the
negative attitude of employers in the private sector as focusing training on their employees
rather than looking at the broader picture in term of skills training for youths and young
adults.
The report also raised the issue of quality in all aspects of TVET; entry requirement,
inadequacy of the facilities and institutions, paucity of quality staff, improved quality
assurance mechanism, refocus limited resources and better organised TVET programmes.
Regarding the entry requirement, the report stated that TVET institutions employ a variety of
entrance examinations for access to their courses. The quality of many of these entrance
examinations is questionable. The report stated that this was reflected by the failure rate at the
Certificate level. Those who eventually graduate are often of poor quality.
In respect of TVET facilities available for service delivery, the report stated that existing
physical facilities of TVET institutions such as workrooms, libraries, equipment and
classrooms need to be upgraded.
In terms of the number and quality of qualified staff, the report stated that there are very few
trained and qualified teachers/instructors. Those already in the system should be provided
with continuous upgrading of training skills to meet with the complex demands of technical
and vocational skills.
The report also indicated that TVET is experiencing quality assurance system problems and
there is much need for improvement in the student learning outcomes as evidenced by the
poor performance of candidates at the NCTVA examinations, particularly at the lower level.
They further highlighted that there was an urgent need to have a National Curriculum
Research and Development Centre (NCRDC) exclusively for TVET or to set-up a national
training authority to act as the agency for developing and monitoring the TVET curriculum.
xxii
Considering the funding provided to TVET, the report stated that this must be focused on the
lower and top ends leaving the middle primarily to private TVET providers while setting
the standards, examinations and responsibility for monitoring. It also stated that
government should focus on TVET subjects that the private sector is not investing in; those
that involve high quality laboratories and equipment with skilled technicians.
In terms of planning and organization, the report stated that TVET suffers immensely from
management weaknesses and the quality of available information on TVET. This is
compounded by the absence of a body responsible for the registration of institutions
and trainees, development of curriculum as well as monitoring and training standards. It
recommended that the TVET planning and policy formulation should be strengthened and its
education must be based on competency. It further noted that the TVET division at the
Ministry of Education, Science and Technology (MEST) must be pro-active.
On labour market demands, it reported that there is high unemployment among TVET
graduates as there are weak linkages among TVET institutions, employers and industries. The
employers normally use trainees as labour during their on-the-job training experience. To
have an effective linkage, due consideration must be given to the labour market needs in
planning training programmes. The importance of establishing a TVET system that is not
only flexible, adaptable and innovative but also, that addresses the implications of changing
labour markets cannot be over emphasized
Though the report looked at the financial implications of implementing all of the challenges
facing TVET, it did not suggest any source of funding.
The Sierra Leone National Youth Policy 2003 did not emphasize skills training (TVET)
although it considered it as one of the many strategic areas identified as priority. The revised
draft of the National Youth Policy 2012 which is yet to be finalised, places a lot of emphasis
on the Cabinet approved TVET policy 2010. It identified demand driven TVET programmes
as the solution to human resource development including infrastructure development of
TVET institutions.
2.1.2 National TVET Policy 2010
The National TVET policy of TVET 2010 stated that government should adopt the following
policies;
xxiii
To ensure appropriateness of TVET for national development;
Establish mechanisms and design strategies such that TVET institutions,
programs, curricula and products at formal and non-formal and tertiary levels
are responsive and adapted to the national development and manpower
priorities.
Ensure that the various forms of TVET are focused on meeting the labour
market demands and the acquisition and use of production of modernized and
marketable skills for gainful employment.
Institute a broad range of consultation, participation and coordination efforts
between and among various levels of institutions, partners (public, private and
NGOs) and statutory bodies.
Ensure that TVET institutions and managers at tertiary level intensify research
for development and such research shall be adequately funded, recognized and
capable of enhancing a TVET culture in society.
TVET in all its forms shall be recognized at all levels to promote access and
gender equity through promotion of female participation in technical programs
and courses.
TVET shall recognize the promotion, development and integration of
indigenous technology into modern technology.
Ensure that all exploitations, processing and utilization of natural resources
incorporate TVET in an effective and efficient manner so as to optimize the
benefits of local industry in collaboration with the public and private sectors.
Complement the existing National Environmental Policy with objectives to
include TVET to enhance environmental quality and that TVET programs put
emphasis on self-sufficiency and skills diversification.
Ensure the strengthening of existing standards of regulatory bodies in support
of TVET
xxiv
In the delivery of TVET
Legislate for provisions that will establish and adequately provide resources
for TVET institutions in every district and at all levels in Sierra Leone.
Establish sensitization/information, dissemination system for promoting,
adopting, developing and popularising TVET in the economy with a view to
attracting trainees in the private sector.
Improve structures and institutions to ensure TVET methods are applied in all
public institutions in Sierra Leone.
Make it possible for local capacity to be developed for the production,
adaptation, operation and maintenance of all TVET machinery and equipment
for industrial development in all institutions.
In the setting up of TVET curriculum
Establish appropriate competency-based TVET curriculum and ensure
compulsory implementation of courses at all levels, with courses in
agriculture, public health and water resources, energy and environmental
management, information and communication technologies, construction and
maintenance, good governance, entrepreneurship, computer literacy,
handicraft and other indigenous technologies.
Devise a mechanism to address the mismatch between TVET, labour market
demands and the lack of inputs from prospective employers into TVET
programs and curricular.
Support the relevant institutions to design and implement strategies to ensure
proficiency requirement, qualification levels and certification standards
towards ensuring the portability of TVET qualifications within and across
national frontiers of all TVET programs and courses.
xxv
Establish mechanisms for expanding the scope and quality of TVET programs
and curricula in the formal and informal setting to meet the changing needs of
the labour market and modern technologies.
Regularize the connection and interface between the national literacy
programs with the programs and access to TVET, including provision of
adequate opportunities for women and girls to promote fruitful lives and living
among the beneficiaries. Ensure increased participation of the private sector as
well as partners in the development of TVET programs and curricular.
Ensure increased participation of the private sector as well as partners in the
development of TVET programs and curricular.
To strengthen partnership with international community
Pursue bilateral and multilateral cooperation and exchange in all TVET
programs and courses to facilitate private sector involvement through
partnerships.
Encourage local and international partners in the development process to
resource the revitalisation, modernization and harmonization of TVET
curricular and programs in order to transform them into a mainstream activity
for youth development, youth employment and human capacity building.
Foster improved collaboration and partnership with private sector training
providers, NGOs and the International community and all stakeholders in a
concerted effort to assist in the creation of synergies and to share
responsibilities for the renewal and harmonisation of TVET policies and
development in Sierra Leone.
Funding TVET activities
Provide adequate funds for the development of the TVET division of MEST.
Legislate for the introduction of a 1% tax levy on private establishments to
make the funding of TVET sustainable.
xxvi
Encourage technical assistance from International partners in the development
of TVET institutions nationwide.
2.2 TVET Delivery Institutions
Institutions that deliver TVET programs are categorized into four groups; Government
assisted, Government owned, Non-governmental Organizations (NGOs) and Private bodies
or individuals. Limited TVET is also provided at main stream education at both JSS level -
Introductory Technology and Business Studies- and at the SSS level.
The actual number of institutions providing TVET services is unknown, except for those that
are registered with the Ministry of Education Science and Technology (MEST) that total
391.Of this number, 58% are in the Western Area, 19% in the Southern Province, 14% in the
Eastern Province and 9% in the Northern Province19
.
The functionality of some of these registered TVET institutions at present is questionable. A
survey conducted in 2004 indicated that of the more than 200 TVET institutions operating in
19
Technical Vocational Institution registered with MEST, Godwin Samba, Acting Deputy Director Tech/Voc,
2010
Fig. 2.1 Classification of TVET delivery Institutions
xxvii
the country, 4% were government owned and 37% government assisted.20
The remaining
59% were owned by Communities, Private individuals, NGOs and Faith Missions, fig. 2.1
2.3 Physical Infrastructure for Teaching and Learning
The general physical condition of TVET structures is poor and inadequate for the growing
number of youths and young person’s requiring/seeking TVET. Table 2.2 provides an insight
into the infrastructure conditions of TVET institutions country-wide, based on a survey
conducted in 2001.
Table 2.2 Infrastructure conditions of TVET institutions21
Region District
Number of
Institutions
Rooms requiring
renovation
Additional
rooms required
Eastern
Kailahun 15 169 271
Kenema 13 33 196
Kono 6 36 86
Northern
Bombali 7 34 121
Kambia 3 NA 45
Port Loko 10 25 91
Bombali 10 31 144
Southern
Bo 24 128 196
Bonthe 6 12 48
Moyamba 9 14 38
Pujehun 4 70 51
Western
Area
Rural 3 12 13
Urban 27 80 101
The conditions of infrastructure have worsened as a result of the limited funding provided by
government and partnership support, except for the Magburaka Government Technical
Institute that has been taken over by African Mineral Limited and the St. Joseph’s Vocational
Training Institute at Lunsar, taken over by London Mining to improve on TVET programs.
The inadequate infrastructure of most of these institutions is compounded by the growing
number of youths and young adults opting for TVET. Of the TVET institutions surveyed at
the time, more than 90% do not possess adequate laboratories or workshops to conduct
practical training or library facilities to run the programs they are offering or internet
connectivity. In terms of equipment to run programs, most have equipment required for the
20
Education in Sierra Leone, 2004 TVET Survey 21
Report of the 2002 MEST survey in Technical Vocational Institutions
Fig. 2.1 Ownership of TVET Institutions
Fig. 2.2 Ownership of TVET Institutions
xxviii
most basic TVET programs, tailoring, gara-dyeing, business studies, computing etc.
Equipment for technology related programs such as auto-mechanic, welding, electrical and
electronic, refrigeration is not available because of the cost. Because of these limitations,
access to TVET is very limited with only 27, 055 enrolment in 2008/922
academic year.
2.4 TVET Management and Governance Structure
As stated earlier, 59% of TVET service providers are not government-supported institutions.
As such, operate like any private business with proprietary status. The head of the institution
determines the salary scale and managerial positions of staff. The decision to employ or
dismiss instructors is at the behest of the proprietor with little reference to government
criteria. Curricular for programs these institutions offer are designed and determined by the
proprietor and certificates awarded are not accredited.
In the government and government-assisted institutions, a Board comprising government and
proprietors manage the affairs of the institution. Salary scale and managerial positions are
determined by prescribed government structures. Employment is based on accredited
institutions’ certificate and curricula design is done internally if final assessment is internal,
and externally if final assessment is by NCTVA.
2.5 TVET Staff Capacity
The theory of teacher training for technical and vocational education and training cannot
provide practising educationalist with a water-tight answer to one of the most vital and
crucial question: how much time is required to educate a TVET professional? Unlike most
other training fields, TVET teacher training is double targeted (teacher training and specific
vocational training must be mastered equally). It could be concluded that this type of training
requires twice the time and the effort23
. In Sierra Leone, the polytechnics are expected to train
teachers and instructors of TVET. Unfortunately this has not been possible as the training
provided is geared more toward the technical skills with little or no emphasis on pedagogy.
There are more than 2000 government paid staff comprising instructors, teachers and
administrative personnel employed in the TVET sub-sector. 28% of these are administrators
22
Sierra Leone Education Status report, September 2013 23
Vasilliy P. Kosyrev Petr F. Kubrushko, Andrei N. Kouzetsov, International Handbook of education for the
changing world of work, 2009, pp1285-1292, TVET and Teacher-training curricula: A Developed National
perspective
xxix
and teachers with qualifications to teach TVET support subjects such as English and
Mathematics. For the instructors, 50% are those with trade certificate employed by the same
institution that trained them and as such, their knowledge base is marginally above the level
of the trainees. Opportunity for staff benefiting from further training abroad or internally is
minimal in these institutions. Those who are fortunate to receive such opportunity either do
not return or immediately leave for better job opportunities. The result of this poor staff
capacity, especially of instructors is indicative of the poor quality of learning and outcomes
as well as outdated curricular, with little relevance to the labour market.
2.6 Financing TVET
Only a few African governments have been able to finance TVET at a level that can support
quality training. Ethiopia spends about 0.5% of its education and training on TVET, Ghana
1%, Mali 10% and Gabon 12.7%24
. In 1992, Gabon spent up to US$1,820 per student25
. Unit
cost for TVET training per student is relatively high when compared to primary and
secondary education. This relatively high cost can be attributed to the smaller student-to
teacher ratios, expensive training equipment and costly training materials that are “wasted”
during practical lessons.
In Sierra Leone, funding for TVET when compared to main-stream education by MEST is
relatively low, Table 2.3. Analysis of Table 2.3 reveals that while support to mainstream
education increased by 26% and 31% in 2009 and 2010 respectively in relation to 2008,
support to TVET decreased for the same period by 41% (2009) and 29% (2010) in relation to
2008. The per student cost of TVET is about twice the cost of senior secondary school and
nearly seven times the cost of primary education in Sierra Leone. As such, this low
government financial support can be attributed to the poor quality in both capacity of staff
and learning outcomes.
