1. METHODOLOGICAL APPROACH OF AEP PROJETBy
MINANI Isaac,
National expert in vocational training

2. 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

3. 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

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

5. 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

6. 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

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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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