METHODOLOGICAL APPROACH OF AEP PROJET By MINANI Isaac, National expert in vocational training

CONTENT A. Inventory of the 4 Vocational Training Center (VTC) at the beginning of AEP Project B. Methodological approaches and strategies implemented C. Impacts or outcomes Methodological approaches

A. Inventory of the 4 VTC at the beginning of AEP Project Lack of organization of VTC (internal management) Lack of uniform training programs in VTC (training) Low skill of trainers Low attendance in VTC (low enrollment of learners) Lack of equipment and infrastructure. Methodological approaches

B. Methodological approaches and strategies implemented Organizational approach Management procedures for VTC Pedagogical approaches Methodological approaches

B1. Organizational approach Implementation in 4 VTC supported by AEP of a new organization chart and functions profiles well defined (See Chart printed) Then validation and dissemination in all the VTC in Burundi by MEBSEMFPA (Ministry of Education) Methodological approaches

B2. Management procedures for VTC Development, validation and dissemination of manuals of procedures for administrative, financial, logistical and pedagogical management for implementation of tasks and activities defined in the organizational chart Support via quarterly inspection of the management of VTC Methodological approaches

B3. Pedagogical approaches Led by AEP in 4 VTC 1. Analysis of Labour Situation (ALS) 2. Organization of modular training Methodological approaches

B3.1. Analysis of Labour Situation (ALS) ALS conducted by study of the socio-economic environment of 4 VTC Definition of divisions, training offer based on the results of the ALS. Methodological approaches

B3.2. Organization of modular training (1) The pedagogical approach is implemented and adapted in modules taking into account the following parameters: Summary sheets (adaptation of content repositories) Harmonization formal and non-formal training Low level of technical and pedagogical skills of trainers Low initial level of knowledge of the beneficiaries Methodological approaches

B3.2. Organization of modular training (2) 4 modules of training per year 4 quarters of training instead of 3 applied in formal education, Respect of days allocated to vacation for the state teachers See organization chart Methodological approaches

B3.2. Organization of modular training(3) Introduction of a basic module in each division (module 0) Learning all the techniques related to general business, hygiene and safety Knowledge of materials and equipment Servicing, maintenance and repair Development of manual skills through the production of small objects requiring little supplies. Methodological approaches

Benefits of basic module Preparing the learner to integrate into the profession Development of basic skills, manual skills through the use of tools Relatively low cost (low use of consumables) Methodological approaches

B3.2. Organization of modular training (4) Product and service modules Arrangement of modules: from the simplest to the most complex Level of training: group of modules by training level and by option Interdisciplinary courses Methodological approaches

B3.2. Organization of modular training (5) Preparation of technical sheets of a learning situation showing the key steps of manufacturing a product (learning tasks) Achievement of a lesson sheets showing the theoretical activities to implement in order to control the manufacturing process of a product (See printed sheet) Methodological approaches

Benefits of the sheets Easy to operate summary information Steps in the process clear, concise and prioritized Little theory (adapted to any level of beneficiaries) Systematic methodology Methodological approaches

B3.2. Organization of modular training (6) Schematic drawing of module: Search for products and services Development of Training Objects Matrix Sheets of Identification Modules Technical sheets of Training Manual Test of training manual Validation Manual (See Diagram printed) Methodological approaches

C. Impacts or outcomes (1) VTC Internal management improves through management tools in place (administrative, logistical, educational) Products/services modules including module 0 improve the pedagogical management of VTC Methodological approaches

C. Impacts or outcomes (2) Increase school attendance (with attractive trainings) A better success rate for learners (thanks to better performance of trainers) Methodological approaches

Conclusions Improved internal management (with the introduction of tools) of VTC has an impact on the quality of education offered to laureates Products /services modules can adapt the employability of laureates to the context Introduction of module 0 allows the loyalty of learners to the realities of business Thanks! Methodological approaches

Discussion Is the situation analysis really needed for the development of an training package in TVET? How can this be applied in a low income country with a small economy? Is the competencies referent specific for each country? What are the critical points to control the technical colleges and formation centres when they are autonomous? Is the first (basic) module needed for the trainee before he enters the other modules? Are there other alternatives ? Is the approche ‘products’ a manner to reinforce the employabilité of the trainees? Les approches méthodologiques