Of the TVET institutions registered with MEST, 154 receive government assistance/support,
46 receive grants and 109 receive teacher salary support26
. Apart from government support,
24
http://africa-youth.org/sites/default/files/TVET%20Strategy%20Final%20-DRAFT.pdf, Strategy to Revitalize
Technical and Vocational Education and Training in Africa, January 2007 25
Johanson and Adams, 2004 cited in http://africa-
youth.org/sites/default/files/TVET%20Strategy%20Final%20-DRAFT.pdf, Strategy to Revitalize Technical and
Vocational Education and Training in Africa, January 2007 26
Sierra Leone Education Status report, September 2013
xxx
most TVET institutions depend on school fees, consultancies, donor funds, to support their
operations.
Table 2.3 Public Expenditure to Education Sector27
Division 2008 2009 2010
Main stream education $11,996,000.00 $16,300,000 $17,457,000
TVET $505,975.00 $359,483.00 $393,425.00
Table 2.4: INGOs financial Support to TVET28
International NGOs Funding Purpose Amount
GoSL/African Development
Bank (AfDB) (SABABU)
Rehabilitation and construction of
TVET Institutions $ 1,578,000.00
GoSL/UNDP/International
Rescue Committee (Youth
Works Project)
Skills Training $ 444,000.00
GTZ (Now GIZ) Non-formal Skills Training €2,000,000.00
International Development
Agency
Skills Training for Disabled
youths $ 305,000.00
International Development
Agency
Vocational Training for youths
with disabilities $ 335,000.00
Islamic Development Bank Institutional and Capacity building
to TVET education $ 8,336,000.00
Information from the Development Assistance Coordinating Office of the Ministry of
Foreign Affairs and International Cooperation (MFAIC) indicate that International NGOs
(INGOs) and partners fund TVET related activities that are not channelled through the TVET
Division of MEST. Table 2.4 shows funding to TVET by INGOs.
2.7 Enrolment in TVET Institutions
No accurate statistics exist on the number of trainees accessing TVET. The stated 27, 055
trainees enrolment for 2008/9 academic year is partial and inaccurate29
. In the 2003/2004
academic year, the proportion of trainees enrolled into TVET institutions is as follows; 44%
Community Education Centres (CECs), 7% Vocational Trade Centres (VTCs), 16% Technical
27
Nyalley 2010, TVET Scoping and Advisory Mission to Sierra Leone 2012, Diagnostic Report, Michel Carton
and Christian Kingombe, December 2012, International Growth Centre. 28
DACO, Ministry of Foreign Affairs and International Cooperation 29
Sierra Leone Education Status report, September 2013
xxxi
Vocational Centres (TVCs) and 22% Technical Vocational Institutes (TVIs)30
. The remaining 11%
are in formal schools that offer TVET subjects as part of their mainstream curricular. The
Western area (Urban) and Bo district with a high number of TVET institutions enrolled the
highest number of trainees. Overall, female trainee enrolment was the highest, 60% in
2003/04 although male trainees account for 95% in technology option courses.
2.8 Certification and Duration of Programme
The NCTVA was established in October 2001 to provide validation and certification services
for awards in certain specialised and professional programmes in tertiary education
institutions. Amongst other responsibilities, it is charged with is the provision of examination
and validation services at the following levels;
Teacher’s certificate
Higher Teacher’s certificate
Certificate in Technical Studies
Ordinary Technicians Diploma
National Technicians Diploma
Higher Technicians Diploma
Higher National Technicians Diploma
To date NCTVA is unable to fulfil a number of its mandate especially in the area of
certifying its examinations and conducting practical examinations.
With the establishment of the Education Act 2004, the National Council for Technical and
Vocational Education was created with the sole responsibility of regulating TVET
programmes country wide. Unfortunately, this Council is yet to be formally constituted.
Consequently, certification and duration of programmes are unregulated, uncoordinated and
fragmented. This is compounded with the fact that no curricular exists for teaching and
training of technical and vocational courses. Rather, some TVET institutions use an
adaptation of the NCTVA curricula. The TVET education structure clearly indicates the
maximum duration of TVET programmes per institutional level, Table 2.5. Unfortunately
this is not adhered to by TVET institutions and the Act did not stipulate how TVET courses
are to be certified. As such, institutions combine a number of courses to qualify for a level of
30
Youth Employment in Sierra Leone: Sustainable Livelihood Opportunities in a post-conflict setting
xxxii
certification. Also, stipulated entry levels to programmes are not adhered to by service
providers.
Table 2.5 TVET Institution and maximum duration of programmes
TVET Program Training Duration
Community Education Centre – B (CEC-B) 2 – 6 months
Community Education Centre – A (CEC-A)
Vocational Trade Centre (VTC)
6 – 24 months Tech/Voc Centre (TVC)
Tech/Voc Institutions (TVI)
Polytechnics 2 – 3 years
2.9 Non-Formal TVET
Non-formal TVET have contributed immensely in providing skills training to many early
school drop-outs and persons who have never been to school, with much recognition being
given to its impact in self-employment and the economy. Livelihood skills such as
blacksmithing, automobile repair and maintenance, tailoring, mobile phone repairs, generator
repair and maintenance, masonry, domestic electrification, plumbing welding, etc are being
taught that enable youths and young people to become self-employed on completing their
period of training.
The period of training is determined by the trainer and completion is dependent on the
proficiency with which a trainee works with minimal supervision. The mode of training is
mainly practical-look-and-learn centred. There is no entry requirement or fee being paid to
the trainer. Rather, the trainee receives tips from the trainer as and when the latter is satisfied
with a work that the trainee has contributed to. Statistics do not exist on the number of youths
and young people who have benefited from non-formal TVET as there is no register of such
service providers. During the DDR process, the non-formal TVET sector contributed
immensely to the reintegration and rehabilitation process through skills training.
2.9.1 Reintegration and Non formal TVET31
At the end of the decade long war in the country, Disarmament Demobilisation and
Reintegration (DDR) of ex-combatants came into operation. Reintegration was the most
challenging of the three as a total of 69,463 ex-combatants (12,712 children/child soldiers)
had disarmed and demobilised.
31
Reintegration of Ex-combatants, Jeremy Ginifer, mercury.ethz.ch/serviceengine/Files/ISN/111868/.../en/Chap2.pdf
xxxiii
The two major bodies that were involved in reintegration activity were the National
Commission for Disarmament, Demobilisation and Reintegration (NCDDR) a government
organisation and the German Agency for Technical Co-operation (GTZ) a Non-governmental
organisation.
The Reintegration process was divided into two processes; social and economic. The aim of
the economic reintegration was to provide ex-combatants with marketable skills and access to
micro enterprise schemes. A number of factors hampered the reintegration process, these
include;
Information - Lack of data on the needs of the labour market of the country.
Duration of skills training – The reintegration assistance was for a six months period
only which was insufficient to provide the in-depth training required to be competitive
in the labour market.
Low investment in social and physical infrastructure – creating employment and
supporting job placement in a climate of uncertainty and limited economic growth
compounded with the slow pace at which the private sector initiates business, meant
that job opportunities for ex-combatants with marketable skills were limited.
Notwithstanding these limitations, skills training development was still pursued as the only
option for economic reintegration by NCDDR. Recognising the academic background of
these ex-combatants; illiterate, unskilled and lacking work experience, the informal sector
was targeted to provide this service through apprenticeship schemes along with selected in-
centre formal skills training. Under the apprenticeship scheme, 10,000 ex-combatants
acquired skills training in trades such as car mechanics, masonry, plumbing, carpentry, metal
work, driving etc. Tools were also provided as start-up kits at the end of training for
plumbing, carpentry and bicycle repair.
GTZ also supported skills training and education (business management). Beneficiaries were
given three months micro-project training, including managing funds and inserted into
enterprises. In all, over 1,000 ex-combants benefited from this programme.
xxxiv
UNICEF was also involved in the reintegration of War Affected Children (WAC). It adopted
two initiatives; the Training and Employment Programme (TEP) for WAC between the ages
of 15 – 17 years. The TEP prgramme was an apprenticeship scheme for nine months in
carpentry, and 648 WAC benefitted from this programme.
2.9.2 Barefoot College32
The Barefoot College in Sierra Leone is the first institution in Africa that trains women with
no formal education in the construction of solar light systems for rural electrification and the
assembling of circuits to power solar lamps .This is the one and only Non-formal TVET that
has been institutionalized. It enrols up to 50 women on four-months of residential courses in
solar technician training, hands-on. This program is gender and rural biased as its aim is to
train women who will return to their communities. The initial training of trainers was done at
Barefoot College in Tilonia, Rajasthan, in Western India sponsored by the Indian government
as part of its south-south co-operation programme. The Sierra Leone government invested
about $820,000 in the project.
32
http://www.barefootcollege.org/the-women-bringing-solar-power-to-sierra-leone/
xxxv
3.0 Analysis of Primary Data
The total number of institutions visited during the survey was 184. Of these, 126 (69%) are in
existence and in partial operation, 28 (15%) do not exist and 35 (19%) have closed down
or/and branched out to other businesses.
According to the Education Act 2004, all educational institutions should register with MEST
before going into operation. In this respect, only 122 of the 126 TVET institutions visited are
government registered. In terms of the percentage, this amounts to 31.2%, of government
registered TVET institutions, which is a justifiable sample size to conduct a situation analysis
of TVET. Taking into consideration the Ebola pandemic, access to areas identified as
epicentres was impossible. The districts where data was obtained are shown in Table 3.1.
Table 3.1: District and number of institutions where data was collected
District Institutions
Bo 37
Bombali 5
Kenema 15
Portloko 3
Western Urban and Rural 66
126 TVET institutions were visited in the Western Area -urban and rural. Out of that
number, 57% are in existence but partially operational because of the Ebola pandemic, 24%
have closed down or/and branched out to other businesses and 19% are not in existence,
hence the relative low number shown.
Table 3.2 show levels of TVET institutions from which data was obtained. It was observed
that TVC, TVI and VTC accounted for the highest respectively.
Table 3.2: Types of TVET Institution
TVET Institution Percent
CEC-A 10.3
CEC-B 4.8
TVC 33.3
TVI 30.2
VTC 21.4
xxxvi
On the providers of TVET services, the data collected revealed that the private sector leads
with 42%, Mission/Faith 17.5%, NGOs 12.7%, Association 13.5% and government the least
8%, see Table 3.3.
With respect to the level of TVET institutions that each service provider operates, the private
sector provides most of services at the VTC, TVC and TVI levels, Table 3.4.
Table 3.3: Types of TVET Institutions Operators
TVET Institution Operator Percent
Association 13.5
Community 6.3
Government 7.9
Mission/faith 17.5
NGO 12.7
Private 42.1
Table 3.4: TVET institution type and operators
TVET
Institution Type Association Community Government Mission/faith NGO Private
CEC-A 7 3 3
CEC-B 1 3 1 1
TVC 4 1 4 8 4 21
TVI 3 6 6 7 16
VTC 3 3 5 4 12
All educational institutions charge fees for services they render to the public regardless of the
operator. Government through MEST provides support/assistance to registered educational
institutions on fulfilling certain criteria. This support/assistance includes subvention, to
support salary of staff and the provision of teaching and learning materials and equipment. In
terms support/assistance, 33.6% of registered TVET institutions indicated have never
received any form of support from government as at the time data was collected, 59%
indicated received subvention for staff salary, 1.6% indicated received both subvention and
other support from government and the 4.9% indicated have received varying types of
support from government, see Table 3.5.
The Education Act 2004 established the National Council for Technical and Vocational
Education (NCTVE) with an overarching responsibility to accredit and certify levels of
TVET institutions that are at par with formal secondary education or below. With the absence
xxxvii
of the NCTVE, 48.4% of TVET institutions indicated self certifying of awards, 29.4%
indicated MEST certifying of awards, 5.6% indicated MEST and self certifying of awards,
1.6% indicated MEST and NCTVA certifying of awards. Table 3.6a shows the body TVET
institutions indicated accredited the syllabus they use for the courses they offer.
Table 3.5: Support provided by MEST to registered TVET institutions
Equipment
Teaching and
learning material None
Subvention
(Salary) Percent
Yes 59.0%
Yes 33.6%
Yes 3.3%
Yes Yes 0.8%
Yes 0.8%
Yes Yes 0.8%
Yes Yes 1.6%
Table 3.6a: Body certifying awards offered by respective levels of TVET institutions
Certifying Body CEC-A CEC-B TVC TVI VTC
MEST 4 3 12 7 11
MEST and NCTVA 1 1
MEST and Self 1 1 2 2 1
MEST, NCTVA, Self 1
MoLSS 1
NCTVA 7 1
NCTVA, MEST, UNIMAK 1
Self and NCTVA 1 4 1
Self 8 1 25 14 13
Self, MEST and NCTVA 1
UNDP/GoSL/WB /Child Fund 1
Table 3.6b is a reflection of Table 3.6a but with the operators of TVET institutions and
awards certifying body.
Operators of TVET institutions at the different levels offer either technical or vocational
programmes. Based on the collected data, 57(45.2%) of operators indicated, offer both
technical and vocational programmes, 61(48.4%) indicated, offer only vocational
programmes and 8(6.3%) technical programmes, see Tables 3.7a, 3.7b and 3.7c. It must be
stated that programme type is based on operator’s perception of programmes except in
xxxviii
government and Mission/Faith operated TVET institutions where strict adherence to
government definition is used.
Table 3.6b: Body certifying awards being given by operators of TVET institutions
Certification Ass
oci
ati
on
Com
mu
nit
y
Gover
nm
ent
Mis
sion
/fait
h
NG
O
Pri
vate
MEST 29.4% 62.5% 20.0% 13.6% 37.5% 30.8%
MEST and NCTVA 10.0% 4.5% 3.8%
MEST and Self 5.9% 6.3% 5.8%
MEST, NCTVA,
Self 10.0%
MoLSS 10.0%
NCTVA 13.6% 6.3% 7.7%
NCTVA, MEST,
UNIMAK 4.5%
Self and NCTVA 5.9% 13.6% 6.3% 3.8%
Self 52.9% 37.5% 40.0% 50.0% 43.8% 48.1%
Self, MEST and
NCTVA 10.0%
UNDP/GoSL/WB
/Child Fund 5.9%
Table 3.7a shows the operators of the different category of TVET institutions that offer
technical and vocational programmes.
Table 3.7a: Operators and level of TVET Institution offering Technical and Vocational
programmes
Operator CEC-A CEC-B TVC TVI VTC
Association 3 2 2
Community 1 1
Government 1 5
Mission/faith 1 3 7 1
NGO 1 3 3 1
Private 2 8 7 6
Table 3.7b shows the operators and level of TVET institutions that offer vocational
programmes only.
xxxix
Table 3.7b: Operators and level of TVET Institution offering Vocational programmes
Operator CEC-A CEC-B TVC TVI VTC
Association 4 2 2 3
Community 2 1 1 2
Government 3 1
Mission/faith 2 5 3
NGO 1 4 3
Private 1 9 4 8
Table 3.7c shows the operators and level of TVET institutions that offer technical
programmes only.
Table 3.7c: Operators and level of TVET Institution offering Technical programmes
Operator TVC TVI
Private 4 4
Although all TVET institutions offer a number of technical and vocational courses, the most
common are shown in Tables 3.8a and 3.8b. Leading common technical courses are computer
related ones followed by building construction. For vocational courses, tailoring takes the
lead, followed by hairdressing and catering.
Table 3.8a: Common Technical courses offered by TVET institutions
Technical Courses Percentage
Microsoft Application 63.5%
Computer Installation 33.3%
Office Practice 30.2%
Building and construction 25.4%
Computer Network Installation 14.3%
Table 3.8b: Common vocational courses offered by TVET institutions
Vocational Course Percentage
Tailoring 75.7%
Hairdressing 66.1%
Catering 46.1%
Carpentry 36.5%
Gara-tie dye 31.3%
Masonry 25.2%
Welding 20.9%
Automobile Maintenance 16.5%
xl
The education Act 2004 stated that TVET Programmes should be organized at three levels;
level-1, National Vocational Qualification (NVQ),
level-2, Ordinary National diploma (OND) and Higher National Certificate (HNC),
level-3, the highest qualification – Higher National Diploma.
The Act also stated the level at which each institution can award categories of awards;
Polytechnics to offer HND as its highest qualification
Technical/Vocational institutions to offer OND and HND as its highest qualification
Vocational Trade centres and Technical-Vocational centres and schools to offer NVQ
stage 1 to 3.
Community centre offer amongst other things, course for early school leavers and
adult learners which would qualify them for entry into technical and vocational
centres.
On the level at which courses offered are certified, 64.2% indicated certificate level and
below, 20.7% diploma level and below and 6.4% higher diploma and below. Table 3.9a
shows the levels at which levels of TVET institutions certify courses offered. It can be
observed that a sizeable percentage of these institutions certify offered courses at diploma
level.
Table 3.9: Levels at which TVET institutions certify programmes
Not
Sta
ted
Cer
tifi
cate
Part
icip
ati
on
Cer
tifi
cate
Dip
lom
a
Hig
her
Dip
lom
a
CE
C-A
CE
C-B
TV
C
TV
I
Yes 7.7% 9.5% 2.6%
Yes 2.4% 2.6%
Yes 16.7% 14.3% 5.3%
Yes 53.8% 50.0% 47.6% 42.1%
Yes Yes 15.4% 14.3% 23.7%
Yes Yes 15.4% 16.7% 7.1% 2.6%
Yes Yes Yes 7.7% 16.7% 2.4% 5.3%
Yes Yes Yes 2.4% 7.9%
Yes Yes Yes Yes 7.9%
Although government stipulated entry requirement into the different levels of TVET
institutions exist, with the absence of effective monitoring, arbitrary entry requirements were
xli
decided by operators of TVET institutions. Table 3.10 shows the entry requirement indicated
by the different levels TVET institutions.
Table 3.10: Entry requirement of respective category of TVET institutions
Not
Sta
ted
BE
CE
WA
SS
CE
Part
icip
ati
on
Cer
tifi
cate
(Non
e)
Dip
lom
a
O'
Lev
el
CE
C-A
CE
C-B
TV
C
TV
I
VT
C
Yes 15.4% 11.9% 2.6%
Yes 15.4% 33.3% 16.7% 2.6% 33.3%
Yes 7.7% 16.7% 16.7% 23.7% 14.8%
Yes Yes 7.7% 7.1% 13.2% 3.7%
Yes Yes Yes 2.6%
Yes Yes 7.7% 16.7% 9.5% 10.5% 3.7%
Yes Yes Yes 7.7% 16.7% 2.4% 2.6%
Yes 7.7% 4.8% 15.8% 11.1%
Yes Yes 23.1% 16.7% 16.7% 2.6% 14.8%
Yes Yes 7.7% 4.8% 2.6% 3.7%
Yes Yes Yes 2.4% 7.9%
Yes Yes Yes Yes 2.4%
Yes Yes Yes 4.8% 7.9% 11.1%
Yes Yes Yes Yes 2.6% 3.7%
Yes Yes Yes Yes Yes 2.6%
Tables 3.11a, 3.11b and 3.11c show the entry requirement into the respective certification
courses.
Table 3.11a: Entry requirement into Certificate level programme
None BECE WASSCE O'Level
Certificate
Level (Count)
Yes 16
Yes 26
Yes Yes 13
Yes 24
Yes Yes 14
Yes Yes Yes 9
Government also stipulated the duration for the different award programmes again with the
absence of effective monitoring arbitrary durations were decided by operators of TVET
institutions. Table 3.12 shows the duration of the respective award programmes indicated by
xlii
the respective level of TVET institutions. From the durations indicated, it is clear that there is
a disparity which can be attributed to the absence of a structured curriculum.
Table 3.11b: Entry requirement into Participation certificate level programme
BECE None
Participation
Certificate (count)
Yes 16
Yes 6
Yes Yes 2
Table 3.11c: Entry requirement into Diploma level programme
WASSCE O'Level
Diploma
(Count)
Yes 11
Yes Yes 22
The composition and qualification of TVET/academic and administrative staff at the different
levels of TVET institutions vary and are dependent on the operator of the institution.
Appendix –A1 show the details.
The practical working experience of TVET instructors is an integral component for effective
training of TVET students. Table 3.13 illustrates the indicated years of pre-employment
practical working experience of instructors in the respective category of institutions. Looking
at the varying stated number of years of experience, it is clear that this is not given much
consideration during recruitment.
The certified and accredited syllabus used in training is another important component for
effective TVET. As stated earlier, with the exception of the NCTVA syllabus, no government
sanctioned syllabus exists for TVET. On this issue 71.4% of operators of the different level
TVET institutions indicated using certified and accredited syllabus in their training
programmes, see Table 3.14.
xliii
Table 3.12: Award durations by category of TVET institutions
Course Duration CEC-A CEC-B TVC TVI VTC
Cer
tifi
cate
1 year 1 3 7
1-3years 1 1
18months 2 4 2 4
18mths-2yr 1
2 years 5 1 9 8 12
2-3yrs 1 2
3 years 1 4 9 9 6
4 years 1
4months 2
6months 1 3
6mths-2yrs 1
Part
icip
ati
on
Cer
tifi
cate
2 weeks 1
2 years 3 4 7 1
3yrs 1 2 3 1 2
6 - 9mths 1
6months 1
Dip
lom
a 18months 2 1
1 year 1 2 1
2 years 1 4 8 1
3 years 2 4 3 1
Hig
her
Dip
lom
a 1 year 1
2years 1 4
3 years 1
4 years 1
Table 3.13: Stated pre-employment practical working experience of TVET instructors by
category of TVET institution
Year(s) CEC-A CEC-B TVC TVI VTC
Not Stated 7 15 13 10
1 year 1 2 5 3
10 months 1 3
14 months 1
2 years 2 1 5 8 4
2-3years 1
3 years 1 3 6 3 4
4 years 2 1 1
5 years 1 7 6 2
6 months 1
7 years 1 1
8 years 1 1 1
9 years 1
xliv
Table 3.14: Operator who use accredited syllabus by category of TVET institution
State Operator TVET Institution Total
Association
CEC-A 4
TVC 2
TVI 2
VTC 3
Community
CEC-A 3
TVC 1
VTC 2
Government TVC 4
TVI 4
Mission/faith
CEC-B 3
TVC 6
TVI 6
NGO
CEC-B 1
TVC 2
TVI 7
VTC 4
Private
CEC-A 2
CEC-B 1
TVC 14
TVI 10
VTC 9
With regards to the accredited institution/body syllabus being used in training, 30% of
institutions did not state accredited body, 27% stated MEST, 19% stated NCTVA, and 4.8%
stated Child Fund. Table 3.15 shows the names indicated. Looking at the names, it was
observed that with the exception of NCTVA and Microsoft, none of the named
institutions/bodies are accredited entities. MEST was unable to substantiate this information
as its TVET and curriculum divisions National Curriculum development and research centre
are unmanned.
It has always been stated that female students/pupils are disadvantaged in accessing TVET
programmes. Based on the collected data on the sex distribution of students/pupils accessing
TVET programmes, a cumulative total of 15,131 (fifteen thousand one hundred and thirty-
one) students/pupils were calculated. Of the cumulative total, 66.8% are female, see table
3.16. What cannot be obtained from the database was the enrolment courses of these female
students/pupils and the certification level.
xlv
Table 3.15: Accredited Institution/Body stated by TVET institutions
Named Accredited Institution/Body CEC-A CEC-B TVC TVI VTC
ABRSM 1
Afromeric Institute 1
Bread of the World Partners 1
Child Fund 1 1 2 1 1
Eastern Polytechnic 1
GOPA/GTZ 1
Growth Centre 1
MEST 4 1 14 6 9
MEST & NCTVA 1 1
MEST and Child Fund 2 1
MEST and National Curriculum 1
Microsoft Certified Syllabus 1 1
NCTVA 2 2 4 13 3
NCTVA and UNIMAK 1
Northern Polytechnic 1
OIC 1 1
SABABU Education Project 1
SLADEA 1
SLEADE 1
SLOIC 1
Tech-Voc Council 1
WAGA, OIC, SAIDAC 1
YMCA education Department 1
Modern tools have now been designed to aid and enhance teaching, learning and access to
information. These include computers, whiteboard, DSTV digital projector and the internet.
Regarding the availability of these tools 47.6% of TVET institutions indicated have no
computer, 17.5% have more than ten computers, 89.7% have no overhead projector and 14%
have Internet connectivity. Appendix-A2 shows the tools indicated as available for teaching
and learning by institutions.
The duration apportioned to theory and practical (hands-on) classes has a direct link to the
knowledge and hands-on skills transfer that students/pupils acquire at each stage of TVET. It
should be accepted that students/pupils who opt for vocational programmes are mostly those
that are either academically challenged or financially challenged. As such, if more emphasis
is given to theory and less to practical subjects, the desired result will not be achieved. Table
3.17 shows the average hours per week for theory and practical classes. Looking at the
xlvi
respective durations indicated for classes per week, it is clear that the desired intention of
skills acquisition is not achieved.
Table 3.16: Student population by sex distribution by TVET institution
TVET Institution Male Female
CEC-A 237 (20%) 947 (80%)
CEC-B 202 (21.3%) 747 (78.7%)
TVC 1326 (32.7%) 2731 (68.3%)
TVI 2605 (42%) 3599 (58%)
VTC 646 (23.6%) 2091 (77.4%)
Table 3.17: Average hours of classes per week
TVET Institution Theory Practical
CEC-A 8 15
CEC-B 9 15
TVC 8 14
TVI 12 11
VTC 8 12
All the TVET institutions indicated that they operate under a trimester system, similar to the
formal schooling system. The number of subjects/modules that students offer per semester in
this system is dependent on the course pursued, duration of course and certification level. The
survey was unable to compare similarity per course subjects/modules by vocational or
technical programme per institution.
Attachment/placement to industry or working experience is a pre-requisite for any successful
TVET system. This gives TVET trainees the opportunity to acquire more practical experience
within the industry where the opted trade is professionally conducted, including team work
and professional ethics. On this issue, 87.3% of operators of the various TVET institutions
indicated that students/pupils are sent on attachment/placements, whiles 63.6% indicated that
students/pupils spend an average of three months in attachment/placement, see Table 3.18.
This information is subjective, as most of the Private and Association providers of TVET
operate independent vocational businesses, along with TVET and associate these in-house
practical experiences as attachment/placement.
xlvii
Table 3.18: Placement/attachment duration by category of TVET institution
Attachment /
Placement Duration CEC-A CEC-B TVC TVI VTC
1 month 2 2
2.5 months 1
2 months 1 2 5 2
3-6 months 2
3 months 9 4 21 19 17
4-6 weeks 1
4-6 months 1 1
4 months 2 1 2
6 months 1 5 6 2
8 months 1
Table 3.19: Nature of accommodation/premise where TVET is conducted
Typ
e of
Acc
om
mod
ati
on
TVET type Ass
oci
ati
on
Com
mu
nit
y
Gover
nm
ent
Mis
sion
/fait
h
NG
O
Pri
vate
Mak
eshif
t
wooden
CEC-A 1
CEC-B 2 1
TVC 2
TVI 1
VTC 1 2
Mak
eshif
t
zinc
CEC-A 1
TVC 4
TVI 1
VTC 1
Bri
ck
CEC-A 2 2
CEC-B 1 1 1
TVC 1 1 1 1
TVI 1 2
VTC 1 1 3 3
San
d b
lock
cum
concr
ete
CEC-A 5 1 2
CEC-B 1 1
TVC 4 1 3 7 4 16
TVI 3 5 6 7 11
VTC 1 2 2 4 8
The objective of TVET is to provide graduates with vocational or/and technical skills that
will enable them to become self employed after acquiring significant proficiency experience.
xlviii
In order for them to achieve this complete independence, they should be able to manage a
business, hence the need for knowledge in basic entrepreneurship skills. On this issue, 80%
of TVET service providers indicated that this knowledge is provided in their programmes.
The conduciveness of the physical structure where TVET is conducted falls within the
confines of service delivery. Table 3.19 shows the nature of the accommodation/premises
where teaching and learning are conducted.
It was observed that 74.6% of the TVET institutions reside in a sand-block–cum concrete
building. With respect to the ownership of the accommodation/premises, 37.5% are
rented/leased, 19% personal/proprietor’s property, 15.9% and 15.1% are the property of
Mission/Faith and Association respectively, see Table 3.20.
Table 3.20: Ownership of property where TVET institution is located
Ownership Ass
oci
ati
on
Com
mu
nit
y
Gover
nm
ent
Mis
sion
/
Fait
h
NG
O
Pri
vate
Association 13 5 2
Community 4 1 2 3
Faith / Mission 17 1 1
Government 1 5 2
Proprietor / Personal 2 1 3 3 15
Rented/Lease 2 4 3 2 5 29
The setup of the accommodation/premises in terms of the available space for teaching and
learning was also considered as part of the physical structure. It was observed that 40% of
operators conduct classes in a single building with rooms, 30% in buildings with rooms, 17%
in partitioned hall and 11% in a single room, see Table 3.21.
Special attention was given to the workspace available for practical subjects ,as this is an
important component of TVET. Regarding workspace, 68.3% indicated it was sufficient; this
could not be assessed as students were absent as a result of the Ebola pandemic. A number of
TVET activities generate noise that hinders effective administrative work. As such, it is
always advisable that the institution’s administration be located in a separate building. In
xlix
terms of the location where administrative work is conducted, 35.7% indicated in a separate
building away from the area where teaching and learning are conducted.
Table 3.21: Setup of premises where teaching and learning is conducted
Premise setup Ass
oci
ati
on
Com
mu
nit
y
Gover
nm
ent
Mis
sion
/
Fait
h
NG
O
Pri
vate
Not Stated 1 2
Building with rooms 6 4 5 11 6 18
Number of Buildings with room(s) 7 1 2 9 8 11
Partitioned Single Hall 3 3 2 2 11
Single Hall 2 2 10
Effective sanitation and power supply are two facilities necessary for an environment
conducive to teaching and learning. On the issue of availability of these facilities, 34.1%
indicated do not have any of thses facilities, 7.1% indicated having power supply, 22.2%
indicated having sanitation and 36.5% indicated having both facilities.
In respect of the equipment and tools available for practical exercises, this varies according
to external support/assistance provided either by NGOs or the International community but
nearly all of the institutions are poorly equipped, Appendix –A3.
Additionally, it was observed that the governance and management structure of TVET
institutions is dependent on whether or not the institution receives support from government.
All government assisted institutions are required to have a Board as the governing body and a
Principal or Director in charge of management or the day-to-day running of the institution.
The other two important positions that are required for the management of the institution
especially in its administration are Registry and Finance. For academic administration, this is
dependent on the level of the institution; TVIs should have Deans of faculties as the highest
position and TVC and below have heads of department and units/divisional heads. On the
governance structure, 68.3% indicated a Board and 23% Proprietor/Proprietress see Table
3.22.
l
Table 3.22: Governing body of TVET institutions
Operator Ass
oci
ati
on
Board
Com
mit
tee
Pro
pri
etor
CEC-A 14 1 1
CEC-B 6 1 1
TVC 10
TVI 2 17 2
VTC 12 1 2
CEC-A 1 27 1 23
Concerning the designation of the head of management, 46% indicated the Principal, 12.6%
indicated a Proprietor, 11.1% indicated a Director and 7.1% a Manager see table 3.23.
With regards to the departments that form the administrative structure of the individual
TVET institutions, 35% indicated having registry, finance, and examination departments,
15% indicated having no management structure, see table 3.24.
With respect to the designation of the heads of these administrative departments, it was
observed that this differs by the level of the TVET institution and size of staff. In many cases
dual responsibility was noticed, Appendix-A4.
Table 3.23: Head of Management of TVET institutions
TVET type Not
Sta
ted
Ch
air
man
Ch
ief
Exec
uti
ve
Off
icer
Coord
inato
r
Dir
ecto
r
Hea
d, T
rain
ing
Cen
tre
Man
ager
Nati
on
al
Coord
inato
r
Pri
nci
pal
Pro
gra
mm
e
Dir
ecto
r
Pro
pri
etor
Pro
pri
etres
s
Su
per
vis
or
CEC-A 1 3 4 2 1 1
CEC-B 1 1 3
TVC 1 1 2 4 4 20 10
TVI 1 2 1 5 23 4 1
VTC 4 1 2 4 1 10 2 1 1
li
Table 3.24: Administrative departments of TVET institutions
Fin
an
ce
Reg
istr
y/
Ad
mis
sion
Exam
s
Per
cen
tage
CE
C-A
CE
C-B
TV
C
TV
I
VT
C
Yes Yes Yes 32.5% 4 3 10 14 10
Yes Yes No 9.5% 8 2 2
Yes No No 10.3% 3 4 4 2
No Yes Yes 2.4% 1 2
No Yes No 26.2% 2 2 10 14 5
No No No 15.9% 3 9 3 5
On the academic administration, 79.3% did not indicate designation for heads of department
or unit/division. For those that stated, the designation was “head”, see table 3.25.
Table 3.25: Designation of academic head of department and unit/division
Department - Head Unit - Head CEC-A CEC-B TVC TVI VTC
Head 1 1 2
Head of Unit/course
coordinator 1
Teacher-in-charge of
unit 1
Admin and Training
Manager 1
Head 2 1 8 2
Trainer 1
lii
4.0 Findings
The findings of the situational analysis will be structured within the context of Strengths,
Weaknesses, Opportunities and Threats (SWOT).
4.1 Strengths
The recognition by the African Union (AU) of the importance of technical and vocational
education and training (TVET) as a means of empowering youths and young adults to take
control of their lives through its Plan of Action Second Decade of Education (2006-2015), is
a clear manifestation of African governments’ and the donor community’s intention to
revitalise TVET as a means of mitigating youth employment. This plan of action has resulted
in a number of TVET initiated projects being funded by the World Bank, European Union,
German Development Cooperation, United Nations through UNIDO and the Islamic
Development Bank. The following are a few of such projects;
Joint Response for Youth employment in Sierra Leone;
Industrial Growth Centres
Islamic Development Bank TVET Project
Large conglomerates are also undertaking investment on TVET as part of their cooperate-
social responsibility to the community in their areas of operations. These current investments
have introduced the concept of Private-Public-Partnerships in TVET. This initiative can be
developed by government as a policy for future investors.
The Education Act of 2004 established the National Council for Technical and Vocational
Education (NCTVE) to coordinate TVET and advise government on its (TVET’s) activities.
This positive move will bring an end to the fragmented, unregulated and uncoordinated
operations of TVET.
The approval by Cabinet of the National policy TVET 2010 that awaits parliamentary
ratification, now serves as a guide for the implementation of TVET. The policy amongst
other activities clearly defines the source of funding for TVET and the curricula.
Large numbers of youths and young people are now opting for technical and vocational
training programmes as a way of acquiring skills that will provide them with sustainable
livelihood. This has resulted in the proliferation of TVET institutions by the private sector
liii
with varying skills set especially in the areas of computer and digital technologies that were
lacking in government TVET institutions.
4.2 Weaknesses
The division in MEST charged with the responsibility of monitoring and supervising TVET
education is poorly manned (one officer) who has now retired. Government funding/support
to TVET compared to formal schooling is relatively low. This has portrayed TVET as a poor
further education alternative by targeted beneficiaries.
The current education system in the country appreciates the fact that not all students/pupils
have natural aptitude to academic work hence has TVET as a suitable alternative.
Unfortunately, government has neither provided the enabling resources to support TVET nor
has the National office of the West African Examination Council (WAEC) undertaken to
examine TVET courses in WASSCE as done in Ghana and Nigeria.
The NCTVA Act 2001 that established the NCTVA body was mandated to accredit and
certify TVET institutions. Unfortunately the mandate was confined to five polytechnics under
the first schedule. The government’s intention for polytechnics to train TVET instructors and
tutors for schools and TVET institutions cannot be achieved as the existing polytechnics lack
the technical and vocational capacity and the NCTVA examining system is academic
excellence focused.
The Education Act 2004 established NCTVE but to date this body has not been formally
constituted. This has led to the proliferation of TVET institutions (especially by the private
sector) offering varying quality of courses and unaccredited certification up to diploma and
higher diploma level. The absence has also enabled operators of TVET institutions to self
determine their TVET institution level even though they lack the capacity in terms of staff,
facility and equipment to provide the expected service at that level. MEST, NCTVA and
other institutions co-certifying courses offered by private sector operators of TVET
institutions using varying curricula further compound this situation.
Government funding to government and government assisted (Associations and
Mission/faith) TVET institutions is comparatively low compared to funding to mainstream
schools. This has resulted in the following;
liv
Deteriorating and dilapidated TVET physical infrastructure,
Relatively poor quality instructors and tutors, many of whom lack the experience to
provide the requisite practical skills training.
Poorly equipped TVET institutions without modern teaching and learning tools and
equipment.
Poorly managed TVET institutions.
Relative poor quality of graduates, who at the best of times are unemployable
Private sector operated TVET institutions that do not receive funding from government
depend solely on students’ fees and assistance from the donor community to run their
institutions. The fees collected are used to support operational and administrative expenses;
pay for renting/lease of premises where service delivery is conducted, salaries of staff and
consumables. This limitation of funds has made it difficult/impossible for them to buy tools
and equipment for the courses they offer. As a result, graduates from these institutions are
relatively less trained compared to those from government institutions.
Management of private operated TVET institutions is often a one man show where the
proprietor/tress directs all activities. In these institutions, staff attrition rate is high and there
is no job security. This has resulted in the closure of many such institutions as was observed
in the Western area. Also, most of the instructors/tutors are poorly qualified and skilled; as
the best trainees are employed as tutors/instructors, compromising quality. Further, the
proprietors/tresses of these institutions are engaged in technical-vocational businesses that
require extra manpower and because of weak monitoring use TVET as a way of recruiting
unpaid labour.
Heads of Managements of TVET institutions in most cases have limited background on
technical/vocational programmes and low business and managerial skills to manage the
institutions effectively.
Tutors and instructors in TVET institutions seldom benefit from external or out of country
training, as such the course content and practical skills acquired by students are inadequate to
meet present day expected expertise. By the same token, transformations that are introduced
in TVET courses are not reflected in programmes.
lv
The interventions by the International community to TVET focus more on supply oriented
instead of demand oriented or labour market demand. This has made it difficult for graduates
to make meaningful contributions to the development of their communities on return. The
duration allocated to TVET by these interventions; six months to a year, is inadequate for
acquiring meaningful proficiency that will enable graduates to gain employment or become
self employed.
The most common technical courses being offered by majority of the TVET institutions are
computer related. These courses though necessary, have limited job opportunities for youths
and young people considering the skills-set employers are looking out for, especially in the
mining and agriculture sector that recruit the largest number of workers.
TVET courses are far more expensive to support than academic courses. Government’s
ability to sustain TVET institutions in light of the new focus for progression from JSS to SSS
will be constrained as TVET will be the sort out alternative. Many SSS do not have the
capacity to service TVET courses. As such, the quality of programmes will be poor and only
limited courses will be available.
4.3 Opportunities
Government’s adaption of the National TVET 2010 policy has brought in a new focus on
TVET in terms of source of funding and curricula; 1% tax levy on the private establishments
and competency based curriculum respectively. The NCTVE when constituted will regulate
both formal and informal TVET ensuring quality assurance, programme coordination,
standardisation of certification and TVET institution levels. The development of a labour
market database by the MoLSS will guide the NCTVE and TVET operators on new courses
that should be introduced and the nature of the training programmes that should be
developed.
4.4 Threats
The recent enforcement of a minimum pass grade in BECE to qualify to sit to the WASSCE
by MEST has resulted in a large number of pupils unable to complete formal schooling. With
the absence of an attractive and suitable alternative programme to address this situation and
the National office of WAEC not conducting WASSCE examination on technical and
lvi
vocational courses, will increase the existing large numbers of unskilled, untrained and
poorly educated youths and young people.
Financing TVET is a challenge to governments the world over. The National TVET 2010
policy on financing TVET failed to indicate a strategy for the implementation. Very few
successful private establishments exist in the country. These establishments already have in
their budget cost for corporate social responsibility contribution that fulfilled intermittently.
Introducing a 1% tax levy to finance TVET will introduce a new financial burden to these
entities, considering the country’s economic status.
Management and service delivery capacity are serious problems in nearly all TVET
institutions resulting in poorly trained graduates that are unemployable. This discourages
future applicants from enrolling and it is also a waste of government limited funds.
lvii
5.0 – Conclusion and Recommendations
Based on the findings, the following conclusion was arrived at and recommendations made;
5.1 Conclusion
The situation analysis on TVET in the country shows a fragmented, uncoordinated and
unregulated system and structure. Many TVET institutions lack the capacity to deliver the
appropriate training requirements to produce employable graduates. Government’s ability to
finance TVET is unsustainable. The infrastructure available for TVET delivery services is
inadequate and obsolete. Private sector contribution to TVET, especially the small and
medium scale institutions, depends on government funding for sustainability. As such, it is
not economically viable.
TVET requires significant financial input, as under good practice, it is determined by the
operating cost of the course per unit student. This mode of financing has been introduced by
the MEST to fund universities in the country. All the institutions from which data was
obtained were observed to be financially challenged. As such, they rely on government for
support in the form of subvention. Government is also faced with financial challenges in
funding both its own TVET institutions and those it assists with subvention, as student fees
are used to address operational cost. Private operators that do not receive subvention are at
the worst end of the stick in terms of the financial challenges, as they depend solely on
student fees in order to operate.
Funding limitation was observed to have impacted negatively on TVET, causing all
concerned to depend on Non-governmental organisations and the International community
for help or assistance.
Assistance from Non-governmental organisations and the international community have their
own restrictions. These include, being irregular, support addresses supply oriented instead of
demand oriented skills training programmes, duration of training is limited to between six
months to a year therefore inadequate to achieve proficiency, funding agencies determines
target beneficiaries and the number to be serviced., etc. In short, such funding does not
address the major problems/needs facing TVET.
lviii
The Cabinet approved National TVET 2010 policy stated that funding for TVET will be
sourced from a 1% tax levy on private establishments. The expected returns from this 1%
levy will fall far short of the required budget to fund TVET activities.
TVET instructors/tutors require pedagogue and practical vocational/technical skills
foundation training plus refresher trainings to keep abreast with the steady changes occurring
in the technological world. The polytechnics that are expected to provide these services lack
the capacity to do so.
Technical and vocational instructors/tutors with extensive practical knowledge are all close to
the age of retirement and in some cases, out of date with current technologies. Also, it was
observed that many of these institutions have more academic staff and less of technical and
vocational staff and the young instructors/tutors are recycled students with limited practical
experience.
Information on the Commonwealth of Indian States refresher training programme in
technology and vocational courses available through the Ministry of Foreign Affairs and
International Corporation (MFAIC) is not well disseminated for TVET instructors and tutors
to access and utilise.
A limited number of TVET institutions can boast of having adequate and useful tools and
equipment to support practical training.
In private operated TVET institutions, this situation is appalling, while in the faith/mission,
Associations and Government operated TVET institutions, there is some comfort , through
the effort and support of Non-governmental Organisations (NGOs) and the international
community (World Bank, UN, EU). This limitation has resulted in a number of private
operated TVET institutions to focus on lower hanging vocational and technical courses that
require minimal tools and equipment; computer related courses, automobile maintenance,
carpentry, masonry, etc. In the few cases where the private sector undertakes challenging
courses in technology, student number is small and training is linked to business.
In faith/mission, Association and government operated TVET institutions, student number far
outstrips available tools and equipment; hence effective practical training experience is not
lix
acquired. Also, most of the tools and equipment fail within a short time because of overuse.
In terms of usefulness, many of the equipment was observed to be obsolete when compared
to the current technology in operation.
With respect to quality assurance this was observed to be of grave concern since there is no
overarching body in charge of certification of course content and awards. There is no
effective monitoring and inspection of institutions to ensure adherence to minimum
standards. As such, there is a proliferation of all types and kinds of unaccredited certificates
and courses with inconsistency in course duration and mode of teaching.
In terms of the location where service delivery was provided, it was observed to be
inadequate in most cases and not conducive, especially for privately owned/operated TVET
institutions. Most of these fall short, in terms of the basic amenities; sanitation and electricity.
In terms of the structure where teaching and learning are conducted, it was observed that only
30% operated in buildings with rooms.
The governance and management structure of institutions is dependent on ownership and
support received from government. For government and government subvented institutions, a
Board is the governing body and for non-subvented institutions, the proprietor/tress manages
the institution.
In respect of the management of institutions, this is also dependent on ownership for
designation of head of management. The designations indicated are Principal, Proprietor,
Director and Manager.
The structure of non-academic and academic administration is however based on the
institution size, categorised level and ownership. For non-academic administrative setup 35%
have registry, finance, and examination departments, 15% no management structure and 50%
have one or two administrative departments.
By the same token, the academic administration was observed to be synonymous to the non-
academic with less than 21% indicated have designation of heads of academic departments.
From the information obtained, it is apparent that the administrative structure in most of these
lx
institutions is arbitrary, void of qualifications and experience. In general, it was clear that the
management of all TVET institutions require serious capacity intervention.
5.2 Recommendations
There is a need for a total overhaul of the TVET system, with the introduction of
periodic strategic focus, aligned with labour demand.
The fragmented, uncoordinated and unregulated system and structure of TVET can
only be stemmed through the formal constituting of the NCTVE with an effective
TVET inspectorate with devolved responsibility to regulate all TVET activities.
TVET operators should be made aware of the Education Act 2004 in relation to
TVET and the Cabinet approved National TVET policy 2010 through workshops and
seminars.
Government should ask the WAEC National office to expand its examined courses to
include TVET courses as is done in Nigeria and Ghana.
Government should give serious thought to including and improving TVET courses in
the mainstream schooling system.
Government must redirect support given by NGOs and the international community to
equip SSS with tools and equipments to enhance the teaching of TVET courses.
Inter-ministerial collaboration between MEST and MFAIC should be enhanced to
ensure that TVET instructors/tutors fully utilise the India Commonwealth technical
and vocational training programme for refresher training.
Private TVET operators must be allowed to offer a maximum of three vocational and
technical courses and only at certificate levels. Also, subvention to such institutions
should be attached strictly to adherence to quality assurance.
Government should demand that all ministries and stated owned enterprises that have
activities relating to technical and vocational training open TVET institutions.
lxi
Examples are the now defunct NPA and SLRTC training schools. SLRA has the
Mechanised Service Unit but it does not function as a TVET school.
Private-Public Partnerships which has been introduced by African Minerals, the now
defunct London Mining and Addax, should be included in further licenses and
agreements.
Government should revise the criteria for subvention to TVET institutions to include
minimum number of students required to qualify.
Financing TVET should be based on nature of course per student as is done in
Finland.
Existing government TVET institutions should be encouraged to engage in
enterprising activities to attain partial self sustainability. Many of these institutions are
engaged in such activities but the returns are used for personal enhancement.
Top management of institutions should be appointed on an agreed two term contract
duration with signed performance contract including clear expected deliverables.
lxii
Reference
1 http://www.worldbank.org/en/country/sierraleone/overview
2 Ibid
3 http://www.ey.com/Publication/vwLUAssets/EY_-_Mining_in_rapid-
growth_economies/$FILE/EY-Mining-in-rapid-growth-economies.pdf
4 From mines to minds: An integrated approach to training and local economic development, GIZ,
April 2013
5 The All-Pakistan Educational Conference, held in Karachi on 27th November, 1947, Reorientation
of education.
6 http://www.indexmundi.com/sierra_leone/demographics_profile.html
7 http://data.worldbank.org/country/sierra-leone
8 http://www.indexmundi.com/sierra_leone/demographics_profile.html
9 1 Skills gap analysis for private sector development in Sierra Leone, 2012, Economic sector work.
Emmanuel Mannah and Yvonne Ngadi Gibril.
10 Source: Tertiary Education Commission 2012, Republic of Sierra Leone Higher and Tertiary
Education Sector Policy Note 11 Sierra Leone – Labour Market Profile 2013
12 http://socfin.officity.com/Files/media/News/SIERRA-LEONEcomments.pdf, Sierra Leone –
Analysis of the Oakland Institute report
13 http://www.addaxbioenergy.com/real-development.php, ADDAX Bioenergy Real development
14
Sierra Leone – Labour Market Profile 2013
http://www.ulandssekretariatet.dk/sites/default/files/uploads/public/PDF/LMP/sierra_leone_2013
_final_web.pdf
15 www.worldbank.org/en/country/sierraleone/overview
16 Source: Statistics Sierra Leone – 2011 Annual Economic Survey: May, 2012,
http://www.statistics.sl/2012_reports_pdf/annual_economic_survey_report_2011_vol.4.pdf
17 World Bank (1991): “Vocational and technical education and training” A World Bank Policy
Paper. Washington, DC.
18 http://www.networkworld.com/article/2275172/data-center/nigeria-donates-to-it-training-center-
to-sierra-leone.html
19 Technical Vocational Institution registered with MEST, Godwin Samba, Acting Deputy Director
Tech/Voc, 2010
20 Education in Sierra Leone, 2004 TVET Survey
21 Report of the 2002 MEST survey in Technical Vocational Institutions
22 Sierra Leone Education Status report, September 2013
23
Vasilliy P. Kosyrev Petr F. Kubrushko, Andrei N. Kouzetsov, International Handbook of
education for the changing world of work, 2009, pp1285-1292, TVET and Teacher-training
curricula: A Developed National perspective
24 http://africa-youth.org/sites/default/files/TVET%20Strategy%20Final%20-DRAFT.pdf, Strategy
to Revitalize Technical and Vocational Education and Training in Africa, January 2007
25
Johanson and Adams, 2004 cited in http://africa-
youth.org/sites/default/files/TVET%20Strategy%20Final%20-DRAFT.pdf, Strategy to Revitalize
Technical and Vocational Education and Training in Africa, January 2007
26 Sierra Leone Education Status report, September 2013
27 Nyalley 2010, TVET Scoping and Advisory Mission to Sierra Leone 2012, Diagnostic Report,
Michel Carton and Christian Kingombe, December 2012, International Growth Centre.
28 DACO, Ministry of Foreign Affairs and International Cooperation
29 Sierra Leone Education Status report, September 2013
30 Youth Employment in Sierra Leone: Sustainable Livelihood Opportunities in a post-conflict
lxiii
setting
31 Reintegration of Ex-combatants, Jeremy Ginifer,
mercury.ethz.ch/serviceengine/Files/ISN/111868/.../en/Chap2.pdf
32 http://www.barefootcollege.org/the-women-bringing-solar-power-to-sierra-leone/
lxiv
Appendix-A1a: Postgraduate and Graduate academic and TVET staff statistics per category
of TVET institution
Mast
ers
-male
Mast
ers-
fem
ale
Post
gra
d-m
ale
Post
gra
d-f
emale
Deg
ree
Sci
ence
-male
Deg
ree
Sci
ence
-fem
ale
Deg
ree
En
gin
eeri
ng
-ma
le
Deg
ree
En
gin
eeri
ng
-fem
ale
Deg
ree
Sco
Sci
-male
Deg
ree
Soc
Sci
-fem
ale
Deg
ree
Arts
-male
Deg
ree
Arts
-fem
ale
Deg
ree
Ed
u-m
ale
Deg
ree
Ed
u-f
emale
CE
C-A
CE
C-B
TV
C
TV
I
VT
C
1 2 1 1
1 1 1 1
1 2 1
1 2
1 1
1 2 1
1 1 1 1
2 1
2 1 1
1 2
2 1
1 1 1 2 1
1 1 1 1
1 1 1
1 1 1 1
1 1 1 1
2 2 2 1
2 1 3 1
3 1
3 3 1
7 1
1 1
1 1
1 1 1
1 7 1
1 1 1
1 1 1 1 1 1 5 1
1 1 3
1 2 2 1 1
1 1 1 1 1
lxv
1 1 1
1 1 4 1 1 2 1
1 2 1 1
1 1 1
1 1 1 1
1 1 1 1 3 1
1 1 2 1 1 1
1 1 1 1
2 1 1
2 2 1 1
2 1 3 3 1
2 1 2 3 1 1 1 1
2 2 2 2 1
4 1 3 6 5 1
5 1 40 3 3 4 9 4 2 10 2 1
Appendix-A1b: HTC, HND, Diploma and Certificate academic and TVET staff statistics per
category of TVET institution
HN
D-m
ale
HN
D-f
emale
Dip
En
gin
eeri
ng
-male
Dip
En
gin
eeri
ng
-fem
ale
Dip
Com
mer
cial-
male
Dip
Com
mer
cial-
fem
ale
Dip
Tec
hn
ical-
male
Dip
Tec
hn
ical-
fem
ale
Cer
tifi
cate
-Male
Cer
tifi
cate
-fem
ale
CE
C-A
CE
C-B
TV
C
TV
I
VT
C
2 1 8 7 6
4 1
7 1
1 1 1 1
16 2 1
2 3 1
2 4 1
2 8 1
3 1 1 2
3 3 2 1
3 4 1 1
3 7 1
4 1 1
4 2 1
4 3 2
4 4 1
4 5 1
lxvi
5 1
5 4 1 1
5 5 1
6 11 1
6 3 1
6 4 1
8 1
1 1 1
3 2 1
4 2 1
1 1
1 1 4 1
1 14 5 1
1 2 1
1 2 3 1
1 1 4 1
11 2 22 1 1
2 1
2 1 1
2 1 5 1
2 2 1
2 3 1 1
3 2 1
4 2 1
4 4 1
4 5 7 3 1
5 4 1
5 1 4 1
8 1 1
1 6 5 1
2 1 1
2 2 1 1 1
1 1 1
1 5 7 1
1 1 2 1
1 2 1 2 1
1 5 5 1
1 1 1
1 1 1 5 6 1
2 3 6 1
2 6 5 1
2 1 1
lxvii
2 2 1
2 2 2 6 1
2 4 2 2 1
2 1 1 2 1
2 2 1 6 1 1
3 1
3 1 1 1
3 3 6 1
4 1 1
5 5 5 1
1 1 2 1 2 1 1
6 1
1 1
1 1 3 1
1 6 2 1
1 1 4 5 1
1 1 1 1 1
2 2 2 5 1
3 5 6 1
3 1 2 1 1
4 1 15 1
4 4 2 2 1
1 4 1
1 7 4 1
5 6 1
6 3 4 1
1 6 11 1
1 1 5 1
1 2 6 1
1 3 3 1 1
1 1 1 2 1
1 2 2 2 1 1
3 2 3 2 2 1
8 1 1
lxviii
Appendix -2: Modern tools available for teaching by level of TVET institution
Com
pu
ter
Over
hea
d
pro
ject
or
Wh
ite
board
CEC-A
CEC-B
TVC
TVI
VTC
7 4 20 15 14
1 3
2 1
4 1
1 1
4 4 1
1 1 1
1 2 1
1 10 1
1 1
2 2
2 2 1
2 1
2 1 1
3 1
3 1
3 1 1
4 3 2
4 1
4 2 1
5 1 2 1
5 1 1
5 2 1
5 6 1
6 1 1 1
6 2 1
6 1 3 1
7 1
8 1 1
8 10 1
8 1 1 1
9 1
10 2
10 8 1
10 1 1
10 10 1
lxix
10 1 1 1
10 1 2 1
10 2 1
12 1 1 1
13 1 1
15 1
16 1
16 1 1
16 1 1
17 1
20 1
32 4 7 1
45 1 8 1
65 2 10 1
lxx
Appendix – A3: Institutions with their equipment and tools
Welding
Name of Institution Equipment Tool
Vas Skills Training Centre Oxygen Acetylene Gas
system
Set of spanners, manifold gauge-
set of screwdrivers, bench vise,
leakage detector
SLOIC Welding plant
Murialdo Institute of
Management,
Entrepreneurship
Welding plant
Daughters Vocational Training
Centre
Welding plant,
generator
Tables, Graining disk, Cutting
disk and Vice
Sam-Kam Institute of
Technology Welding machine
FINIC Welding plant, Pillar
drilling machine lathe machine
Development Alliance Skills
Training Centre
Welding plant,
Grinding machine Vice
Growth Centre Welding plant Mask, plier
National Power Authority
Training Centre
Welding plant,
Acetylene bottles
SLOIC - BVTC Welding machines
Youth Development Training
centre Welding machine
MAPCO Welding Plant
St. Joseph Vocational Institute Welding machines,
Drilling machines Vice, Files, Lathe
Charity Community Tech-Voc
Centre Welding plant,
Life Betteh Tumara Tech-Voc
Bevel, calipers, hand-grinders,
pop-riveter, vice, mole grip,
stillson wrench, Clamps, file,
scriber
Degloma Vocational Training
centre
Welding plant and
grinding machine Cutters
Yawei Development Taining
and Production Centre
Hammer, Pincers, winch, Vice,
Files, measuring tape
lxxi
Catering
Name of Institution Equipment Tool
CEFORD Vocational Training
Centre
Cooking Pots, Stoves
and Utensils
SLOIC
Electric Cookers, Basic
Curtlaries, Pots and
Freezers (20)
Madam Electric Cooker
Divine Grace Vocational Institute Oven, Fridge
Rolling pin, Bowl of different
sizes, Knives
YWCA Vocational Institute
Electric and Gas
cookers and Coal stove
Camp women's Vocational Training
Centre freezers, electric oven
wonder stove, assorted kitchen
utensils
Sam-Kam Institute of Technology Kitchen utensils
Women in Crisis Movement Pots, Local stove, Frying pans
Romeo & Juilet Tech-Voc Institute Pots, spoons coal-pot, basket
SIDAC Cookers Sauce-pan, Pots, Fryers
St. Mary's Tech Voc Centre Cookers (Gas)
Cooking utensils, pots,
decorating sets
Muloma women's Tech-Voc centre Frying spoons, Pots
Progressive Women's Association
(PROWA)
Assorted cooking pots, assorted
spoons
Development Alliance Skills
Training Centre
Pastry board, wooden spoons,
pots, cake stand, colander
National Vocational Institute for
Women and Girls Oven, Microwave
Assorted pots, frying pans and
spoons, whisk, chopping board,
colander
Women Education Centre Pots and pans
St. Joseph's Voc Institute Gas and local stoves Cooking utensils
Kissy Women's Training centre,
United Meth. Church Assorted plates and pots
Rural Women Vocational Training
Centre
Cake decoration
equipment
Frying pans, pots, Cutlery set,
dishes, electric mixer
The Awada Continuency and Voc.
Training Centre Bakery
Youth dev. Movement Education
Centre Oven, Freezers
Pots, spoons, pan, plates, cups,
coal-stoves, chopping board,
knife
Maria Ines Vocational Institute Mirror, combs, dryers
Maria Ines Vocational Institute Gas stove Coal-stoves, utensils
Muwoda Technical and Vocational
Institute stove
Frying pot, cutlery, plate and
bowl
lxxii
Agriculture
Name of Institution Equipment Tools
SIDAC Farmland (Swamp) Mattock, Machetes,
Wheelbarrows, hoes
Development Alliance Skills
Training Centre Swampy land (2arces), Piggery
Manjama Institute of Agriculture Swamp land and
upland
M & F Vocational Centre Hoe, shovel, spade
Automobile
Name of Institution Equipment Tools
Madam Sophisticated
Equipment
Tester and Multimeter, Basic
hand tools
SLOIC Multimeters (3), Avometer (3),
basic Soldering tools
Sam-Kam Institute of Technology Mechanical toolkit
National Power Authority Trainng
Centre
Dead engines (Petrol
and Diesel
St. Joseph Vocational Institute Old engines
Life Betteh Tumara Tech-Voc Carjack
Adjustable spanner, tyre
pressure guage, wheel brace,
grease gun, mole grip, spark plu
wrench, tyre lever, oil can, foot-
pump, feeler guage
Building and Construction
Name of Institution Equipment Tool
Islamic Agric Vocational Centre
Basic Hand tools (trowel, levels,
square
Community Development
Association Training Centre Square
Murialdo Institute of
Management, Entrepreneurship
Concrete mixer,
Wheel-barrow
SLOIC level instrument
spirit levels, measuring tapes,
shovels, spades, pick-axe,
wheel-barrow, head-pans,
prismatic, tripod, ranging pole,
hacksaw, wrench for threading
pipes
Women and Youths
Strengthening Tech-Voc
Levels, Trowels, Headpan,
shovels
SIDAC Wheelbarrow
Trowel, Hammer, Headpan,
Pincer
lxxiii
Muloma women's Tech-Voc
centre block mould, shovel, pick-axes
Growth Centre
Trowel, measuring tape,
hammer, pincers, headpans,
wheelbarrow
Bo Centre for Technical Studies Trowel, measuring tape
MAPCO Brick-making machine
St. Joseph Vocational Institute
Building Construction
workshop
Charity Community Tech-Voc
Centre
Block mould, set-square, Level,
pick-axe, shovel, trowel
Life Betteh Tumara Tech-Voc
Trowel, measuring tape, brace,
pick-axe, nail puller bar, shovel,
pincers, planer, hammer, cold
chisel
Muwoda Technical and
Vocational Institute Wheel-barrow Measuring tape, trowel, shovel
Nongowa Vocational centre Trowel, spirit level, brick-saw
Yawei Development Training and
Production Centre Spirit level, trowel, shovel
Baptist Vocational Institute Trowels and Levels
SLOIC
Basic Equipment,
Concrete mixer
Computer Installation and Networking
Name of Institution Equipment Tools
Sulisha Inst. of Management and
Computer studies
Soldering rod, multi-meter,
Router, Crimping machine,
tester
ITC TrainingComplex
Crimping tools and practical
laboratory
Marm Training Centre Cripping tool an soldering iron
Snap Tech Institute
Video Camera and
Skills Camera,
Router/Switch Network toolkits
Murialdo Institute of
Management, Entrepreneurship
Electrostatic discharge, blower,
toolkit
Exclusive school of Cosmetology
Meter, set of screw-driver,
soldering iron, sucker
National Vocational Institute for
Women and Girls
Router, Switch,
Modem
Crimping tool, installation and
data recovery CD, screw drivers
Kankaylay Inst. of Professional
and Admin Studies Router, Switch
SQL, C++, Java, SPSS, Visual
Basic, Tracer,
Catholic Technical Vocational
Institute Screwdrivers, soldering iron
lxxiv
Carpentry
Name of Institution Equipment Tool
Baptist Vocational Institute Basic tools
Abbako Tech-Voc Basic Tools
SLOIC Machine tools Basic hand tools
Islamic Agric Vocational Centre Basic Hand tools
Bombali Community Education
Centre
Basic tools handsaw, planer,
hammer
Community Development
Association Training Centre
Planer, Nail lifting bar, Hammer,
Saw
SLOIC Metal plane, Saw, Bench vice,
hammer
Essense Tech-Voc Institute Reaping machine, plain
machine, hammer, Saw, Square, plain
Women and Youths
Strengthening Tech-Voc
three boxes of tools (Help
Salone)
Romeo & Juilet Tech-Voc
Institute
Pane, Saw, hammer, Clamp,
sharpening stone, workbench
SIDAC Saw Plainer, Hammer
Muloma women's Tech-Voc
centre
Hammer, rip-saw, pincers,
scissor
Special Needs Educational
Institute (SNEI)
hammer, Saw, Towel, Plain,
measuring tape
Growth Centre Saw plainer, table, hammer,
measuring tape
Bo Centre for Technical Studies Workbench, ripping saw,
planers, hammer, G-clamp
National Vocational Institute for
Women and Girls
Saw, Planer, tap tule, clamps,
working table, crow-bar, screw
driver, assorted hammers
Isaac B. Coker memorial
Foundation
Ripping Saw, Cross-
out saw, Crowbar, table, hammer
SLOIC – BVTC Plane and ripping
machines
Youth Development Training
centre Hammer, Planer and Saw
Portee Vocational Training Centre
Ripping-saw, Tape measure,
workbenches, planers, clamps
and braces, Squares, Screw-
driver, Hammers
St. Joseph Vocational Institute
Carpentry workshop
with equipment and
tools
Charity Community Tech-Voc
Centre
Hammer, Planer, Saw,
Measuring tape,
lxxv
Jui Vocational Training Centre Saw, Hammers, Planers,
Hacksaw, Chisels, Hand-drills
Muwoda Technical and
Vocational Institute
Saw, Hammer, Measuring tape,
Corner ridge
Catholic Technical Vocational
Institute
Planer, Ripping saw, hammer,
clamp, workbench
Nongowa Vocational centre Hammers, Ripping saw assorted,
Chisel assorted
Yawei Development Taining and
Production Centre
Hammers, Planer, Saw,
measuring tape,
shapening stone, vice,
scraper, pincers
Electrical
Name of Institution Equipment Tool
SLOIC Avometer (4), Ammeter (4),
Current tester, Pliers
Life Betteh Tumara Tech-Voc Hand-drill
Drill bits, spanners, pliers,
hammer, Hacksaw, crimp,
Multimeter, screw-driver,
soldering iron, Allen keys,
bolster, Cold-chisel,
Bo Centre for Technical Studies Demonstrating board
Future in our hands Vocational
Training Centre
Tester, Hammer, Plies, Screw-
driver
St. Joseph Vocational Institute Electrical Panels
(electrical Lab)
Nongowa Vocational centre Pliers, screwdrivers, cutters
Gara-tie dye
Name of Institution Equipment Tool
Muloma women's Tech-Voc centre Plastic Bowls, pots, glove sets
YMCA Central Sewing and Gara tie-
dyeing institute Stamper, beating stick,
Waitta Kawa Memorial Tech-Voc
Centre Spatula, Bowls, stamps, pots
Kissy Women's Training centre, United
Meth. Church Bowls, buckets and Inks
lxxvi
Appendix – A4: Designation of the heads of these administrative departments
Fin
ance
- H
ead
Reg
istr
y/A
dm
issi
o
n -
Hea
d
Exam
s -
Hea
d
Est
ate
- H
ead
CE
C-A
CE
C-B
TV
C
TV
I
VT
C
N/S N/S N/S N/S 5 2 16 12 10
Bursar Secretary Principal 1
Head 1
Principal 1
Principal 2 5 1
Programme
Director 1
Proprietor 3
Proprietor
Principal and
Tutor 1
Proprietor 1
Proprietress 1
Proprietor 1
Secretary Principal 1
Senior Staff -
Mohamed
Senesie
Senior Staff -
Mohamed
Senesie 1
Accountant 1
Acting Head Principal 1
Admin/Finance
Officer
Admin/Finance
Officer 1
Admin/Finance
Officer
Livelihood
Dept. Manager
Livelihood Dept.
Manager 1
Admin-Finance Registrar
Training
Manager 1
Admin-Finance
Officer Principal 1
Ag. Finance
Officer Principal Teacher 1
Bursar 1 1
Bursar Exams officer
Estate
officer 1
Bursar Director
Exams
Coordinator 1
Bursar Head 1
Bursar Principal
admin
staff/Student 1
lxxvii
coordinator
Bursar Principal
Exams
Committee
Chairman 1
Bursar Principal Exams Officer 1
Bursar Principal Principal 1
Bursar Principal
Principal and
Vice-Principal 1
Bursar Principal Senior staff 1
Bursar Registrar
Exams
Committee,
Chairman 1
Bursar
Secretary/
Registrar
Exams
Committee
Chairman 1
Bursar Vice Principal Senior Tutor 1
Bursar Vice Principal
Chairman, Exams
Committee 1
Bursar Principal 1
Busar Principal Exams Officer 1
Chairman,
Finance
Committee Registrar 1
Chairman-
Finance
Committee Principal 1
Coordinator and
Bursar 1
Director 1 1
Director Director Teacher 1
Director
Education
coordinator
Education
coordinator 1
Finance Officer
Student
Service
Coordinator 1
Finance Registrar Exams Officer 1
Finance & Admin
Officer Coordinator Coordinator 1
Finance Assistant Secretary Exams Officer 1
Finance
Clerk/Bursar
Project
Committee
Chairman Principal 1
Finance
Committee
Registrar/Voca
tional Director
Examination
Committee
Estate
Officer 1
lxxviii
Finance Director
Administrative
Director
Exams
Coordinator
Estate
Officer 1
Finance Manager Project Officer Project Officer 1
Finance Officer
Administrative
Officer 1 1
Finance Officer
Administrative
Officer
Exams
Committee
Chairman 1
Finance Officer Coordinator 1 1
Finance Officer Director
Course
Coordinator 1
Finance Officer
Director of
studies 1
Finance Officer Principal Chief Examiner 1
Finance Officer Principal Exams Officer
Estate
officer 1
Finance Officer Registrar Exams Officer
Estate
Officer 1
Finance Officer
Student
Service
Coordinator
Resource
Mobilizatio
n Manager 1
Head Head Head 1 1
Mrs. Mariatu
Kargbo
Programme
Officer 1
Project
Coordinator 1
Proprietor 1
Proprietress Senior Teacher
Exams
Coordinator 1
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Appendix A5: Responses to interview conducted with TVET stakeholders institutions
Questions on Situation Analysis of TVET addressed by the Chief Education Officer -
MEST of NCTVA 10th
September 2014
1. The NCTVA Act 2001 constitutes a council that has the head of the technical and
vocational council as one of its members. When was the technical and vocational council
formed and which Act or MEST policy formed this body?
The Technical and Vocational Council is a body whose existence is not to the knowledge
of the Ministry. How its head became a member of the NCTVA council according to the
act, is not known to the present Chief Education Officer (CEO)
2. (i) Which criteria are used to determine each of these institutions?
Community Education Centre – B (CEC-B)
Community Education Centre – A (CEC-A)
Vocational Trade Centre (VTC)
Technical Vocational Centre (TVC)
Technical Vocational Institutions (TVI)
Polytechnics
The categorisation of the different levels of TVET institutions is based on the respective entry
requirements and duration of programmes. Polytechnics are not considered as TVET institutions
but teacher training institutions that train TVET instructors. The entry requirements to
polytechnics is credit level or passes in the WASSCE which is not so for TVET institutions.
Further, polytechnics can offer degree level programmes. For the instructors trained at
polytechnic level, pedagogy should only be a component of the TVET course. Using learning
outcomes as a way of distinguishing between TVC and TVI, the CEO stated that no syllabus or
curriculum exist for these institutions and the course content for their programmes is obtained
from the NCTVA syllabus, but an adaptation of the NCTVA syllabus.
3. (i) Does MEST have a minimum requirement that an institution should meet/satisfy
before it registers it in a particular category of TVET.
The Ministry does have a minimum requirement that TVET institutions should satisfy for
registration. They include;
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Adequacy of the physical structure that the institution is residing
Adequate sanitation facilities,
Ownership of accommodation,
A business plan which includes future infrastructural development, three years
financial statements,
Courses intended to be offered by programme category,
Syllabus and curriculum that will be used in providing service; the NCTVA
syllabus is the recognised syllabus for the Ministry for TVET programs,
Accreditation and certification body,
Staff list indicating age, qualification and experience of tutors/instructors.
Student population to be serviced; TVCs should have min student number 50 and
max-300, max staff complement – 18. TVIs min student number 200 and max-
1000, max staff complement-44, CECs min student number 8 and max 100, max
staff complement- 8.
(ii) How frequent does MEST evaluate TVET institutions to ensure that they meet
these minimum requirements.
The CEO accepted that monitoring of TVET institutions has not been effectively
conducted as the Tech-Voc Division delegated with the responsibility is inadequately
staffed; at the time of the interview, the Tech-Voc Division was unstaffed. He stated that
the Ministry has been unable to fill positions in the Division because of the poor
remuneration. Regarding TVET institutions that are operating below the minimum TVET
requirements stipulated by the Ministry especially in the private sector, the CEO
accepted that there have been failings, as some of the present TVET institutions in
operation were illegally registered by the Ministry.
4. Some TVET institutes receive government assistance/support, while others receive
grants or teacher salary support. Which criteria are used in determining the TVET
institution that benefit from each support?
New TVET institutions that meet the registration requirements of government receive
subvention/grant support. After operating successfully, the institutions is given salary
support upon the provision of accurate financial returns on subvention support for a
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given period. It is also expected that funds from fees will be used to manage the
operations of such institutions.
5. Data provided in 2010 by Dr. Nyallay who was a one-time Deputy Minister showed that
while government funding to mainstream education increased significantly the inverse
occurred for funding to TVET. Why was TVET support reduced?
Mal-financial management is the cause for a reduction in funding to TVET institutions
when compared to mainstream education. The CEO stated that many of these TVET
institutions are unable to provide accurate financial report for funds that were allocated
to them and it is governments’ policy that until such is done no further funding will be
provided.
6. The per student cost of TVET is about twice the cost of senior secondary school yet the
funding to TVET has been significantly reduced, How will MEST be able to provide
financial support to the four new TVET institutions that are to be constructed after IDB
support ends?
The issue of mal-financial management was again raised as the cause for the low
funding to TVET institutions. The Ministry is expecting funding from the Global
partnership for education GPE. It is expected that this will release some of the funding
given to primary and secondary education which will be transferred to these new TVET
institutions
7. NCTVA which is pivotal in the successful implementation of all TVET programmes has
never been able to fulfil its mandate in the areas of certifying any of its examinations,
conduct practical TVET examinations or evaluate certificates issued by many private and
government TVET institutions. MEST being the focal Ministry for this council, how
does it intend to tackle and resolve this problem?
The NCTVA has been ineffective in attending to the core functions it was established to
perform, statement of the CEO. All attempts by Ministry to motivate them to perform
have not yielded the expected positive results. The Ministry intends to reconstitute the
council as a solution to this poor and inefficient performance.
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8. Technological transformation has changed the industry labour requirement but the
existing TVET institutions lack the equipment and machinery to provide the required
practical skills training to make these graduates marketable. How does MEST intend to
tackle and resolve this problem?
Curriculum development is under the purview of the national curriculum research and
development centre. The Ministry is in the process of reviewing all TVET curricula with
the aim of making such programmes relevant and marketable in the country.
9. Barefoot college is the Non-formal TVET programme that has been formally
institutionalised in the country. Considering the successful role that the informal sector is
playing in non-formal TVET and youth employment, is MEST thinking of replicating
this barefoot programme in other areas of technology?
On this issue, the CEO stated that His Excellency the president on a number of
occasions has raised the issue of the establishment of the NCTVE as stated in the
Education Act 2004 as this is the body that has been empowered to provide guidance
and certification at this level.
Questions on Situation Analysis of TVET addressed by the Director of NCTVA 4th
September 2014
1. The NCTVA Act 2001 constitutes a council that has the head of the technical and
vocational council as one of its members. When was this Technical and Vocational
Council formed and how does your Council relate with the technical and vocational
council?
The Technical and Vocational Council is a body formed by TVET service providers with
no legal status. Though a recognised body by MEST, it functions and role are unclear
though its aim is to present itself as a self governing body to regulate TVET activities.
Apart from its head being a member of the NCTVA Council, it is dormant. It’s current
head is the person in-charge of St Joseph’s Vocational centre at Wellington.
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2. NCTVA is pivotal in the successful implementation of all TVET programmes but this
body has never been able to fulfil its mandate in the following areas;
Certification of its examinations,
Conduct practical TVET examinations
Evaluate certificates issued by many private and government TVET institutions.
With respect to the certification of its examinations, a sample certificate was shown. The
reason given for the long delay in issuing the certificates was to prevent the falsification
of certificates.. He stated that contact has been made with a security printing company
but had to be stopped to include the photograph of candidates.
Conducting of practical TVET examinations was accepted as not being done by the
Director of NCTVA and the reason given was inadequate infrastructure and cost. This
task was left to the respective institutions to conduct practical examinations and submit
grades to NCTVA. The Director further stated that because of the poor practical
equipment status of the institutions that NCTVA examines, practical examinations are
not standardised and depend on the equipment capability of the institutions. The
Director accepted that inadequate fund is responsible for NCTVA’s inability to employ
trained practical examination inspectors to check on the quality of examination being
conducted by institutions. He emphasized the fact that Competency Based assessment is
expensive to conduct.
The Director stated that the NCTVA Act, 2001 does not mandate the NCTVA to evaluate
certificates issued by other TVET institutions. Notwithstanding this exclusion,
accreditation of programmes being offered by TVET institutions is done voluntarily on
request.
2. Have you ever examined and/or certified any of these categories of TVET institutions?
Community Education Centre – A (CEC-A)
Community Education Centre – B (CEC-B)
Vocational Trade Centre (VTC)
Technical Vocational Centre (TVC)
Technical Vocational Institutions (TVI)
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(ii) If Yes, please provide us with the curricula and course syllabus for them
Section 7(1) of the NCTVA act, 2001 mandated the Council to only deal with post-
secondary institutions, this was clearly stated by the Director. These levels of TVET
institutions fall below WASSEC level as such examining them is only done on the
instruction of government. The National Vocational qualification (NVQ) certificate and
Advance National Vocational certificate (ANVC) are now being conducted for schools as
a result of MEST mandate that pupils who did pass the BECE cannot attempt the
WASSEC.
4. Technological transformation has changed the industry labour requirement. How has
your institution effected these changes in the curricula and course syllabus that are used
to set your examinations?
This issue brought into perspective the support provided by GIZ and LMC with the
rehabilitation of the St. Joseph’s Vocational Institute at Lunsar in Port Loko. The
Director stated that concern has been raised at both international and local levels with
syllabus and course contents being reviewed and revised to reflect technological
transformation. Again the issue of funding was stated as the limitation. He stated that
Nigeria has taken the lead in developing curricula, syllabus and teaching and learning
materials online that are accessible by member countries. Regional harmonisation of
TVET is now being considered. He also mentioned that UNEVOC-UNESCO has also
developed a course structure and syllabus for TVET institutions that are gradually being
included in the syllabus.
5. Barefoot college is the Non-formal TVET programme that has been formally
institutionalised in the country. How is your body encouraging the formation of such
institutions for examining and certification considering their contribution to the labour
market?
The Director stated that non-formal TVET programme is out of the mandate of the
council and that he has never visited the barefoot college. However, the council is trying
to put together a programme that will attend to skills in mobile phone and motorbike
repair and maintenance.
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Discussion on Situation Analysis of TVET addressed by the GIZ Officers (Yusuf Jalloh,
Snr. National Capacity Building Advisor and Joe)11th
September 2014
This pilot project is being operated at St. Joseph’s Vocational Centre at Lunsar. It is a
Public-Private-Partnership (PPP) incorporating LMC-GIZ and the Government. The
objective is to upgrade technical and vocational skills. The idea was developed by GIZ
and solicited partnership from the mining companies under their corporate social
responsibility component. The aim of the project is to provide skilled manpower to LMC
while at the same time giving marketable skills to youths and young adults in the
communities in which they operate. LMC and GIZ each contributed €200,000 for
extensive rehabilitation of St. Joseph’s Vocational Centre and the procurement of
relevant tools and services. Beneficiaries do not pay fees and are given incentives to
attend the course. The project has been in operation for nine months, servicing three
hundred beneficiaries per session; duration of session is 2years.
Programmes are taught at CEC, TVC and TVI levels. Syllabus and curriculum were
developed by customising National Board for Technical Education (NBTE) course
structure and inputs from LMC technical staff. The Teaching and training staff comprise
LMC technical staff, Government Technical Institute (GTI) and Milton Margai College
of Education and Technology (MMCET). Special hands-on practical training was given
to instructors in areas that are of interest to LMC with respect to their modern
equipment and tools. The courses comprise literacy, numeracy and technical training for
CEC students, as these are individuals who have either never been to school or gone
through primary school to NPSE level, and for TVC and TVI those who have been to JSS
and SSS respectively.
Workshop/practical training is done in-house and at the mining industry. Certification
for CEC graduates will be provided by St. Joseph’s Vocational Centre. The body
responsible to certify the TVC and TVI graduates; Basic Trade certificate and National
Trade Certificate respectively, is yet to be ascertained as the NCTVA mandate is to
certify polytechnic institutions and not vocational centres or institutes. The NCTVE is
the only council that has the mandate to certify this level of programmes but
unfortunately it has not been formally established.
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Discussion on Situation Analysis of TVET addressed by the Deputy Secretary of
MFAIC Mr. Alan George - 17th
September 2014
The Officer who addressed the issues pertaining to TVET stated that MFAIC only acts as the
facilitator of the technical cooperation programme that focuses on educational capacity
building, as it forwards all such sponsorship to the MEST. In the case of the India
programme that provides TVET capacity building, again this is forwarded to the respective
government institutions and MFAIC does not decide on who are to be direct beneficiaries.
Discussion on Situation Analysis of TVET addressed by officials of the MoLSS (Ahmed
Musa Labour Commissioner)18th
September 2014
In respect of progress on the skills gaps, MoLSS has embarked on a Labour force survey with
the aim of developing a Labour Market information system that will provide information on
unemployment saturated areas, areas where specific skills development is required so as to
direct TVET institutions on where to direct their training programme. A work permit
committee has also been set up that will ensure that there is succession plan for every foreign
national employment in terms of knowledge transfer and a national employment policy is now
in place. The MoLSS acknowledges that the capacity of all TVET institutions in the country is
far below expectation in all aspects; instructors, teaching and learning and management.
Discussion on Situation Analysis of TVET addressed by officials of NAYCOM (Yusuf S.
Kamara, M&E Manager and Hassan Conteh, Youth Officer – UNDP staff
attach)2nd
October 2014
In respect of the skills training in 2009, using funds appropriated from the Peace building
fund, nine (9) vocational institutions were capacitated to provide skills training for youths
and business development centres. Challenges encountered in providing the training was
capacity of the training institutions in terms of equipment, capacity of instructors and lack of
a structured syllabus to direct training, resulting in questioned quality assurance and
certification. The two NGOs engaged to undertake the programme were Child Fund and Help
Sierra Leone. To solve the problem of quality assurance, a training syllabus was designed
with the help of NCTVA which is presently being used by the two NGOs.
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Appendix – A6 Survey Questionnaires
Academic and Training Questionnaire
Name of TVET Institution
Date institution was opened
Address of Institution
District Town Area
Indicate type of TVET Institution
a. Community Education Centre – A (CEC-A)
b. Community Education Centre – B (CEC-B)
c. Vocational Trade Centre (VTC)
d. Technical /Vocational Centre (TVC)
e. Technical /Vocational Institution (TVI)
Is institution government owned? Yes/No
If No, state operator of institution
Mission/Faith
Non-Governmental Organization
Private
Association
Others, Please state
Is institution registered with government? Yes / No
If Yes, indicate type(s) of support received/provided by government
Financial (staff salary)
Equipment
Teaching & learning material
None
If No, state source of funding/support
Students fees
Non-Governmental Organization
Overseas benevolent organization
Others, Please state
How does the institution certify its students
Self certification
NCTVA certification
Affiliate certification (Please state name of affiliate institution)
Ministry of Education, Science & Technology
Others, Please state
Vocational Training being provided
Carpentry
Welding
Masonry
Plumbing
lxxxviii
Tailoring / Dressmaking
Bakery and Pastry
Painting and Decoration
Hairdressing and Barbering
Mechanical Workshop Maintenance
Domestic Electrification
Others (Please sstate)
Technical Training being Provided
Computer Installation and Maintenance
Computer Network Installation and Configuration
Microsoft Application Software (Word, Access, Excel, Publisher, Windows Operating System
Building and Construction
Telecommunication (Mobile)
Television and Radio Maintenance
Surveying
Draftsmanship
Office Practise and Secretarial Duties
Automobile Maintenance
Others (Please state)
Indicate the level(s) of TVET programmes being offered by the institution
Certificate
Participation Certificate
Diploma
Higher Diploma
Please state the basic entry requirement to each programme
Certificate - BECE / BECE plus Entrance examination / WASSEC
Participation Certificate - None
Diploma - WASSEC / WASSEC plus Entrance examination / O'levels
Higher Diploma - Diploma / WASSEC / Diploma with WASSEC / Diploma
plus Entrance examination / WASSE plus Entrance examination
State the average duration of each programme Duration
Certificate
Diploma
Higher Diploma
Participation Certificate
State the staff complement of the institution
TVET Male Female
Administrative Male Female
Academic Male Female
State the academic qualification of academic staff and TVET instructors
Masters Male Female
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Postgraduate Diploma Male Female
Graduate degree in Science Male Female
Graduate degree in Engineering Male Female
Graduate degree in Social Sciences Male Female
Graduate degree in Arts Male Female
Graduate degree in Education Male Female
Higher Teacher Certificate Male Female
Diploma in Engineering Male Female
Diploma in Commercial courses Male Female
Diploma in Technical Course Male Female
Others, Please state Male Female
State the academic qualification of administrative staff
Masters Male Female
Postgraduate Diploma Male Female
Graduate degree in Social Sciences Male Female
Graduate degree in Arts Male Female
Others, Please state Male Female
What is the average years of pre-employment practical working experience of TVET staff Year(s)
Does the institution have a certified accredited syllabus that it uses in teaching? Yes/No
If Yes, provide name of the accreditation institution
State the student population of the institution. Male Female
Please state equipment and facility available for teaching and learning
Computer Quantity
Overhead projector Quantity
Internet Connectivity
DSTV
Whiteboard Quantity
Textbooks
Others, Please state
(i) State the number of hours of theory classes per week/module
(ii) State the number of hours of practical classes per week/module
State number of modules/Subject student is required to take per semester per year in each programme
Certificate
xc
Year 1 Semester-1 Semester-2
Year 2 Semester-1 Semester-2
Year 3 Semester-1 Semester-2
Diploma
Year 1 Semester-1 Semester-2
Year 2 Semester-1 Semester-2
Year 3 Semester-1 Semester-2
Higher Diploma
Year 1 Semester-1 Semester-2
Year 2 Semester-1 Semester-2
Year 3 Semester-1 Semester-2
Participation Certificate
Do students go for attachment or placement? Yes/No
If Yes, Please state duration of attachment or placement
Is Entrepreneurship included in the training programmes? Yes/No
Premises and Practical Training Questionnaire
Name of TVET Institution
Which type of structure is the TVET institution residing
Makeshift wooden
Makeshift zinc
Brick
Sand block cum concrete
Status of accommodation/premise
owership
Faith / Mission property
Rented/Lease
Government Property
Community Property
Association's Property
Proprietor's / Personal Property
Where is teaching and learning conducted
A single Hall
Partitioned Single Hall
Building with number of room(s) (Please state number)
Number of Building with rooms (Please state respective numbers)
Is the institution fenced? Yes?No
xci
Does the institution have residential facility? Yes/No
If Yes, what is the nature and capacity of the facility
Staff quarters (Yes/No) Number
Female Hostel(s) Capacity
Male Hostel(s) Capacity
Does the institution have a separate building for administration? Yes/No
Has the institution sufficient space for practical training? Yes/No
Has the institution got adequate sanitation facility? Yes?No
Has the institution got adequate electrical power supply? Yes/No
If Yes, Please state tools and equipment available for practical training
Practical Course Equipment & Tools
Computer Installation and Maintenance /
Computer Network Installation and
Configuration
Welding
Carpentry
Building and Construction / Survey /
Plumbing / Painting & and decoration
Hairdressing and Barbering
xcii
Telecommunication
Telecvision and Radio Maintenance
Mechanical Workshop Maintenance
Draftsmanship
Electrification / Automobile Maintenance
Others, Please state
Administrative and Governance Questionnaire
xciii
Name of TVET Institution
Indicate the type of governing body that Manages the institution's affairs
Councils
Board
Proprietor
State the name of governing body or Individual
Indicate the designation of the institutional head
Rector
Principal
Manager
Proprietor
Provo
Others, please state
State the departments that manages the institution's administrative affairs
Finance Department
Registry/Admissions Department
Exams Department
Estate Department
Others, please state
Indicate the departments that have head and the designation of the head
Finance Department
Registry/Admissions Department
Exams Department
Estate Department
Others, please state
Indicate the academic structure of the institution and the designation of the
head
Faculty
Department
xciv
Unit
Section/Division
Others, please state
State the number of academic structure of the institution
Faculty
Department
Unit
Section/Division
Others, please state
State the names of the academic structure
Faculty
Department
Unit
Section/Division
Others, please state
Student Evaluation Questionnaire
xcv
Name of TVET Institution
Year Enrolled Sex Male / Female
Present Year in
Programmme enrolled in
Certificate
Diploma
Higher Diploma
Participation Certificate
Indicate the vocational or technical Programme you are enrolled in
Vocational
Carpentry
Welding
Masonry
Plumbing
Tailoring / Dressmaking
Bakery and Pastry
Painting and Decoration
Hairdressing and Barbering
Mechanical Workshop Maintenance
Domestic Electrification
Others (Please sstate)
Technical
Computer Installation and Maintenance
Computer Network Installation and Configuration
Microsoft Application Software (Word, Access, Excel, Publisher, Windows Operating System
Building and Construction
Telecommunication (Mobile)
Television and Radio Maintenance
Surveying
Draftsmanship
Office Practise and Secretarial Duties
Automobile Maintenance
Others (Please state)
State Duration of Programme
State hours of theory classes per week
xcvi
State hours of Practical classes per week
Do you engage in hands-on work during the practical session? Yes /
No
Are you satisfied with the quality of teaching, learning and practical you are receiving?
Yes / No
Are you satisfied with the environment where teaching and learning is being conducted? Yes / No
Do you believe that the training provided has prepared you for the current labour market?
Yes / No